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 #125
CE Offered: BACB
Unique Applications of Telehealth
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 4E/F
Area: AUT/CBM; Domain: Applied Research
Chair: Tracy Raulston (Texas State University)
Discussant: Wendy A. Machalicek (University of Oregon)
CE Instructor: Tracy Jane Raulston, Ph.D.
Abstract: Telehealth research and practice have increased in recent years, and even more so during and after the COVID-19 pandemic. Healthcare providers and patients may feel more comfortable utilizing technology to access treatment than before the pandemic. In this symposium, two papers that extend the applications of telehealth will be presented. In the first study, Ousley and colleagues coached parents of young children on the autism spectrum in Naturalistic Developmental Behavioral Interventions during playtime routines. A multiple baseline across five parent-child dyads design was employed to evaluate the effects of strengths-based video feedback delivered online and the additive effects of additional online coaching for three dyads. The second study by Wicker and colleagues evaluated the effects of technician-delivered telehealth to teach vocational skills within workplace settings for adults with autism spectrum disorder (ASD). The study includes two multiple baseline across three skill-set designs. Both studies utilized Zoom as the platform to deliver intervention online. A discussion on the utility of telehealth, common barriers, and considerations will conclude this symposium.
Instruction Level: Intermediate
Keyword(s): autism, NDBIs, telehealth, vocational skills
Target Audience: Intermediate
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe ways to coach families using online platforms (2) describe ways to utilize video feedback in an online platform (3) describe ways technicians can coach adult online
Effects of a Parent-Implemented Intervention Using Strength-Based Video Feedback Coaching During Playtime
CIARA OUSLEY (The University of Nebraska - Lincoln), Tracy Raulston (Texas State University), Christina Gilhuber (Penn State University)
Abstract: Young children diagnosed with autism spectrum disorder (ASD) often experience difficulties in social communication, potentially exasperating the likelihood of difficulties forming friendships and living independently in the future. Parent-implemented interventions are evidence-based practices that have successfully been incorporated within home settings; however, the time-intensity of interventions can be a barrier to families of children with ASD, particularly when there are several training and coaching sessions. Recent research has demonstrated that parents can implement Naturalistic Developmental Behavioral Interventions (NDBIs; interventions that blend applied behavior analysis with developmental psychology), during naturally occurring routines (e.g., playtime) when on-going coaching is provided. Therefore, we evaluated the effects of a telepractice-based NDBI with a single training session and once-weekly strength-based video feedback coaching. A concurrent multiple-baseline single case design across five parent-child dyads (i.e., two mothers, three fathers; five sons with ASD) during playtime was employed. An additional coaching package was introduced to three parents and maintenance data was collected for four dyads. Visual analysis and supplemental standardized mean difference effect sizes revealed a functional relation and strong effects on parent strategy use, suggesting that the use of strength-based video feedback may be an effective coaching tool for parents of young children with ASD.

Evaluation of Technician-Delivered Telehealth to Teach Vocational Skills Within the Workplace to Adults With Autism Spectrum Disorder

MACKENZIE RAYE WICKER (Baylor University), Julia M Hrabal (Baylor University), Tonya Nichole Davis (Baylor University), Renming Liu (Baylor University), Kristina McGinnis (Baylor University)

The number of individuals with autism spectrum disorder (ASD) entering the workforce is increasing, yet vocational rehabilitation support and services remain scarce. The telehealth model to deliver behavior analytic interventions has been demonstrated as effective, efficient, resourceful, and socially valid. To date, telehealth is most commonly used to coach caregivers and practitioners to implement interventions. Recently, two studies evaluated technician-delivered telehealth in which the therapist directly teaches individuals with intellectual and developmental disabilities, without the facilitation of a caregiver or practitioner. The purpose of this study was to evaluate technician-delivered telehealth to provide vocational skills training to two adults with ASD within their place of employment. Participants identified three job-specific skills they wished to acquire. We developed a task analysis of each skill to measure the percent of steps of the skill completed independently. All sessions were conducted via Zoom. During baseline, participants were provided with written instructions to complete the task. During intervention, we implemented a total-task chaining procedure with least-to-most prompting. Both participants demonstrated low levels of independent responding during baseline. Following intervention, both participants met mastery criteria and had maintained skills three weeks later. The participants and their caregivers expressed positive experiences with the procedures and use of the technician-delivered telehealth model.




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