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Diversity, Equity, and Inclusion: Strategies and Challenges in Recruitment |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM EDT |
Virtual |
Area: DEI/CSS; Domain: Service Delivery |
Chair: Carol Pilgrim (University of North Carolina Wilmington) |
CE Instructor: Carol Pilgrim, Ph.D. |
Panelists: SARAH BLOOM (University of South Florida), MICHAEL PERONE (West Virginia University), JOMELLA WATSON-THOMPSON (University of Kansas) |
Abstract: This invited panel is sponsored by ABAI’s new Diversity, Equity, and Inclusion Board; it represents the first of an annual series of program events highlighting topics identified as central to success in DEI achievements. After a brief review of the Board’s activities this year by Carol Pilgrim, the panel discussion will focus on the critical issue of recruitment efforts in DEI. Dr. Jomella Watson-Thompson will address recruitment strategies and challenges within practice and field settings, Dr. Sarah Bloom will discuss recruitment of university students, and Dr. Mike Perone will speak to recruitment practices targeting university faculty and administrators. Time for questions and comments from the audience will be included to allow for sharing relevant experiences and lessons learned. Future panels in the DEI series will target themes including retaining individuals once recruited, mentoring programs, inclusion and equity strategies at the organization level, inclusion and equity strategies at the individual level, and others. |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe examples of strategies and challenges in DEI recruiting within practice and field settings; (2) describe examples of strategies and challenges in DEI recruiting for graduate and undergraduate students; (3) describe examples of strategies and challenges in DEI recruiting for university faculty and administrators. |
SARAH BLOOM (University of South Florida) |
Sarah Bloom received her PhD in Psychology at the University of Florida in 2008. She was an assistant professor in the Applied Behavior Analysis area of the Department of Special Education and Rehabilitation at Utah State University from 2008 to 2013.
She is currently an associate professor in the Department of Child and Family Studies at the University of South Florida. Dr. Bloom is a former President of the Utah Association for Behavior Analysis. She serves on the editorial board of the Journal of Applied Behavior Analysis and has been a guest reviewer for Research in Autism Spectrum Disorders, Research in Developmental Disabilities, Journal of Behavioral Education, Journal of Autism and Developmental Disorders, Journal of Early Intervention, Children and Youth Services Review, Journal of the Experimental Analysis of Behavior and a guest associate editor for Education and Treatment of Children.
Dr. Bloom’s research interests include assessment and treatment of problem behavior and translational approaches to reinforcer efficacy. Dr. Bloom has been involved in the modification of functional analysis methodology into a trial-based format in order to facilitate its use in educational and other settings. |
MICHAEL PERONE (West Virginia University) |
Mike Perone earned his Ph.D. in 1981 at the University of Wisconsin-Milwaukee. He was an assistant professor at the University of North Carolina at Wilmington before joining the faculty at West Virginia University in 1984, where he is a professor of psychology and an associate dean. His research is concerned with developing laboratory models of behavioral processes involved in problem behavior such as failures of self-control. In 2018 he received the Award for Scientific Translation from the Society for the Advancement of Behavior Analysis and the Distinguished Contributions Award from the Experimental Analysis of Human Behavior Special Interest Group. Mike is a fellow of the American Psychological Association and the Association for Behavior Analysis International. He has served the field of behavior analysis as an associate editor of the Journal of the Experimental Analysis of Behavior and as president of the Association for Behavior Analysis International. He currently serves as coordinator of the Association’s Behavior Analysis Accreditation Board. |
JOMELLA WATSON-THOMPSON (University of Kansas) |
Dr. Jomella Watson-Thompson is an Associate Professor in the Department of Applied Behavioral Science, and the Director of the Center for Service Learning at the University of Kansas. She is also an Associate Director with the Center for Community Health and Development. She attained a Ph.D. in Behavioral Psychology and a Masters of Urban Planning from the University of Kansas. She applies behavioral science methods and interventions to improve how communities address issues related to community health and development. Her research has focused on behavioral-community approaches to neighborhood development, substance abuse prevention, and youth and community violence prevention. Dr. Thompson supports community-engaged scholarship using participatory approaches to address social determinants or factors that may contribute to disparities, particularly for marginalized groups and communities. She has researched the effects of community-based processes and behavioral-community interventions to promote mobilization and change in communities. Dr. Thompson has co-authored articles on community capacity-building, youth development, and prevention and received numerous federal, state and local funding awards. She is as an Associate Editor with Behavior and Social Issues. Dr. Thompson has extensive experience providing training, technical support and evaluation for coalitions and community-based initiatives. |
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On the Frontiers of Social Justice in Applied Behavior Analysis: Emerging Discourses |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM EDT |
Virtual |
Area: CSS/EDC; Domain: Translational |
Chair: Malika Pritchett (University of North Texas) |
CE Instructor: Malika Pritchett, M.S. |
Abstract: Social justice can be defined as the distribution of wealth, opportunities, and privileges to promote fair and just relations. Although behavior analysts’ efforts towards social justice can be traced back to the late 1980s, analyses of the movements are still in their infancies. The current symposium will consist of three presentations directed at the promotion of social justice within the field. First, an analysis of the Journal of Applied Behavior Analysis will be provided to discuss inherent power imbalances between behavior-analytic researchers and human research subjects. Recommendations to diffuse such power will be approached from the perspectives of collaboration and cultural humility. Next, findings will be presented on the presence of Latina professors teaching in educational programs accredited through the Association for Behavior Analysis International. To date, researchers have not examined racial and ethnic identities of professors in the academy, which is necessary if diversity and equity is truly being targeted. Barriers to gathering such data will be discussed, in addition to the proposal of solutions to sustain diversity and equity within the field. Finally, an approach to increase social justice narratives will be described. The approach will discuss the importance of taking perspectives of others experiencing social injustice, which is foundational towards ensuring the distribution of wealth, opportunities, and privileges for all. |
Target Audience: Behavior-analytic researchers, behavior-analytic faculty, students in behavior analysis, behavior analysts |
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Coloniality of Power and the Science of Applied Behavior Analysis: A Conceptual and Descriptive Analysis of Human Subject Research Practices |
MALIKA PRITCHETT (University of North Texas), Shahla Susan Ala'i (University of North Texas), Josef Harris (University of North Texas), Melody Jones (University of North Texas) |
Abstract: Humans are research subjects in behavioral sciences. The researcher’s main responsibility is the protection of human research subjects. Power imbalances are inherent within the researcher-subject relationship which establishes the researcher as the dominant knowledge seeking authority and the subject as the subordinate target of research, often times in need of protection. The science of behavior analysis was born in a Western hegemonic context which sustains and perpetuates dichotomous research relationships. Applied Behavior Analysis (ABA) is the scientific discipline dedicated to solving problems of utmost human significance. However, inherent tensions between the scientific agenda of the academy and the use of vulnerable human research subjects, establishes competing contingencies which threaten equality and collaboration. An analysis of publication trends in the Journal of Applied Behavior Analysis provides a platform to discuss the underlying motivating factors and trends through the decades. This analysis provides insight to the degree to which Applied Behavior Analytic research has been reflective of the status quo or a catalyst for social reform. Thoughtful recommendations on research methodologies are presented to promote the progression of the science through the neutralization of power imbalances and diffusion of power. These methods are rooted in collaboration and cultural humility. |
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Missing Identities: Who is Participating in Behavior Analytic Higher Education? |
NATALIA BAIRES (Southern Illinois University), Sebastian Garcia-Zambrano (Southern Illinois University), Darwin S Koch (Southern Illinois University) |
Abstract: Increasing diversity and equity has recently gained momentum in behavior analysis. In the previous five years, data have supported significant progress in the presence of women in our discipline (Nosik, Luke, & Carr, 2018; Li, Curiel, Pritchard, & Poling, 2018), including the creation of the Women in Behavior Analysis conference (Sundberg, Zoder-Martell, & Cox, 2019). Despite these accomplishments, there is a lack of information regarding the racial and ethnic identities of behavior analysts, which should be considered when promoting diversity and equity. With Latinxs (a gender-neutral term) growing in the U.S., the number of Latinx behavior analysts is likely to increase. Although there are more women than men at the ranks of assistant and associate professor in programs accredited through the Association for Behavior Analysis International (ABAI; Li, Gravina, Pritchard, & Poling, 2019), it is unknown how many Latina professors there are, which has great implications for the training and mentoring of future behavior analysts who come from similar backgrounds. In addition to presenting data on Latina professors teaching in ABAI-accredited programs, the current presentation will also discuss the barriers encountered when identifying such individuals. Moreover, viable solutions that can create change will be proposed, including the development of networks to provide coherent support to Latinas interested in pursuing higher education and the establishment of outlets for research related to sustaining diversity and equity. |
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CANCELED: Shifting Perspectives: A Social Justice Program Description |
GABRIELLE MORRIS (University of North Texas), Emily Perez (University of North Texas), Shahla Susan Ala'i (University of North Texas), April Bass (University of North Texas), Alicia Re Cruz (University of North Texas) |
Abstract: We live in a world of increasingly apparent social disparities. Tensions around these issues can be confusing and uncomfortable. Humans are easily able to see things from their own perspective, but struggle with the perspective of the “other”. If they are able to expand and shift perspective, they may be better able to understand and witness different lived experiences. Media offers a platform for examining social justices and injustice with some degree of detachment and allows exposure to multiple situations and events. Groups that are composed of people with different perspectives and are able to view media together, may increase perspective taking of each individual in the group and build appreciation for the unique insights offered by the individual group members. Such groups can be directed to build narratives that are grounded in social justice. This presentation will describe an approach for increasing social justice narratives through the use of media and a collective shaping process. Two examples of this approach will be described with accompanying media. The first example will focus on equity based intimate partner relationships. Following, the second example will focus on solidarity within hegemonic societal relationships. Both examples will address the varying power dynamics, indicators of relation types, and self-reflective observations. |
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CSS Saturday Poster Session |
Saturday, May 23, 2020 |
1:00 PM–3:00 PM EDT |
Virtual |
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70. The Current Status of African Americans Within the Field of Applied Behavior Analysis |
Area: CSS; Domain: Service Delivery |
SHAWN CAPELL (Devereux Advanced Behavioral Health; Covenant 15:16 LLC ) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: Cultural competency and diversity are topics within the field of Applied Behavior Analysis that are actively being built upon due to the current state or lack thereof, in the science. African Americans are by far underrepresented within the ranks of Board Certified Behavior Analysts and to effectively address this problem we must first identify potential causes across all settings of the field. The purpose of this poster will be to extend the conversations started from the author of a recent blog post, who directly spoke to the issues with respect to cultural competency. This poster will present a critical analysis of the current status of African Americans within the field of Applied Behavior Analysis and identify solutions to address areas of concern. This may serve as a foundation for a new approach to handling issues of diversity within the promotion, dissemination and advancement of the science of Applied Behavior Analysis specific to African American populations. |
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71. Social Validity of Community-Based Behavioural Services Provided Through Jordan’s
Principle |
Area: CSS; Domain: Service Delivery |
KATHARINE KALINOWSKI (University of Manitoba; Manitoba Association for Behaviour Analysis; St.Amant Research Centre), Toby L. Martin (St.Amant Research Centre, University of Manitoba), Carly Cressman (University of Manitoba, St.Amant Research Centre) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: From a Canadian human rights perspective, all Canadians should have equal qualities and levels of healthcare. This has not always been the case, especially with First Nations Peoples in Canada, as the death of Jordan River Anderson illustrated. In response to this gap in services, the Jordan’s Principle – Child First Initiative was created to provide First Nations Children with increased access to adequate healthcare. The present study assessed the acceptability and social validity of Jordan’s Principle behaviour services by analyzing anonymous survey data collected as a quality assurance measure by a community-based service provider. Three respondent groups were surveyed using three unique questionnaires to measure satisfaction with current Jordan’s Principle services. A total of 48 responses across all respondent groups were analyzed for within-group and between-group differences, and inferential statistics were used to determine the relationship between satisfaction and respondent group. Grounded theory was used to qualitatively analyze open-ended responses. Research findings informed the service provider of the quality of the services, and may ultimately increase the quality of life of individuals served by similar endeavours. Results indicated that the respondent groups were highly satisfied with current services, which is a promising outcome for service providers and service funders. |
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72. Review of Strategies to Teach Safety Skills to Children |
Area: CSS; Domain: Applied Research |
