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Poster Session |
Monday, February 20, 2023 |
12:50 PM–2:20 PM |
Meeting Level 4; Sapphire Exhibit Hall |
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1. The Effects of Motor Fluency on Dressing Tasks and Decreasing Escape Behaviors |
Area: AUT; Domain: Service Delivery |
ANGELA MARIE BRYSON (Building Blocks Behavior Consultants), Valerie Lindberg (Building Blocks Behavior Consultants), Mila Zea (Building Blocks Behavior Consultants, Inc. ) |
Abstract: Teaching daily living skills such as dressing, requires clinicians to assess the learners’ current ability and formulate an intervention to increase independence. Analysis should include assessment and intervention of the fine and gross motor skills necessary for task completion. Failing to analyze and address deficits in motor skills may evoke or perpetuate tantrum and/or stereotypy behaviors and increase variability in skill retention after acquisition. We extend previous research by analyzing and implementing fluency building interventions on the fine and gross motor skills needed to complete a dressing task. The interventions were individualized for two learners diagnosed with autism spectrum disorder who also displayed escape behaviors when asked to complete the task independently. The results of the analysis defined the individualized motor skills involved in specific dressing tasks and the duration to task completion. Implementing interventions aimed at increasing motor skill fluencies, significantly decreased the duration to task completion and the frequency of engaging in escape behaviors during task completion for both learners. The independence observed in task completion achieved social validity by generalizing to caregivers and across various clothing items. |
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2. Behavioral Artistry: Using the Teaching Interaction Procedure to Train Technicians in the Art of Liking People |
Area: AUT; Domain: Applied Research |
AMY RACHEL BUKSZPAN (Endicott College, Butterfly Effects), Justin B. Leaf (Autism Partnership Foundation) |
Abstract: Richard Foxx (1985, 1995) outlined several traits that distinguished behavior technicians from behavioral artists. He argued that these distinguishing factors made the difference in whether a behavior change procedure proved successful or not. These features have been added to the growing body of work around compassionate care in behavior analysis. This study demonstrates that Foxx’s skills of behavioral artistry can be taught to a selection of 3 behavior technicians, across the topographical behaviors of "liking people" through the teaching interaction procedure. A multiple baseline design across three participants was used. Interobserver reliability was conducted across 30 percent of baseline, teaching, and generalization sessions. Treatment integrity was conducted for all teaching sessions to ensure fidelity across the administration of the teaching interaction procedure. Data from this study demonstrate that all three participants showed improvement in their ability to engage in 3 components identified as part of Foxx’s “Liking people”. |
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3. Critical Features of the Physical Setting: Inclusive Contexts in Single Case Research on Academic Interventions for Students with Developmental Disabilities |
Area: AUT; Domain: Service Delivery |
SARAH QUINN (University of Oregon) |
Abstract: Students with disabilities are increasingly receiving academic intervention in general education environments, however, the general education environment is not widely represented in the special education research literature, which more frequently focuses on individual or small groups of students receiving intervention in alternative environments such as special education classrooms. In single-case design research, the reporting of the environment and physical setting of the intervention is an expected quality standard. More information is needed about how environments are reported and conceptualized considering the important implications for student placement, social inclusion, and long-term outcomes. In this review of seventeen years of literature, fifteen academic intervention studies for students with autism and developmental disabilities were found that took place in a general education environment. Reporting of student characteristics, the level of connection to the general education environment, and curriculums varied widely, as did the level of meaningful connection of the intervention to the situated context. Implications for practice, future research, and reporting standards are discussed. |
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5. Lockdown Drills for Young Children with ASD: A Social Validity Study |
Area: AUT; Domain: Basic Research |
MELISSA JACKSON (Adjunct Assistant Professor at Hunter College - Director of Faculty Development at The Manhattan Childrens Center) |
Abstract: Children participate in lockdown drills as part of emergency preparedness across schools in the United States. These drills are carried out with little guidance and often encompass a “one size fits all” protocol that doesn’t meet the needs of the diverse young children enrolled in primary age programs. This is concerning for young children with autism spectrum disorder (ASD), since the actions of a lockdown drill may be inherently difficult for them. Without purposeful planning, these children are vulnerable in the event of a real emergency. Evidence-based interventions are needed to effectively teach children with ASD to participate in lockdowns successfully. It is especially important to include all major stakeholders in the design and implementation of lockdown drill interventions, as each child and family have individual goals and outcomes. Collaboration between home and school can aid in consensus on interventions used to teach lockdown drills and the likelihood that they would be carried out across settings with fidelity. This study explored practitioner and family perceptions (N=15) of lockdown drills currently conducted in schools and a proposed intervention to teach them to young children with ASD. Findings illustrate how families and practitioners value teaching lockdown drills, the need for individualized interventions, the importance of home and school collaboration, possible effective intervention strategies, and the acceptability of a proposed intervention. |
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6. LOCKDOWN DRILLS AND YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER: PRACTITIONER CONFIDENCE, EXPERIENCES, AND PERCEPTIONS |
Area: AUT; Domain: Basic Research |
MELISSA JACKSON (Adjunct Assistant Professor at Hunter College - Director of Faculty Development at The Manhattan Childrens Center) |
Abstract: Lockdown drill practice is part of the “new normal” in schools for young children with autism spectrum disorder (ASD) and educational practitioners in K-12 schools across the United States. These drills place a tremendous amount of responsibility on practitioners (i.e., teachers, paraprofessionals) that is beyond the scope of their training and typical requirements of their position in the classroom. Lockdown drills also require young children with ASD to engage in actions that are inherently hard for most young children, but could be especially difficult for children with ASD who need individualized support to develop the executive function and self-regulation skills to participate in drills successfully. This study investigates practitioners’ training experiences and perceptions of perceived confidence in teaching young children with ASD lockdown drills. Practitioner’s self-efficacy was measured through survey analysis and their perceptions and experiences were investigated through individual interviews. Results indicated low rates of confidence to teach lockdown drills to young children with ASD and higher rates of confidence were correlated with more drill practice. Themes gleaned from interview data revealed varied training and practice experiences for children and practitioners, general characteristics of ASD that help or hinder childrens’ participation, connections between these characteristics and aspects of lockdown drills that make them difficult to teach, and identification of practitioner responsibilities beyond following protocols. |
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7. Improving Staff Retention through Wellbeing: A Proof-of-Concept Study |
Area: AUT; Domain: Service Delivery |
PATRICIA I. WRIGHT (ProofPositive: Autism Wellbeing Alliance ), Katie Curran (Proof Positive: Autism Wellbeing Alliance ), Angela Rodriguez (EPIC School), Peter F. Gerhardt (The EPIC School; Endicott College) |
Abstract: The current educational and disability support workforce is experiencing a crisis in both recruitment and retention (Hewitt & Laws, 2020; Lesh, 2020). The application of positive psychology interventions has improved job satisfaction for multiple social service professions including general educators (Zwart et al, 2015), healthcare professionals (Oi et al., 2014), and work satisfaction in the general population (Schutte, 2015). This poster will provide initial data from a professional development intervention with the intent to increase the wellbeing of professionals working in a specialized school focused on learners with autism and implementing the science of behavior analysis. The hypothesis is that focused professional development promoting wellbeing will increase current professionals' retention and may assist in future professional recruitment. Preliminary pre-post data measuring wellbeing will be presented as well as social validity measures collected from the professionals engaged in the intervention. The workforce crisis is impacting learners with autism, and determining effective professional retention and recruitment practices is imperative for the success of autistic learners. |
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8. Assessing Generality of Functional Communication Training to Contexts Where Mands and Problem Behavior are Reinforced |
Area: AUT; Domain: Applied Research |
MARGARET JANE MACDONALD (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Cassandra Standish (Vanderbilt University) |
Abstract: Functional communication training (FCT) is a common intervention aimed to decrease problem behavior by teaching an alternative, functional communicative response. FCT has been shown to be effective at decreasing problem behavior and increasing functional communication across a variety of ages, disability types, and topographies of problem behavior. However, there are few studies evaluating the generalization of FCT or the specific programming needed to promote generalized results. The purpose of the current study was to answer the following questions: (a) to what extent will generalization occur with minimal specific programming for generalization (i.e., training in natural contexts from the beginning) following initial FCT training and (b) to what extent will generalization occur following a packaged intervention (i.e., use of multiple schedules, sequential modification, and social validity tactics) aimed at promoting generalization of FCT results? Three caregiver dyads completed FCT with a clinician in one setting and generalization probes were conducted by a caregiver in a novel setting. Results indicate that generalization did not occur prior to specific intervention programming for generalization, but effects did occur following the introduction of generalization programming. Results and implications will be discussed. |
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9. Application of BST to Train School Staff to Implement Response Protocols for Individuals with Autism Who Engage in Aggressive Behavior |
Area: AUT; Domain: Applied Research |
ROSE TERRELL-CARTEE (Prairie Lakes AEA8), Jennifer Zolicoffer (Drake University) |
Abstract: Three school staff with varying levels of experience working with individuals with Autism Spectrum Disorder (ASD) were trained to mastery to implement response protocols for aggressive behavior. |
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10. Increasing Outreach and Awareness Programs for Hispanic Families Impacted by ASD/DD |
Area: AUT; Domain: Service Delivery |
CHRISTINE M DREW (Auburn University), Doris Adams Hill (Auburn University College of Education) |
Abstract: Hispanic individuals in Alabama face many challenges, particularly in navigating systems that support people with disabilities. Alabama’s Hispanic population continues to rise, particularly in public schools, and cultural differences, language barriers, difficulty obtaining citizenship, racism, and lack of acceptance hinder progress and access. Barriers to access affect Hispanic families more acutely than their white counterparts and include professionals’ attitudes and biases, lack of cultural curiosity and knowledge of specialized supports, and inaccessibility of services due to language barriers. These create inequities that can lead to lower achievement in children, later diagnosis of disabilities, food insecurity, exclusion from health care, and other deleterious outcomes which are worsened in rural counties. The authors developed a template for outreach to train culturally competent advocates and assist Spanish-speaking families impacted by autism and developmental disabilities in Alabama. They modified scheduling and used parent feedback to address specific topics of concern. They carried out 18 trainings over 9 months for practitioners/parents addressing Hispanic family needs, local, state, and federal supports, special education rights and procedures, the law and Covid-19 Impact Services, early intervention using applied behavior analysis, challenging behavior, ENABLE Act Savings plans, Medicaid access, disability safety and law enforcement, and academic readiness. |
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11. Coaching Caregivers to Implement Trial-Based Functional Analysis and Intervention Remotely |
Area: AUT; Domain: Applied Research |
DEANNA D BONEWICZ (Interactive Kids), Steve Trout (Interactive Kids), Jacqueline McCue (Interactive Kids) |
Abstract: The delivery of remote behavior analytic services has proven to be beneficial for maximizing practitioners’ ability to reach more clientele and promote generalization by relying heavily on caregiver involvement, up to and including assessment (Davis et al., 2022). The present case study describes the use of a Trial-Based Functional Analysis delivered remotely. The treatment package included parental training and coaching via telehealth, the use of the trial-based FA (Sigafoos & Saggers, 1995), with data collected by the practitioner remotely, function-based interventions, and behavioral data during the treatment phase. The purpose of this study is to assess the effectiveness of interventions derived from parent conducted trial-based FA, when coached via telehealth. Results indicate that the interventions derived from the trial-based FA were effective at decreasing the targeted maladaptive behavior. In addition, the methods used indicate the effectiveness of the caregiver training model used to administer the functional analysis, as well as the treatment package. |
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12. Beyond the Task List: A Proposed Integration of Naturalistic Developmental Behavior Intervention to BCBA Training |
Area: AUT; Domain: Service Delivery |
ANA DUENAS GARCIA (San Diego State University ), Sophia R D'Agostino (Utah State University), Diondra Straiton (Michigan State University ), Alice Bravo (Seattle Pacific University ), Allison Jobin (California State University San Marcos), Elizabeth Anne Horton (Hope College), Melanie Pellecchia (University of Pennsylvania) |
Abstract: Naturalistic developmental behavioral interventions (NDBIs) combine principles of developmental psychology and the science of applied behavior analysis (ABA) to affect developmentally important and socially valid behavior change within natural contexts (Schreibman et al., 2015).Although NDBIs are evidence-based and rooted in ABA principles, they are not implemented widely, which may be due to commonly held misconceptions across the field (Author et al., 2022). Our broad objective is to provide support for BCBAs seeking to implement NDBIs in the community who may face both organizational (e.g., community agency leaders) and systemic (e.g., insurance policies) barriers related to the misconception that NDBI is not ABA-based. We do so by outlining the alignment of NDBIs to the seven dimensions of ABA, describing their compatibility with the ABA service system, and urging insurance funding to support their use and community agencies to incorporate them into practice. Finally, we provide a roadmap for behavior analysts who provide behavior analytic intervention to young children on the autism spectrum and core faculty in verified course sequences to effectively align the foundational knowledge and principles in the 5th edition Board Certified Behavior Analyst Task list with the principles and implementation of NDBIs. |
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13. Assessing the Utility of a Telehealth Administered MSWO Preference Assessment |
Area: AUT; Domain: Applied Research |
MEGHAN HERRON (Easterseals Southern California), Sarah C Long (Easterseals Southern California), Amin Duff Lotfizadeh (Easterseals Southern California) |
Abstract: The COVID-19 pandemic impacted in-person service delivery for many applied behavior analysis (ABA) organizations by forcinga rapid transition to a telehealth modality. One important component of ABA services is preference assessment such as the MSWO to determine what stimuli may function as reinforcers for clients. There are no studies in the literature examining the utility of a telehealth administered MSWO. Brodhead and colleagues (2016) successfully administered an MSWO using the keynote app on a smartphone and digital representations of tangible items but researchers were still physically present next to the participants and tangible items were still used as the reinforcers. The purpose of this study was to assess the utility of a telehealth administered MSWO preference assessment using digital representations of intangible stimuli (thumbnail picture representing a video clip) with children diagnosed with autism. |
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14. Health Professionals’ Knowledge and Self-Efficacy in the Support of Individuals with Developmental Disabilities in Abu Dhabi |
Area: AUT; Domain: Applied Research |
Michelle P. Kelly (Emirates College for Advanced Education (ECAE)), NIPA BHUPTANI (Applied & Behavioral Training Institute, UAE), Clodagh Mary Murray (Emirates College for Advanced Education), Binu George (NMC Royal, Khalifa City, Abu Dhabi), Khawla Barley (Special Olympics United Arab Emirates), Shaljan Areepattamannil (ECAE), Amina Al Jasmi (ECAE) |
