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.


38th Annual Convention; Seattle, WA; 2012

Event Details

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Poster Session #85
CSE Poster Session 1
Saturday, May 26, 2012
5:00 PM–7:00 PM
Exhibit Hall 4AB (Convention Center)

The Outcomes of a Community Based Training Program for Parents of Children With Autism

Area: CSE; Domain: Service Delivery
CHRISTOPHER M. FURLOW (Marcus Autism Center), Amber L. Valentino (Marcus Autism Center)

Previous research has demonstrated intensive behavioral intervention is effective for treating the symptoms associated with autism. Many behavioral interventions must be implemented with sufficient intensity and integrity to be effective, which can be quite costly. Thus, behavioral intervention may prove to be too costly for some families. Luckily, some of the costs associated with intensive behavioral intervention may be minimized if parents are trained to serve as behavioral therapists (Anan et al., 2008). Thus, the purpose of the current investigation was to examine the effects of a 12-week (2 hours per week) parent training program on the maladaptive behavior of each participants child. Participants included 30 families consisting of at least one caregiver and a child with an autism spectrum disorder. The Maladaptive Behavior Indexes Profile portion of the Scales of Independent Behavior-Revised (SIB-R) Short Form was used to measure the effects parent training had on parent reported maladaptive behavior. Results will be examined using inferential statistics to determine if statistically significant differences exist between pre and post scores on the SIB-R. In addition, visual inspection will be used to determine if individual ratings on the SIB-R differ for the primary behavior of concern across the 12 sessions.


From Fun to Factories: Bootstrapping Our Way to Tablet-Based Assistive Technology for the Workplace

Area: CSE; Domain: Applied Research
RAYMOND V. BURKE (The Prevention Group), Keith D. Allen (Munroe-Meyer Institute), Scott L. Bowen (The Prevention Group), Monica Howard (Munroe-Meyer Institute), Douglas Downey (Northwestern University), Janice K. Flegle (University of Nebraska Medical Center), Michael Matz (Flying Yeti)

A recent analysis of U.S. vocational rehabilitation (VR) services between 1995 and 2005 showed declines for individuals with disabilities in rates of competitive employment and earnings, and increases in response time between application for services and employment, all of which suggest that caseloads and needs are increasing. To compound the problem, the number of adults with autism spectrum disorders (ASD) entering the U.S. VR system increased 121% and is expected to continue to increase for individuals with ASD. The current study used a multiple baseline design to assess effects of proprietary software for using tablet-based video modeling as a training and support device in the workplace with young adults with autism. Five employment-age adults diagnosed with ASD used the training and support device while performing a warehouse shipping job which required chaining of, on average, 73 discreet steps. Results indicated that the intervention provided marked improvement in on-the-job performance, but for some, the device was not able to produce consistent criterion level performances. When coupled with our prior studies, these results indicate that, in general, technology-based training and prompting systems were more effective than VM and BST with complex tasks, and all strategies were more effective than traditional job training practices.


Factors Affecting the Quality of Special Education Service

Area: CSE; Domain: Service Delivery
PATRICIA PLANCARTE CANSINO (Universidad Nacional Autónoma de México), Patricia Ortega Silva (Universidad Nacional Autónoma de México), Hugo Romano Torres (Universidad Nacional Autónoma de México)

Quality is an extremely important concept in all areas of human endeavor. Harvey and Green (1993), Morales and Hernandez (2004) and Varela, Rial and Garcia (2003), analyze different conceptions of quality: (a) as a unique phenomenon, (b) as perfection or consistency, (c) as a purpose, (d) as a relationship between cost-value, and (e) as a transformation. This work analyzes and identifies the factors that influence the quality of special education services offered to the community in the National University of Mexico. Questionnaires were designed and implemented to assess the quality of service perceived by parents, psychology students, and psychology teachers in this area. Forty-five mothers, 108 students and 10 teachers were interviewed. The questionnaires were made-up of 5 sections: general data, characteristics, operation of the service, parent involvement, and suggestions. Data were analyzed using SPSS (15.0). Three factors were identified as influencing the perceived quality: individual, family, and institutional. It highlights the importance of identifying needs within an institution dedicated to provide a service, besides setting goals, defining tasks and defines responsibilities for achieving the objectives related with community.


Successful Behaviour Planning With Community Partnerships

Area: CSE; Domain: Service Delivery
JOANNA KUPIBIDA (Peel Behavioural Services), Rubina McDonald (Peel Behavioural Services), Donna Adair (Peel Behavioural Services)

The project was initially undertaken as a result of noted inconsistencies across mediators implementing the behavioural programs for 4 identified individuals residing in a group home setting. Despite ongoing staff training, a systematic, structured plan was needed to increase staff consistency and accuracy. A 3-step plan was designed to rectify the problem. Step 1 consisted of a "Preparedness Check," which surveyed staff to discover if they were adequately equipped to perform their duties. Step 2 involved a knowledge test designed to track the level of understanding of the written behavioural programs. Test results were reviewed with the staff and feedback was provided. Step 3, involved conducting focused observations along with feedback with each mediator/staff. Given that inconsistency of program implementation is not limited to group home settings the next phase of the project was to apply the same methodology with a family that was experiencing the same concerns within their family home. The results in both the residential group home and in the family home setting have been extremely positive. Mediators have found the overall strategy to be rewarding and the success of the specific behavioural programs has been enhanced by increasing both consistency and accuracy.