BRITTNEY MATHURA SURESHKUMAR (Brock University), Kimberley L. M. Zonneveld (Brock University) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: Unintentional injuries are among the most under-recognized health threats to children in both the United States and Canada (Peden et al., 2008). Globally, unintentional child injuries result in approximately 2,000 daily deaths in children under the age of 14 years (Sleet, 2018). The leading causes of injury include drowning, falls, fires, transportation, poisonings, abduction, and gun play (Borse et al., 2008). Given the prevalence of child mortality due to unsafe situations, it is critical that we identify the most effective and efficient procedure(s) to teach children how to perform safety skills in dangerous situations (Miltenberger et al., 2015; Summers et al., 2011). Behavioral skills training and in situ training are the most commonly studied instructional strategies when teaching safety skills. Additional, albeit less studied, strategies include visual cues, comic strip conversations, social stories, role playing, and video-modelling. In this poster, we will review the current literature regarding strategies to teach safety skills to children and offer directions for future research. |
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73. Child Passenger Safety Restraint Installation: A Review |
Area: CSS; Domain: Theory |
AREZU ALAMI (Brock University), Kimberley L. M. Zonneveld (Brock University) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: Child passenger safety restraints (CPSR) consist of a variety of portable seats that are used to secure infants and children in motor vehicles. Recent statistics in Canada and the United States show that more than 2,000 and 250,000 children between the ages of 1 and 4 years respectively, are injured or killed as a result of motor vehicle collisions (Transport Canada, 2017; National Highway Traffic Safety Administration, 2017). Injuries and fatalities may be reduced by as a much as 71% with the use of a CPSR (Kahane, 2015). Unfortunately, researchers have found that over 70% of CPSRs were installed incorrectly (Elliott, Kallan, Durbin, & Winston, 2006). To date, 6 studies have examined various strategies to teach the correct installation of a CPSR; 5 of these studies used multi-component treatment packages. Because each of these studies incorporated different treatment components, it is impossible to identify the most effective and efficient treatment package to teach correct CPSR installation. In this poster, we will examine the current literature on the installation of CPSR, discuss procedural variations across studies, and provide directions for future research. |
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75. Members of Graffiti Culture on Social Media: An Evaluative Study Toward Political Issues |
Area: CSS; Domain: Applied Research |
Nayara Gois (Universidade Federal de São Carlos), LUCAS DE CARVALHO (Universidade Federal de São Carlos), Gunnar Ree (Oslo Metropolitan University) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: Political activists promote or simply engage in certain practices that contributes to the cause for which they are advocating. The practice of graffiti is a youth subculture that has been investigated in the social sciences and may be characterized as one form of activism or resistance movement. This research analyzed posting practices of graffiti pages on Instagram in the months of September, October and November 2018 to evaluate how members of graffiti culture from Brazil act towards political issues using the social media. These months were chosen because of the proximity to the Brazilian Presidential election (October 2018). 46 graffiti profiles were included in the analysis. Posts on those profiles had to be photos and videos depicting written tags or drawings made on walls, cars, bus, trains and buildings (i.e., public spaces). The results reveal that most posts in those months were about graffiti issues and not particularly about politics or politicians. However, data show that mean political posts increased from September to October (the month of the election) and decreased from October to November. Moreover, September and November showed similar averages on political posts. This suggests that posting about politics was under control of political context in that specific moment, i.e., the presidential elections. |
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76. Disparities in Autism Diagnosis and Early Intervention |
Area: CSS; Domain: Service Delivery |
LAURA HOWENSTINE (University of Alabama) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: Disparities in health care have received much national attention recently, but few studies have focused on disparities among young children with autism spectrum disorder (ASD). Early interventions in children with ASD improve outcomes. Although all young children with ASD are eligible to receive early intervention (EI) services, 51-60% do not. Study goals were to determine which demographic and psychosocial characteristics are associated with early diagnosis and utilization of services. Data was sourced from The National Survey of Children’s Health (2018) and then Survey of Pathways to Diagnosis (2011) and Services. Bivariate and multivariate analyses were performed to examine racial/ethnic and socioeconomic disparities in age at diagnosis and utilization of early intervention services. Significant racial/ethnic and socioeconomic disparities exist in the recognition and diagnosis of ASD. The analyses suggest that children of low SES face considerable challenges in receiving early intervention services. Eliminating disparities requires systemic efforts to promote health equity, social planning, and policy change. |
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77. Behavioural Economic Analysis of Demand for Regulation of Behaviour Analysts in Ontario to Inform Public Policy |
Area: CSS; Domain: Applied Research |
ALBERT MALKIN (Brock University; Southern Illinois University), Karl Gunnarsson (Southern Illinois University Carbondale; West Park Healthcare Centre), Kendra Thomson (Brock University ) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: The Ontario, Canada provincial government has announced their intent to regulate the field of behaviour analysis in the province. Regulated health professions require fees to operate a regulatory body, which implies that professionals interested in participating in the field must pay fees to do so. The purpose of this study was to evaluate the price elasticity of potential fees related to participating in a regulated health profession by behaviour analysts in Ontario. Data was gathered using hypothetical purchase task, using an online survey platform (Qualtrics), and analyzed using the exponentiated model of demand. Participants included 91 behavioural practitioners, who indicated that they were residents of Ontario. The findings indicate that participants’ Pmax value was $1106.74 at the aggregate level. However, when the Pmax was calculated for each individual participant, the median Pmax was $500. Implications of the findings indicate that uptake of participation in a future regulatory body is dependent on annual costs incurred by practitioners in Ontario. |
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78. Acquisition of social behavior of school children with child abuse |
Area: CSS; Domain: Applied Research |
ESPERANZA FERRANT-JIMENEZ (University of Veracruz), Liliana YEPEZ OLVERA (Universidad Veracruzana) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: The purpose of this study was to evaluate an Intervention Program in Applied Behavioral Analysis techniques to decrease the aggressive behavior of children with child abuse. The program emphasized the development of social skills and the use of a tokens economy system to increase social behaviors and indirectly decrease aggressive behaviors. Five children of both sexes, between eight and thirteen years of age of an elementary school participated in the study. A baseline design, intervention phase and follow-up phase were used. The intervention program was designed for children to develop empathy, assertiveness and solution of aggressiveness problems. The results suggest that the application of a program that increases skills that promote social interaction can contribute to the decrease of aggressive behaviors |
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80. Depicting Resident and Staff Time Distribution in a Juvenile Residential Facility |
Area: CSS; Domain: Applied Research |
ASHLEY NICOLE ANDERSON (Auburn University ), Odessa Luna (Auburn University), John T. Rapp (Auburn University) |
Discussant: Thomas G. Szabo (Florida Institute of Technology) |
Abstract: One well-established quantitative model, the ideal free distribution, purposes that the number of individuals aggregated at a particular location will be proportional to the resources available in each location. When we consider the unique settings in which a behavior analyst may have to assess and treat groups of behaving individuals, it may be worthwhile to understand how time is allocated amongst different locations. This is particularly significant in detention dormitories where residents may engage in disruptive behavior if a range of activities are unavailable. The purpose of the current study is to use momentary time-sampling to describe how residents and staff in two dormitories housing adjudicated adolescents allocate their time (i.e., physical location) and what activities are available. We collected data during 30-min leisure periods in which at least 1 staff member and 5 residents were present. Before the session, we recorded the locations and activities of the organically formed groups. Every 60-s, researchers would count how many residents and staff were at any given location in the presence or absence of leisure materials. Generally, there were a limited number of activities that fostered engagement between staff and residents as well as a lack of skill building activities. |
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AUT Saturday Poster Session |
Saturday, May 23, 2020 |
1:00 PM–3:00 PM EDT |
Virtual |
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130. Teaching Identification of Complex Emotions to Children With Autism |
Area: AUT; Domain: Service Delivery |
KHIELA ACHURRA (Easterseals of Southern California), Nicole Dileva (Easterseals of Southern California), Randi Xu (Easterseals of Southern California), Jacob Roach (Easterseals of Southern California), Joyce Tu (Easterseals of Southern California) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: In this study, we examine the effects of video modeling to teach complex emotions across seven children diagnosed with autism. Each participant was shown five short video clips and identified characteristics such as, body language, facial expression, voice, and volume. The results suggest that video modeling can quickly promote skill acquisition in identifying complex emotions across all participants. |
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131. Treatment of Motor Stereotypies through Antecedent Excercise in a Child With Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
FRANCESCA SICILIANO (Aliter - Cooperativa Sociale), Nicola Cefalo (Aliter Cooperativa Sociale), Michael Nicolosi (Queen's University Belfast; Voce nel Silenzio Onlus) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: Children with autism spectrum disorder (ASD) often show motor stereotypies that could represent barriers to learn functional behaviours. Some studies showed that antecedent exercise (AE), a procedure based on physical activity, can effectively decrease the rate of motor stereotypies. One study in particular applied AE through an indoor elliptical bike in a home setting. The aim of the present study is to replicate this finding on AE in a center-based intervention. One 6 years old child with ASD, male, participated in the study. The procedures involved fading of the prompt for the correct jogging position and movements, shaping of the jogging sessions duration and positive reinforcement available at the end of a correct jogging session. The jogging sessions were performed as an AE in order to reduce motor stereotypies. Collected data indicate that AE is successful in decreasing the target behaviours in a center-based intervention. The findings could have important implications for the treatment of motor stereotypies in people with ASD. |
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132. Stimulus Fading as a Treatment for Severe Aversion to Specific Words in a School Setting |
Area: AUT; Domain: Applied Research |
JOHN DOUGLAS ZANGERLE (The Y.A.L.E. School), Allison Parker (The Y.A.L.E. School), Kayla Centone (The Y.A.L.E. School) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: Words and gestures acquiring aversive qualities can negatively impact the ability for individuals to succeed in an academic setting, or even inhibit the creation of a therapeutic environment. The purpose of this study is to determine the effect of stimulus fading as a treatment for severe avoidance of specific words in a school setting. The participant is an eight year old girl with autism spectrum disorder attending a self-contained special education school. The participant emitted an avoidance response under the control of a specific verbal and gestural stimulus. A stimulus fading intervention was introduced. The participant displayed a tolerance response during initial phases of the intervention, and it is hypothesized that this tolerance response will continue as stimuli are presented in increasing magnitudes. We also hypothesize that programming for generalization will result in a decrease in avoidance responding within the classroom. We predict that the results of this study will demonstrate that stimulus fading can unmatch stimuli with aversive qualities, reduce avoidance responding, and that the effects of intervention can be generalized to and maintained in an academic setting. |
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133. Conversations and Social Initiations in Young Adults With Autism and Intellectual Disability |
Area: AUT; Domain: Applied Research |
LAURA C. CHEZAN (Old Dominion University), Erik Drasgow (University of South Carolina), Elise Grybos (Southeastern Cooperative Educational Programs) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: Individuals with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID) have deficits in conversations because of challenges in interpreting vocal and nonvocal responses and in identifying appropriate moments to initiate, maintain, or terminate conversations. Our purpose in this study was to increase conversations in three young adults with ASD and co-occurring moderate ID. First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally-occurring opportunities at an internship site. Third, we examined if initiations with coworkers increased during and after participants learned to initiate, maintain, and terminate conversations. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention in producing acquisition and maintenance of conversations and increasing the frequency of initiations. Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that participants initiated more interactions with coworkers as conversational competence increased. |
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134. Establishing Teacher's Instructional Control during Whole Group Instruction in a Special Education Classroom |
Area: AUT; Domain: Applied Research |
LAUREN LAYMAN (University of Southern Mississippi; Spectrum Academy and Clinical Services at New Summit School), Meleah Ackley (University of Southern Mississippi; Spectrum Academy and Clinical Services at New Summit School), Andrew Joseph Rozsa (University of Southern Mississippi; Spectrum Academy and Clinical Services at New Summit School), Marshall Lundy (University of Southern Mississippi; Spectrum Academy and Clinical Services at New Summit School), Kelli Harrison (Spectrum Academy and Clinical Services at New Summit School) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: The ultimate goal for students at a specialized school for children with Autism Spectrum Disorder and other developmental delays is to transition to a general education setting. Each classroom in the specialized school is comprised of three staff members (e.g., teachers and Registered Behavior Technicians) and six to seven students, resulting is about a 2:1 ratio of students to staff. Baseline results found that the frequency of verbal prompts by the support staff were high, while lead teachers had low counts of behavior specific praise. Support staff also consequently provided higher levels of praise compared to lead teachers. To successfully transition to the general education setting, students should be prepared for decreased frequency of prompting from support staff.
