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 #385
CE Offered: BACB
Supporting Implementation of Evidence-Based Practices in Natural Settings: Increasing Access and Inclusion for Students With Developmental Disabilities
Monday, May 29, 2023
3:00 PM–4:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Rose A. Mason (Purdue University)
Discussant: Stephanie Gerow (University of Nevada, Las Vegas)
CE Instructor: Stephanie Gerow, Ph.D.

Children with autism and other developmental disabilities experience the most significant and positive long-term outcomes when they are exposed to high dosages of well-delivered evidence-based practices, that are grounded in applied behavior analysis. Unfortunately, geographical and economical factors impede access to services (Yingling et al., 2021) resulting in poor long-term trajectories for individuals with disabilities. Alternative methods, such as training natural agents (e.g. teachers, parents, peers) to implement evidence-based practices in typical, inclusive settings and utilization of telehealth services can help to mitigate these disparities and ensure that children with developmental disabilities have frequent, ongoing exposure to effective evidence-based practices. This symposium explores the efficacy of training programs including teacher, paraeducator, and parents, as well as telehealth modalities aimed at increasing access to evidence-based practices for individuals with developmental disabilities. Attendees will learn strategies for provision of services for individuals with autism and developmental disabilities including via telehealth and training protocols.

Instruction Level: Intermediate
Keyword(s): autism, developmental disabilities, professional development, telehealth
Target Audience:

BCBAs, faculty

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify methods for providing services across natural settings (2) Describe practices for training teachers and paraeducators to implement evidence-based practices (3) Identify methods for training parents to implement evidence-based practices in home environments (4) Describe implementation of reading interventions via telehealth for individuals with autism
Addressing Challenging Behavior of Autistic Students in Inclusive School Settings: A Systematic Review
CATHARINE LORY (University of Nevada, Las Vegas), Emily Gregori (University of Illinois at Chicago), Nate Rendon (University of Nevada, Las Vegas)
Abstract: The persistently rising prevalence of autism, coupled with federal and state mandates to increase the inclusion of students with disabilities in less restrictive educational settings, have resulted in an increasing number of autistic students being served in general education settings. Yet, educators who work in general education classrooms tend to be less prepared to support the complex needs of autistic students, particularly in the area of addressing challenging behavior. This paper aims to systematically (a) review the evidence base of interventions implemented by natural change agents (e.g., teachers, paraprofessionals, peers) to address challenging behavior of students with autism in inclusive school settings, (b) examine participant characteristics to determine if the research sample adequately represented the autistic student population, and (c) examine intervention characteristics to identify methods of researcher-practitioner collaboration in intervention design and implementation. The systematic search procedures included a keyword search in three databases, followed by a search of related review articles, and finally a reference search of the included articles. Implications for research and recommendations for educators will be presented based on the findings of this paper.

Effects of a Multicomponent Telehealth Intervention on Reading and Behavioral Outcomes

EMILY GREGORI (University of Illinois at Chicago), So Yeon Kim (Independent), Sarah Deangelo (University of Illinois at Chicago), Sunyoung Kim (University of Illinois at Chicago), Evy Boateng (University of Illinois at Chicago ), Betania Mascerano (University of Illinois Chicago)

Students with autism spectrum disorder (ASD) often experience academic challenges, including poor reading comprehension skills. Engagement in challenging behavior can further exacerbate reading challenges and lead to missed instructional time and reading performance below grade-level standards. Multicomponent behavioral interventions that target academic and behavioral difficulties can lead to improvements across developmental domains. This study evaluated the effects of telehealth-implemented shared storybook reading, differential reinforcement, and contingent praise on reading comprehension and challenging behavior outcomes of an adolescent with ASD and a suspected learning disability using a multiple-baseline design across reading content areas. Results indicated that shared storybook reading increased independent reading comprehension scores for grade-level reading materials across content areas. Implementation of the behavioral intervention resulted in moderate to large decreases in challenging behavior. Qualitative and quantitative social validity analyses indicated that the participant with ASD and his mother found the interventions practical and effective. Recommendations for practitioners and implications for future research are discussed.

Addressing Problem Behavior and Social-Emotional Skills in Home-Based Services: A Systematic Review
Stephanie Gerow (University of Nevada, Las Vegas), EMILY PAIGE EXLINE (Baylor University), Lindsey Swafford (Baylor University), David Cosottile (University of Oregon), Qi Wei (University of Wisconsin - Whitewater), Maureen Conroy (University of Florida), Tonya Nichole Davis (Baylor University), Wendy A. Machalicek (University of Oregon)
Abstract: Home-based services are effective in improving developmental outcomes for young children with a developmental delay. However, there is a need for further investigation of best practices related to social-emotional development and challenging behavior for children. We conducted a systematic review of the current literature related to home-based interventions addressing challenging behavior and social-emotional skills for young children (age birth to 6 years 11 months) with disabilities or developmental delays. We identified 57 studies, including group and single-case design studies. We will synthesize the literature based on interventions with the most research support in this context. We will also summarize the methodological rigor of included studies, resources needed to implement the interventions, effective intervention strategies, and social validity. Based on our preliminary findings, the current literature supports the use of function-based interventions in homes for young children with disabilities. We will provide recommendations for practice and future research in improving social-emotional and challenging behavior outcomes in the context of home-based services.

ParaImpact: Practice-Based Coaching Model to Increase Paraeducator Systematic Instruction Fidelity

JOHN AUGUSTINE (Purdue University), Rose A. Mason (Purdue University), Mandy J. Rispoli (University of Virginia), Amanda M Borosh (Purdue University), Jennifer Smith (Purdue University), Howard P. Wills (Juniper Gardens Children's Project)

Students with moderate-to-severe developmental disabilities (MSDD) have complex educational needs, requiring more intensive support including evidence-based practices (EBPs) implemented with high fidelity. When EBPs are implemented with high fidelity, students are more likely to acquire academic skills, increase functional skills, and improve adaptive behavior. Often, paraeducators provide services to students with MSDD, although, they are often undertrained to deliver high-quality evidence-based interventions. Additionally, teachers report they are not adequately prepared to supervise paraeducators from their pre-service programs or professional developments. ParaImpact, a professional development package for teachers and paraeducators they supervise, provides a mechanism for ongoing professional development to increase paraeducator systematic instruction fidelity with the use of practice-based coaching (PBC) and online instruction modules. This study utilized a multiple baseline design across skills to investigate the effects of special education teacher-as-coach on paraeducator implementation fidelity of systematic instruction plus online instructional modules. Results suggest a functional relation between implementation of ParaImpact and increases in systematic instruction implementation fidelity. Further, supervising teachers utilized PBC with procedural integrity and teachers and paraeducators reported ParaImpact to be feasible and useable. Recommendations for extending research in special education teachers coaching paraeducators’ will be discussed.




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