Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


Seventh International Conference; Merida, Mexico; 2013

Event Details

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Symposium #35
Applied Behavior Analysis (ABA) in the 21st Century: Building Capacity in Schools, Healthcare and Behavioral Pediatrics
Monday, October 7, 2013
5:30 PM–6:50 PM
Salon Celestun (Fiesta Americana)
Area: CBM/EDC; Domain: Applied Behavior Analysis
Chair: Ethan S. Long (Virginia Institute of Autism)
Discussant: Ethan S. Long (Virginia Institute of Autism)
Abstract: The 20th Century saw the evolution of applied behavior analysis give birth to mainstream interventions. The presenters discuss innovative 21st Century extensions of applied behavior analysis to new populations and environments. Alisa Bahl, PhD, BCBA-D will discuss incorporation of ABA in Pediatric Medical Centers and implementation of behavioral procedures to help children cope with medical evaluations such as electrocardiograms (ECG), electrocephalograms (EEG), and magnetic resonance imaging (MRI) without resorting to anesthesia. Cynthia Anderson, PhD, BCBA-D will describe multi-tiered interventions in the schools, where Tier I interventions target all students, Tier II interventions target students at risk, and Tier III interventions target students with significant learning difficulties. There are limited evidence-based interventions for students whose behavior has not responded to the Tier I intervention. Dr. Anderson will describe studies examining the effectiveness of interventions with Tier II and Tier III students. William J. Warzak, PhD, BCBA-D will present new applications of ABA to the remediation of post-concussion syndrome. Dr. Warzak will explore the relationship between energy expenditure and symptom expression and the effects of feedback regarding energy expenditure on resultant subject activity level and ensuing symptom expression using an A-B-A design. Ethan Long, PhD, BCBA-D, will moderate and serve as discussant.
Keyword(s): energy exertion feedback, post concussion symptoms
Behavioral Pediatrics: Applications of ABA in Pediatric Medical Centers
ALISA BAHL (University of Virginia)
Abstract: Children with neurodevelopmental disorders have an increased need for medical evaluations such as electrocardiograms (ECG), electrocephalograms (EEG), and magnetic resonance imaging (MRI) due to increased incidences of seizure disorders, congenital heart defects, and other serious medical complications. These procedures are often frightening for children and result in extreme distress and refusal behaviors that prohibit successful measurements. Although sedation for these noninvasive procedures is commonplace in pediatrics, there are families who express concerns about frequent sedation procedures for their children with these disorders. Families may be concerned about the long-term effects of repeated sedations, the time involved before and after the procedure necessitated by sedation, and the need for fasting and other inconveniences. By incorporating applied behavior analysis into the field of pediatrics, we extend sound, empirical behavioral practice further into traditional health care for children. Case studies demonstrating the use of ABA to teach children with neurodevelopmental disorders (autism, Down Syndrome) to comply with the steps necessary for completing these critical evaluations will be presented.
Using Behavior Analysis to Facilitate Recovery of Post-Concussion Syndrome
WILLIAM J. WARZAK (University of Nebraska Medical Center), Silvina Salvi (University of Nebraska Medical Center), Sela Ann Sanberg (University of Nebraska Medical Center; California), Louis Morales Knight (Boys Town), Brigid Vilardo (University of Nebraska Medical Center)
Abstract: The existing scientific consensus on concussion recovery is that physical exertion should be kept below the level that exacerbates symptoms (e.g., headache, fatigue, memory, irritability) in the individual patient. Exertion that exacerbates symptoms is thought to slow recovery or imperil it altogether. Accordingly, protocols for concussion recovery include strict instructions to engage in progressively graded physical exertion as symptoms remit over days or weeks. No published research to date has involved the direct measurement of daily physical exertion, the link between daily exertion and expression of symptoms, or the effect of feedback of energy exertion on subsequent exertion and the occurrence of symptoms in post-concussion recovery. We provided post-concussive subjects with a body-worn activity meter (Sensewear by BodyMedia) and instructed them to wear it up to 23 hours per day, per manufacturer instructions. We also instructed them to complete a self-reported symptom checklist X3 daily via Survey Monkey. We examine the relationship between a) energy exertion and post-concussive symptoms, and b) energy and symptom expression as a function of feedback of energy exertion
Supporting Children with Challenging Behavior in Schools: Building Capacity via Behavior Analysis
CYNTHIA ANDERSON (Appalachian State University)
Abstract: Multi-tiered intervention systems are becoming increasingly prevalent in schools—to support both instructional and social behavior. The instructional framework, response to intervention, is well developed and evidence-based interventions at Tiers I (for all students), II (students at risk), and III (students with significant learning difficulties) exist. For social behavior, evidence-based Tier I interventions are increasingly prevalent. Unfortunately, there is a lack of evidence-based interventions for students whose behavior has not responded to the Tier I intervention. Applied behavior analysis has much to offer in this area. In this presentation I will describe multi-tiered interventions and describe several studies examining effectiveness of Tiers II and III interventions.



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