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#212 Poster Session (TBA) |
Sunday, May 25, 2008 |
12:00 PM–1:30 PM |
South Exhibit Hall |
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138. Behavioral Academic and Career Counseling. |
Area: TBA; Domain: Applied Research |
MELISSA ANNE AINSLIE (Western Michigan University), Tamina A. Stuber (Western Michigan University) |
Abstract: The purpose of the Behavioral Academic and Career Counseling System is to provide quality counseling services to Western Michigan University undergraduate students so that they have the knowledge needed to achieve their academic and professional goals. In turn, society will benefit from the services that these students can provide. |
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139. GRE Preparation Course. |
Area: TBA; Domain: Applied Research |
KAROLINA PASZEK (Western Michigan University), Melissa Wittman (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The GRE course is designed to help students study for the Graduate Record Exam (GRE) and prepare for graduate school using performance management techniques. We monitor student performance, provide deadlines and specify point contingencies to help ensure students spend time studying for the GRE. Our goal is to provide guidance and relevant materials to inform students about the GRE and graduate school application. |
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140. Behavior Analysis Training System. |
Area: TBA; Domain: Applied Research |
CAITLIN ELIZABETH O'BOYLE (Western Michigan University), Krista Gabriau (Western Michigan University), Tara Elizabeth Adams (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The Mission of the Behavior Analysis Training System is to facilitate the improvement of the quality, accuracy, and timeliness of the overall system. This is accomplished by improving performance within and across all subsystems. Improved performance will be obtained through increasing system accomplishments, minimizing the number of and responding in a timely manner to disconnects, and improving the quality and accuracy of system products. |
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141. Intermediate Autism Practicum. |
Area: TBA; Domain: Applied Research |
KATIE MICHELLE RELPH (Western Michigan University), Tialha Nover (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: Graduate students with experience in system management, course presentation, and supervision of graduate and undergraduate students over discrete-trial techniques for children diagnosed with autism spectrum disorders. Undergraduate students with additional experience and supervision over discrete-trial implementation for children diagnosed with autism spectrum disorders, who are trained and knowledgeable for admission into the advanced practicum level experience. |
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142. The Language Facilitation Training System. |
Area: TBA; Domain: Applied Research |
REBECCA A. MARKOVITS (Western Michigan University), Jennifer M. Lonsdorf (Western Michigan University), Michelle Gagliano (Western Michigan University), Robbie J. Baldus (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The mission of the LFT system is the production and maintenance of an environment including settings, personnel and materials, which support the continued facilitation and acquisition of language, including the use of signs, symbols and verbal behavior, in a preprimary classroom at the Croyden Avenue School. |
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143. Behavioral Research Supervisory System. |
Area: TBA; Domain: Applied Research |
KELLI PERRY (Western Michigan University), Jessica Ann Irish (Western Michigan University), Chelsea A. Cronican-Walker (Western Michigan University), Tiffany Marie Smiecinski (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The purpose of the Behavioral Research Supervisory System is to monitor students’ progress on various projects and ensuring that they complete weekly tasks. The timely completion of tasks allows the students to maintain and improve the projects over the course of the semester. |
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144. Self-Management. |
Area: TBA; Domain: Applied Research |
MELODY TAYLOR (Western Michigan University), Andrea M. Rau (Western Michigan University), Megan R. Baumgartner (Western Michigan University), Abby F. Mercure (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The mission of the self-management system is to help undergraduates complete the assignments from their classes using behavioral technology, and ultimately, to help them learn the tools of self-management to generalize those behaviors to their every day life so that they can be successful in graduate school and go on to make contributions to the world using behavior analysis. |
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145. The Vocal Verbal Behavior Subsystem of the Language Facilitation Training System. |
Area: TBA; Domain: Applied Research |
JENNIFER M. LONSDORF (Western Michigan University), Rebecca A. Markovits (Western Michigan University), Robbie J. Baldus (Western Michigan University), Michelle Gagliano (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The Language Facilitation Training System (LFTS) is part of Dr. Richard Malott’s goal-directed Behavior Analysis Training System (BATS), at Western Michigan University. Furthermore, the Vocal Verbal Behavior (VB) Subsystem of LFTS is a part of the autism training system affiliated with the Early Childhood developmental Delay (ECDD) classroom at Croyden Avenue School. Currently, the research and development project for the Vocal VB Sub-system focuses on training tutors to take data and increase language in the ECDD classroom.
The mission of the Vocal Verbal Behavior Subsystem of the Language Facilitation Training System involves the development of the new vocal behavior procedures and refinement of old vocal behavior procedures with the use of a speech pathologist and vocal shaping training, in order to maintain and support vocal outputs of children in a pre-primary classroom at a special education school in Southwest Michigan.
Specifically, the Vocal VB Subsystem of LFTS focuses on shaping vocal responses in these children diagnosed with autism, training tutors to provide proficient discrete-trial therapy to shape these responses, and developing a measurement system in conjunction with support from the school’s speech pathologist to help reach each child’s goals. This system will be based on baseline data that are collected specific to the frequency and type of vocal outputs by each child. Therefore, this data driven approach will help to develop and revise procedures involving vocalization, as well as helping children meet their yearly goals reliably, particular to speech. |
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146. Autism Pre-Practicum. |
Area: TBA; Domain: Applied Research |
KELLY MARIE HANLON (Western Michigan University), Blake Grider (Western Michigan University), Michael Spears (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The purpose of the Autism Pre-Practicum is to train undergraduate and graduate students in discrete-trial training skills, prior to their entrance into the Croyden Avenue School Practicum. |
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147. Behavior Systems Analysis Project. |
Area: TBA; Domain: Applied Research |
ELIZABETH SAUR (Western Michigan University), Allison R. Mueller (Western Michigan University), Rachel Lowe (Western Michigan University), Nanette Rae LaForest (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: Provide an opportunity for behavior analysis students to apply the principles learned in PSY 4600 within an organizational setting - while gaining experience in analyzing behavioral contingencies, developing measurement systems, and designing interventions for prospective clients. |
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148. The Chicago School’s Practicum Assessment Tools. |
Area: TBA; Domain: Applied Research |
KERIN ANN WEINGARTEN (The Chicago School of Professional Psychology), Elizabeth Lefebre (The Chicago School of Professional Psychology) |
Abstract: Ordinal and nominal scales are commonly used to assess improvement of graduate student behavior in practicum/training settings. Although effort required to complete such forms is minimal, their ability to define improvement is questionable. The BACB and various graduate program evaluation forms have been collected and analyzed. Ratings gathered from nominal and ordinal scales inadequately address change in student behavior over time. A better method of evaluating student improvement will ensure entry level professionals have acquired the applicable repertoires. Mastery of these skills sets is pertinent to professional development and ethical practice. This poster will address suggested frequency methods of measuring graduate student behavior in clinical settings. |
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