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.


49th Annual Convention; Denver, CO; 2023

Event Details

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Symposium #68
CE Offered: BACB
Integrating Electronic Data Collection Into Classrooms: Barriers, Solutions, and Innovations
Saturday, May 27, 2023
3:00 PM–4:50 PM
Convention Center 405
Area: EDC/OBM; Domain: Service Delivery
Chair: Sarah Frampton (University of Nebraska Omaha)
Discussant: Kerry Ann Conde (St. Joseph's College, Behavior Science Technology)
CE Instructor: Kerry Ann Conde, Ph.D.

There’s a lot more to adopting electronic data collection systems than simply throwing out the paper and pencils. The presenters in this symposium will share their experiences utilizing electronic data collection systems in classrooms with individuals with autism spectrum disorder with high support needs. First, staff members must be trained to utilize the electronic data collection system. Tyree Davis will present data on use of the teaching interaction procedure to train staff members to build CentralReach © program books. Next, staff members must collect data in the classroom and teach the relevant targets. Becky Barall will discuss use of an enhanced data sheet to increase the frequency of data collection and teaching of instructional targets. Then, data must be actively reviewed to promote student outcomes. Kara Driscoll will share the effects of an interdisciplinary data review process implemented across classrooms to increase goal attainment. Finally, electronic systems should be leveraged to create universally designed programming. Kathryn Davies and Courtney Bright will present on class-wide implementation of picture-based activity schedules supported by CentralReach ©. Dr. Kerry Conde will discuss these projects and share insight on the role of technology in applied behavior analysis services.

Instruction Level: Basic
Keyword(s): Classrooms, Data collection, Interdisciplinary, Training
Target Audience:

The intended audience for the presentation is teachers, BCBAs, BCBA-Ds. Attendees should have competencies in basic forms of data collection and analysis.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe barriers encountered when converting from paper and pencil data collection to electronic data collection systems. (2) Identify two systems-level solutions to overcoming barriers to adopting new systems. (3) Describe relevant training procedures for supporting staff members in adopting new systems.
Using a Teaching Interaction Procedure to Train Staff on Building Electronic Clinical Programming Books in CentralReach
TYREE ANDRELL DAVIS (Endicott College; May Institute, Inc.), Lisa Tereshko (Endicott College), Mary Jane Weiss (Endicott College), Ashley Creem (Cultivate Behavioral Health and Education)
Abstract: With the onset of software aimed at practitioners of applied behavior analysis (ABA) comes the need for training solutions that are effective at translating clinical programming, traditionally developed for pen-and-paper, to a digital format. There has become a need for evidence-based training models on these platforms to alleviate the challenges of transforming clinical programming from physical-to-digital. The Teaching Interaction Procedure (TIP) is an evidence-based intervention that has been highly effective at treating the symptoms associated with ASD. Research has shown that this method of training, along with other methods based on the principles ABA, can also be effective at training populations outside of those with ASD. The current study examined the effectiveness of TIP to train staff on inputting clinical programming into CentralReach, a practice management software program that is widely used in the field of applied behavior analysis. The data show that TIP is highly effective at teaching practitioners how to build a program in CentralReach.
Considerations for Structure of Effective Data Collection Systems in Classroom Settings
REBECCA JANE BARALL (May Institute - The Bay School), Sarah Frampton (University of Nebraska Omaha), Tyree Andrell Davis (Endicott College)
Abstract: Educators and behavior analysts in special education classroom settings are commonly expected to design and evaluate the effectiveness and efficiency of data performance management systems. In addition, educators and behavior analysts are often expected to train support staff to utilize and implement data collection systems (e.g., pencil and paper data sheets, live electronic sessions) while providing instruction to clients. Staff in special education classroom settings often do not acquire the skills that are trained to in staff training procedures (Clark, Cushing, & Kennedy, 2004) and may benefit from the use of specially designed data collection systems which enhance the implementation of best practice recommendations (LeBlanc et al., 2019). For educators and behavior analysts to successfully design data collection systems which support staff training procedures, additional guidance on the use of data performance management systems and the potential combination of methods is warranted. This presentation will discuss some of the barriers and benefits from use of written and electronic data performance management, with examples of specially designed tools (e.g., an enhanced data sheet for applied verbal behavior instruction) that promote procedural integrity for staff and an increase in skills acquired for students within special education classrooms.

A Treatment Package Utilizing Data-Based Decision-Making to Increase Academic Achievement in the School Setting

Kara Romanetz (May Institute), MEGHAN SILVA (Melmark New England, Inc.), Meghan Borgondy (Franklin Public Schools), Sarah Frampton (University of Nebraska Omaha)

Data-based decision-making (DBDM) is an essential component of evidence-based educational services. However, use of data in schools to analyze and change instructional practices may not always be occurring (Silva et al., 2021). Collecting data alone without instructional changes does not affect student performance (Stecker et al., 2005). We evaluated a treatment package aimed at increasing individualized education program (IEP) goal achievement through improvements to progress monitoring systems within a non-public school serving children with autism spectrum disorder (ASD). It utilizes data in four main components of the IEP process: (a) assessment data (b) linking assessment data to the development of IEP goals, (c) frequent progress monitoring of goals, and (d) the analysis of goal progress after instructional changes are made. The researchers compared the final progress reports for IEPs completed before and after all intervention components were in place for 10 students. Overall, annual IEP objective achievement increased by an average of 2.1 goals per student (23.6% increase) and the percentage of goals achieved increased from 49.7% to 85.3% on average. This treatment package resulted in increased achievement of annual goals, showing the importance of utilizing DBDM to make instructional changes.

Class-Wide Implementation of Activity Schedules Using CentralReach
KATHARINE DAVIES (May Institute), Courtney Lynne Bright (May Institute), Emily Sullivan (Western New England University), Sarah Frampton (University of Nebraska Omaha)
Abstract: Activity schedules are a tool used to teach individuals with autism to engage in a chain of meaningful activities to promote greater independence. The literature shows success of implementation with a variety of individuals in numerous settings. However, implementation of evidence-based practices on a wide scale is a challenge in applied settings. The present study introduced a universal activity schedule package in an intensive behavioral classroom of 6 participants with autism and developmental disabilities ages 17-20, all of whom engaged in severe problem behavior. The package included gaining participant assent, cooperation with 1-5 meaningful activities, and checking in with an adult following schedule completion. The universal activity schedule package was selected from the site’s shared CentralReach program library and data collection occurred entirely using CentralReach. Each participant demonstrated over 90% assent to sessions, quickly mastered between 1-5 meaningful alternative leisure activities, generalized those skills to novel activities and staff, and made progress towards their individual IEP goals. Additionally, staff and parent social validity data suggest the class-wide universal activity schedule package was easy to implement and produced meaningful acquisition of functional skills for each student. These results show the benefits of leveraging electronic databases to disseminate evidence-based practice.



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