A multiple probe design was utilized to facilitate training across five classrooms. Behavior targets included delivery of behavior specific praise by the teacher and support staff following a non-verbal prompting hierarchy (i.e., model/gestural prompts, partial physical prompt, full physical prompt). Results show that training was effective in increasing the teachers’ behavior specific praise and decreasing support staffs’ verbal praise and prompts for all classrooms. Additionally, student problem behavior decreased in four out of the five classrooms. |
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135. Supporting Family to Support Each other |
Area: AUT; Domain: Service Delivery |
FAN YU LIN (ALSOLIFE) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: There is a great impact when a family receive a diagnosis of autism on their child. In addition to emotional support to cope with the reality, the family need to access service systems and obtain continued empowerment from professionals. However, as of Oct 2019, the total number of BCBA-D, BCBA, and BCaBA in China is merely 138, only 46 of whom are located in mainland China. On top of the shortage of professionals, more than 80% of autism support centers are clustered around the mega-cities such as Beijing, Shanghai, Guangzhou, and Schengen. As a result, the need for services for families with children with ASD living in distant areas of China is imminent. Online family support group offers potentials to extend family centered ASD services through the use of technology. This study proposes a model of an online family support group that intends to provide a platform for families to share experiences, build emotional bonding, ask questions and participate in discussion, and receive information about ASD and treatment from professionals. Such online groups are shown to further embed the use of behavior principles in group management, aiming to enhance group participation and positive process. |
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136. The Impact of Peer-Mediated Video Modeling on Social Interactions of Adolescent Males Diagnosed With Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
STEVEN G. LITTLE (Walden University), Cheryl Botting-Hammack (Access Behavioral Health Services), Angeleque Akin-Little (Walden University) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: Deficits in social communication and social interaction are key elements of Autism Spectrum Disorder. Video modeling (VM) has been successful in teaching new skills, particularly social communication skills, through short, targeted videos. However, prior research in VM has heavily focused on academic settings with elementary school age children. There is a gap in the literature on teaching social skills in natural settings to adolescents with ASD. This research used a single- subject, multiple-baseline design to examine the impact of VM on the social behaviors of adolescent males (n=3), diagnosed with ASD, in natural social settings. The dependent variable was scored for responses based on scripted verbalizations included in the video treatment, scripted social actions, and spontaneous reciprocal verbal interactions chains. Visual analysis, percentage of nonoverlapping data points, and effect size were used to evaluate data. In addition, social validity data on acceptability and satisfaction of the intervention were collected. Results indicated large effects for the adolescent participants when interacting socially in community settings and the treatment was found to be socially acceptable by adolescents and by habilitative intervention professionals. |
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137. Teaching Writing Skills to Children With Autism Spectrum Disorder: A Review |
Area: AUT; Domain: Theory |
ANA CAROLINA CAROLINA SELLA (Universidade Federal de Alagoas, Brazil), Williany Silva (Universidade Federal de Alagoas), Isvania dos Santos (Universidade Federal de Alagoas) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: Writing skills are necessary in several circumstances: in school, writing is an indication of content learning; upon graduation people are expected to write in several contexts, from formal office tasks to text messaging on Instagram or Facebook. Besides the difficulties that are reported when teaching writing to any children (e.g., picture-spoken word - written word relations; letter shape discrimination), characteristics linked to Autism Spectrum Disorder (ASD) seem to increase the likelihood of learning issues, such as use of language structure, initiation and termination of discourse, and perseverative comments. There is a scarcity of procedures for teaching writing to children with ASD. The purpose of this study was to systematically review intervention studies, published in peer review journals, that versed on teaching writing to children with ASD. We analyzed previous reviews on the topic and reviewed empirical studies from 2008 through 2018, according to several criteria. Five articles met all criteria, in all four phases, among 393 found. Three writing behaviors, subdivided into several dependent variables, have been targeted for intervention, which always included more than one procedure. Research is still needed to establish best practices for teaching writing to children with ASD. |
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138. Sportsmanship Interventions for Individuals With Autism Spectrum Disorders: A Systematic Literature Review |
Area: AUT; Domain: Applied Research |
LINDSAY GLUGATCH (University of Oregon), Wendy A. Machalicek (University of Oregon), Kayleen Knutson (University of Oregon ) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: This systematic review summarizes and analyze the literature on sportsmanship interventions for individuals with autism. Sportsmanship skills are necessary for children to engage in game play with peers, cooperate in team sports, and participate in community leisure activities. Twenty-eight studies were included in this study that used experimental designs (single-case design and group design) that targeted sportsmanship behaviors. The results were summarized across participants, targeted behaviors, settings, interventions, and methodological rigor of the included studies. Different types of outcomes, such as play skills, social skills, and specific sportsmanship skills were targeted in the studies. Various types of behavioral interventions and strategies including group instruction, BST, video modeling, and token economies were implemented to improve sportsmanship behaviors for individuals with autism. Although most studies reported positive outcomes on the targeted social-communication behaviors, methodological limitations should be considered when interpreting the results as 64% of the studies included were of weak methodological rigor. Limitations of this review and implications for future research are discussed. |
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139. Animal-Assisted Interventions as an Adjunct to ABA Services: A Survey Study |
Area: AUT; Domain: Service Delivery |
JESSICA GHAI (Boston University
) |
Discussant: Claudia Campos (Florida Institute of Technology) |
Abstract: Animal-assisted interventions (AAI) have become increasingly popular, especially within the field of autism (ASD). Unfortunately, there exists little empirical data on intervention prevalence or its effectiveness. To date, there exists no empirical data examining the use of AAI as an adjunct to ABA services. This study explored animal incorporation practices, perceived intervention desirability/feasibility, level of AAI knowledge and awareness, and perceptions/attitudes concerning AAI among active BACB certificants (RBT, BCaBA, BCBA, and BCBA-D certificants) working within the United States (including Puerto Rico). Participants, recruited via the BACB mass email service, were asked to complete a comprehensive, cross-sectional web-based survey developed with the input of 25 expert reviewers. This poster presents data from the Animal Incorporation Practices portion of the survey. A total of 544 BACB certificants participated in this survey study, of which roughly 20% (n=107) reported physically incorporating animal(s) into ABA services with their clients. Analysis of incorporation practices (e.g., intervention format, purpose of animal incorporation, and data collection procedures), individual animal characteristics (e.g., animal species and level of training), and perceived effectiveness of their practices was conducted. Discussion of these findings and how they relate to the Professional & Ethical Compliance Code and animal welfare considerations were presented. |
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140. Further Analysis of Motor Versus Vocal Response Interruption and Redirection When Treating Automatically Maintained Vocal Stereotypy |
Area: AUT; Domain: Applied Research |
SHERI MORSE (Behavioral concepts), Candice Colon-Kwedor (Behavioral Concepts ), Meagan Cannon (Sturbridge Public Schools ) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: Past research has shown that response interruption and redirection (RIRD) decreases automatically maintained behaviors such as vocal stereotypy (VS) and in some cases increases appropriate vocalizations. For example, Ahearn et al. (2007) used RIRD to effectively treat vocal stereotypy by presenting vocal demands contingent upon VS. In addition, Ahrens et al. (2011) found that motor demands contingent upon VS were also effective in decreasing VS. The purpose of the current study was to compare the effects of motor RIRD versus vocal RIRD in relation to VS, appropriate vocalizations, compliance with each procedure and social validity measures with children diagnosed with an Autism Spectrum Disorder. Participant 1 had a limited vocal repertoire consisting of sounds and short word utterances. Participant 2 and 3 had established mand and tact repertoires. A reversal design was used to compare the effects of motor and vocal RIRD. During motor RIRD, VS was redirected to motor compliances (e.g. touch your nose, clap your hands). During vocal RIRD, VS was redirected to vocal compliances (e.g., tacting or vocal imitation). IOA was calculate din 33% of all sessions across all participants and averaged 95% overall. Results indicated that both motor RIRD and vocal RIRD produced lower levels of VS for all participants and increased appropriate vocalizations for one participant that had a vocal verbal repertoire. Although the vocal RIRD procedure increased appropriate vocals, the motor RIRD procedure demonstrates the utility of RIRD with individuals who have limited vocal verbal repertoires. In addition, compliance was higher during the motor RIRD condition for all participants. Clinical considerations regarding the effectiveness, preference, and social validity of the two procedures are also discussed. |
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141. A Sorting-to-Matching Strategy for Teaching Identity Matching of Complex Stimuli |
Area: AUT; Domain: Applied Research |
GEGUEL FEDERICO LANDESTOY (New England Center for Children; Western New England University), Robert Chiaccio (New England Center for Children; Western New England University), Chata A. Dickson (New England Center for Children; Western New England University) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: Three adolescent boys with autism who attended a behaviorally based school participated in this study designed to remediate overselectivity in a tabletop compound identity matching task. A sorting-to-matching procedure was used to teach participants to match a two-stimulus sample to an identical comparison. We presented probe sessions following each step of the teaching procedure to determine whether some participants would reach criterion without completing all programmed steps. Performance on initial probes was consistent with stimulus overselectivity. Following training, performance on probes was at mastery level for all participants. Two participants met mastery criteria before the completion of all training steps. For one participant, we implemented a prompted scanning procedure due to position bias. Interobserver agreement and procedural integrity for all participants was 100%. This study illustrates one way to expand attending to multiple features of a complex stimulus, and the results show that some learners may accomplish this outcome in fewer training steps than others. |
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142. Effectiveness Of Using ABA Strategies During Speech Therapy For Children With Autism |
Area: AUT; Domain: Service Delivery |
JEDIDAH WANJIRU BROOKE (Kaizora Centre for Neurodevelopmental Therapies), Pooja Panesar (Kaizora Centre for Neurodevelopmental Therapies) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: Children with developmental disabilities such as autism tend to have challenges in communication. Communication training, such as speech and language therapy is important for children with Autism to gain independence and express their desires.