Abstract: According to the Centers for Disease Control and Prevention (2021) early intervention is key to improving the quality of life of young children with intellectual and developmental disabilities (ID/DD) by changing their developmental path to reach their full potential. Given that early diagnosis is a priority to facilitate early intervention and appropriate educational planning, early detection of developmental concerns is essential to improve positive outcomes for children with ID/DD, their families and their communities. Family medicine doctors and pediatricians play an important role in the detection of early markers and diagnosis of ID/DD because they are usually the first point of contact for concerned parents. The current study employed an online survey to examine awareness about developmental delays or disability (including characteristics, causes, and evidence-based intervention) among family medicine doctor and pediatricians in the Emirate of Abu Dhabi to investigate their role and self-efficacy in scaffolding parents and children’s journey and experiences. Results will be discussed to highlight the importance of ensuring appropriate healthcare for individuals with disabilities in the United Arab Emirates (UAE). |
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15. Evaluating a Healthcare Training Program to Promote Compassionate Care for Individuals with Developmental Disabilities |
Area: AUT; Domain: Applied Research |
Michelle P. Kelly (Emirates College for Advanced Education (ECAE)), KHAWLA BARLEY (Special Olympics United Arab Emirates), Clodagh Mary Murray (Emirates College for Advanced Education), Dean Cairns (Emirates College for Advanced Education) |
Abstract: The World Health Organization (2020) estimates that over 1 billion people, or 15% of the world’s population, live with some form of disability. Promoting compassionate care by healthcare providers is one important goal of Special Olympics-United Arab Emirates (SO-UAE). SO-UAE has recruited an independent Applied Behavior Analysis (ABA) training provider to teach attendees how to create an environment most conducive to providing effective care for individuals with intellectual and developmental disabilities (ID/DD). The training, based on Acceptance and Commitment Therapy (ACT), targets awareness about compassion towards patients and oneself and aims to develop the ability of healthcare providers to treat any patient that may have behavioral, cognitive, or sensory challenges that act as a barrier during healthcare visits. The training helps to identify personal and organizational values and considers effective communication with caregivers who are often active participants in the healthcare of this population of patients. An online survey was employed to evaluate this training program by testing the effects pre- and post- training with the training recipients (doctors, medical technicians, nursing staff, decision makers/leaders, and non-medical, patient-facing) on their self-efficacy and their knowledge of ID/DD. The social validity of the goals, training and outcomes were also assessed. Results will be discussed to highlight the importance of ensuring appropriate healthcare for individuals with disabilities in the United Arab Emirates (UAE). |
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16. Evaluating Presession Attention as an Evidence-Based Practice for Disruptive Behaviors with Students With Autism |
Area: AUT; Domain: Theory |
KERRY KISINGER (Eastern Washington University ) |
Abstract: Presession attention is an antecedent-based intervention that may be used in classrooms to provide reinforcement for attention-seeking, often disruptive, behaviors as determined on a functional behavior assessment. Presession attentions works as an abolishing operations reducing the motivation for one to engage in certain behaviors by lowering the value of a reinforcer and providing satiation to the individual. The following presentation focuses on previous studies in order to determine whether this can be considered an evidence-based practice for students with Autism Spectrum Disorder. |
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17. Evaluating the Implicit Attitudes of Health Professionals towards Individuals with Developmental Disabilities |
Area: AUT; Domain: Applied Research |
MICHELLE P. KELLY (Emirates College for Advanced Education (ECAE)), Bryan T. Roche (National University of Ireland, Maynooth), Clodagh Mary Murray (Emirates College for Advanced Education) |
Abstract: The Centers for Disease Control and Prevention (2020) emphasizes the importance of adequate healthcare for individuals with intellectual and developmental disabilities (ID/DD) in order that they be able to work, learn and be engaged citizens within their community. Article 25 of the United Nations Convention on the Rights of Persons with Disabilities reinforces the right of individuals with ID/DD to attain the highest standard of healthcare, without discrimination on the basis of disability. Internationally, there have been some negative stereotypes towards people with disabilities, often resulting from a lack of understanding. There is no information currently available for the UAE, so an investigation about health professionals’ attitudes towards individuals with disabilities was warranted. The purpose of the current study was to evaluate the implicit attitudes of health professionals towards individuals with disabilities in Al Ain, Al Dhafra, and Abu Dhabi. This study employed a 3x2 between-within subjects design using the Function Acquisition Speed Test (FAST) to determine if: (i) health professionals in the Emirate of Abu Dhabi have positive or negative attitudes towards individuals with disabilities; and (ii) there are differences in attitudes towards individuals with disabilities between different types of health professionals in the Emirate of Abu Dhabi. Results will be discussed to highlight the importance of ensuring appropriate healthcare for individuals with disabilities in the United Arab Emirates (UAE). |
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18. A Comparison of the Results Derived from the Trial-Based Functional Analysis vs. Statistical - Functional Behavior Assessment |
Area: AUT; Domain: Applied Research |
STEVE TROUT (Interactive Kids), Jacqueline McCue (Interactive Kids), Deanna D Bonewicz (Interactive Kids), Allyse Karakashian (Interactive Kids) |
Abstract: Due to engagement in unsafe behaviors and setting limitations in certain environments (i.e. school), conducting a functional analysis (FA) is not always a feasible method. The Statistical-Functional Behavior Assessment (S-FBA) has applied the structured criteria method taken from Hagopian, et al., 1997, which accurately interpreted functional analysis data, to interpret functional behavior assessment data. The S-FBA, a comprehensive anecdotal assessment tool, allows for the derivation of a hypothesized function. It factors in conditions and variables found in the natural environment that contribute to an individual’s behavior performance. The purpose of the following case study is to demonstrate if the S-FBA tool can deliver valid functions of behavior complimentary to those derived from experimental analysis. The participant’s behavior was analyzed using the Trial-Based FA method (Northup et al., 1991) and the S-FBA method in the home setting. Results indicate that the S-FBA does deduce functions that are complimentary to the FA, but also has proved to be a more comprehensive analysis method since it yields anecdotal recommendations across multiple variables, and not limited to the “why” alone. |
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19. The Efficacy of a Stimulus-Stimulus Pairing Procedure to Condition Attending to Faces as a Reinforcer |
Area: AUT; Domain: Applied Research |
EFRAT KEMP (Verbal Behavior Associates), Matthew C. Howarth (Verbal Behavior Associates) |
Abstract: A multiple baseline design was used to study the effects of a stimulus- stimulus pairing procedure to condition attending to faces as a reinforcer. The participants ranged in ages 2- 5 and have received diagnoses of ASD, related language disorders, or developmental delays. The independent variable was the stimulus-stimulus pairing procedure to condition attending to faces as a reinforcer. The dependent variable was the conditioned reinforcement of attending to faces as demonstrated by a post-probe of observing responses to adults in the environment across a variety of scenarios. Results showed an increase in attending to the faces of others across conditions following the intervention. |
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20. Evaluating Virtual Training for Increasing Clinicians’ Fidelity of Implementation of the Facing Your Fears Curriculum |
Area: AUT; Domain: Applied Research |
Sarah Ludmilla Bernier (Brock Univeristy), KENDRA THOMSON (Brock University ), Judy Reaven (University of Colorado), Maurice Feldman (Dept. of Applied Disability Studies, Brock University), Tanya Makela (Lake Ridge Community Support Services), Melissa Susko (Queen's University), Julia DeSantis (York Region District School Board) |
Abstract: Evidence indicates that Facing Your Fears (FYF), a group-based cognitive-behaviour therapy, is effective for reducing anxiety and increasing emotion regulation in children with autism. Treatment fidelity, or the accuracy of treatment delivery, is a critical component for sustainable implementation and positive child outcomes. Few studies have focused on clinicians' fidelity implementing FYF or maintenance of accuracy over time. To our knowledge, no research has examined the use of virtual behaviour skills training with self-monitoring for improving clinicians’ fidelity implementing FYF. In a concurrent multiple-baseline design across three clinicians, we evaluated the efficacy of the training for increasing fidelity of graded exposure skills from the FYF curriculum, selected by the clinicians. All clinicians met the fidelity mastery criterion (i.e., 90% across two sessions) within three sessions. Their performance maintained up to six-months follow-up. Clinicians rated their confidence and competence of FYF implementation pre-and post-training, and all clinicians’ ratings increased post-training and maintained at six-months follow-up. Clinicians reported that the training procedures were acceptable on a social validity measure administered post-training and at six-months follow-up. Expert ratings on clinicians’ quality of implementation from pre- to post-training are mixed. Incorporating evidence-based training to improve FYF treatment fidelity could optimize training and improve child outcomes. |
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21. Parents Prefer Comprehensible and Culturally-Tailored Intervention Materials |
Area: AUT; Domain: Applied Research |
SHANNON MARTINEZ (Firefly Therapy Clinic), Amanda Mahoney (The Chicago School of Professional Psychology ) |
Abstract: Parental non-adherence to autism intervention programs is common (Allen & Warzak, 2000; Raulston et al., 2019) and can be related to the use of standardized- rather than individually tailored- behavior intervention plans (Quigley et al., 2018). These intervention documents alone often do not increase parent performance to a level that would improve child behavior (Dogan et al., 2017; Ward‐Horner & Sturmey, 2012). However, research on adapting health communication materials for comprehensibility (Catagnus et al., 2020) and cultural sensitivity (Resnicow et al., 1999) indicates that participants prefer adapted health materials and that adapted materials improve patient health (Nierkens et al., 2013; Singelis et al., 2018). Martinez and Mahoney (2022) provided practical guidelines for adapting parent training materials but empirical research on these guidelines is needed. This project demonstrated, via multiple stimulus without replacement preference assessments, that parents of autistic children prefer intervention materials tailored to their cultural beliefs following subject matter expert review and cultural assessment. Future research should investigate whether these materials also improve treatment adherence and behavioral health outcomes. |
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22. AUTISM SPECTRUM DISORDER AND POLICING IN AMERICA |
Area: AUT; Domain: Basic Research |
ALANNA NEWTON (Alliant International University ) |
Abstract: An online survey gathered 146 police officers regarding their views and experiences with training and experiences with individuals on the autism spectrum disorder (ASD). 79% of participants stated they have come into contact with an autism spectrum (AS) individual, and 52.5% reported they have received training regarding AS individuals, and 94% stated police need to be trained on the detection and behaviors commonly associated with the autism spectrum. Data explored if participants who reported previous experience with the ASD community were able to more accurately identify common symptoms associated with ASD. Additionally, a thematic analysis was used to better understand how participants view and interpret symptoms associated with ASD. This study has several limitations, the sample was primarily drawn from current and retired police officers from central California, thus narrowing the views on police officers, their training, and how they interpret ASD. Participants experiences and opinions regarding their past interactions, knowledge of symptoms associated with AS, and their views of future training are discussed. |
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23. A scoping review of relationship/sexual health education programs for youth ages 5 to 14 |
Area: AUT; Domain: Service Delivery |
JENNIFER KENDRICK (University of Louisville) |
Abstract: Background: Approximately 17% of youth in the U.S. aged 3 to 17 have a developmental disability (Zablotsky et al., 2019). Parents are often the preferred providers of relationship/sexual health education (RSHE); however, they also report feeling unprepared to provide RSHE (Goli et al., 2021; Kamaludin et al., 2022). Within educational settings, students with disabilities have less access to RSHE than their non-disabled peers, leading to disparities in knowledge about personal health issues, including pregnancy and contraception (Pownall et al., 2016). Objective: The present study undertakes a scoping review of research on RSHE, how well elementary-age (5-10 years) children are represented, adherence to Sexuality Information Education Council of the United States (SIECUS) standards, and whether the interventions are directed toward the children or their caregivers. Design: Online databases were used to identify papers published 2013-2022, from which 33 studies that focused on RSHE as a primary intervention for participants aged 5 to 10 years were selected. Results: Eleven publications focused on 5-10-year-olds, and all focused on delivering the materials to parents. No interventions addressed all areas of SIECUS standards. Conclusions: There is a service provision gap for children with developmental disabilities and RSHE that can be met by programs adhering to SIECUS standards. |
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24. Families with Children with Autism, Developmental Delay, and Typical Development: Parenting Self-Efficacy, Parenting Strategies, and Child Problem Behavior |
Area: AUT; Domain: Basic Research |
Olivia Ng (Brock University), BRIANNA M. ANDERSON (Brock University), Maurice Feldman (Dept. of Applied Disability Studies, Brock University) |
Abstract: Parents of children with autism spectrum disorders (ASD) and developmental delays (DD) may experience more child problem behaviors, report lower parenting self-efficacy (PSE), and be more reactive than proactive in their parenting strategies than those with typically developing (TD) children. Using a convenience sample of parents of children with ASD (n = 48), DD (n = 51), and TD (n = 72), this study examined group differences between PSE, parenting strategies, and child problem behavior based on a parent rating scale. Results indicated that those in the DD group scored lower on PSE in preventing child problem behavior than the ASD group. The TD group used fewer reactive strategies than the DD group, and fewer proactive strategies than both the ASD and DD groups. For the overall sample, higher reactive strategies use was found to predict higher ratings of child problem behavior, while a greater proportion of proactive to reactive strategies use predicted lower child problem behavior ratings. PSE was also found to moderate ratings of child problem behavior severity. Findings highlight the value of considering both behavioral (parenting strategies) and cognitive (parenting self-efficacy) parenting variables. |
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25. Functional Analysis and Treatment of Hoarding in a Youth with Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
Heather L. Sheen (Brock University), Tricia Corinne Vause (Brock University), Nicole M. Neil (University of Western Ontario), BRIANNA M. ANDERSON (Brock University), Maurice Feldman (Dept. of Applied Disability Studies, Brock University) |
Abstract: Excessive collecting and hoarding behaviors are frequently reported in youth with autism spectrum disorder (ASD), but studies have not used behavior analytic interventions based on functional analysis. In the current study, a functional analysis was implemented and results were used to inform a multicomponent treatment package for a 12-year-old girl with ASD who engaged in interfering hoarding behavior. Based on the results of the functional analysis which confirmed that the hoarding behavior was maintained by automatic reinforcement and access to attention, response interruption and redirection (RIRD) plus differential reinforcement of other (DRO) and alternative (DRA) behavior were implemented using a multiple baseline across behaviors design. Results showed that the multicomponent treatment package was successful in reducing hoarding behavior. Social validity measures of treatment efficacy indicated reduction in symptom severity, improvements in family quality of life, and high consumer satisfaction. Additionally, treatment outcomes were maintained over a two-month period. This study shows the potential utility of using functional analysis-based treatments for interfering hoarding behavior in youth with ASD. |
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26. Implementing an Intervention to Improve Interview Responses in College Students Diagnosed with Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
MAGDALYN RAE HELTON (University of West Florida), Mary Kathryn Reagan (University of West Florida), Michelle Lambert (University of West Florida) |
