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| Teaching ABA-Based Skills to Professional Care Providers |
| Monday, May 29, 2017 |
| 4:00 PM–4:50 PM |
| Convention Center Mile High Ballroom 1A/B |
| Area: DDA |
| Instruction Level: Basic |
| Chair: Ken Winn (Firefly Autism) |
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| Using Self-Instructional Manuals to Teach Direct Stimulus Preference Assessment Procedures: Four Studies |
| Domain: Applied Research |
| C.T. YU (University of Manitoba; St.Amant Research Centre), Duong Ramon (St.Amant and University of Manitoba), Lindsay Wishnowski (St.Amant; University of Manitoba), Carly Chand (St.Amant), Morena Miljkovic (University of Manitoba ), Toby L. Martin (St.Amant Research Centre; University of Manitoba), Joseph J. Pear (University of Manitoba), Garry L. Martin (University of Manitoba) |
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| Abstract: Although direct stimulus preference assessment is a well-established procedure for identifying reinforcers for people with severe and profound developmental disabilities, uptake of this methodology has been slow. Self-instructional approaches could be an effective and efficient method to disseminate this technology. We have completed four studies to evaluate the effectiveness of two self-instructional manuals to teach multiple-stimulus without replacement and paired-stimulus preference assessment procedures. The manuals were evaluated in two separate studies, one manual was delivered online in a third study, and one manual was compared to video modeling in the fourth study. Participants included a total of 34 university students and 10 staff members working in the field of developmental disabilities across the studies. Research designs included concurrent multiple-probe design across participants and between-group analyses. Results showed that (a) the manuals were effective in teaching the participants to carry out the procedures; (b) video modeling alone was insufficient to increase performance to mastery criterion; (c) online delivery of the manual is a viable alternative; and (d) participant feedback about the self-instructional approaches was positive. The self-instructional manuals are freely available for download using these links: http://wwwapps.cc.umanitoba.ca/faculties/arts/departments/psychology/bio/inc/getFile.php?FileID=262; and http://wwwapps.cc.umanitoba.ca/faculties/arts/departments/psychology/bio/inc/getFile.php?FileID=261 |
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Demand Fading for Dummies:A How-To for Clinicians Seeking to Treat Escape Maintained Problem Behaviors |
| Domain: Service Delivery |
| KEN WINN (Firefly Autism), David Barton (Creating Brighter Futures) |
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| Abstract: Escape-maintained problem behaviors are notoriously difficult to treat, given the pervasive and functional nature of these behaviors. This talk will present a unique methodology and practice of demand fading, based on the established research on errorless learning. The focus of the presentation will be on the many applications to a variety of individuals who engage in behaviors maintained by escape from demands. Participants will be able to demonstrate this process as well as identify the different populations of learners for which this is applicable. We will include case examples of successful intervention with this treatment. Treatment focused on utilizing functional assessment methodology which demonstrated that demand situations where common antecedents to escape-maintained problem behaviors, including loud vocalizations, physical aggression, dropping, self-injurious behavior and property destruction. Treatment incorporated a demand fading protocol as part of a comprehensive behavior plan where demands were graded based on difficulty and placed into demand sets that were ordered and introduced according to predetermined mastery criteria of low rates of problem behavior. As individuals decreased their rates of problem behavior over time, new demand sets, that were more complex and difficult, were introduced systematically. Demand fading protocol resulted in decreased rates of problem behavior across all individuals. |
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