Prevalence of Depression and Suicidal Ideation in College Students of Different Careers in Mexico

Area: CSE; Domain: Applied Research
NORMA COFFIN (Universidad Nacional Autonoma de Mexico), Constanza Miralrio Medina (Universidad Nacional Autonoma de Mexico), Clara Bejar Nava (Universidad Nacional Autonoma de Mexico), Francisca Bejar Nava (Universidad Nacional Autonoma de Mexico), Lourdes Jimenez Renteria (Universidad Nacional Autonoma de Mexico), Monica Alvarez Zu�iga (Universidad Nacional Autonoma de Mexico), Arturo Silva Rodr�guez (Universidad Nacional Autonoma de Mexico)

This study was conducted in a campus where six careers are given: Medicine, Psychology, Optometry, Biology, Dentist Surgeon, and Nursing. No specific data related to Psychology services required by students are known. However, there has been an increment in the rate of consultations at the Psychology services in the campus Clinic, due depression or suicidal ideation symptoms. Depression in college students might become a relevant problem, due the hopelessness of an adequate academic performance, coupled to the psychological and emotional malaise. According to Beck, Rush and Shaw (1979), the etiology implied into a suicide attempt is a continuum, in which special attentiveness must be focused on desire and plans to commit it. Thus, the major goal for this study was to know the current prevalence of depression and suicidal ideation in 251 students, as well as the correlation among variables (average score and gender, among others). BDI and IOS were administered. Results showed that severe level in depression and high level in suicidal ideation are present the most, in Medicine and Biology, respectively. Not the academic achievement or other variables correlate with depression or suicidal ideation. These suggest that other variables could be affecting the emotional state in students.


Disseminating DBT Skills in the Community: Four Semesters of Experience

Area: CSE; Domain: Service Delivery
ALVIN HOUSE (Illlinois State University), Lauren Young (Illinois State University), Caroline Van Aman (Illinois State University), Heather Terhorst (Illinois State University), Abigail Ramon (Illinois State University)

Over four academic semesters first and second year graduate students in Clinical-Counseling Psychology at Illinois State University provided an outpatient skills training group with the four traditional DBT modules and a valued living module. All client participants were required to be in counseling with a therapist in the community during their participation with the skills group, and a two-way release of information were required so communication could be made freely between the community therapist and group facilitators. The poster reviews this experience, the benefits for clients and clinicians in training, and the problems and lessons encountered. In addition to anticipated issues (client crises, issues of staffing and scheduling, recruitment, balance between didactic and clinical focus); additional challenges included balancing supply and demand issues in a university clinic, relationships among clinicians, the need to learn from our mistakes and missteps, and the daunting tasks of evaluating what good (if any) we were doing in the real world. The graduate students involved to date have consistently reported this to be a valuable training experience; feedback from former clients and their community therapists have been more mixed. Efforts are underway to more effectively evaluate the service provided to the community by this activity. As a training vehicle offering the skills group seems to have been a very trainee-friendly method of contributing to the transition from professional in training to professional in practice, and to have provided a good setting in which to practice treatment skills in a structured and supportive environment.


Increasing Safe Bicycle Parking Through an Antecedent and Rule Based Intervention

Area: CSE; Domain: Applied Research
DANIEL B. SUNDBERG (Florida Institute of Technology), Elbert Blakely (Florida Institute of Technology)

This study sought to decrease the rates of incorrect bicycle parking in a university student-housing complex. Bicycle parking was a concern of resident assistants because it represented a fire hazard, however they had been unsuccessful in changing the necessary behaviors. This study employed a basic written rule-specifying statement, and a visual prompt for the appropriate parking area. The intervention resulted in an immediate and sustained drop to zero level across settings, and informal observations 2 months later indicated effects sustained.


Behavioral Problem-Solvingand Skill Maintenance Training for Managers, Staff and Parents

Area: CSE; Domain: Service Delivery
JOHN KOSMOPOULOS (York Central Hospital)

Behave Away: A Maintenance Plan is a 6-8 week training package provided to parents, staff or managers to decrease the likelihood of re-referral to behavioral support services and increase the likelihood of skill maintenance and contextual fit post-involvement. This manualized group training offers resources to problem-solve future behavioral challenges with the use of prevention and problem-solving checklists, behavioural assessment procedures, data collection methods to determine function of problem behaviour, function-based strategies, and to teach cognitive-behavioral and acceptance-based coping and self-management techniques for everyday stressors. The effectiveness of this resource training manual was evaluated by comparing pre- and post-test results along with post-training questionnaires designed to evaluate the impact of this training curriculum in the following areas: confidence in assessing and determining appropriate support strategies, level of preparedness in implementing behavioral strategies, frequency of use of data collection methods to determine function of behavior, and degree to which coping strategies are utilized. Those who participated in the training were contacted at 1, 3, and 6 month intervals post-training to further assess the maintenance of their skill acquisition and preparedness to provide care for the individuals they support.




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