Abstract: As of 2018, 1 in 44 children will be diagnosed with autism spectrum disorder (ASD) by the time they are 8 years old (Center for Disease Control and Prevention, [CDC], 2018). As these children mature and transition into adulthood, they are faced with the challenges of entering the workforce. The ASD population represents one of the lowest rates of employment among all disability groups. Only 55.1% of young adults with ASD have held paid employment in the six years following high school graduation (Cameto, et al., 2004). Seeking employment often includes a job interview. This interview process can prove to be a barrier for people with ASD due to social skill deficits (Zaboski, & Storch, 2018). This study investigates the effectiveness of the Big Interview’s written curriculum and answer builder module, accessed through an online system, to improve interview performance in a recorded virtual interview setting. The purpose of this study is to improve interview response quality in college students diagnosed with ASD by decreasing the response latency and frequency of filler words. Results will be discussed as well as implications for future research to reduce the challenges of obtaining employment for young adults with ASD. |
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27. Using Pivotal Response Treatment to Improve Language Functions of Autistic Children in Special Schools: A Randomized Controlled Trial |
Area: AUT; Domain: Applied Research |
CHONGYING WANG (Nankai University ), Leilei Wang (Nankai University), Shuting Li (University of Melbourne) |
Abstract: Language difficulties exert profound negative effects on the cognitive and social development of autistic children. Pivotal Response Treatment (PRT) is a promising intervention for improving social communication in autistic children, but there is a lack of a comprehensive examination of language functions. This study aimed to investigate the effectiveness of PRT in promoting the primary language functions (requesting, labeling, repeating, responding) defined by Skinner’s (1957) theory of verbal behavior in autistic children. Thirty autistic children were randomly divided into the PRT group (Mage = 6.20, SDage = 1.21) and control group (Mage = 6.07, SDage = 1.49). The PRT group were provided with an 8-week training of the PRT motivation component in addition to treatment as usual (TAU) in their schools, whereas the control group only received TAU. Parents of the PRT group were also trained to practice the PRT motivation procedures at home. The PRT group demonstrated greater improvements in all four measured language functions compared to the control group. The improvement in language functions in the PRT group was generalized and maintained at the follow-up assessment. In addition, the PRT intervention enhanced untargeted social and communicative functioning, cognition, motor skills, imitation, and adaptive behaviors in the autistic children. In conclusion, language intervention using the motivation component of PRT is effective in promoting language functions as well as widespread untargeted cognitive and social functions in autistic children. |
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28. Adapting Social Skills Curriculum for Moderate Severe Classrooms: Effectiveness of Added Visuals |
Area: AUT; Domain: Applied Research |
HAIXIANG CHEN (San Diego State University) |
Abstract: Many individuals with Autism have deficits in social behavior and social cognition. During middle school, students with Autism more frequently encounter situations that require the use of social skills which highlights the need for social skills training interventions. The PEERS Intervention program is a well-researched social skills intervention for adolescents with ASD (Laugeson et al., 2014). However, the PEERS curriculum has limitations when working with students who are in a moderate severe classroom due to their lower adaptive, social, and cognitive functioning. This limitation highlights the need for adapting the curriculum to fit the needs of students in moderate-severe classrooms through the addition of visual supports. Two middle school students, one with an intellectual disability and one with Autism, were identified to receive the intervention. Two types of data were collected over five intervention sessions: the percentage of mastery of starting conversations and starting phone calls without visual supports and with visual supports. Data showed that both the student’s percentage of mastery of starting conversations and starting phone calls were higher when visual supports were implemented. |
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29. A Procedure to Teach Children with Autism Social Mands for Information |
Area: AUT; Domain: Applied Research |
REBECCA MARIE LARSON (Verbal Beginnings; The Chicago School ) |
Abstract: Mands for information are an important component of social interactions. The information gained should function as a conditioned reinforcer. Some researchers hypothesize that social information might not function as a conditioned reinforcer for children with autism spectrum disorders (ASD). This makes it paramount to set up the relevant establishing operation (EO) when teaching children with ASD mands for social information. An alternating treatments design with a baseline and a generalization phase with a typically developing peer was used to assess the effectiveness of a procedure for teaching social mands. AO conditions were represented by tacts. During EO conditions the participants were expected to ask the social question. In baseline, none of the participants asked the social question in the EO condition. Two out of four participants met the mastery criterion in treatment. Both participants who met mastery in treatment asked social questions with a typically developing peer in the posttest. Three out of four participants discriminated between AO and EO conditions. This teaching procedure is a viable method to teach mands for social information, however, inclusion criteria should be updated to ensure the participants have all the foundational skills necessary prior to teaching. |
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30. Self-Advocacy at the University Level: Teaching Students with Autism Spectrum Disorder to Advocate for Their Needs |
Area: AUT; Domain: Basic Research |
MARK TAPIA (University of Texas) |
Abstract: Research provides some evidence to support the use of self-advocacy skills, but little has been done to explore how best to teach these skills at the postsecondary level. To that end, there is a positive model that emphasizes the unique needs for persons with autism, and it is the video model. Video modeling has a strong evidence base, however, studies involving video modeling for undergraduate students to advocate on college campuses is non-existent. The current study seeks to explore how the use of video modeling, paired with a self-management system, will impact the ability of undergraduate students with ASD to successfully use self-determination and self-advocacy skills in a university setting. The video modeling intervention will cover four essential areas of self-advocacy identified by the literature including a) recognition of one’s wants and needs; b) scheduling meetings (in-person, phone, etc.); c) locating services/supports throughout campus and d) personal decision making. |
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31. Using Behavioral Principles to Treat War-Related Trauma in Children Diagnosed with Autism |
Area: AUT; Domain: Service Delivery |
OLGA SHAPOVALOVA (Behavior Analysis Services and Education ) |
Abstract: Behavior analysts have limited experience with war trauma. Unfortunately, recently a lot of clients withwar traumaare looking for help,and among them are children with diagnosisof autism.We need to raise awareness amonganalysts to conduct research focusing on helping people with autism during the war. This topic was a key one for the team of volunteer analysts while providing assistance to Ukrainian families. Parents complained about unwanted and dangerous behavior of their children, such as running out into the street during the bombing, refusing to eat, tantrumsonthe street, refusing to go to sleep, etc. Our team decidedto use only antecedent strategies, without teaching new behaviors/skills. This decision was based on behavioral principles. The learning process should take place against the backdrop of positive emotions of the student. And what positive emotions can there be when a child has to go with the family into a bomb shelter? For individual work, it is necessary to collect information about how the behavior was formed. The difficulty is that parents and others cannot fully observe, since they need psychological help themselves. Antecedent methods were shown to be effective in such circumstances. |
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32. The Use of Noncontingent Reinforcement within the School System: A Synthesis of the Research |
Area: AUT; Domain: Applied Research |
CAYENNE SHPALL (St. Edwards University), Ross Nesselrode (University of Texas, Austin), Lauren Wright Hills (University of Texas, Austin), Terry S. Falcomata (The University of Texas at Austin) |
Abstract: The use of noncontingent reinforcement (NCR) is a commonly used behavioral intervention for the treatment of challenging behaviors in individuals with autism spectrum disorder (ASD). However, specific details on implementation within a generalized setting such as the school system has been varied in terms of methodology, protocol, and effectiveness. The current synthesis reviews the past and current research to identify best practices in terms of methodology to help educators develop methods and procedures for successful implementation of NCR within their settings. After systematic review of the NCR research in schools, 42 articles were identified for inclusion and further evaluation and synthesis were conducted. In conclusion, the current research identified common trends in the research and identified best used practices with effective outcomes. Results and recommendations for current practitioners will be discussed. |
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33. Self-monitoring and Visual Token Board Interventions on Inappropriate Classroom |
Area: AUT; Domain: Applied Research |
Tracie Laverdiere (San Diego State University ), ELENIE YOSIEF ANTENEH (San Diego State University ), Marissa Chow (San Diego State University ) |
Abstract: Individuals with autism often fail to adhere to social rules and norms and have difficulty identifying appropriate social behavior The current study investigated the effectiveness of a self-monitoring behavior rubric and visual token boards on inappropriate classroom behavior (profane language) of an autistic student.. The study presents a case of a 13 year old boy, AA, who received special education services under the autism and intellectual disability eligibility criteria. AA has pragmatic language skills; however, he is often observed engaging in profane language toward both his peers and adults. This behavior affects his peer relationships and is believed to impede his learning. A multielement single case design was used in the present study, whereby baseline was first followed by a self-monitoring rubric and then a visual token board along with a self-monitoring rubric to address AA’s needs. Visual analysis of results showed that across both intervention phases, the level of profane language averaged 33.31 per day (range = 2 to 92), demonstrating a substantial decrease from baseline ( m= 129.25, range 50 to 233). Instances of behavior were also more stable throughout the intervention periods illustrating the effectiveness of the multifaceted classroom based intervention. |
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34. ABA for Autism: Do the Participants Like the Teaching Approach? |
Area: AUT; Domain: Applied Research |
CYNTHIA RICO (Easterseals Southern California) |
Abstract: Early behavior intervention plays a role in changing autism symptomology (Dawson, 2008). The ultimate goal of interventions is to enhance individuals’ quality of life. Despite the benefits and intent behind it, there have been some criticisms of ABA interventions by some autistic and neuro-typical individuals. However, there are very few direct reports on treatment satisfaction from autistic individuals in the research and clinical literature. The purpose of this literature review was to summarize the results of social validity measures that were obtained directly from autistic individuals after they were exposed to ABA interventions in the peer-reviewed literature. A total of seven articles met the selection criteria, which included at least one behavior targeted for acquisition or reduction, and the researchers administered a social validity measure directly to the autistic participants. Overall, the participants responded favorably to most of the interventions. Although the interventions were behavioral in nature, they were limited in scope and did not represent typical in-home ABA interventions. These results provide preliminary objective data on satisfaction with ABA, but there is a need for the field to identify tools to asses and report social satisfaction results with ABA. Some recommendations are provided for verbal and non-verbal individuals. |
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35. A Review of Behavioral Intervention for Treating Tics |
Area: AUT; Domain: Theory |
KEELIN DAVIS NORMAN-KLATT (ABIS, LLC), Kevin P. Klatt (University of Wisconsin-Eau Claire), Karen Renee Norman (ABIS, LLC) |
Abstract: Tic disorders are neurodevelopmental conditions which often emerge in childhood and can be comorbid with autism. Approximately 1 in 4 autistic children will also have a tic disorder. Tics are involuntary movements or vocalizations, occurring suddenly and repetitively. Many people report an urge to tic and then experience temporary relief following the tic. Several treatments have been used to reduce tics, however, only a few meet the criteria to be considered evidence-based. The treatments that have been demonstrated most effective, and reviewed here, include habit reversal, comprehensive behavioral intervention for tics, differential reinforcement of other behavior, and the use of functional behavioral analysis. These treatments have been shown to be effective to treat tics for most people. In some cases, tics have been reduced using only a few components of a treatment procedure. A review of these procedures is provided along with recommendations for future research to include more participants diagnosed with autism spectrum disorder. |
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36. Does the Implementation of a Self and Match Procedures Result in Decreased Rates of Non-Compliance in a Public School Setting? |
Area: AUT; Domain: Applied Research |
CAMERON RANDALL (Verbal Behavior Associates
), Matthew C. Howarth (Verbal Behavior Associates) |
Abstract: The effects of the implementation of the Self and Match procedure, as part of a student behavior intervention plan, was studied by comparing the rates of non-compliant behaviors at baseline and after implementation of the self and match. The study was done with 4 participants, 2 high school students, and 2 middle school students enrolled in public school settings. The self and match form consisted of 3-5 target behaviors and individualized questions/responses with designated check-in times. All the questions are framed positively to promote the acquisition of the individualized target replacement behaviors. The dependent variable was the rate per hour of non-compliant behavior, and the independent variable was the implementation of the self and match procedure. The purpose of this study was to determine whether the implementation of a self and match procedure resulted in changes in the rate of targeted problem behavior. The results of this study show that overall, each participant decreased in their rate of occurrence of non-compliance behavior. |
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37. The effect of a parent and therapist implemented brief intervention using contingent imitation on spoken language in a minimally verbal school-aged child with autism spectrum disorder. |
Area: AUT; Domain: Applied Research |
YUKA ISHIZUKA (Sakushin Gakuin University), Natsumi Fujimoto (University of Tsukuba, Graduate School of Comprehensive Human Sciences), Satoshi Uruno (Kenhoku Child Guidance Center, Tochigi Prefecture), Yasuhiko Aoki (Faculty of Humanities, Seigakuin University), Fumiyuki Noro (University of Tsukuba) |
Abstract: While the therapist-parent collaborative intervention model has been suggested to be the most effective in promoting spoken language development, there is a lack of evidence on promoting spoken language development in a natural setting for school-aged minimally verbal (MV) children with autism spectrum disorder (ASD). This study investigated the effects of a parent and therapist-implemented intervention using contingent imitation (CI) on vocal imitation and tacting for an MV school-aged child with ASD. We used a multiple baseline design across target behaviors. Findings indicate that the parent and therapist implemented intervention using CI improved imitative and tacting. Results also demonstrated increased untrained vocal imitation, tacting, and expressive vocabulary. The parent’s social validity assessment indicated that the intervention procedures were easy to implement and effective. Thus, we have demonstrated the effectiveness of parents and therapists implementing brief CI intervention for an MV school-aged child with ASD. |
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38. Virtual reality training: Building intervention skills of caregivers to address challenging behavior for children with intellectual and developmental disabilities |
Area: AUT; Domain: Applied Research |
JOHN ROBERT BUDDE (Children's Hospital of Orange County), Casey J. Clay (Children's Hospital of Orange County) |
Abstract: A common symptom exhibited by individuals diagnosed with Autism Spectrum Disorder (ASD) is an inability to develop a repertoire of verbal behavior at a pace comparable to that of typically developing peers (American Psychiatric Association, 2013). As such, children with ASD may often engage in challenging behavior of varying topography and function. Individualized behavior analytic treatment programs address such challenging behaviors. A crucial component to lasting behavior change is ensuring treatment effects are generalizable outside of the initial training environment, such as the child’s home. While caregivers of children with ASD have been successfully trained to implement a variety of behavior reduction and acquisition procedures (Gerow et al., 2018), due to the COVID-19 pandemic, barriers to effective in-situ training are now more prevalent than before. The need for providing effective alternative training modalities are therefore more important than ever. One alternative modality of interest is virtual reality behavior interventional training (V-BIT), which involves a fully immersive training experience for trainees. The current study seeks to evaluate the effectiveness of V-BIT by conducting functional communication training (FCT) within a V-BIT modality and assessing the extent to which caregivers can implement these procedures with fidelity in-vivo with their children. |