There are 2 participants in this study: an 8 year old boy, MW, and an 8 year old girl, LM, both diagnosed on the autism spectrum. The interventions conducted occurred at Kaizora Centre for Neurodevelopmental Therapies in Nairobi, Kenya.
In the initial phase, the students were receiving speech and language intervention without any ABA principles applied. In phase 2, after a merger between the organizations of a BCBA and an SLP, more ABA strategies including manding, reinforcement, natural environment training and prompt fading were applied during sessions. Over time, the intervals of reinforcement were increased and prompts were faded.
A significant increase in vocal output was realized by adding in ABA strategies and the mean length of utterances was also seen to have increased. MW increased his echoic score in the VB-MAPP from 57 to 89 with a steady increase, and LM developed echoics from initially having no echoics.
In conclusion, applying ABA strategies helped the efficacy of speech therapy sessions and better outcomes were realized. Data is still in progress for more students and we hope to see the results replicated over multiple students while increasing the strategies implemented.
Once the ABA intervention was included in his speech therapy, Murunga was able to improve his communication to longer sentences and settle down during therapy and has improved his Echoics |
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144. Application of Behaviour Analysis in Virtual Reality: XR-AI Based Assistive Technology Learning Platform for Autism Spectrum Disorder andSpecial Education |
Area: AUT; Domain: Service Delivery |
SATHYANARAYANAN A R (CEO, Embright Infotech, Technopark) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: Individuals with autism spectrum disorder (ASD) experience impairments across a wide range of skill domains, including self-care skills. The ratio of 1:59 children diagnosed with Autism Spectrum Disorder (ASD) all around the world, according to the Centre of Autism Disease Control and Prevention Survey. This makes it a demanding problem to be addressed. Nearly 28 percent of 8-year-olds with ASD have self-injurious behaviors. The childcare and diagnosis available today are very few and generalized that makes the life of an autistic child very difficult. Auticare is an Assistive Technology that gives standard ABA therapy and treatment for high functioning autism and related neurodevelopmental disabilities. The therapy platform in Virtual Reality includes different training scenarios solely based on applied behavior analysis that encourage to develop cognitive, social, self-care skills. Not only does this platform provides therapy but it also helps doctors to diagnose the present condition and judge the progress of autistic children through progressive data stored in the cloud. The product is launched and currently being used for therapy in government hospitals and special education centers. The objectives of the current study were to determine the efficacy of the product Auticare among high functioning autism in improving cognitive, social and self-care skills in centers that have already installed the product. The findings of the product revealed that immersive VR training may be a safe and viable method of teaching basic self-care skills using behaviour analysis. Using a forum for virtual reality provides an effective treatment alternative to enhance commonly found cognitive and social impairments in Autism Spectrum Disorder by providing children more immersive, efficient, safe and engaging experience based on applied behaviour analysis technique. |
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145. Functional Behavior Based Cognitive Behavior Therapy for Obsessive Compulsive Behaviors in Autism Spectrum Disorder: A Mixed Methods Analysis of Children 5 to 7 Years Later |
Area: AUT; Domain: Applied Research |
DANA KALIL (Brock University), Courtney Denise Bishop (Brock University ), Heather Jaksic (Brock University; University of Manitoba), Tricia Corinne Vause (Brock University), Nicole M. Neil (University of Western Ontario), Jan Frijters (Brock University), Maurice Feldman (Brock University) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: Children with high functioning Autism Spectrum Disorder (ASD) often engage in repetitive behaviors topographically similar to those seen in Obsessive Compulsive Disorder. A Randomized Controlled Trial (Vause et al., 2018) used a manualized Functional Behavior-based Cognitive Behavior Therapy (Fb-CBT) with 37 children (n = 19 in experimental and n = 18 in Treatment As Usual), and demonstrated significant differences in Obsessive Compulsive Behaviours (OCBs) between groups from pre to post-test, with large effect sizes. Considering the importance of behavioral maintenance, the present study evaluated the long-term treatment outcomes of 13 children, 5 to 7 years following Fb-CBT. The Repetitive Behavior Scale–Revised (Compulsive, Ritualistic, and Sameness subscales; Bodfish et al., 1999) and parent report questionnaires evaluated OCBs from post-treatment to 5-7 year follow-up. Across participants, there were no significant changes in OCBs between post-test and 5 to 7 year follow-up. However, there was some variability in maintenance of treatment gains. A matched-comparison qualitative case study identified factors that may have contributed to the variance across outcomes. Five semi-structured interviews were conducted with 5 parent and 4 child participants whose quantitative results reflected this variance. Thematic analysis identified common themes across and within cases (Braun and Clarke, 2006). Results from the qualitative analysis support the current ABA and CBT literature—that is—parents whose children were more successful in maintaining treatment gains stressed the importance of parent training and support received during Fb-CBT, and continued work on generalization and practice of coping strategies during exposures post-treatment. |
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146. Self-Advocacy in Adults With Autism Spectrum Disorders: A Review and Call for Research |
Area: AUT; Domain: Applied Research |
DAVID SCHENA (University of Massachusetts Lowell), Rocio Rosales (University of Massachusetts Lowell), Cierra Hemp (University of Massachusetts Lowell) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: Self-advocacy is an important life skill. Individuals with autism spectrum disorder (ASD) may have difficulty self-advocating due to socio-communicative deficits. Other factors related to ASD, such as social anxiety and a dependent lifestyle, may further restrict familiarity with self-advocacy and the ability to self-advocate. Therefore, instruction is often necessary to establish self-advocacy skills to individuals with ASD. Unfortunately, several different definitions of “self-advocacy” exist within self-advocacy literature. Studies have also used different methods to teach self-advocacy and have focused on different target behaviors. Our project aims to propose a comprehensive definition for “self-advocacy” based on commonalities in definitions proposed by previous research and to describe empirically supported methods for teaching self-advocacy to adults with ASD. We collected literature using a set of criteria based on self-advocacy and related terms. Sources were sorted based on whether they defined self-advocacy or sought to teach it, with membership in both groups possible. Ongoing analysis suggests that definitions including self-knowledge, problem recognition, ability to articulate need, and taking initiative are most common, and that behavioral instruction is consistently associated with successful learning of self-advocacy. Areas for future research by applied behavior analysts working with this population are discussed. |
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147. Early Intensive Behavior Intervention for Autism: An Outcome Study of Children in Kuwait |
Area: AUT; Domain: Basic Research |
YASMEEN HAYAT (Applied Behavior Center Kuwait), Stavros Hadjisolomou (American University of Kuwait) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: Given the growing rate of Autism, the importance of effective intervention can not be underrated. Early Intensive Behavioral Intervention (EIBI) is one of the most scientifically supported interventions to date, and although it is practiced all around the world, studies on its efficacy are restricted to mainly the US, UK and Australia. The present study aims to determine if EIBI holds its efficacy in the Arabic speaking Middle Eastern country of Kuwait. We argue that, in Kuwaiti children, younger initiation age significantly improves treatment outcomes. A total of 74 subjects were included in the study and grouped based on age (young=2 to 4 years old; old = 4 to 12 years old). A two-way ANOVA revealed children who start ABA therapy between the ages of 2 to 4, were overall significantly more successful in mastering programs (M = 66.97, SD = 13.27) than children who started at ages 4 and above (M = 55.57, SD = 18.21). Moreover, a MANOVA showed that the younger group was significantly more successful than their older counterparts in mastering academic, social and communication programs. Implications of results for this study should go towards promoting early intervention in Kuwait, and ultimately lobbying for the implementation of health policies that allow Kuwaiti children access to effective intervention. |
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148. The Effects of the Copy, Cover, and Compare Strategy of Word Spelling for English as a Second Language Students |
Area: AUT; Domain: Applied Research |
SOMCHART SAKULKOO (The Chicago School of Professional Psychology), Joshua Garner (Hopebridge), Chelsey Brown (The Chicago School of Professional Psychology) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: This study examined the effectiveness of the Copy, Cover, and Compare (CCC) strategy for English as second language students. This study used the CCC method (Skinner et al., 1997) to increase the percentage of words spelled correctly for two students—a student with autism and a typically developed student. Moreover, the study extended Carter et al. (2013) study by adding maintenance probe and generalization probe. The results of this study are inconclusive between the participants. The data from one participant showed that the CCC alone was not able to increase correct word spelling, maintain, and generalize. On the other hand, the data from another participant revealed the opposite results. Limitations included: no preference assessment conducted, did not collect the percentage of correct letter within words, and did not evaluate the effectiveness of prompt used. Implications and recommendations were discussed in the study. |
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149. Racial and Gender Reporting in Single Subject Experimental Design Research on Autism |
Area: AUT; Domain: Theory |
LINDSAY FLEECE RENTSCHLER (UNC Chapel Hill), Jessica R. Steinbrenner (University of North Carolina Chapel Hill, Frank Porter Graham Child Development Center ), Kara Hume (University of North Carolina Chapel Hill, Frank Porter Graham Child Development Center ), Samuel L. Odom (University of North Carolina Chapel Hill, Frank Porter Graham Child Development Center ) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: B.F. Skinner posited in 1981 that culture is one of the three types of selection impacting human behavior, yet Applied Behavior Analysis (ABA) has often overlooked it. As the reach of ABA grows and the recipients of behavior-analytic services become more diverse, it is imperative that the participants in research studies reflect that diversity. Evidence-based practices for autism intervention are being identified by The National Clearinghouse on Autism & Evidence Practice (NCAEP) in their systematic review of the intervention literature published from 2012-2017. The data presented in this poster intends to answer an important follow-up question: For whom are these interventions evidence-based? The single subject design research articles (n=597) identified by NCAEP were reviewed for descriptions of participant race and gender in accordance with the procedure and reliability protocol described by West et al. (2016). The findings indicate that 24.28% (n=145) of the studies report on race. The majority representation was white participants at 55%. Black participants were represented at 16% and Hispanic/Latino participants comprised 12%. The gender composition was 83% male and 17% female with no reports of gender non-binary participants. This indicates that the field needs more reporting on participant demographics and greater diversity in participant ascertainment. |
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150. Teaching Safety Skills Using Virtual Reality: A Preliminary Experimental Analysis |
Area: AUT; Domain: Applied Research |
AUDREY TAYLOR BOATMAN (Childs Path, Help Begins at Home), Brianda Jazmin Martin del Campo (Child's Path), Andrea Carolina Villegas (University of Florida) |
Discussant: Stephanie Chan (PlaySmart Child Development Society, the Chicago School of Professional Psychology) |
Abstract: After testing for usability and feasibility, we collected preliminary experimental data on the effects of virtual reality training on safety skill acquisition with children on the Autism spectrum that held a variety of skill sets and experience levels. Target skills include: the timely exit from a school building during a fire drill and the safe crossing of a street across multiple settings. Generalization probes for both simulations were conducted regularly. This was part of an ongoing beta-test program where the software was continuously updated based on feedback from clients, clinicians and parents. The main goals of this study were to identify appropriate teaching methods, identify data collection measures, and to obtain preliminary measures of effectiveness and social validity. More specifically, we examined pre-requisite skills for the VR headset, data collection methods, prompting within and outside of the virtual environment, mastery criteria for each training level, and methods for testing generalization. |
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151. An Evaluation of Using the PEAK Assessment and Curriculum on Client Outcomes and Learning Speed |
Area: AUT; Domain: Service Delivery |
SHELBIE NYMAN (BTI Group), Gerald Everette (BTI Group), Kaitlin Eisenhauer (BTI Group) |
Discussant: Daniel E Conine (Georgia State University) |
