Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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11th International Conference; Dublin, Ireland; 2022

Event Details


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Poster Session #73
DEV Poster Session
Friday, September 2, 2022
5:45 PM–7:45 PM
Ground Level; Forum
78. Behavioral Skills Training for Parent Implementation of a Menstrual Hygiene Task Analysis
Area: DEV; Domain: Service Delivery
JAQUELINE VICTORIA MORENO (The Chicago School of Professional Psychology; Autism Learning Partners)
Abstract: Menstrual hygiene maintenance is a crucial adaptive skill for anyone who menstruates. People with intellectual or developmental disabilities (I/DD) can begin menstruating at an age comparable to their peers. Little support exists for families of children with I/DD who menstruate, and only two behavior analytic studies have been published—more than 30 years apart—evaluating menstrual hygiene skill acquisition with this population. The current study investigated the efficacy of Behavioral Skills Training (BST) to teach parents how to implement a menstrual hygiene task analysis. Parents then taught their daughters to place a menstrual pad on a pair of underwear. The parents’ fidelity of implementation was the primary dependent variable. The daughters’ independent performance of the hygiene task was measured as the second dependent variable in a changing criterion design. This study was conducted in-person with one mother-daughter dyad and via telehealth with one mother-daughter dyad due to COVID-19 regulations. Results demonstrated that BST was effective in improving parents’ fidelity of implementation of the task analysis. The daughters’ independent performances of the task increased along a changing criterion design as their parents’ fidelity of implementation increased. Implications for service delivery and sexual health in people with I/DD were also discussed.
 
79. Evaluation of Residential Services for Older Adults With Intellectual and Developmental Disabilities Residing in the Community
Area: DEV; Domain: Service Delivery
TANYA HOUGH (The Chicago School of Professional Psychology), Jack Spear (The Chicago School of Professional Psychology)
Abstract: People with intellectual disabilities/developmental disabilities in the United States are living longer in recent decades. People 65 and older are in better health than previous decades due to more awareness of the beneficial effects of a healthy diet, preventative medical care, and physical exercise. Individuals with intellectual and developmental disabilities are living longer as well. However, this presents challenges in meeting the needs of this population. This paper details the results of a survey developed to assess several areas of services, including social engagement, health-related services, group home environment, and staff training and development, were evaluated to identify areas in need of improvement. Participants consisted of 95 direct care staff working for a not-for-profit agency providing residential services to adults with intellectual disabilities/developmental disabilities. The results of the survey indicate that need for improving social engagement opportunities for older adults residing in the community and more training on working with older adults with intellectual disabilities/developmental disabilities for direct care staff in a residential setting.
 
80. Using game-based learning to teach self-regulation to autistic young-adults by applying the SEE framework to select and evaluate evidence-based practices.
Area: DEV; Domain: Service Delivery
JENN GALLUP (Idaho State University), Joel Bocanegra (Idaho State University ), Greg Callan (Utah State University)
Abstract: The framework Settings, Exchanges, and Events (SEE) (See. Callan et al. 2021) was used to guide the selection and design of supports, delivered within a real-life setting and video game platform, to teach young adults with ASD self-regulation skills (SRS) using the Self-regulation learning (SRL) model. SRS skills do not develop naturally for many students are fostered through multiple interactions with the application of more skilled opportunities over time; the summer program was designed to teach and provide experiences to practice SRS in multiple settings and conditions. The SEE framework used to select evidence-based practices (EBPs) was originally developed to select and illustrate how EBPs can be used within academic classrooms to support SRL development; however, the flexibility in the framework allowed the application to video game-based learning. Data will be collected using pre-post tests for n =80 students with a single-case design for young adults n = 6 with ASD aged 18-21 who participate in a weeklong residential program at a small urban university. Data will be collected through summer 2022. This session will present the framework for designing the summer program, intervention selection, and data collection using the SEE framework.
 
 

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