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40. PECSperts! Exploring Child and Caregiver Outcomes Following Participation in a Brief Communication Camp |
Area: AUT; Domain: Applied Research |
QUINLAN STAMP (Brock University), Julie Koudys (Brock University), Melissa Elliot (Bethesda Services), Taylor Elizabeth McNeely (Brock University) |
Abstract: Children with neurodevelopmental disorders, such as autism spectrum disorder, often have communication impairments. As a result, augmentative and alternative communication systems such as the Picture Exchange Communication System (PECS®; Frost & Bondy, 2006) are often recommended. Although substantial evidence supports child PECS use, and emerging evidence supports caregiver PECS training, no research specifically explores brief PECS training models. As such, little is known about how to most efficiently and effectively teach PECS. Further, few studies investigate whether caregivers generalize and maintain their PECS teaching skills. This study explored child PECS accuracy and caregiver PECS treatment fidelity following participation in a brief, one week caregiver and child PECS training camp that included caregiver training, child training, and caregiver-child coaching. Eight children with neurodevelopmental disorders and their caregivers participated. A pre-post group design was implemented to assess caregiver and child performance in the training and generalization setting. Results suggest that average caregiver PECS treatment fidelity and child PECS accuracy increased substantially from pre- to post-intervention and remained fairly stable at follow-up. Similar findings were evident in the generalization setting. Results indicate a brief PECS training camp may improve caregiver and child PECS skills in both training and generalization settings. |
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41. Handwriting Assessment and Comprehension of Stories |
Area: AUT; Domain: Applied Research |
ALESSANDRA CANOSA (Federal University of Sao Carlos, Brazil
Clínica Espectro - Intervenção Comportamental), Débora Corrêa Gonçalves (Clínica Espectro - Intervenção Comportamental), Karina Primiano (Clínica Espectro - Intervenção Comportamental), Marina Primiano Benassi (Clínica Espectro), Gabriela Sisdelli (Clínica Espectro - Intervenção Comportamental) |
Abstract: Equivalence- based instruction procedures have prioritized the reading of isolated words. This study used books as textual units in the writing assessment and comprehension. Liv, 9 years old, diagnosed with autism, read 12 books, answered multiple-choice questionnaires and completed cloze tests in two modalities, with and without prompts for each one of the books. The mean percentage of correct responses was 99,1% in the questionnaires. The writing was analyzed according to the type of word: simple (consonant- vowel syllable) and complex (vowel and consonant clusters). For writing with pictures as a prompt, the accuracy rate was 62,1%, being 78,1% for simple words and 21,9% for complex ones, with a significant difference among the percentages of correct responses depending on the type of words (Chi-Square, x2= 11,5945, p=0,001). Significant differences were also observed between the accuracy rates in the questionnaires and the writing performance with pictures as prompts (Chi-Square, x2=4,3165, p=0,038). For writing without prompts, the accuracy rate was 36,1%, being 51,2% for simple words and 48,7% for complex ones, but there were no statistically significant differences. Liv demonstrated greater accuracy in comprehension than in writing, a profile consistent with acquisition skills, as well as the different demands in each task. |
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42. A Quality Review of IEP Goals for Autistic Youth from 60 High Schools |
Area: AUT; Domain: Service Delivery |
LAURA J. HALL (San Diego State University), Bonnie Kraemer (San Diego State University), Kristi Morin (Lehigh University), Brianne Tomaszewski (University of North Carolina, Chapel Hill), Sara McDaniel (California State University, East Bay) |
Abstract: Annual goals guide educational activities for students with Individual Education Programs (IEPs), and when teachers write IEP goals and objectives that are measurable and directly linked to instruction and assessment, students are more likely to experience positive outcomes and make sufficient progress as required by the recent Endrew F. ruling. The purpose of this study was to analyze the quality of IEP goals for 487 autistic high school students from three US states. Data were collected by the Center on Secondary Education for Students with Autism (CSESA) prior to any intervention for goals written in four domain areas. Quality ratings included whether the goal: identified the condition for performance; was observable and measurable; and included mastery criteria. Whether data was used to inform goal selection also was determined. Descriptive results reveal that out of the 1007 goals obtained from participant IEPs, less than half (44%), met each of the criteria for a high-quality goal. Goals from the social domain were the lowest quality. Chi squared tests revealed a significant difference in goal quality for goals that were written by teachers who had supporting data. Recommendations for preparation and practice in goal setting and progress monitoring by school personnel are discussed. |
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43. Evaluating the Effectiveness of the Pyramid Model on Children's Behaviors |
Area: AUT; Domain: Applied Research |
ALEXANDRA ROTHSTEIN (ABC Solutions), Mélina Rivard (University of Quebec, Montreal) |
Abstract: Research has demonstrated the importance of addressing young children’s social-emotional development. The present study evaluated the effectiveness of the implementation of the Pyramid Model (PM), a multi-tiered framework that promotes the social-emotional competencies and prevents challenging behaviours in young children attending early childhood settings. Ten children participated in the study. A multiple baseline across participants design was utilized to examine target behaviours in the children. Significant improvements were identified in the children's social skills. |
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44. Improvement of Social Skills of Children with ASD by Teaching Imitation Skills |
Area: AUT; Domain: Applied Research |
JAE-YEON CHIN (Seoul National University Hospital) |
Abstract: One of the core symptoms for children with Autism Spectrum Disorder (ASD) is their lack of social interaction. Lack of social interaction could be due to their insufficient interest in people, but this may be simply caused by social skills not learned yet. Imitation skill is known to be fundamental for social skill. Purpose of this study was to increase imitation skills in order to improve social interaction ultimately. Participant was 9 year old girl with ASD. Target for her program were her communication skills, play skills, and social interaction. Reciprocal Imitation Training suits our target for our patient. Session was twice a week, 40 minute each. Board Certified Behavior Analysts taught imitation according to the hierarchical steps, which were 1) imitate your child, 2) describe your play, 3) teach object imitation, 4) expand play skills, and 5) gesture imitation. We measured frequency of imitation, eye-contact, laugh, verbal expression, and following instruction. Results showed that the program was very effective for her case. She showed dramatic increase in all five areas. This shows that her social interaction, receptive and expressive language skills have increased. Result of this study supports that Reciprocal Imitation Training is effective in improving social skills. |
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45. Social Interaction via Online Peer Groups Promotes Social Communication For Individuals With Autism Spectrum Disorder |
Area: AUT; Domain: Service Delivery |
HYE RYEON LEE (Ascent Autism), Faraz Fadavi (Ascent Autism), Young Shin Kim (University of California San Francisco), Bennett Leventhal (Univeristy of Chicago) |
Abstract: Background: There is a scarcity of evidence for the maintenance of long-term change and generalization outside of ASD interventions. Our study aims to examine social communication improvements through social skill practice using an on-line group platform for individuals with autism spectrum disorder (ASD).
Objectives: 1. Create online, personalized peer social groups for individuals with ASD to implement and practice social skills learned from ASD interventions. 2. Propose novel methods for measuring changes in social communication skills at an individual and group level.
Methods: 40 participants with ASD completed 5-8 sessions of social groups over an 8 week period. Each participant was pre-screened by parent-child interview, and grouped with others, based on similar communication level. Participants joined their 60-minute online peer group of neurotypical and ASD youths (3-5 youth/group), led by a trained facilitator. The freely engaged in conversations and activities. Sessions were recorded and individually analyzed to assess social engagement and emotional health.
Results: Youth (median age = 15.2 years, IQR 8-22; 82% male) participated in the groups. 80% of participants had significant improvement in social communication, as measured by equity of speech production.
Conclusions: Our results with novel objective measurements suggest that our online peer groups provide an opportunity for individuals with ASD to effectively practice and apply social skills acquired in interventions |
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46. Project BEAMS: Interdisciplinary Support Teams to Enhance Social Emotional and Behavioral Outcomes for Students with Autism |
Area: AUT; Domain: Service Delivery |
BONNIE KRAEMER (San Diego State University), Katina M. Lambros (SDSU), Jennica Paz (San Diego State University ), Jasmine Lehal (San Diego State University), Teresa Tran (SDSU School Psychology) |
Abstract: This poster will highlight Project BEAMS, an interdisciplinary personnel preparation program at San Diego State University. Project BEAMS is a five-year training grant funded by OSEP to improve the preparation of school psychologists (SP) and special educators (SE) to deliver intensive, yet coordinated, interventions to address behavior and mental health. To date, project BEAMS has supported two trainee cohorts. Each cohort was composed of seven SP and seven SE scholars who were together for a two-year training cycle. Scholars were primarily female (79%) and diverse, with 70% of the scholars being students of color. This poster will describe the training components (e.g., core research-based courses, monthly project seminars, clinical practicum, summer institutes, and co-attendance at research conferences) that enable special educators and school psychologists to form teams that enhance academic, social-emotional, and behavioral outcomes for students with disabilities. Outcome data will be shared that includes BCBA supervisor ratings of scholar acquisition of BEAMS competencies, scholar completion of the Evidence Based Practice Inventory pre and post training cycle (see included Table), and scholar completion of a BEAMS evaluation following the two-year training program. Lastly, this poster will share lessons learned and ways to expand interdisciplinary training opportunities for education personnel. |
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47. Utilizing a Humanoid Robot to Conduct a Reinforcer Assessment |
Area: AUT; Domain: Applied Research |
ERIC MICHAEL MCCOY (Easterseals Southern California), Amin Duff Lotfizadeh (Easterseals Southern California), Paula Pompa-Craven (Easterseals Southern California), Ellie Kazemi (California State University, Northridge) |
Abstract: Current research on Robot-Mediated Intervention has demonstrated that robots may serve as reinforcers and do have the potential to be used in a clinical setting to support teaching new skills to individuals with autism. The current study seeks to integrate these uses by evaluating whether a humanoid robot can identify a reinforcer using a reinforcer assessment, and then use the most selected robot behavior as a reinforcer for teaching WH- Questions. The robot will utilize evidence-based procedures that are current used in a clinical setting to teach the skills and conceptually sound technologies to evaluate which of its behaviors serve as the most potent reinforcer. |
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48. The Opinions and Experiences of Parents of Children with Autism Spectrum Disorder Regarding Safety Teaching |
Area: AUT; Domain: Basic Research |
HATICE DENIZ DEGIRMENCI (Anadolu University), Seray Olcay Gul (Hacettepe University), Ahmet Fidan (Sakarya University), Elif Tekin-Iftar (Anadolu University) |
Abstract: This study aims to determine the experience of parents of children with autism spectrum disorder (ASD), regarding the teaching of safety skills and their needs to be able to teach safety skills. Forty-three parents participated in the research. Their age range is between 28 – 55. Their children are between preschool age or first and eighth grade. This study was designed via descriptive model. Semi-structured interviews were made and analyzed descriptively. According to the findings; more than half of the parents stated that they faced a situation that jeopardize the safety of their children in or out of the house. Some participants stated that they did not face any such situation, as they were monitoring their children while outside, and they maintain physical arrangements in the house. Majority of the participants stated that safety skills were not taught at the schools, and not included in the individualized training programs and they did not demand for them. Participants stated that safety skills were mostly taught using verbal descriptions and warnings. All of the participants stated that they wish to teach safety skills to their children and all except one participant, stated that they are willing to be trained for this purpose. |
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49. The Emergence And Transfer Of Tact Extension Following Extended Echoic Instruction In Children With Autism |
Area: AUT; Domain: Applied Research |
CELSO GOYOS (Universidade Federal de Sao Carlos), Marcela Teixeira (Federal University of São Carlos) |
Abstract: Tact extension through the instruction of extended echoic would yield a leap in learning, which would simplify processes for teaching extended tact and would represent teaching economy. The study aims to test the effect of extended echoic training on extended tact responses in children with Autism Spectrum Disorder (ASD). The study used a multiple baseline design across four sets of experimental stimuli. Initially, it applied a protocol with echoic, listener’s behavior, and tact mixed trials with one to four stimuli in a sentence to six children ranging in an age from three to five years old. Once the baseline of the first set is stable, instruction of extended echoic was introduced and its results will be compared with the other sets’ baselines. Preliminary data for the first subject (Figure 1) has shown significant tact extension before the introduction of the independent variable, in two out of the four sets of phrases that have been tested. Though the research needs to proceed further, the results observed thus far are surprising and, if replicable, may be significantly relevant to the teaching of tact to children with ASD. |
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50. Teaching Parents To Apply A Generalized Echoic Assessment Protocol Via Video Modeling |
Area: AUT; Domain: Applied Research |
Pâmela Galego (Special Education Graduate Program, Universidade Federal de São Carlos, Brazil), CELSO GOYOS (Psychology Department, Universidade Federal de Sao Carlos) |
Abstract: About one-half of autistic children do not have vocal speech in their behavioral repertoire. Moreover, the behavior analysis literature shows that some degree of the echoic operant must be in place so that procedures to teach most if not all the other verbal operants be effective. Thus, the teaching of the echoic is of paramount importance in all educational programs to teach verbal behavior. It’s also widely known that there are very few procedures developed to teach the echoic and some of them are not totally efficient and most may require protracted training and long hours to show some degree of the echoic. In the scenario of social isolation, training parents to apply protocols to teach the echoic to their child may be an important step towards an effective behavioral treatment. A Behavioral Skills Training (BST) package was applied to teach parents to assess the generalized echoic repertoire of their autistic children. First, baseline data were collected after presenting online and reading out aloud with the participant a text about how to apply the protocol. Next, the BST package was introduced according to a multiple baseline design across five participating. The results indicate that only by reading and/or carry over effects of reading the material some of the participants learned the skills but not necessarily to a 100% level of correct responses. After the introduction of video-modeling all participants showed an immediate or quick improvement in correct responses, thus replicating the effectiveness of the video-modeling strategy to teach an important repertoire to parents. |
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51. A Case Study of Decreasing Vomiting Behavior by Eliminating Visual Stimulus and Effect of Medication |
Area: AUT; Domain: Applied Research |
SOO JIN KIM (Seongnam Citizens Medical Center) |
Abstract: Research in self-stimulatory behavior has been published and various procedures for decreasing stereotypy are actively investigated. With respect to those interventions, this study examined a case of 10-year-old male patient presented with symptom of vomiting. Three hypothesis regarded to the behavior: 1) engaging visual sensory of vomit, 2) the self-stimulatory nausea involved in esophagus cramp, 3) the side effects of medication. Presumably, all the elements can be affected in this stereotypy including the visual stimuli, the physiological response and the medication.