Abstract: The PEAK (Promoting Emergence of Advanced Knowledge) assessment and curriculum is a teaching program that focuses on using discrete trial teaching to teach overarching concepts instead of specific targets. This study evaluated the effectiveness of using the PEAK Direct Assessment and Generalization Assessment along with the curriculum in the center setting to increase skill development. Participants included 3 4 - year - old children diagnosed with Autism Spectrum Disorder. Participants received a range of 8 to 20 hours of direct Applied Behavior Analysis services from Registered Behavior Technicians. The implementation of the PEAK curriculum was effective in increasing 2 out of 3 participants direct teaching skills to meet those of their same aged peers. All 3 participants demonstrated growth in direct teaching skills and generalization skills with 6 months as determined by the PEAK Direct and Generalization assessments. At least one participant demonstrated an increase in their rate of skill acquisition as determined by trials to criterion data. In the center setting, the PEAK assessment and curriculum was effective in increasing skill development across participants. |
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152. The Effects of Instructive Feedback on the Emergence of Untrained Verbal Operants |
Area: AUT; Domain: Applied Research |
ARIADNA MARTINEZ (University of Miami), Laura Camafreita (University of Miami), Laura Dezayas (University of Miami), Elaine Espanola (University of Miami), Anibal Gutierrez Jr. (University of Miami), Yanerys Leon (University of Miami) |
Discussant: Daniel E Conine (Georgia State University) |
Abstract: Instructive feedback is a teaching strategy that promotes the acquisition of additional responses by embedding nontarget stimuli in the consequence portion of learning trials. Research demonstrates that this is an effective training strategy for teaching skills in the absence of direct instruction. However, there is limited evidence on the impact of instructive feedback on the development of new responses across verbal operants and the possible behavioral mechanisms responsible for learning during instructive feedback trials. We evaluated the effects of instructive feedback with two children who had been diagnosed with autism. An adapted alternating treatments design was used to compare participant responses across conditions with and without instructive feedback. Primary targets consisted of teaching listener responding and tacts. Instructive feedback stimuli were presented in the consequence portion of primary target training trials. Probes were used to evaluate the emergence of untrained verbal operants across one listener responding and two intraverbal response topographies. The results indicated that there was emergence of untrained verbal operants with both participants. |
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153. Interventions on Improving Social-Communication Skills for Adolescents and Adults With Autism Spectrum Disorder: A Meta-Analysis Review |
Area: AUT; Domain: Applied Research |
SANIKAN WATTANAWONGWAN (Texas A&M University), J.B. GANZ (Texas A&M University), Ee Rea Hong (University of Tsukuba), Lauren Pierson (Texas A&M University), Valeria Yllades (Texas A&M University), Claudia M Dunn (PhD Student at Texas A&M University ) |
Discussant: Daniel E Conine (Georgia State University) |
Abstract: With the increase in autism spectrum disorder (ASD) prevalence, the number of adolescents and adults with ASD is also rapidly increasing, which increases the number of adults with disabilities seeking services. As individuals with ASD grow up, their social-communication issues seem to increase and required in more complex skills. There are critical needs for evaluating the efficacy of communication interventions on more complex language use for this adolescents and adults age ranges to address the most effective and suitable interventions for this population across implementers variables, communicative function variables, and setting variables.The purpose of this meta-analysis is to determine effectiveness of social and communication intervention for adolescents and adults with ASD, primarily discriminated by these variables: interventionists, communicative functions, and setting. We will investigate the social-communication outcomes on each intervention category. The author will include single-case experimental designs (SCEDs) in this meta-analysis. |
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154. Using Transfer Trials to Teach Tacting to Children with Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
ALEX DELLARINGA (Trumpet Behavioral Health), Jessica Foster Juanico (Trumpet Behavioral Health; University of Kansas), Kelley L. Harrison (Trumpet Behavioral Health; The University of Kansas) |
Discussant: Daniel E Conine (Georgia State University) |
Abstract: Transfer trials are a modification to discrete trial training (DTT) that may expedite the transfer of stimulus control from prompts to instructions. They follow prompted trials and re-present the instruction in order to provide an opportunity for learners to answer independently. Transfer trials are used by practitioners and researchers (Carbone et al. 2006; Valentino et al., 2015) and recommended as best practice by applied behavior analysis (ABA) organizations (“A beginning guide,” 2009; Carbone, 2016; Hozella & Ampuero, 2014). However, there is a lack of research to support the effectiveness of transfer trials. The current study used a multielement design to investigate whether transfer trials increased the rate of skill acquisition compared to traditional DTT. Results indicated that compared to the control condition, both procedures were effective for teaching two-component tacting to three children with autism. However, the transfer trial procedure yielded a faster rate of acquisition for one of three children. |
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158. A Review of Self-Monitoring Interventions for Increasing Physical Activity in Individuals with Autism |
Area: AUT; Domain: Theory |
HOLLY WIGGINS (The New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children) |
Discussant: Daniel E Conine (Georgia State University) |
Abstract: Interventions with self-monitoring have been used to increase independence for individuals with autism. Self-monitoring typically includes presenting materials that individuals can use to record one’s own behavior, such as on-task behavior or correct responding. Self-monitoring has been used for decreasing problem behavior (Fritz et al., 2012; Koegel & Koegel, 1990) and for increasing appropriate behavior (Newman & Ten Eyck, 2005). It may be a particularly appealing intervention in that reliance on caregivers is minimized. Further, self-monitoring has been demonstrated to be useful in increasing physical activity (Donaldson & Normand, 2009; Normand, 2008; Valbuena, Miltenberger, Solley, 2015; VanWormer, 2004). However, self-monitoring is often evaluated in combination with other intervention components such as differential reinforcement of alternative behavior (Christian & Poling, 1997; Newman et al., 2005) or differential reinforcement of other behavior (Shabani, Wilder, & Flood, 2001). Little research has been conducted to identify relevant components for producing behavior change. Additionally, research related to increasing physical activity has been limited to typically developing adults. This poster will summarize the current literature on self-monitoring for increasing physical activity, noting clinical application and extensions for future research. |
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159. Middle East Behavior Based Interventions: Providing School-Based Interventions for Autism Spectrum Disorder without a Formal Diagnosis |
Area: AUT; Domain: Service Delivery |
SHARIFFAH AZZAAM (Qatar Foundation) |
Discussant: Daniel E Conine (Georgia State University) |
Abstract: There are an estimated 300,000 students attending schools in Qatar. A regional study in Qatar placed the number of people with ASD at 1 in 87. Due to Qatar’s requirement that all schools be inclusive, many of these students attend independent or private schools. Educators often find it difficult to support students who display behaviors similar to students who have been diagnosed with Autism Spectrum Disorder. The Learning Center has developed a comprehensive student service model that provides support for students regardless of a formal diagnosis. Students are referred by teachers based behaviors displayed and response to intervention. Multidisciplinary teams of professionals that may include Educators, Behavior Analysts, Autism Specialists, School Psychologists, Speech Pathologists, Occupational Therapists, and or Language specialists meet to determine the appropriate level of support. The team provides the intervention until the student displays progress in the regular education setting. The team uses research based assessment tools to guide the intervention not to diagnose. We are able to provide services efficiently, saving valuable instruction time. In this paper, I will review the methods used by The Learning Center to develop a comprehensive intervention package based on observed behaviors and not diagnosis |
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160. Increasing Flexible Application of Rules to Decrease Problem Behaviors |
Area: AUT; Domain: Service Delivery |
JILLIAN SCHNEIDER (Southwest Autism Research and Resource Center) |
Discussant: Daniel E Conine (Georgia State University) |
Abstract: Rule governed behavior can inhibit flexible responding and lead to increased problem behaviors when something challenges those rules. The current study aimed to decrease the creation of contextually irrelevant rules and increase the flexible application of rules in a 6-year-old girl with autism. Baseline, conducted over a 4-month period, began by taking data when rules were created (totaling 84). Intervention began by asking the participant to answer four questions when given a known self-generated, not contextually relevant rule: 1) identify if the rule applied based on the current context, 2) why the rule does/does not apply, 3) what would happen if she didn’t adhere to the rule, and 4) when might the rule apply/not apply. Results indicated that the client was able to respond to questions about her rules accurately in at least 80% of opportunities since an edible reinforcer was added to the intervention strategies. Generalization data indicated that the client independently and flexibly applied the rules based on context outside of intervention in 40-80% of opportunities. Additionally, since the onset of intervention, only 6 new rules have been created potentially indicating a stabilization of creation of contextually irrelevant rules. |
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161. Decreasing Physical Stereotypy in Two 9-year old Boys with Autism |
Area: AUT; Domain: Service Delivery |
MADISON THEIS (Southwest Autism Research and Resource Center), Jillian Schneider (Southwest Autism Research and Resource Center) |
Discussant: Thea H. Davis (Autism Bridges) |
Abstract: Stereotypy can impede the ability to gain access to learning opportunities in the natural environment and engage in social interactions. Participants in this study required intensive interventions (edible reinforcers, primes, verbal and visual prompts) on a 2-minute interval schedule in order to remain in their current environment (school, play with peers). The focus of this study was to identify a more parsimonious intervention to decrease engagement in stereotypy during socially inappropriate situations, increase discrimination of time and place to engage in stereotypy, and include the participants in the process for utilizing replacement behaviors. The first phase of the current intervention targeted teaching the clients to identify preferred replacement behaviors as well as discriminate which behaviors are appropriate within and across environments. Phase two of the intervention targeted a) the identification and b) initiation of contextually appropriate identified replacement behaviors to engage in. Weekly probes were conducted for 20 minutes at home and school as a collateral measure of success. Results indicate that both participants mastered identifying and discriminating contextually appropriate replacement behaviors, using those replacement behaviors, and generalization of these skills. Additionally, results suggest that this is an effective and parsimonious approach to reducing stereotypy. |
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162. The Teaching DANCE: Purpose Driven Training and Measurement |
Area: AUT; Domain: Applied Research |
APRIL LINDEN (University of North Texas), MARLENE Lucy TAVERA (Easter Seals North Texas), Shahla Susan Ala'i (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Evan Schleifer-Katz (University of North Texas), Rachael E. White (University of North Texas), Crystal Fernandez (University of North Texas), Isabel L. Cunningham (University of North Texas) |
Discussant: Thea H. Davis (Autism Bridges) |
Abstract: Easter Seals North Texas Autism Treatment Program is a non-profit program that strives to provide services that are responsive, caring, and effective in a collaborative and culturally responsive way to all families regardless of income. The purpose of the present study was to evaluate the effects of a value and outcome-based staff training program; DANCE. Adapted from the Sunny Starts parent training program, DANCE training includes intentional cultural, strategic, and tactical design. Staff participated in an orientation that included our mission and an overview of strategies and tactics for instruction. This was followed by in-situ training centered on valued outcomes (responsive teaching interactions, child progress, and harmonious interactions; the triad of teaching). Both staff and children increased desired triadic measures. The results are discussed in the context of purpose driven measurement. |
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163. Impact of Cybercycling Breaks for Children with Autism Spectrum Disorder on Health and Classroom Behaviors |
Area: AUT; Domain: Applied Research |
SARA S. KUPZYK (University of Nebraska Omaha), Jessica Cox (Munroe-Meyer Institute, UNMC), Heidi Reelfs (Munroe-Meyer Institute, UNMC), Kevin Kupzyk (University of Nebraska Medical Center) |
Discussant: Thea H. Davis (Autism Bridges) |
