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Current Issues in ABA Services |
Monday, May 27, 2013 |
9:00 AM–10:20 AM |
102 A (Convention Center) |
Area: CSE |
Chair: Amy Muehlberger (Beacon ABA Services) |
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Parent Expectations of EIBI Treatment Outcomes in Core Deficit Areas for Children With Autism |
Domain: Service Delivery |
AMY MUEHLBERGER (Beacon ABA Services), Robert K. Ross (Beacon ABA Services) |
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Abstract: Parents who select home based applied behavior analysis (ABA) services do not always elect to have those services delivered at the level of intensity suggested by the best practice literature. The reasoning behind the selection of an evidence based model followed by the choice to implement it at less than the recommended intensity level is unclear. In an effort to determine if parent expectations of outcome may be a variable that impacts choice of service intensity, a survey of parent expectations of their childs outcome was conducted. These data were then correlated with the level of services their child received. Specifically, this study evaluated parent expectations of child outcomes in specific core deficit areas for children with autism (e.g. communication, social skills, and play skills) and treatment intensity. Findings suggest that parents who chose a lower intensity treatment model reported more often that their child made better than expected progress in the areas of communication and play skills. An item analysis demonstrates that the areas with the highest expected progress were in the categories of functional communication, functional and independent play, and overall social skills. |
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A Novel Approach to Parent Training: Establishing Critical Discrimination and Responding Repertoires |
Domain: Service Delivery |
STEVEN RIVERS (Beacon ABA Services), Gilah Haber (Beacon ABA Services), Robert K. Ross (Beacon ABA Services) |
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Abstract: Training and support procedures for parents of children with ASD who engage in problem behavior at home and in the community often take the form of developing behavioral intervention plans and then training the parents to implement those procedures. This is often a time consuming activity that produces limited outcomes. While a number of studies have shown the parents can acquire the target skills to reduce their childrens problem behavior (Breiner & Beck, 1984; Shore, Iwata, Vollmer, Lerman, & Zarcone, 1995; Kuhn, Lerman, & Vorndran, 2003), little evidence exists to suggest that acquisition of the specific responses in the behavior plan lead to generalized parent ability to correctly respond to other behavior problems of similar function in a broad range of settings. The purpose of this study was to build a repertoire of discrimination and responding across a range of response topographies (correct and incorrect responses and appropriate and inappropriate behavior) in the context of discrete trial teaching (DTT). This was done in an effort to determine if correct demonstration of this repertoire would result in a more generalized parent ability to respond correctly to a broad range of behavioral topographies outside of DTT sessions. |
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Functional Behavioral Assessments: What's Happening, or Not Happening, in Minnesota Schools? |
Domain: Service Delivery |
SARAH E. ROBERTS (Minnesota Northland Association for Behavior Analysis), Adam Lobermeier (St. Cloud State University) |
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Abstract: Federal and state mandates require a Functional Behavioral Assessment (FBA) be completed within the school if a child meets specific criteria. A review of FBAs from various schools across Minnesota commonly show the function of the childs behavior to be control, power, or justice/revenge. It is widely documented within the research that there are four functions of behavior, yet none of the above is one of them. The effectiveness of FBAs is also widely documented within the research, yet behavior analysts are not commonly conducting the required FBAs. Ironically, the State of Minnesota has a rich history in the foundations and advances of Applied Behavior Analysis. Whats happening? And, how can we fix it? As a Board Certified Behavior Analyst, we are bound by the BACB Guidelines for Responsible Conduct including, but not limited to, refraining from misusing assessment techniques, interventions, results, and interpretations and take reasonable steps to prevent others from misusing the information the techniques provide; avoiding the promotion of the use of behavioral assessment techniques by unqualified persons; take responsibility to support the values of the field, to disseminate knowledge to the public, to be familiar with these guidelines, and to discourage misrepresentation by non-certified individuals. |
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