In the case, therapists intervened with two conditions to the patient not only wiping out vomit to extinct visual stimuli but also discontinuing quetiapine intake. As a result, the participant’s vomiting behavior dropped to zero. Consistently the patient maintained not taking the medicine and the therapists prepared for the vomiting behavior not only wiping out vomit but also using a basket to prevent the visual stimulus, vomit on the floor.
The results elaborated effectiveness of the intervention significantly, however, limitations needed to be discussed. First, not all the hypothesis is examined. Then, the data need more data points for internal validity. |
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52. On the COVID-19 Pandemic Experience for Families of Young Children with Autism |
Area: AUT; Domain: Service Delivery |
BAN SLEIMAN HAIDAR (University of Illinois – Urbana-Champaign), Hedda Meadan (University of Illinois Urbana-Champaign) |
Abstract: To learn about the experiences of caregivers and their families during the early stages of the stay-at-home mandate due to the COVID-19 pandemic, we conducted 17 semi-structured interviews with caregivers of young children with autism (ages 2-8) in Illinois. The sudden life changes impacted all participants emotionally. The inability to meet demands, the loss of social support, and the loss of opportunities for leisure and self-care impacted all family members. Although four caregivers reported some positive outcomes such as improved academic standing for their child, the negative impacts overshadowed the positives. In the event of future pandemics, the information gleaned from this study could inform stakeholders and legislators about the unique needs of families with young children with autism. |
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54. Evaluation of a Mindfulness Mobile Application on Mindful Parenting Behaviours of Parents of Autistic Children |
Area: AUT; Domain: Applied Research |
Jean Phan (Brock University), PRISCILLA BURNHAM RIOSA (Brock University), Han Xiang (Kevin) Yu (Brock University), Kendra Thomson (Brock University ) |
Abstract: Parents of children on the autism spectrum are at a higher risk of emotional challenges and caregiver burnout than parents of non-autistic children. Existing literature suggests that parent-focused mindfulness-based interventions positively affect parents, their children, and parent-child interactions. Among available mindfulness-based interventions, research on the utility of mindfulness mobile application (app) interventions is an area warranting further investigation as to how parents of children on the spectrum might benefit from them. In the present study, we are conducting a nonconcurrent multiple baseline design to examine the effects of Headspace®, a mindfulness mobile app, on (1) mindful parenting vocal statements, (2) child noncooperative behaviours, (3) parent-child interactions, and (4) parent-reported parenting stress, across three parents-autistic child dyads. To date, we have collected data for two out of the three dyads. Current results indicate an increase in the mean level of mindful parenting vocal statements from baseline to intervention. Parent-child observational data demonstrated a variable decreasing trend in uncooperative child behaviours and a decrease in parent reactivity. Finally, parent-reported stress decreased. Headspace® may be a promising tool for parents of autistic children. Behaviour analysts may consider investigating the effectiveness of mobile apps combined with behavioural procedures for lasting change among families. |
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55. Adoption and Acceptability of an Autism Friendly Health System Initiative within the Emergency Department of a Regional Children’s Hospital |
Area: AUT; Domain: Applied Research |
ABBEY HYE (Rady Children's Hospital ), Themba Carr (Rady Children's Hospital ), Trent DesChamp (UC San Diego ), Raquel Locsin (Rady Children's Hospital ), Elizabeth Gallagher (Rady Children's Hospital ), Lauren I. Brookman-Frazee (UC San Diego) |
Abstract: Background: Autistic youth have unique clinical concerns and utilize health services, including emergency departments (ED), more frequently than neurotypical youth. Since healthcare settings may be especially stressful for these youth, institutions are creating “autism-friendly” clinical environments.
Methods: A core component of the initiative is the Autism Friendly Questionnaire (AFQ; adapted from Boston Medical Center), a caregiver-report measure of child communication, sensory needs, and provider interaction preferences. ED Providers (n=135) completed a survey prior to training and after approximately 1 year assessing their perspectives. Survey data were analyzed to assess differences between Year 1 (2020) and Year 2 (2021) responses.
Results: Compared to 2020, a greater proportion of 2021 providers indicated that they knew about and could locate the AFQ in the patient’s chart, X2(1, n=130) =12.54, p=.001, =.31. There were also significant increases in providers who had used the AFQ during patient encounters, higher ratings of acceptability and of the ED as more autism-friendly.
Conclusion: Results suggest an increase in adoption and acceptability of the AFQ across two years of AFI roll-out in the ED, and a corresponding increase in provider perceptions of the ED as ASD-friendly. Next steps are to assess patient and family experiences with care at RCHSD. |
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56. Acceptance and Commitment Therapy (ACT) and Parent Meta-Emotion Philosophy (PMEP) in Parent Training Models |
Area: AUT; Domain: Basic Research |
DAKIN FJELDSTED STOVALL (Brigham Young University,
Department of Psychology), Blake Hansen (Brigham Young University), Chongming Yang (Brigham Young University) |
Abstract: Parents trained in Acceptance and Commitment Therapy (ACT) and Parent Meta-Emotion Philosophy (PMEP) may respond in more beneficial ways to their children. These parent trainings may positively impact autistic child behavior. To understand how ACT and PMEP affect child outcomes, 51 mothers of preschoolers with autism were randomly assigned to four groups: (1) ACT & PMEP, (2) ACT, (3) PMEP, and (4) control group. Mothers assigned to a 4-week intervention received 60 or 120 minutes virtual weekly training (depending on group). Assessments of child maladaptive behavior occurred prior, during, and following intervention (seven measurements). A four-group latent growth curve model with Bayesian estimation was applied to examine the differences in the changes of child maladaptive behavior between the three intervention groups and the control group. The ACT group reduced child maladaptive behavior by β = -2.09, p = .03, 95%CI [-4.26, -.10] in the first three measurements, while the combined group, ACT & PMEP, reduced maladaptive behavior by β = -2.24, p < .01, 95%CI [-3.77, -.66] from the third to the seventh measurement. Our results show combined ACT with PMEP training was more effective than either intervention alone in reducing child maladaptive behavior. |
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57. Are we correctly assessing the intelligence of our children, especially those with language disorders, autism, and developmental delays? |
Area: AUT; Domain: Applied Research |
STEPHANIE NORTHINGTON, PHD (PACES, LLC) |
Abstract: Background: With the introduction of the DSM-5, psychologists were tasked with specifically assessing and commenting on the intellectual abilities of those diagnosed with an autism spectrum disorder. This poses a specific concern in terms of both assessment accuracy and diagnostic accuracy. Research (Courchesne et al., 2019) demonstrates that the traditional ways of assessing intelligence, specifically Wechsler scales, yield lower overall intelligence results for those diagnosed with an autism spectrum disorder (ASD) when compared to those not diagnosed with ASD. As Wechsler scales are commonly utilized in assessments, this becomes incredibly problematic and introduces biased results when assessing one diagnosed with ASD.
Objectives: To explore utilizing a strength-informed/nonverbal measure to assess intellectual ability in comparison to more conventional tools.
Methods: Data were previously collected in more than 50 participants ages 3 to 17. All participants participated in a diagnostic assessment; consent was obtained from parents and assent was obtained from the participant. Assessments included a nonverbal measure to assess intellectual ability (Leiter International Performance Scale, 3rd Edition; WPS, 2013) and a conventional tool (Wechsler Intelligence Scale for Children, 5th Edition; Pearson, 2014). Index scores obtained on the measures were analyzed to determine if significant differences existed between the measures.
Results: Initial independent samples t test results demonstrate no significant differences between the two diagnostic groups regarding performance on the nonverbal measure (p = 0.087). However, differences between performance on the nonverbal measure compared to the verbal measure were noted, regardless of diagnosis (ASD/language group, p = 0.004; other diagnoses group, p = <0.001). More data will be analyzed for the final presentation.
Conclusions: Initial results indicate that all individuals, regardless of diagnosis, performed significantly better on the nonverbal measure when compared to traditional verbal methods of assessment. |
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58. The Application of RFT to Teaching Early Piano Skills to Children with Autism |
Area: AUT; Domain: Applied Research |
STEPHANIE CHAN (PlaySmart Child Development Society, the Chicago School of Professional Psychology), Shannon Ormandy (The Chicago School of Professional Psychology), August Stockwell (Upswing Advocates), RuthAnne Rehfeldt (Waubonsee Community College) |
Abstract: Music is a unique form of verbal stimuli (Reynolds & Hayes, 2017) and the literature has indicated some success in using procedures involving the frame of coordination or stimulus equivalence to teach early piano skills to learners with and without autism spectrum disorder (ASD; Hill et al., 2020). However, these studies only targeted narrow skills rather than a complete repertoire. Also, whether such teaching procedure is effective for young children with ASD at different ages, with different needs, and with common accompanied diagnosis, is unknown. The current study (a) explored the possibility of applying relational frame theory (RFT) in piano program development that aims to teach a complete early piano repertoire, and (b) confirm the effectiveness of an adjusted teaching procedure using the frame of coordination on teaching early piano skills to six young children on the autism spectrum. A multiple probe across participants design was used. After direct training of two relations (AC & AE), post-instructional tests were conducted on eight relations. The results showed that with remedial training, five out of six participants demonstrated mutual entailment, combinatorial entailment, and transformation of stimulus function in these relations. All participants could read and play the song on keyboard without extra training. The study provided practical guidance on applying the procedure to these young learners. Implications of RFT in piano curriculum development were also discussed. |
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59. Social Media Publications: Ethical Violations of Stand-Alone Applied Behavior Analysis Autism Clinics Put Children's Safety at Risk |
Area: AUT; Domain: Service Delivery |
ALEXANDRA MARIE INGEBRITSON (University of West Florida) |
Abstract: Updates to the 2022 Behavior Analysis Certification Board (BACB) Ethics Code for Behavior Analysts specified what social media content is permitted for publication by behavior analysts. Section 5.10 of the ethics code requires for each publication including images of their clients' faces, informed consent is obtained before publishing, and publications include a disclaimer stating informed consent was obtained, and the information should not be captured and reused without express permission (Behavior Analyst Certification Board, 2020). The present study aimed to review professional social media channels for stand-alone applied behavior analysis (ABA) clinics that treat children with autism spectrum disorder (ASD) that share images of their clients. We evaluated whether these clinics are compliant with the recent changes outlined in the ethics code. Using convenience sampling for social media content analysis method (Kim et al., 2018), a preliminary search of publically-available professional social media channels of thirty-seven clinics showed only 15.9% of behavior analysts who post images of their adolescent clients on social media comply with ethics code 5.10. Autism clinics that violate this ethics code put the safety of their clients at risk. We recommend behavior analysts review their social media pages and notify their employers of ethical violations. |
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60. Towards an Efficient and Consumer Friendly Prevention Assessment: Screening of Problem Behavior and Appropriate Behavior during Sensitivity Tests in Children Diagnosed with Autism |
Area: AUT; Domain: Applied Research |
MONIQUE NADINE MONARREZ (California State University, Northridge ), Chunying Jin (California State University, Northridge), Jennifer L. Posey (Holdsambeck Behavioral Health) |
Abstract: Children diagnosed with Autism Spectrum Disorder (ASD) often engage in challenging behavior of varying topography. Functional behavior assessment, in particular functional analysis (FA), primarily focuses on identifying the function of a problem behavior to inform the design of function-based treatment. Although this focus has been instrumental in informing evidence-based interventions, the assessment logic may also be used in the context of preventative screening of problem behavior (Fahmie, Iwata, & Mead, 2016; Fahmie et al. 2020). The current study expands the FA technology to identify 57 topographies of problem behavior that vary in level of severity from mild to severe, as well as topographies of appropriate behavior that vary in the level of complexity and the specificity of function in two children diagnosed with ASD. More specifically, children were exposed to challenging situations which included deprivation of attention, deprivation of preferred items, presentation of difficult tasks, deprivation of social stimulation, and deprivation of any idiosyncratic and preferred context to screen for the presence and the absence of challenging behavior and appropriate behavior. Children then experienced functional communication training and delay and denial tolerance teaching to see whether skill-based treatments prevented the emergence of severe problem behavior. |
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61. The efficacy of mentor modelling and positive verbal praise in the reduction of severe and challenging behavior |
Area: AUT; Domain: Service Delivery |
LORI ANN DOTSON (Institute for Applied Behavior Analysis), Kathryn Edwards (Institute for Applied Behavior Analysis), Jeff C. Hause (Institute for Applied Behavior Analysis) |
Abstract: For many individuals with severe and challenging behaviors, institutional placement has long been considered a viable option. While attitudes may be changing, alternative models of support that utilize person-centered, non-aversive practices have not kept pace. Using a single case study analysis that focuses on the use of non- linear applied behavior analysis in a crisis support and resolution service, this poster aims to contribute to the development of a literature regarding the use of a multi-element behavior support plan (MEBS) for individuals with severe and challenging behaviors using exclusively positive practices. In particular, the use of positive verbal praise and mentor modelling will be discussed as drivers for reductions in the frequency and severity of severe and challenging behavior, as well as quality of life enhancement for the individual served, and the direct staff that supported him. |
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62. Using Storytelling to Improve ABA Treatment Engagement and Outcomes for Young Children at Risk of a Diagnosis for Autism |
Area: AUT; Domain: Service Delivery |
LORI ANN DOTSON (Institute for Applied Behavior Analysis), Allison Liu (Institute for Applied Behavior Analysis), Janelle Aguilar (Institute for Applied Behavior Analysis), Janette Miranda (Institute for Applied Behavior Analysis) |
Abstract: Infant Development Program (IDP) services are home-based supports grounded in ABA, provided to children under the age of three who have or are risk to have identified developmental delays, and/or who present with characteristics that lead to a provisional diagnosis of Autism Spectrum Disorder (ASD). This poster aims to present the ways in which storytelling with young children at risk of ASD can lead to improved engagement as well as the development of critical cognitive, communication, adaptive, motor and social emotional skills. Two high risk client families are presented, one English speaking and one Spanish speaking, with intervention procedures and associated results. Ecological and mediator analyses with associated interventions are presented, along with recommendations for continued client and caregiver engagement and retention. |
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63. Utilizing Peer Supports to Promote Positive Peer Interactions Among Students with Autism |
Area: AUT; Domain: Applied Research |
MOHAMMAD SALAMAH (San Diego State University ), Marissa Chow (San Diego State University ), Haley Allison Kitchens (San Diego State University) |