Abstract: Children with autism are at higher risk for obesity and may present with stereotypy and disruptive behaviors in the classroom that limit their academic engagement. Effective school-based interventions are needed to decrease stereotypy and behavior problems while increasing on-task behavior and physical activity. There is initial positive evidence for the use of cybercycling, in which children ride a stationary exergaming bicycle to control a video game. Through a collaboration between psychology, physical therapy, and local school staff, we evaluated the effects of cybercycle breaks for 13 students (ages 9-14) with autism spectrum disorder. The students were given the opportunity to ride the cybercycle three times per week for 15 minutes each session. No significant differences between ride and non-ride days for academic engagement or stereotypy; however, mean differences were in the expected direction. Students rode for an average of 14:33 min and met their target heart rate. Six of 11 students increased the laps run on the Progressive Aerobic Cardiovascular Endurance Run from pre to post. Cybercycling for breaks in place of sedentary activities can be considered as it is generally enjoyed by students and provides opportunity for physical activity. Longer intervention periods may lead to greater health outcomes. |
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165. The effects of limited hold schedule and negative punishment to decrease genital self-stimulation in an adolescent with autism |
Area: AUT; Domain: Applied Research |
RENATA MICHEL (Grupo Conduzir), Larissa Aguirre (Grupo Conduzir), Marina Antonio (Grupo Conduzir) |
Discussant: Thea H. Davis (Autism Bridges) |
Abstract: Research suggests that combine different types of schedules of reinforcement and punishment can be used to decreases problem behavior that is maintained by automatic reinforcement (Verriden & Roscoe, 2019; DeRosa; Roane; Roane; Bishop; Silkowski, 2016). The present study investigated the effects of combining limited hold schedule and negative punishment to decrease the genital self-stimulation of a 13-year-old male, diagnosed with autism and fragile-X. Results suggested the procedure was efficient to decrease the frequency of self-stimulation behavior and to increase the duration of task completion. |
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166. Shaping Complex Functional Communication Responses and Teaching Toleration Skills to Delays in Reinforcement to Reduce Problem Behavior Maintained by a Synthesized Contingency |
Area: AUT; Domain: Applied Research |
ABEER AL ZOUABI (Mohammed bin Rashid Center for Special Education, The New England Center for Children), Shannon Ward (FTF Behavioral Consulting), Marilin Colon (Florida Institute of Technology), Kyle Slavik (The New England Center for Children) |
Discussant: Thea H. Davis (Autism Bridges) |
Abstract: Functional communication training (FCT) is an effective treatment for reducing problem behavior. It uses a more socially acceptable replacement than the problem behavior but produces the same reinforcer. Teaching an omnibus mand in functional communication training has been shown to be effective at reducing problem behavior controlled by a synthesized reinforcement contingency. This study aimed to evaluate if teaching omnibus mand preclude the acquisition of complex mand and to replicate and extend the FCR shaping procedure in Ghaemmaghami et al. (2018). First an Interview Informed Synthesized Contingency Analysis (IISCA) (Hanley et al., 2014) was conducted, then an omnibus mand was taught and this resulted in a reduction of problem behavior. The omnibus mand was then shaped into a more complex, culturally relevant response replicating procedures described by Ghaemmaghami et al. (2018) while maintaining near- zero rates of problem behavior and a skill-based treatment was used to teach the student to tolerate delays to reinforcement and compliance with teacher instructions. The treatment was effective at reducing the problem behavior and the FCR was shaped to include full sentence, eye contact and obtaining listener response while maintaining low levels of problem behavior. Compliance with teacher instructions and tolerance response was acquired after conducting delay and tolerance training. |
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167. Increasing Conversational Exchanges through Telehealth Intervention for an Adult with Autism in China |
Area: AUT; Domain: Applied Research |
HELEN MCCABE (University of Maine at Farmington), E Amanda DiGangi (Arizona State University) |
Discussant: Thea H. Davis (Autism Bridges) |
Abstract: This poster will present results from a study that used a multi-component intervention (DRA and visual cues, plus extinction) to increase conversational exchanges and decrease perseverative comments for a 35-year old woman with autism. The study was implemented using a telehealth model, with the therapist in the United States and the participant in China. Following a modified virtual FA procedure, the study used an ABAB design followed by component analysis, to examine the effects of the package intervention on the length of conversational exchanges. The overall intervention was effective, demonstrating a clear increase in socially appropriate conversational exchanges, as well as decrease in perseverative comments. Component analysis demonstrated the effectiveness of each component, both DRA (with extinction) as well as visual cue (with extinction), and the participant showed a preference for continued use of the visual cue, a small animal held up by each person to demonstrate whose turn it was to lead the conversation. |
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169. Evaluation of Intervention Components to Decrease Toe Walking |
Area: AUT; Domain: Applied Research |
EMMA KATHERINE KING (Auburn University), Corina Jimenez-Gomez (Auburn University), Stephanie Brand (The Scott Center for Autism Treatment at the Florida Institute of Technology), Nicole Adriaenssens (Florida Institute of Technology), Jaime Rus Alba (Florida Institute of Technology ), Carolyn Syzonenko (Auburn University), Christopher A. Podlesnik (Auburn University) |
Discussant: Thea H. Davis (Autism Bridges) |
Abstract: According to existing literature, the incidence of persistent toe walking is greater in children with an Autism Spectrum Disorder (ASD) diagnosis than in children without a diagnosis. Approximately 20% of children with an ASD diagnosis engage in this motor behavior, often associated with tight heel cords, which can lead to the need for more intrusive medical or even surgical intervention if left untreated. Current literature suggests the use of auditory feedback devices (e.g., GaitSpot™) attached to participants’ feet and differential reinforcement are effective treatments for toe walking; however, additional research should replicate these findings and control for the presence of the auditory feedback devices. In the current study, researchers evaluated multiple components of a toe walking treatment package across two participants with ASD. Components included auditory feedback devices, differential reinforcement for appropriate steps, and a mild physical prompt to place heels on the ground, as needed for each participant. Researchers faded and thinned procedure schedules according to each participants’ performance in order to assess maintenance and improve social validity. |
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170. Improving Latency to Respond Across Verbal Operants Using Fluency Training |
Area: AUT; Domain: Applied Research |
Carly Francisco (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), JAIME STINE (Alpine Learning Group) |
Discussant: Thea H. Davis (Autism Bridges) |
Abstract: We examined the effects of fluency training across two verbal operants and the collateral effects across untrained verbal operants. The participant was a 6-year old with autism who frequently engaged in long response latencies during instruction. Fluency training was applied to echoics and then to intraverbals within an alternating treatments design. Results showed decreases in the latency to respond (s) in the verbal operants that were exposed to fluency training. Additionally, we observed decreases in the latency to respond in the verbal operants that were not exposed to the training, indicating generalization of the effects across untrained verbal operants. Mean response latencies were at or below 2.3 s across all verbal operants in the final phase. We will discuss the potential benefits of fluency training. |
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171. The Effects of Neutral and Enthusiastic Praise on the Acquisition of Intraverbals |
Area: AUT; Domain: Applied Research |
NICOLE SCHUIERER (Alpine Learning Group), Jackie Meseck (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: We used an adapted alternating treatments design to evaluate the effects of neutral praise, enthusiastic praise, and no praise on the acquisition of intraverbals in an adolescent with autism. Additionally, we evaluated preference for each of the praise types. Contrary to our hypothesis that enthusiastic praise would be more effective and preferred, the participant acquired the target intraverbals faster in the neutral praise condition and indicated a slight preference for neutral praise. Results have informed changes to skill acquisition protocols for this learner and thus demonstrate that brief experimental evaluations can provide useful evidence for behavior change programs in applied settings. |
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173. Instructive Feedback to Promote Generative Learning and Transfer Across Operants in Matrix Training |
Area: AUT; Domain: Applied Research |
CAROLYN SYZONENKO (Auburn University ), Corina Jimenez-Gomez (Auburn University), Emma Katherine King (Auburn University) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Matrix training is a form of generative instruction that allows the clinician to teach a limited number of targets and obtain the emergence of responding across untaught targets, resulting in faster skill acquisition. Matrix training has been used to teach a range of skills to individuals of varying abilities. Recently, work from our laboratory explored the use of matrix training to expand the verbal behavior repertoire of young children with autism spectrum disorder (ASD). In the present study, the focus was to evaluate whether teaching one operant, motor imitation actions with toys, would result in emergence of untaught actions and untaught operants, tacting and listener responding. In addition, we evaluated whether instructive feedback would facilitate emergent learning. A 4-year old boy with ASD served as participant. Researchers taught motor imitation according to noun-verb combinations from two matrices, A and B, and only trials of matrix A were accompanied by instructive feedback. The diagonal targets of both matrices were readily acquired. Subsequently, researchers conducted probes for each untaught recombinative motor imitation targets and other operants. The effects of instructive feedback to promote emergent learning when using matrix training will be discussed. |
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174. Increasing Social Time Allocation Using Preferred Interactions With Individuals With Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
BRANDON COLVIN (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Some individuals with ASD may be indifferent to, or avoidant of, social interaction. Evaluating methods of increasing social time allocation are important with this population. We assessed the extent to which three children with ASD would approach or avoid social interactions. During baseline, when subjects were on the same side of the room as a therapist the therapist delivered vocal interaction and when subjects were on the opposite side of the room no interactions were delivered. All three subjects were indifferent or avoidant of social interaction in baseline. During the intervention, the therapist began to initiate each subjects’ preferred interactions. During the intervention, all subjects allocated their time more socially and were more likely to follow the therapist to maintain access to social interaction. |
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175. An extension of the matching law to the social behavior of children diagnosed with autism spectrum disorder |
Area: AUT; Domain: Applied Research |
Leslie Ronsonet (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida), ISABELLA CHIODINI (University of Florida) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Assessing the function of social interaction is important for individuals with ASD. Some researchers have provided methods of assessing whether social interactions function as reinforcing, neutral, or aversive stimuli for individuals with ASD. However, these methods provide rather coarse measures of the function of social interaction (e.g., reinforcing, neutral, or aversive) and it may be useful to evaluate methods of obtaining more quantitative and precise measures of the function of social interaction. We evaluated the degree to which eight children with ASD were likely to allocate their time near or away from a therapist who delivered social interactions. Across conditions the ratio of time the therapist spent on the left versus right half of the room was manipulated and we evaluated the degree to which the subject’s behavior changed across conditions. This relationship was quantified using a modified version of the power-function matching equation. |
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176. Comparing Social Time Allocation with Novel Adults and Peers |
Area: AUT; Domain: Applied Research |
MACKENZIE NICOLE MCSHERRY (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Several researchers have evaluated the function of social interactions for children with ASD using preparations in which adults deliver social interactions, whereas others have evaluated the function of social interaction using preparations in which peers deliver social interactions. It remains unclear whether or not, and how, the results of assessments with adults and peers may be related. In separate assessments, we assessed the degree to which four children with ASD were likely to approach or avoid and interact with a novel adult and three different peers. Results suggested that the amount of time spent near the other individual and relative likelihood of approach and avoidance were discrepant, but strongly correlated across assessments with adults and peers. |
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177. Teaching children with autism to tact with two-word combinations on speech-generating devices during play |
Area: AUT; Domain: Applied Research |
CINDY GEVARTER (university of new mexico), Adriana Medina (University of New Mexico
), Mariah Groll (University of New Mexico) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Research involving speech-generating device (SGD) interventions for children with autism spectrum disorder (ASD) needs to expand beyond teaching simple manding skills. In this study, two preschool-aged males with ASD were taught to use an SGD to create simple semantic-syntactic relational tacts (e.g., possessor+ possession, agent+ action) during structured play activities. Both participants had prior experience using SGDs to mand. For each participant, we implemented a multiple-probes across targets design. We used matrix training to introduce different combinations of two-word target responses. Strategies such as time delay, modeling (aided and vocal) and direct physical prompting were embedded into play activities that included preferred items. Both participants rapidly acquired possessor+ possession tacts. Results for agent + action targets were mixed. One participant showed gradual improvement with these targets, and the other showed variable performance even with a modification. Factors such as motivation to comment and prior symbol knowledge may have played a role. The study provides important implications for determining appropriate targets and intervention methods to increase the use of more complex verbal operants among SGD users with ASD. |
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178. Evaluating the Impact of the Television Show Daniel Tiger’s Neighborhood on Children with Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
ALEXIS J FAVELA (Texas Tech University), Wesley H. Dotson (Texas Tech University) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Children with Autism Spectrum Disorder (ASD) have deficits in social communication and display patterns of restrictive and repetitive behaviors, causing impairment in social functioning. Previous studies have suggested that the children’s television show, Daniel Tiger, may help children with autism learn social skills by video modeling interventions. This study will explore the impact of the show in children with autism (ages 2-7) and if they engage in different patterns of behavior in comparison to their neuro-typical peers when watching Daniel Tiger and other children’s programming (e.g. Paw Patrol). By comparing these behaviors across both shows using 15s partial interval scoring, we can observe whether there are systematic differences children with autism consume television. Results demonstrated that children with autism displayed higher levels of engagement and orientation and lower levels of off-task and challenging behaviors when watching Daniel Tiger than Paw Patrol. Their neuro-typical peers demonstrated higher levels of engagement and orientation and lower levels of off-task and challenging behaviors when watching Paw Patrol than Daniel Tiger. Ultimately, by demonstrating that children with autism when watching Daniel Tiger displayed higher levels of engagement and lower levels of off-task behavior, it can be used to teach social skills to children with autism. |
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179. Generalized Effects of Functional Communication Training to an Inclusive Setting |
Area: AUT; Domain: Applied Research |
MEGAN CARPENTER (University of North Carolina at Charlotte), Ya-yu Lo (University of North Carolina at Charlotte) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Functional Communication Training (FCT) is an evidence-based intervention for students with autism spectrum disorder (ASD). FCT is used to teach students with ASD a functionally equivalent communicative response (FCR) to replace challenging behavior. While there is extensive research on FCT and some even measures generalization of the skills across settings, to date, there are no studies evaluating the effects of FCT implemented in a special education setting and generalization to the general education setting. This is critical, as most students with ASD spend part of their days in a special education setting. In the current poster, presenters will provide data related to FCT implemented in a special education setting and the effects on the generalization of the FCR and challenging behavior to the generalization setting with elementary students with ASD. The presenters will discuss implications for research and practice. |
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180. The Effects of a Technology-Based Instruction Package on Sentence Construction |
Area: AUT; Domain: Applied Research |
MEGAN CARPENTER (University of North Carolina- Charlotte), Robert C. Pennington (University of North Carolina-Charlotte) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Written expression is critical to in- and post-school success. However, students with autism spectrum disorder (ASD) and complex communication needs (CCN) often have difficulty with written expression due to difficulties with handwriting, spelling, and the structure of writing. The development of a strong writing repertoire for these students with ASD and CCN may result in improved communicative interactions and thus, better quality of life outcomes. Despite this need, there is limited research on how to teach written expression to students with ASD and CCN. In the current study, researchers investigated the effects of a technology-based instructional package on accurate sentence construction of three middle school students with ASD and complex communication needs. The autonomous package used constant time delay to teach students to select words to construct sentence frames. Researchers evaluated the effectiveness of the package using a single case multiple probe research design. In the current poster, presenters will provide data related to this study and discuss implications for research and practice. |
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181. The Effects of a Caregiver Implemented Toilet Training Package |
Area: AUT; Domain: Applied Research |
NATALIE P. CROTEAU (ABA Northern Services & Training Inc.), Colleen Cumiskey Moore (Teachers College, Columbia University), Annette Griffith (The Chicago School of Professional Psychology) |
Discussant: Jessica Ann Korneder (Oakland University) |
Abstract: Toileting skills are a developmental milestone achieved by typically developing children as they start school. However, children diagnosed with autism or other developmental disabilities experience challenges in the acquisition of this behavioral cusp with caregivers often delaying the teaching of these skills. This study taught four caregivers a 24-step toilet training program aimed at teaching their child daytime dryness. Results of this study showed that the four caregivers learned and maintained the performance of the 24-step procedure at 96% for one and 92% for the other three caregivers, when it was transferred to the home environment with their child. The multi-component toilet training package was effective in teaching three or the four children to learn daytime dryness, and social validity affirms the success of the program also training for bowel movement success, for three of the four participants. |
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183. A Comparison of an Analog and Brief Functional Analysis of Aggressive Behavior in an Adolescent With Autism |
Area: AUT; Domain: Applied Research |
RENATA MICHEL (Grupo Conduzir), Tassia Pina (Grupo Conduzir), Estela Manfrin (Grupo Conduzir) |
Abstract: Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) proposed an approach to behavioral assessment based on the experimental model that has been largely used in applied settings. In order to conduct a functional analysis of aggressive behavior of severely handicapped clients in an outpatient setting during a 90-min period Northup et al., (1991) proposed a brief functional assessment approach. In this article we compare the outcomes of both functional analysis methodologies to an autistic adolescent with severe aggressive behavior. Results suggested that Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) approach was essential to design idiosyncratic conditions that were later confirmed in the brief functional assessment approach. |
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185. Effectively Training Behavioral Technicians to Implement Discrete-Trial Teaching Efficiently: A Sequential Analysis |
Area: AUT; Domain: Applied Research |
OLIVIA HARVEY (Eastern Michigan University), Adam M. Briggs (Eastern Michigan University) |
Abstract: Behavioral skills training (BST) is an evidence-based training protocol that is most commonly comprised of (a) instructions, (b) modeling, (c) rehearsal, and (d) feedback. The purpose of the current study was to evaluate the influence of each BST component in a sequential manner to determine the most effective and efficient method for training behavioral technicians to implement discrete-trial teaching. Preliminary results suggest the feedback component was necessary for all participants to reach the mastery criterion (100% correct across three consecutive sessions). We discuss implications of these results and directions for future research. |
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186. Examining the Effects of Behavioral Skills Training on Social Praise Delivery in Malaysian Classrooms |
Area: AUT; Domain: Applied Research |
IRENE LOOI (The New England Center for Children, Western New England University), Cammarie Johnson (The New England Center for Children; Western New England University; Simmons University) |
Abstract: Malaysia launched the Inclusive Education Program (IEP) in 1997 to integrate students with special needs into mainstream classrooms. A survey conducted in 2014 among local teachers reported a lack of training and skills in addressing the needs of IEP students in their classrooms. The purposes of this research were to (1) introduce the use of social praise via behavioral skills training (BST) to IEP teachers, (2) increase the use of social praise by IEP teachers via written feedback provided by the experimenter after each post-BST classroom session; and (3) increase the likelihood of individually selected target behavior in IEP students. A multiple-baseline across 4 IEP teacher-student dyads was conducted. Interobserver agreement, collected in 34.9% of sessions, averaged 96.3% for the frequency of social praise and 90.7% for the occurrence of student behavior. Results indicated that BST and written feedback were effective in increasing the frequency (converted to responses per minute) of social praise issued by all 4 teachers and that collateral effects were seen by an increase in target behaviors for 2 out of 4 student participants. A posttreatment social validity survey completed by teacher participants indicated that the BST goals, and procedures, and outcomes were practical and important. |
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187. Training Behavioral Technicians to Implement Discrete-Trial Teaching: Recent Advancements and Future Directions |
Area: AUT; Domain: Applied Research |
SAMANTHA JO ZOHR (Eastern Michigan University), Adam M. Briggs (Eastern Michigan University), Olivia Harvey (Eastern Michigan University) |
Abstract: Early intensive behavioral intervention is an empirically-supported treatment that has the potential to mitigate core and associated features of autism. Although we have a powerful intervention for treating children diagnosed with autism, less is known about effectively training behavioral technicians to implement discrete-trial teaching (DTT). Research indicates behavioral skills training (BST) is an effective method for training behavioral technicians. Over the past decade, researchers have replicated and extended research in this area in an attempt to make it more effective while requiring fewer resources. This review summarizes recent advancements in the BST literature for training technicians to implement DTT. |
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188. An imitation-to-matching procedure for establishing auditory discrimination in children with autism |
Area: AUT; Domain: Applied Research |
JOANNA LIEW (New England Center for Children; Western New England University), Chata A. Dickson (New England Center for Children; Western New England University) |
Abstract: Two students diagnosed with autism participated in this study of an instructional strategy for establishing auditory discrimination. Prior to instruction, neither participant responded differentially to auditory stimuli in the context of matching to sample. In the first phase, imitation of actions with objects was established with items that produced auditory stimuli (musical instruments). Participants were then taught to respond to the sounds produced by these stimuli when the stimuli were out of view. Both participants reached mastery criteria of at least 8/9 trials correct for two consecutive sessions. One participant required 89 sessions of auditory discrimination training and the other required 6. Interobserver agreement was calculated for an initial sample of 18 sessions for one participant and ranged from 89% to 100%. Interobserver agreement and procedural integrity measures were collected for the other participant and were at 100%. The use of imitation of actions with objects that produce sound may aid in transfer of stimulus control from visual to auditory stimuli with some children with autism. |
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189. Teaching Children with Language Delays to Initiate Conversation through Tact Training |
Area: AUT; Domain: Applied Research |
Tamara L. Pawich (Cocoa Beach Child Psychology ), Michael E. Kelley (The University of Scranton ), Stephanie Brand (Florida Institute of Technology; The Scott Center for Autism Treatment ), Justine Henry (Florida Institute of Technology; The Scott Center for Autism Treatment ), Ma Krishna Rosales (Florida Institute of Technology), Tanja Ramirez-Schwarz (Behavior Basics, Incorporated ), MARISSA E. KAMLOWSKY (Florida Institute of Technology; The Scott Center for Autism Treatment ), Basak Topcuoglu (Florida Institute of Technology; The Scott Center for Autism Treatment ) |
Abstract: A tact is a verbal operant often taught to children with language delays as a prerequisite to expressing interest and other conversational skills. Typical teaching strategies involve setting up the environment to occasion tact behavior. A common issue associated with tact training is a lack of generalization in which the child demonstrates tact behavior under teaching conditions but does not demonstrate the behavior in naturalistic conditions. The purpose of this study was to evaluate an intervention for increasing spontaneous tacts in children who emit impure tacts in the presence of discriminative stimuli (e.g., “What is it?”), but do not emit pure tacts in less contrived situations; additionally, this study aimed to identify whether the intervention increases nonverbal, spontaneous social behaviors. Participants included children ages 2-12 years. Procedures consisted of differential reinforcement, systematic prompting, and prompt fading conducted under conditions more similar to those in which pure tacts would be expected to occur. Following intervention, an increase in pure tacts of trained stimuli was observed across all participants, and an increase in pure tacts of untrained stimuli was observed for two participants. Procedures used in this study may lead to improvements in language acquisition interventions by increasing generalization of communication skills. |