Abstract: This study evaluated the effects of using evidence-based peer support and peer network interventions to improve peer relationships and school engagement for students exhibiting symptoms of Autism. Two sixth grade students who demonstrated interest in peer interactions were given individualized “Peer Support Plans” including specific ideas for how peers could initiate conversation, provide encouragement, or provide feedback during different times of the school day. Social validity was obtained using feedback from the participants’ teachers, who indicated that overall an intervention could increase positive social interactions for the participants. Researcher’s identified peer supports, obtained consent, provided training to peers, and met with school site administration to collaborate. Researcher’s checked-in with peers weekly and collected data on the conversational attempts made by the participants to peers. Results indicated that both participants displayed an increase in conversational attempts involving two or more exchanges for 80% of opportunities over 3 consecutive observations across 2 different peers. Findings suggest that evidence-based peer support interventions is a step toward improving peer relationships for students exhibiting signs of Autism. |
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64. Decreasing Grabbing Behaviors: How Preparing a Student's Environment Prior to Instruction Can Affect Behavior |
Area: AUT; Domain: Applied Research |
MOHAMMAD SALAMAH (San Diego State University), Claire E Dietrich (San Diego State University), Courtney Lagus (San Diego State University) |
Abstract: This study evaluated the effectiveness of using Behavior Skills Training (BST) to reduce grabbing behaviors. BST was used to train classroom staff on antecedent and consequence strategies for the reduction of grabbing behaviors. The sole participant was a 6th grade student with Autism who engaged in grabbing behaviors including grabbing classroom staff’s hair, clothes, masks, and/or accessories. The student's behavior hindered her ability to participate in small and whole group instruction and required her to need 2:1 staffing support. The student’s behaviors were tracked via partial interval recording with each interval being 30 seconds across 10 minutes. Throughout the seven-week intervention period, the range and frequency of the grabbing behaviors decreased from 20-90% during baseline to 0-45% during intervention. The average amount of grabbing behaviors at baseline was 44% which decreased during the intervention period to 18%. Results indicated that the student’s grabbing behaviors reduced enough to where she was able to participate in classroom lessons and receive 1:1 staff support. Findings suggest that BST for classroom staff may be an effective strategy for reducing grabbing behaviors in school aged children with autism |
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65. Training Parents of Children with Autism Spectrum Disorder and Sleep Disturbances via Telehealth: An Evaluation |
Area: AUT; Domain: Applied Research |
JULIE KOUDYS (Brock University), Amanpreet Randhawa (Brock University), Angeline Savard (Kalyana Support Systems), Catherine McConnell (Kalyana Support Systems), Meghan Dunnet (Kalyana Support Systems), Jeffrey Esteves (York University), Andrea Valencia (Kalyana Support Systems) |
Abstract: Many children with autism spectrum disorder (ASD) experience sleep problems (e.g., delayed sleep onset, night wakings). Although research supports parent-implemented behavior-analytic sleep interventions to address these problems, more research is needed to determine how accurately parents implement these interventions (i.e., treatment fidelity). The present study used a concurrent multiple baseline across participants design to evaluate parents’ treatment fidelity. Child sleep-related outcomes (e.g., sleep onset delay, occurrences of sleep-interfering behaviors, and total sleep duration) were also monitored. Four parents and their children with ASD participated. Parents received behavioral skills training and nighttime coaching, via telehealth, over a 12-week period. Secure text chat software (VSee Messenger) was used to provide nighttime coaching. D-Linksound and motion detection cameras were used to collect data on parent and child behavior. Results indicate that parents’ treatment fidelity remained high throughout intervention and follow-up (i.e., >80%). For two of four child participants, sleep onset delay decreased, and total sleep duration increased. Occurrences of sleep-interfering behaviors remained variable for all child participants. Co-sleeping was eliminated for all children who engaged in this behavior at the start of the study. Suggestions for future research and clinical practice will be discussed. |
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66. PECSperts: Evaluation of a Brief Telehealth PECS® Caregiver Training |
Area: AUT; Domain: Applied Research |
Jeffrey Esteves (York University), JULIE KOUDYS (Brock University), Melissa Ann Elliott (Bethesda Services), Amanpreet Randhawa (Brock University), Krysten Spottiswood (Pyramid Educational Consultants of Canada), Alyssa Treszl (Brock University), Katelyn Rolfe (Brock University) |
Abstract: The Picture Exchange Communication System (PECS®; Bondy & Frost, 1994) is an augmentative and alternative communication system designed to teach functional communication. The available research indicates that PECS is an evidence-based communication approach for children and youth with autism spectrum disorder (ASD). However, little is known about how to train natural mediators such as caregivers, to teach and support their child’s PECS use. Without caregiver involvement, system abandonment is likely; reducing the opportunity for socially valid child communication outcomes. The present study used a multiple baseline across behaviors design to evaluate the effectiveness of a brief (i.e., two week) telehealth PECS caregiver training package on caregivers’ PECS teaching accuracy for phases 1-3B. The training package involved group didactic training (i.e., PECS Level 1 Training) and individual sessions using behavioral skills training and general case training. Overall, results indicate that all caregivers’ PECS teaching accuracy improved, and outcomes generally maintained at 1- and 2-month follow-up probes. These results indicate that a brief telehealth training may enhance caregiver PECS teaching skills. Limitations, future research directions, and clinical implications will be shared. |
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67. Bilingual Behavior Analysts' Experiences and Perceptions Supporting Autistic Children from Spanish-Speaking Families |
Area: AUT; Domain: Applied Research |
MELANIE R MARTIN (University of Illinois Urbana Champaign), Hedda Meadan (University of Illinois Urbana-Champaign) |
Abstract: Autistic children from Spanish-speaking homes are part of a growing group of children at the intersection of multiple marginalized identities. Empirical research examining their cognitive outcomes compared to monolingual children is nascent but suggests a 'bilingual advantage' similar to that experienced by neurotypical bilingual children. Additionally, Autistic adults have experienced positive social outcomes due to being bilingual or multilingual. However, much less is known about providers' experiences who play a crucial role in whether families can maintain their heritage language(s) with their children, which is considered a human right under the United Nations. This exploratory qualitative study examined the experiences and perceptions of bilingual behavior analysts in the U.S. who provide home-based behavioral support for Autistic children from Spanish-speaking homes. This study was informed by a demographic questionnaire and hour-long interviews with participants (n=14) across the United States. Participants' experiences were analyzed thematically. Findings included major themes such as perceptions and beliefs about bilingualism and challenges and barriers to providing quality Spanish or bilingual services. Practical implications are presented for administrators and providers to promote the maintenance of families' heritage languages and support their bilingual personnel. |
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68. Further Evaluation of Direct Instruction to Teach Language Skills to An Individual with Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
JESSICA A GARMAN (University of Georgia), Allie Bartlett (University of Georgia Center for Autism and Behavioral Education Research), Alexandra Mercado Baez (University of Georgia Center for Autism and Behavioral Education Research), Tyler-Curtis Cory Elliott (University of Georgia), Kevin Ayres (University of Georgia Center for Autism and Behavioral Education Research) |
Abstract: Children diagnosed with Autism Spectrum Disorder (ASD) often experience delays or difficulties with language development. Thus, developing interventions to target these difficulties is of high social significance for behavior analysts working with students with ASD. One intervention that may be effective in teaching children with ASD relevant skills is Direct Instruction (DI). For example, a recent review of DI with children with ASD suggests that DI may be an effective intervention with high immediacy and magnitude of change (Frampton et al., 2021). More specifically, previous studies have assessed the abilities of DI curricula to improve vocal language repertoire in individuals with ASD (Ganz & Flores, 2008; Shillingsburg et al., 2015). The current study further replicates language skill development using the DI curriculum, Language for Learning, with a 10-year-old boy diagnosed with ASD using an a priori, nonconcurrent multiple probe across skills design. The study also evaluates the generalization of newly learned skills outside of the curriculum designed probes with a pre and post-intervention using “Assessment of Basic Language and Learning Skills Revised”. Results and implications are further discussed in relation to the appropriateness of behavior analysts using DI as an effective teaching strategy for clients with ASD. |
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69. Identifying the Needs of Autistic Post-Secondary Students Using a Participatory Action Research Approach: Lessons Learned |
Area: AUT; Domain: Applied Research |
Kaitlyn Young (Department of Applied Disability Studies, Brock University), ROSEMARY A. CONDILLAC (Brock University) |
Abstract: Autistic post-secondary students represent an underserved and underrepresented population in higher education and research. A study in the United Kingdom found that autistic students reported a higher frequency of thoughts about withdrawing from studies and difficulties with adjustment compared to other post-secondary students. Canadian research exploring the experiences and needs of autistic post-secondary students is limited, with very few studies reporting the perspectives of autistic students directly. The purpose of this study was to develop and pilot a mixed-methods survey designed to examine the self-reported strengths, experiences, and needs of Canadian autistic post-secondary students. The research was guided by steering committee members with relevant lived experiences. Pilot testing was conducted with 13 individuals who self-identified as autistic and had recently attended or were currently attending college or university in Ontario, Canada. Strengths reported by participants were mainly academic, while needs included social challenges and barriers within post-secondary environments. Participants generally reported positive sentiments regarding services accessed, though some service gaps were identified. Participants expressed a preference for quantitative survey questions and suggested improvements for the final survey. This research process exemplifies a safe, engaged, and successful community-engaged collaboration. Applicability of this approach to ABA related research will be discussed. |
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70. Basic Research of Impostor Syndrome/Phenomenon in Autistics and in Recipients of ABA Services |
Area: AUT; Domain: Basic Research |
COLE FITZPATRICK (Received ABA Services, Beacon Services; Dedicated Hobbyist Autism/ADHD/Neuroscience Enthusiast and Researcher) |
Abstract: In this poster (to be discussed at the Difficult Conversation about ABA as it Relates to Autism Intervention Panel at the 17th Annual Autism Conference) - I hope to discuss and highlight the adulthood aftermath of recieving ABA Services and the Impostor Syndrome (IS), Impostor Phenomenon (IP), and general self-skepticism that can ensue even after a job very well done by well-trained behavioral analysts, as well as the confounding lack of research on this subject. |
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71. Punishment Procedures vs. Positive Reinforcement: Increasing Appropriate Transitions for a Student with ASD |
Area: AUT; Domain: Applied Research |
ALEX NG (San Diego State University; Behavioral, Emotional, and Mental Health Supports (BEAMS)
), Ujunwa Ukaegbu (91932), Georgia Autumn Dickerson (San Diego State University), Kimi Johnson (San Diego State University ) |
Abstract: Within the field of education, addressing inappropriate behaviors (e.g. leaving work area, self-injurious, non-compliance) in schools has been a topic of importance for school stakeholders. School personnel are invested in identifying effective, well-researched, and evidence-based behavioral interventions to support students and improve educational outcomes. However, there has been controversy surrounding behavioral strategies which may include the use of negative punishment procedures compared to positive reinforcement strategies. The purpose of this intervention case study was to demonstrate the differences in behavioral outcomes after punishment procedure-based (PPB) interventions were used compared to positive reinforcement (PR) strategies with a sixth grade male student with autism.The interventions sought to increase the appropriate transitions from preferred unstructured activities to instructional teacher-directed activities. Using a single subject AB research design, this study evaluated the outcomes, effectiveness, acceptability, and limitations of the interventions implemented. The average percentage of appropriate transitions the student demonstrated in each phase are as follows: 70.3% in baseline; 64.3% in first PPB (response cost); 76.7% in the 2nd PPB (delayed access); and 93.5% in PR (“extra minutes”). Findings of this study indicated that the PR intervention was more effective and acceptable for the student. |
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72. Caregiver Stress and Coping Strategies in Families who have a Child with Autism |
Area: AUT; Domain: Applied Research |
SHANEHA PATEL (Université du Québec à Montréal), Mélina Rivard (Université du Québec à Montréal), Catherine Mello (Pennsylvania State University - Berks), Carlos Sanchez (Université du Québec à Montréal), Diane Morin (Université du Québec à Montréal) |
Abstract: Although previous studies have investigated caregiver stress in parents of children with autism, mothers' and fathers' stress within the dyad has not been previously examined. Yet, levels of marital satisfaction/dissatisfaction are important predictors of caregiving experiences in couples who raise a child with autism. The objectives of the present mixed-method study were 1) to examine, using quantitative analyses, mothers’ and fathers’ levels of stress at the time of their child’s diagnosis and after their child’s intervention services and 2) to illustrate, via qualitative analyses, how parents coped with stress. Participants were 258 mother-father dyads who had a child with autism. Mothers and fathers individually completed the Parenting Stress Index (PSI-SF). A sub-sample of families took part in a semi-structured interview in which they described their experiences of stress. Mothers and fathers demonstrated elevated levels of stress, both at the time of diagnosis and after children received services. The interviews highlighted key themes in parents’ experiences of, and strategies for, managing stress as an individual and as a couple. These findings suggest avenues for supporting couples who parent children with autism in areas such as communicating with each other, working as a team, and recognizing each other's strengths and needs. |
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73. Playing with Young Children with Autism Spectrum Disorders: A Coaching Intervention for Parents |
Area: AUT; Domain: Applied Research |
HUAN-CHING CHANG (California State University, Sacramento ) |
Abstract: Children with Autism often engage in less complex and fewer spontaneous pretend play behaviors. Although research has highlighted the value of providing parents with sustained support to promote positive child outcomes, parents rarely receive coaching around play skills. This study examined the effects of a multi-component remote coaching package on parents’ implementation of a systematic, multi-step modeling procedure with fidelity, to engage in pretend play with their children. A multiple-baseline design across pretend play behaviors was replicated across two triads. Each triad consisted of a parent, a preschool-age focal child with Autism and a sibling. The coaching package included three virtual trainings and email performance feedback. Caregivers were trained on using the modeling procedure to teach three pretend play behaviors. During intervention, email feedback was provided to caregivers on each video submitted. There was a functional relation between the coaching package and caregivers’ fidelity to the modeling procedure. Nonoverlap (NAP) indicated that the change from baseline to intervention condition was statistically significant for caregivers’ modeling procedure fidelity. Caregivers found the coaching to be beneficial and expressed strong interest in continuing to use the strategies. This study expands applied behavior analytic ways to support caregivers of children with autism around play. |
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74. Evaluating the effectiveness of e-learning using Behavior skills training for therapy providers in countries with minimal professional and Instituitional support. |
Area: AUT; Domain: Service Delivery |
Priyanka Bhabu (CRIA ABA foundation ), RIA BHABU (Cria ABA Foundation), Maithri Sivaraman (Ghent University, Belgium; Tendrils Centre for Autism, India) |
Abstract: In India, the science of Applied Behavior Analysis (ABA) is still in its infancy. While there seems to a growing trend in the number of certified professionals, there are no educational programs specifically created for entry-level behavioral technicians, documenting the culture-specific adaptations made to the curriculum. The current study outlines the piloting of an e-learning program targeting ABA skills in a behavior technician course for students in India. We assessed the changes in the students’ knowledge of ABA principles, their implementation of functional communication training (FCT) and discrete trial training (DTT), and the social validity of the course. The course was comprised of 18 modules and 80 hours of practicum delivered using a behavioral skills training approach. Knowledge gain outcomes were collected from 25 participants, and DTT and FCT implementation skills were measured in a total of 12 participants. We found statistically significant gains in the students’ knowledge and the training resulted in improvements in their implementation of DTT and FCT skills. Future research and educational directions are discussed. |
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75. Online Parent Training for Parents of Children with Autism Spectrum Disorders |
Area: AUT; Domain: Applied Research |
MASAHIKO INOUE (Tottori Universisty), Naho Inoue (Tottori University) |
Abstract: The purpose of this study was to examine the effectiveness of an online parent training program that combines an on-demand self-study program and instruction using a behavior recording application. Two mothers participated: one mother of a 3-year-old, 8-month-old child with ASD and intellectual disability, and the other mother of a 4-year-old, 5-month-old child with a diagnosis of ASD. An on-demand, learning-based PT consisting of 6 sessions was provided via the web. The program was structured so that participants watched lecture videos for each session, answered a confirmation test, and submitted homework to advance to the next session. Submitted homework and questions were provided feedback via email from the researchers. Both participants watched the program on time for all sessions and submitted all tests and homework assignments. The percentage of correct responses to the tests per session was 100% for both participants. Participants' behavior records showed a decreasing trend in their self-determined target behavior (escape behavior in eating situations). Pre- and post-questionnaires also showed improvements in the scores of parental depression (BDI) and parenting stress (PSI), as well as overall child behavior (SDQ). Participants' post-questionnaires indicated a need for on-time communication among instructors and participants. |
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76. THE APPLICATION OF FUNCTIONAL ASSESSMENT OF BEHAVIOR BY BRAZILIAN PROFESSIONALS |
Area: AUT; Domain: Applied Research |
FELIPE MAGALHÃES LEMOS (Universidade Federal de São Carlos; Luna ABA; Queens College CUNY), HENRIQUE COSTA VAL (PUC-SP/GRUPO METODO), Joshua Jessel (Queens College, City University of New York) |
Abstract: Applied behavior analysis emphasizes the importance of performing a functional assessment before developing a treatment for the problem behavior. Beavers et al. (2013) and Hanley et al. (2003) establish Functional Analysis as the gold standard functional assessment procedure in treating severe problem behaviors. However, there is little information on how practitioners use functional assessment in settings applied to individuals with developmental or no delay. The present study aimed to replicate the Roscoe et al. (2014) study and research in which various types of functional assessment are implemented in institutions that serve individuals with atypical development in Brazil. In total, 103 participants answered the forms. Still, only 25.2% related use most functional analysis than a descriptive and indirect assessment to inform an intervention plan for problem behavior. However, 79.6% relates that functional analysis is necessary to inform treatment for problem behavior. We conclude that there is an evolution since Roscoe et al. (2014), at least related to comprehension of what is most necessary. Still, we have not much improvement in the application of functional analysis. |
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77. Assessing the Efficacy of Reinforcers Identified by a Preference Assessment Administered to a Group During Telehealth ABA Interventions |
Area: AUT; Domain: Applied Research |
ATANACIO (RYAN) RYAN GONZALEZ (Easterseals Southern California) |
Abstract: Abstract
Efficacy of MSWO Group Preference Assessments have been established within the latest research, but never via telehealth or when administered to a group simultaneously. MSWOs are often utilized in applied behavior analysis (ABA) therapy sessions with individuals diagnosed with autism to determine what stimuli may function as reinforcers. An MSWO preference assessment was administered to a group of adolescents simultaneously via telehealth (ZoomTM) to determine preferences for each member of the group. Participants attended weekly sessions via ZoomTM and used the chat option to participate in surveys/polls. Participants engaged in virtual activities with the researchers and participated in break out groups where various social skill goals were targeted and the videos the participants initially chose were provided contingent upon correct responses. The percentage correct of opportunities increased across all targeted skills for all participants. These findings suggest that the MSWO preference assessment can have practical and clinical value during telehealth settings in order to establish effective reinforcers as independent variables to increase correct responding for social skills when administered to a group simultaneously.
Keywords: MSWO, preference assessment, reinforcers, social skills, telehealth, and autism. |
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78. Meta-Analysis of Applied Behavior Analysis (ABA) Based Interventions for Individuals with Autism in Turkiye |
Area: AUT; Domain: Applied Research |
MEHMET SULU (Northern Kentucky University ), Orhan Aydin (Erzincan Binali Yildirim University ), Ronald C. Martella (University of Colorado Colorado Springs), Emine Erden (Hasan Kalyoncu University ), Zafer Ozen (Purdue University ) |
Abstract: Given the significance of culture in guiding ABA practices, this meta-analysis aimed to investigate the current status and the magnitude effects of ABA-based interventions and whether specific participant and intervention characteristics moderated such effects in Türkiye. Thirty-four studies that met What Works Clearinghouse design standards (Karatochwill et al., 2013) were analyzed and calculated with baseline-corrected Tau (Tarlow, 2017). Furthermore, performance-criteria-based effect size values (PCES; Aydin & Tanious, 2022) were calculated for 27 studies that had mastery criteria. While the overall Tau appeared to be large .71 (p=.023, se=.052) , the overall effect size for PCES revealed a small effect of .73.Findings from two different effect size analyses and recommendations for future studies are discussed. |
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79. Using Self-Management Interventions to Improve On-TAsk Behaviors of Students with Attention Deficit Hyperactivity Disorders (ADHD) in Turkiye |
Area: AUT; Domain: Applied Research |
MEHMET SULU (Northern Kentucky University), Ronald C. Martella (University of Colorado Colorado Springs), ÜZEYİR EMRE EMRE KIYAK (Usak University) |
Abstract: Research indicates that students with Attention Deficit Hyperactivity Disorders (ADHD) frequently engage in off-task and disruptive behaviors. Self-management strategies in general and self-monitoring, in particular, have been found to be effective in enhancing the on-task behaviors of students with disabilities (e.g., Dalton et al., 1999; Xu et al., 2017). In the current study, self-management interventions (i.e., self-monitoring, self-evaluation, token economy) was utilized to improve the on-task behaviors of 3 students with ADHD in general education classrooms in Türkiye. A single-case multiple-baseline across-participants design was used. Self-management interventions were implemented across three settings (i.e., Turkish-Language Art [TLA], math, social studies), and generalization data were collected in English-Language Art classes (ELA). Additionally, an average of 16-week maintenance data were collected from all the intervention settings (i.e., TLA, math, social studies). Based on two statistical analyses (i.e., Tau-U and Performance Criteria Based Effect Size [PCES]), the effect of self-management interventions was immediate, generalized across settings, and maintained over a long period of time. |
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81. A Multi-Criteria Decision-Making Tool for the Screening of Autism |
Area: AUT; Domain: Applied Research |
ANURAG SHARMA (GNA University) |
Abstract: The primary goal of this research paper is to develop a tool for screening for Autism. The “multi-criteria decision-making (MCDM)” method, an extensively used approach for making decisions involving several criteria, has been used to create this screening tool. The amount of knowledge available to a person is vast, ambiguous, and uncertain; fuzzy logic has been used to deal with ambiguity and confusion. Due to the opulence of symptoms that may cause Autism, to know which symptoms affect more and which affect less, a “fuzzy analytic hierarchy process (FAHP)” algorithm has been used with the “If-Then” rule-based approach for determining whether or not an individual has an Autism. The developed tool uses a hierarchy approach called “Fuzzy Tree” to reduce the huge number of rules. Efforts are being made to develop a less complex tool that can assess a person in a short period and provide accurate results. The validity of the design was verified by the two groups of individuals consisting of the Autism group (N = 25) and the Typically Developed (TD) group (N = 25). It was confirmed that the method created efficiently differentiated AS participants from TD and has a precision of 99 percent. |
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82. Stimulus—Stimulus Pairing Procedure: An Effective Technique in Teaching Verbal Behaviour in Kids with Autism |
Area: AUT; Domain: Applied Research |
SONAM RAMESHCHADRA KOTHARI (MD-Ph.D, BCBA-Founder and CEO, Butterfly learnings) |
Abstract: Children with autism and autism related disorders have severe deficits in verbal operants like imitating adult vocalisations and requesting for needs. Pairing adult vocalizations with preferred stimuli known as stimulus-stimulus pairing (SSP) has been shown to increase free-operant vocalizations. As per previous studies, these effects are temporary and direct reinforcements are necessary to establish permanent behaviours. We applied SSP on 10 kids (tact + but mands and echoics –(n=5) and non-verbal (n=5). We paired the name of the reinforcer 3 times with 3 seconds gap in between each stimulus followed by time delay of 3 seconds followed by reinforcement. The average no. of trials per session (105 mins each) was kept to 25 for various reinforcers. The vocalisation data was collected every day in frequency and was graphed regularly. Monosyllable echoic emerged 3/5 non-verbal kids within 15 sessions and independent mands and echoics with complete word within 36 seconds. and complete word echoics and mands developed in 5/5 verbal kids within 12 sessions and two word echoics and requests within 230 sessions. These findings are in converse to the studies published earlier and according to our data SSP is an efficient technique in teaching verbal behaviour in kids with ASD. |
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83. Have Behavior Analysts Self Reported Cultural Competency Changed? |
Area: AUT; Domain: Service Delivery |
ELIZABETH HUGHES FONG (Pepperdine University), Lusineh Gharapetian (Pepperdine University), Rebecca Kate Dogan (Pepperdine University), Kimberly D Woolery (ABA Squad) |
Abstract: Behaviour analytic practitioners often advocate for Culturally Responsive and Sensitive services for the individuals they serve, however there has been limited research that supports the requirements needed for formal training and implementation. In 2015, the researchers conducted an online survey that originally had (N=918) respondents. In 2022, the survey was distributed online and had (N=TBD) respondents participating in the survey. The preliminary findings showed that practitioners who reported being culturally competent and believe that culture plays a crucial role in the dissemination of behavior analysis (roughly 63%). Implications include the development, testing and revision of best practices aimed at increasing Cultural Responsiveness |
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84. Teaching echoic as a requirement for the acquisition of mand in children with autism |
Area: AUT; Domain: Applied Research |
Mayara Cristina Freitas Pereira Giolo (Universidade Federal de São Carlos, UFSCar), CELSO GOYOS (Universidade Federal de São Carlos, UFSCar) |
Abstract: Children diagnosed with the Autism Spectrum Disorder (ASD) present a delay in speech and language. Several researches have been developed to increase, decrease or put under control the frequency of specific stimulus of verbal behaviors for autistic people treated based on the Applied Behavior Analysis. Echoic vocal and mand behaviors are the initial repertoire to speak and that is the reason why they are such important teaching programs in autism treatment. The objectives consisted to install the repertoires of echoic and mand to analyze the effects of the echoic training for the mand acquisition, comparing to the effectiveness of the mand with echoic training in matters to analyze the effects of just mand training. Two children diagnosed with autism participated in this research. The reversal experimental design was used, children were evaluated to analyze the repertoire of the baseline with the VB MAPP – Verbal Behavior Milestones Assessment and Placement Program and Generalized Echoic Test instruments, subsequently each one was subjected to the teaching of a verbal operant. Right after the operant teaching the mand behavior acquisition was analyzed and the child that was initially trained by the echoic presented a significant increase in the mand repertoire compared to the child that was trained only with mand training. |
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85. Disparities and inequities in early identification and treatment for Black children with autism spectrum disorder |
Area: AUT; Domain: Applied Research |
TORICA L EXUME (Florida Atlantic University Center for Autism and Related Disabilities), Jack Scott (Florida Atlantic University) |
Abstract: Delays in diagnosing autism spectrum disorder (ASD) among Black children represent treatment disparity. Black children with ASD are disproportionately under-represented in programs for children with ASD in many counties in Florida. Black children are under-represented in ASD and face barriers in obtaining the initial diagnosis of ASD. A grant from the Florida Developmental Disabilities Council allowed Florida Atlantic University Center for Autism and Related Disabilities (FAU CARD) to conduct research related to factors behind the later and often less accurate identification of Black children with autism. Focus groups with Black families and professionals were conducted to examine experiences throughout the process of identifying ASD for Black children at early ages. Our findings indicated patterns of serious disproportionality and the need for national monitoring. |
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86. Repertoire of Specialized Educational Service Teachers on Autism and Behavior Analysis |
Area: AUT; Domain: Applied Research |
LUCELMO LACERDA DE BRITO (Luna ABA) |
Abstract: This research starts from the recognition of evidence-based practices, such as the applied principles of Behavior Analysis, as the most legitimate to pedagogically support the process of inclusion of people with Autism Spectrum Disorder (ASD) in school, once demonstrated as effective in producing behavior change. In this context, this research aimed to identify and analyze the repertoire in ASD and in Applied Behavior Analysis (ABA) of teachers who work in the Specialized Educational Service (AEE) in the North Coast of São Paulo. Quantitative and qualitative analyzes were used, based on data obtained through the application of a questionnaire. The questionnaire consisted of open and closed questions about the training process and the repertoire in ASD and ABA. Participants were 29 Multifunctional Resource Rooms (SRM) teachers. The results indicate that less than a quarter of the participants have an adequate definition of what ASD is and none have knowledge about ABA. |
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87. Bridging change and fostering inclusion by implementing the G-ESDM in Italy |
Area: AUT; Domain: Applied Research |
EMANUELA ZAPPALÀ (University of Salerno), Paola Aiello (University of Salerno), Irene Russo (Early Days Autism Center, Inc), Cynthia Zierhut (EARLY DAYS AUTISM CENTER, INC) |
Abstract: School inclusion of pupils with Autism Spectrum Disorder (ASD) represents an educational challenge for teachers and scholars who deal with it (Frith, 1989; Hume et al., 2020; Vivanti, Kasari, Green, Mandell, Maye, Hurdy, 2018). Although evidence-based educational practices have been identified, their mere selection and adoption are not sufficient to achieve this goal, since the adoption of an EBP in educational institutions requires an accurate analysis of the context. Moreover, studies shows that it is also pivotal to design personalized training courses for those teachers who want to adopt an EBP, but also an adaptation of the practice itself because of contextual and individual peculiarities (Fixen et al., 2005; Waligórska et al., 2019). In this perspective, the collaboration between teachers and researchers is fundamental. It would allow starting a research-action path where the teachers identify the factors that may hinder the implementation process and the researchers suggest the measures to be implemented to deal with the highlighted complexities. Based on these considerations, this contribution will share the first phase results of an investigation that aims at supporting the implementation of the Group-based Early Start Denver Model in Italian preschools. In this first phase the teachers were asked to express their needs to support the G-ESDM trainers to prepare a training course that can guide the implementation. The goal, in fact, was to collect information on teachers' knowledge of ASD and on the educational intervention; organizational and content preferences of a training course on G-ESDM.