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190. Side Effects of Time-Out |
Area: AUT; Domain: Applied Research |
CLARISSA MARTIN (Marcus Autism Center), Madison Miller (Marcus Autism Center), Sarah Slocum (Marcus Autism Center and Emory School of Medicine), Jeanne M. Donaldson (Louisiana State University), Timothy R. Vollmer (University of Florida) |
Abstract: In order to decrease maladaptive behaviors among children with Autism spectrum disorder and other developmental disabilities, clinicians may exhaust all reinforcement-based strategies and may rely on punishment-based strategies to observe clinically-significant levels (Regalado et al., 2004; Riley et al., 2004). Additionally, punishment-based strategies, such as time-out, are often recommended by pediatricians to caregivers to decrease maladaptive behaviors (Scholer et al., 2006). While many studies have examined the utility of time-out, the data analysis often involves the exclusion of the time-out time period (e.g., Donaldson & Vollmer, 2011). Research is needed on the prevalence of problem behavior during time-out, as well as the possible side effects of the procedure, to understand the overall feasibility of time-out as an intervention for maladaptive behavior. |
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192. Assessment and Treatment of Challenging Behavior Maintained by a Non-Vocal Mands Function |
Area: AUT; Domain: Service Delivery |
SARA JEGLUM (Kennedy Krieger Institute; Johns Hopkins University School of Medicine; University of Wisconsin-Madison), Morgan Marie Hallgren (Kennedy Krieger Institute), Jennifer Vetter (Kennedy Krieger Institute; Johns Hopkins University School of Medicine ), Amanda Goetzel (Kennedy Krieger Institute), Zhana Loubeau (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute; Johns Hopkins University School of Medicine) |
Abstract: Standard functional analysis procedures occasionally require modifications to assess idiosyncratic variables, including adult compliance with mands (Bowman et al., 1997). In the literature, the mands function is largely represented by individuals who vocally communicate idiosyncratic requests, and schedule thinning has rarely been conducted (Schmidt et al., 2017). Mike was a 12-year-old male who displayed severe problem behavior and communicated using picture cards, gestures, signs, and one-syllable vocalizations. Observations indicated that adult noncompliance with idiosyncratic mands evoked problem behavior. Using a reversal design, a mands assessment was completed with a test condition where adults complied with mands for 30s contingent on problem behavior, and a control condition where adults complied with mands irrespective of problem behavior. Results showed differentiated rates of problem behavior in the test condition compared to control. Treatment consisted of differential reinforcement of alternative behaviors and other behaviors (with a resetting component) via a multiple schedule with signaled availability, and the use of discriminative stimuli. Schedule thinning occurred and low rates of problem behavior were maintained. Relevance to clinical care and future directions will be discussed. |
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193. The Unionization of Behavior Analysis |
Area: AUT; Domain: Service Delivery |
JOSHUA GARNER (Behavioral Education Research Initiative) |
Abstract: The growing business takeover of behavior analysis has had many consequences. On one hand, more individuals are gaining access to services compared to previous decades; however, it is still not perfect. On the other hand, workers (i.e., RBTs, BCBAs) are exploited and disenfranchised with respect to their labor, paid time off, non-billable time, mental health days off, among many other issues. These issues are negatively affecting the growing number of certified individuals contributing to the poor attrition rates in the field. Therefore, a new fundamental direction is needed—the unionization of certified individuals in behavior analysis. A better fundamental work-environment will foster a better you, freeing you to provide better care for your clients, instead of worrying about whether your workplace will punish staying at home with a sick child, for example. The goal of this poster is to shed light on the common concerns RBTs and BCBAs experience in the workplace, define a union and a worker cooperative, discuss why unionizing is important, and to provide a potential path towards unionization. |
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Beyond Politically Correct: Practical Steps Toward a More Equitable and Culturally Diverse Behavior Analysis |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM EDT |
Virtual |
Area: CSS/PCH; Domain: Translational |
Chair: Elizabeth Hughes Fong (Saint Joseph's University) |
Discussant: Denisha Gingles (Signature Behavior Analytic Services) |
CE Instructor: Elizabeth Hughes Fong, Ph.D. |
Abstract: In the last two years, diversity, social justice, and cultural humility have received a surge of interest in the applied behavior analytic (ABA) community, likely largely bolstered by social movements such as MeToo and BlackLivesMatter. This symposium brings together four presentations that provide practical action items for research and practice. The first presentation, by Elizabeth Fong, will bring a broader historical perspective to the conversation surrounding diversity in ABA and will engage the audience in some brief self-reflective and group activities. The second presentation, by Jacqueline Ramirez, reviews research on cultural humility training and provides specific actionable recommendations that the audience can put into practice today. The third presentation, by Robyn Catagnus, presents results of a review of research published in six behavior analytic journals and assesses the presence of cross-cultural research published in these journals. The fourth presentation, by Zoey Ulrey, presents a conceptual functional analysis of leadership behaviors relevant to preventing harassment in organizations. The symposium concludes with a discussion by Denisha Gingles. |
Target Audience: Any behavior analysts |
Learning Objectives: Attendees will be able to provide a behavior analytic definition of culture. Attendees will be able to summarize the results of previous research on the effectiveness of cultural humility training programs. Attendees will be able to summarize the results of previous research on cross-cultural provision of ABA services. Attendees will be able to discuss the function of leader behaviors relevant to harassment prevention. |
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Examining Diversity and Culture in Behavior Analysis |
ELIZABETH HUGHES FONG (Saint Joseph's University) |
Abstract: This discussion with begin with a brief history of ABA in regards to diversity and culture. From there, ethics, supervision, interventions, as well as challenges and potential solutions will be examined. Participants will be asked to participate in a few self-reflective and group activities to challenge their views on diversity and multiculturalism. Finally, discussion around increasing culturally aware behavior analytic skills in practice as a practitioner and supervisors will be explored, as well as a discussion on some of the barriers that perpetuate the lack of diversity and equity in our field. |
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The Big Elephant in the Room: Culture |
JACQUELINE RAMIREZ (University of Southern California ), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: The topics of cultural competence and cultural humility have received increasing attention in the behavior analytic profession. Although the terms are often taken as synonymous, they are not the same. The concept of cultural competence assumes that, after sufficient training, one might become competent in another’s culture. The concept of cultural humility asserts that one can never become fully competent in another’s culture, so a more realistic and productive goal is to become humble and open with respect to culture. The field of applied behavior analysis has done very little research addressing the topic. In fact, few training programs in behavior analysis include training in cultural humility as a requirement. A best practice for teaching these frameworks has not been identified and there is a critical need to outline the relevance of cultural humility and to expand on studies from similar disciplines that have a head start in identifying what works. Identifying best practices will enable practitioners to provide ethical, socially significant, and socially validated interventions to our consumers and families, thus remaining true to our ethical code and dimensions of applied behavior analysis.This presentation will make specific, testable recommendations for how behavior analytic training and research may be brought to bear on establishing culturally humble clinician repertoires of behavior. |
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Working in a Cross-Cultural Context? You Can’t Rely on the Research (Yet) |
Stacee Leatherman (The Chicago School of Professional Psychology), ROBYN M. CATAGNUS (The Chicago School of Professional Psychology), Thomas Wade Brown (Ball State University) |
Abstract: If you are working in a cross-cultural context, you may not find many empirical studies to guide you… yet. Many US practitioners are providing cross-cultural behavior analytic supervision and services, often driven by the growing global demand for autism spectrum disorder (ASD) intervention. These practitioners should rely on empirical research regarding how to best serve a wide variety of cultures, especially when working with a new population. Yet, there are very few studies in US behavior-analytic journals of cross-cultural research with participants from minority groups, immigrant communities, or cultures outside of North America and Europe. A systematic review of 6 behavior-analytic journals (2009-2019), using various search terms related to diversity and culture, yielded just 20 studies reporting participants were from cultural groups such as these, and only two of these included participants with disabilities. This deficit in the literature is exacerbated by key term inconsistency and a (well-established) lack reporting of race and ethnicity in research. Still, there are risks associated with international dissemination and cross-cultural services with a lack of sufficient evidence to guide practitioners. We call for more reports with specific recommendations for diverse populations and suggest inclusive research and practice strategies. |
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Behavioral Conceptual Analysis of Leadership Behaviors for Harassment Prevention |
ZOEY ISABELLA ULREY (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: This presentation consists of a conceptual functional analysis of leadership behaviors. Under what conditions do leaders intervene in instances requiring someone to take a stand or act as a bystander and what are the maintaining consequences of those behaviors? Accordingly, what are the maintaining contingencies for less optimal behaviors, such as actively avoiding intervening in instances of potential harassment? Furthermore, how do leader behaviors relevant to harassment influence subordinates’ behavior, both in the presence and absence of the leader? This presentation will review literature on leadership behavior and analyze the contingencies maintaining leadership behaviors relevant to harassment prevention. We will then identify where interventions should target change for the improvement of leader behavior at the individual level and how this has the potential to affect organizational culture at a larger level, with the goal of bringing about more equitable organizational cultures that prevent harassment. |
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Challenges and Solutions in Delivering ABA Services to Underserved Communities Across Various Cultural and Socioeconomic Backgrounds |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM EDT |
Virtual |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Fumi Horner, Ph.D. |
Chair: Oswaldo Ochoa (Bloom Behavioral Health) |
FUMI HORNER (Behavioral Perspective, Inc.) |
MAGGI CARDENAS (Behavioral Perspective, Inc.) |
MARI URAMOTO (Children Center Inc.) |
Abstract: Estimated 75,000 board certified behavior analysts (BCBAs) are needed in order to support the growing need for behavior analytic services in the United States (Hartley et. al., 2016) with only 32,000 current BCBAs (Behavior Analysis Certification Board, 2018). The United States employment demand for Behavior Analysts from 2010 to 2019 found that increases were observed for each state from 2010 (BACB, 2019). Furthermore, there are many other countries, such as Japan, where there are simply not enough behavioral service providers to serve people with developmental disabilities. With such rapid increases in the demand for ABA services within US and possibly even more in other countries, how can the field of Behavior Analysis and organizations work together to provide the services for people with varying socioeconomic and cultural backgrounds? How can we modify our traditional service delivery to better-accommodate to their various needs or level of resources? The panelists will discuss how behavior analytic services in the above-mentioned areas can be implemented and their experience on delivering services across socioeconomic and cultural backgrounds. |
Target Audience: Business owners, managerial level BCBAs |
Learning Objectives: Learn some strategies on how to individualize ABA service delivery to families with various cultural and socioeconomic backgrounds. Learn an application and some limitations of adapting English-written language curriculum using Discrete Trial Instruction in Japanese. Learn ethical considerations and cultural competency when providing services in foreign countries with limited funding for ABA services. |
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