In order to achieve the set objective, a questionnaire was administered to 23 nursery schoolteachers of an Istituto Comprensivo in Scafati (SA, IT), interested in starting a pilot study for the adoption of the G- ESDM in their classrooms. The descriptive analysis revealed the need to investigate some issues about ASD (ex. Language, comorbidities). Moreover, most teachers do not prefer to have theoretical lessons during the training course. Furthermore, a position shared by all was the preference for a training course that includes coaching and collaboration with colleagues and experts. Therefore, a specific training has been developed to address their needs and encourage a reflective approach in and on action through coaching activities conducted with the method of the York-Barr research group. |
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88. Teaching Students with Autism Spectrum Disorder (ASD) |
Area: AUT; Domain: Theory |
PATRICK BRIAN HURLEY (American Public Education, Inc) |
Abstract: For decades, the diagnosis of Autism has risen dramatically in the United States. As of 2018, 1 out of 59 children is diagnosed with Autism Spectrum Disorder. This has been caused by several different factors, but mainly it's due to the expanding diagnosis criteria and early detection. Those with Autism Spectrum Disorder (ASD) face unique challenges, and depending on the specific sub-set of their diagnosis, require certain accommodations and considerations when it comes to how they learn. As educators, we will inevitably have these students in our classes. Understanding how someone with ASD learns is essential to meeting the needs of these students. In this presentation, we’ll cover ASD, symptoms and manifestations of ASD, and finally approaches and considerations we can take as educators to accommodate those with ASD. |
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89. Applied Behavior Analysis (ABA) Service Access for Autistic Children: Latino Caregivers’ Experiences and Perspectives |
Area: AUT; Domain: Service Delivery |
ELAINE MARGARITA GILMARTIN (Special Education Department University of Illinois Urbana- Champaign) |
Abstract: The IOM Committee (2003) reported factors related to provider and health care systems’ as well as patients’ and families’ influences in access to autism services. Although researchers reported similar contributing factors in autism service access among the Latino population, some influential variables may differentiate autism service disparities more than others (Smith et al., 2020). Variables such as cultural differences are also reported to have a potential impact on Latino families of children with autism (Angell & Solomon, 2017; Lopez et al., 2019; Magaña et al., 2013). Previous research has verified that children from Latino populations have greater unmet autism service needs. Furthermore, historically, individuals of color who identify with autism have been affected by health-related disparities and are often underrepresented in research (Maye et al., 2021). Parent perceptions of the known factors that contribute to disparities such as systemic factors and provider factors may support researchers’ efforts to understand the subtle behaviors that support autism service access for Latino families. However, there has been little research done to identify practices that Latino families believe are equitable and acceptable in improving their access to autism services. Specifically, understanding what caregivers believe to be helpful or challenging in accessing ABA services, one of the most studied approaches used in autism services, is worth investigating. Understanding these subtleties may influence how providers and systems approach interventions and may reduce autism service gaps (Gordillo et al., 2021; Kilbourne et al., 2006). |
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91. Empowering Caregivers: A Home-Based Intervention Package to Improve Parents' Implementation Fidelity and Children’s Speech Production |
Area: AUT; Domain: Applied Research |
WEILI (IRENE) YUAN (Washington State University; Gonzaga University) |
Abstract: This study used multiple probe design across participants to investigate the language outcomes of four children aged 3-6 years old who progressed in parent-mediated interventions with the aid of speech generating devices after their parents received virtual training on naturalistic developmental behavior interventions. The changes in parents’ performance and vocalizations were assessed over a 6-week period of intensive intervention. The results showed a positive functional relation between parents’ implementation fidelity of strategies and children’s speech gains. Optimal speech outcomes are associated with some of the participants’ prelinguistic predictors as measured before the interventions. The use of evidence-based strategies, such as prompting, naturalist intervention, time delay, differential reinforcement, and vocal modeling when combined with the use of speech generating devices in routine activities of ASD-affected children demonstrated unequivocal intervention effect to facilitate children's speech development and boost their motivations to communicate. The post-intervention questionnaire revealed a very high level of acceptability of the training and coaching by parents. Tau-U statistics suggested a large effect size. The practical implications of the research were discussed. |
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92. Cody Stops! Decreasing Behavior Problems for a Child with Autism in an Inclusive Preschool Classroom |
Area: AUT; Domain: Applied Research |
CHEN-YA JUAN (Minghsin University of Science and Technology
) |
Abstract: Children used to have various behavioral problems in an inclusive classroom. Because of adapting difficulties, it is a challenge for children with autism to learn and follow classroom routines. This study used multiple-baseline across three behaviors design to decrease the occurrence of three major behavior problems of Cody, a 3-year-old child with autism in a mixed-aged class: screaming, disobeying, and lying on the floor. Cody was a three-year-old boy with autism, and he could say and understand simple words, but he never played with his peers. When he felt frustrated or confused, he would lose his temper to scream, say ‘NO’ loudly, or lie on the floor on the way where his peers’ walkthrough. The author conducted a preference test and functional behavioral analysis to identify Cody’s reinforcers and problem behaviors. The result of the functional behavioral analysis of Cody’s problem behaviors was escaping from the teacher’s command. The intervention included (A) communication pictures and (B) forward chaining teaching. The communication pictures were used to help him escape commands he would not like, such as ‘wait’, ‘I am not ready, and ‘can I do it later?’ When he didn’t want to obey the teacher’s command, the teacher would teach him to use the picture to say the right words and wait for several minutes (<2min) to ask him to do the task again. The forward chaining teaching was used to replace the teacher’s verbal command to help him complete the steps after simplifying the task, such as classroom routines, cleaning the bowl after the meal, and packing up the toys. When the teacher wanted Cody to do the task, the teacher would take the step pictures and use the signal to prompt Cody to follow the steps. The reinforcers included the teacher’s praise and blue stickers. The results of this study indicated that Cody had decreased all three problem behaviors, as shown in the following graph 1. We found that Cody was sensitive to the teacher’s intonation even though he didn’t know or understand what the teacher meant. After the study, we found several points to discuss. First, preschool teachers should use more oral ones combined with visual aids or other stimuli to help children complete classroom routines. Second, the teacher should teach children how to reject the tasks or things they don’t like. Third, teaching other children in the classroom to respond appropriately when the problem behavior occurs is essential. |
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93. A Replication of Using Peer Yoked Contingencies to Induce Observational Learning Repertoires in Students with Developmental Delays |
Area: AUT; Domain: Applied Research |
TAMARAH OWENS (Verbal Behavior Associates), Matthew C. Howarth (Verbal Behavior Associates) |
Abstract: Observational learning is a critical skill in educational settings. The repertoire may be necessary in order to be a successful learner, particularly for students with disabilities (Shoen, 1986). Most educational settings offer limited opportunities for individualized instruction, resulting in students being required to learn information through observation of others. When students have observational learning in repertoire, group instruction was more efficient and more effective than one-to-one instruction (Bertsch, 2003). The current study tested the effects of peer-yoked contingencies on the observational learning repertoires of school-aged children with developmental disabilities. Each participant was taught to play a game with a peer, in which the only way to win the game was to observe the peer’s responses. Whether or not the participant and peer gained access to a preferred item, was contingent upon both of the students performances. The utilization of the peer-yoked contingencies was found to increase the number of correct tact responses acquired through acquisition across all participants. |
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94. Using Video Modeling to Prompt Choral Speech as an Augmentative Method of Communication |
Area: AUT; Domain: Applied Research |
HELEN COREY (Lighthouse Autism Center), Courtney Schultz (Lighthouse Autism Center; Lighthouse Fusion), Janine Shapiro (Lighthouse Autism Center; Lighthouse Fusion) |
Abstract: There are many learners who present with intelligible vocal speech when provided with prompts; however, their speech intelligibility quickly deteriorates when the prompts are removed or naturally faded. These learners are captured by Essential for Living within Profile 4, and unfortunately, the functional value of their vocal productions is significantly reduced or eliminated due to their poor intelligibility. This case study seeks to replicate the successful results of a prior experiment that demonstrated the effectiveness of incorporating video modeling within an alternative augmentative communication device framework for the long-term goal of expanding a learner’s functional manding repertoire. In this study, we apply the same transfer procedures to a different learner and vocal topographies. The immediate objective of this project is to teach the learner to chorally match the voice output of the speech generating device in a manding context to errorlessly practice productions without the presence of a trained speech professional. |
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96. Preliminary Outcomes of EIBI provided in a Centre-Based Model in London, UK; Adopting A Broader Framework for Evaluating Outcome |
Area: AUT; Domain: Service Delivery |
MIKAELA DANIELLE GREEN (First Bridge Centre, London, United Kingdom), Sasha Zerkalova (First Bridge Centre, London, United Kingdom), Sigmund Eldevik (Oslo Metropolitan University) |
Abstract: The centre-based model of service delivery developed over the last 2 years at the First Bridge Centre in London will be presented. Possible pros and cons of centre-based provision compared to other models of service delivery will be discussed. A wide range of outcome data from the centre will be presented. Outcome after 6 months on skill acquisition, autism severity and preferences for social stimuli will the presented for 12 children enrolled at the centre. Outcome at 12 months on adaptive behaviors, autism severity and problems behaviors will be presented for 8 children and compared to the published outcome of other EIBI provision models and suggested benchmarks. |
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98. Association Between Social Determinants of Health and Age at Diagnosis of Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
LAURA HOWENSTINE (University of Illinois at Chicago School of Public Health) |
Abstract: The extent to which individual-level clinical and demographic factors predict age at diagnosis is well-documented; however, research is limited on how broader social determinants of health are associated with age at diagnosis of autism spectrum disorder (ASD). This study evaluates the extent to which social determinants of health predict age at diagnosis after controlling for clinical factors.
This study used parent-reported data from the Centers for Disease Control and Prevention’s 2011 Survey of Pathways to Diagnosis and Services, a cross-sectional survey of a nationally representative sample of children (ages 2-12) diagnosed with ASD (N =1,008). A 4-stage hierarchical linear regression model assessed the incremental validity of a series of variables categorized according to the Healthy People 2030 Social Determinants of Health Framework. The hierarchical multiple regression demonstrated improved prediction with Steps 1-4, indicating that the addition of factors related to social determinants of health produced statistically significant changes to the portion of variance explained in age at diagnosis, net of that explained by clinical characteristics. The results provide evidence that social determinants of health significantly predict age at diagnosis, providing insight into the relationship between various social contexts and age at diagnosis. |
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99. Using an Activity Schedule to Reduce Severe Problem Behavior related to Task Completion and Transitions in Public School Settings |
Area: AUT; Domain: Applied Research |
ANSLEY ELIZABETH HERNDON (Verbal Behavior Associates), Matthew C. Howarth (Verbal Behavior Associates) |
Abstract: The effects of the implementation of an Activity Schedule program, as part of a student behavior intervention plan, was studied by comparing the rates of aggressive and self-injurious behaviors at baseline and after implementation of the activity schedule. The study was completed with 3 participants, 2 middle school students, and 1 high school student enrolled in public schools. The activity schedule consisted of 5 activities; beginning with all preferred activities and systematically adding non preferred activities as problem behaviors decreased across participants. The schedules were presented to the participants in list form and students referred to the schedule to begin the activity, complete the activity, clean up and indicate completion of the activity. The dependent variable was the rate per hour of aggression and self-injurious behavior, and the independent variable was the implementation of the activity schedule program. The purpose of this study was to determine whether the implementation of an activity schedule resulted in changes in the rate of targeted problem behavior. The results of this study show that overall, each participant decreased in their rate of occurrence of aggressive and self-injurious behavior. |
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102. Integrating Acceptance and Commitment Components in Behavioral Parent Training: Impact of Values and Committed Action |
Area: AUT; Domain: Applied Research |
BLAKE HANSEN (Brigham Young University), Dakin Fjeldsted Stovall (Brigham Young University) |
Abstract: Behavioral parent training has emerged as a recommended approach to training parents to implement common behavioral strategies with their children. The extent to which interventions that focus on parent well-being are less understood. In the present study, parents were trained to implement natural environment teaching strategies to increase primary verbal operants (e.g., mands and tacts). In addition, the research team met with parents to assess their values and weekly progress towards those values. Three mothers of younger children with autism participated in this study. The study used a multiple baseline design approach. Parents were also assisted in making commitments to live in line with their values. Results indicated increased implementation fidelity and increased frequencies of communication behaviors. In addition, parents showed more acceptance for painful thoughts and feelings over the course of the study, especially as their implementation fidelity increased. The relationship between implementation and the ACT components involved in this study will be discussed. |
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