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ABAI Chair of
Practice Board, Dr. M. Dorsey, Ph.D., presenting on Communicating with
Policymakers: Tips for Behavior Analysts
Abstract:
Over
the past ten years, the field of Applied Behavior Analysis has experienced an
extraordinary growth, related in large part to the explosion in the number of
children being diagnosed with Pervasive Developmental Disorder/Autism and the
recognition of the success of behavior analytic interventions in their
treatment (Mental Health: A Report of the Surgeon General, 1999). Coincidentally with this increased level of
public recognition, the membership of ABAI has essentially doubled in size,
from just over 2000 in the mid 1990’s to over 5500 in 2008 and another 13,000
members of ABAI affiliated chapters.
Within the past several years, there has been a significant move forward
in the evolution of ABAI from a purely academic organization to one that
recognizes and supports the professional practice of Applied Behavior
Analysis. ABAI is comprised of members
from different educational backgrounds who practice behavior analysis in
various domains. As the field and practice of behavior analysis have grown, the
need for behavior analysts to become active in the legislative process has
become critical. The goal of this
presentation will be to help educate practitioners how to successfully work
within that arena.
AmeriChoice panel discussion: Speakers Eric Billington,
Ph.D. BCBA-D, Mary Linden Salter, M.A., L.C.S.W., and Tamora
Young, M.BA.
Abstract:
The
field of applied behavior analysis is enjoying a surge in popularity. Current movements in autism treatment and
legislation as well as licensure acts across the nation have brought the field
into contact with behavioral health organizations (i.e., insurance
companies). Behavior analysts often
struggle with establishing relationships (e.g., contracting, obtaining
reimbursement, and conducting clinical duties) with these entities. In this event, behavior analysts will be
exposed to many of the common scenarios currently faced by other behavioral
health fields pertaining to third party payers.
Walk-through processes pertaining to AmeriChoice
TN/United Behavioral Health will be given as general solutions to the scenarios
during the course of this event. The TennCare Bureau medical necessity guidelines and additional
guidance on the provision of these services will be outlined.
Leia Blevins, Ed.D, Dr. Jim Fox,
Ph.D., and Ashley Hansen M.Ed. presenting: Implementation & Evaluation of
School-wide Positive Behavior Support
Abstract:
This
presentation will describe the development process and implementation of school
wide positive behavior support (SWPBS) in two K-8 schools in Washington County, TN
identifying essential components necessary to design an effective program.
Also, this presentation will examine the nature and results of School-wide
Positive Behavior Support (SWPBS) through a review of prior studies and
preliminary results of several ongoing SWPBS projects. The review will include an analysis of the
types of behaviors addressed, the populations studied, measures used and
outcomes.
INVITED speaker J.
Carr, Ph.D. presenting: Understudied Intervention Procedures in the Early
Behavioral Treatment of Autism
Abstract:
Large-scale
applications of early and intensive behavioral intervention (EIBI) have been
demonstrated to be successful in producing significant improvements in the
behavioral repertoires of children diagnosed with autism. However,
questions still remain about the use of a number of the specific intervention
procedures involved in EIBI. Unfortunately, some of these procedures have been disseminated, sometimes fervently,
without sufficient supportive evidence. The current presentation will
include data from three experiments to illustrate the investigation of understudied
intervention procedures within EIBI. The topics of these experiments are
differential reinforcement of independent responding, teaching receptive
(conditional) discriminations, and intermittent measurement procedures.
The main findings and clinical implications of each of these studies will be
presented.
Mindy Taylor Johnson, B.S., Laura Casey, Ph.D., BCBA, and
Nicki Serio presenting:
Improving Oral Reading
Fluency: The Use of a Brief Experimental Analysis to Identify an Effective
Intervention
Abstract:
The
current study investigated the role of using a brief experimental analysis in
baseline to assist with intervention planning for a struggling reader. The
participant was an eight-year old first grader named Maggie who was
experiencing difficulty in reading fluency. Baseline data was obtained using
curriculum-based measurement protocol at the pre-primer and first grade reading
levels. Based on the results, pre-primer reading materials were utilized for
the remainder of the assessment portion. . Following initial grade level
placement, a brief experimental analysis was performed where the researchers
rapidly switched between two interventions designed specifically for improving
reading fluency. The intervention phase utilized the results from the brief
analysis to determine the most effective intervention. Maggie’s WPCM increased by 37 words from
baseline to intervention. In conclusion, the study provides a glimpse into a
much needed area of research and concludes with a practical agenda for future
research in reading.
INVITED speaker Sigrid
Glenn, Ph.D. presenting on Radical behaviorism
Abstract:
Radical
behaviorism is often used synonymously with behavior analysis, but it is only
one component of behavior analysis: its philosophy of science. Radical
behaviorism is radical in the sense
that almost all of its tenets require a kind of figure-ground reversal in the
way that we think. It challenges some of
the basic assumptions we have been taught in the everyday language of our
culture. Such challenges can be intellectually invigorating or frightfully
threatening—or both. In this paper,
several terms associated with radical behaviorist philosophy will be examined
to clarify their role in the science and to point out the uniqueness of the
radical behaviorist perspective in the use of these terms. The terms are
lawfulness [of behavior]; mentalism; private events;
contingency shaped and rule governed behavior; and phylogenic and ontogenic behavior.
INVITED speaker L.
Hayes, Ph.D., and Mitch Fryling presenting on human memorial conduct
Abstract:
An
analysis of human memorial conduct reveals multiple forms of this type of
activity. Features common to all forms of memorial activity, as well as
distinctions among them, will be highlighted in this presentation. Particular
emphasis will be placed on two varieties of memorial conduct, reminiscing and
remembering. Reminiscing is
characterized as “backward-looking” in the sense that it entails the
actualization of past experiences in present circumstances due to certain
commonalities between past and present conditions. Remembering is characterized
as “forward-looking” in the sense that it involves the induction of future
activities through contact with presently established substitute stimuli, as in
keeping an appointment scheduled at an earlier time. The role of verbal
behavior in these types of activity and the implications of this analysis for
practical affairs will be discussed.
Lynnette Henderson,
Ph.D. presenting: Supporting Families of Persons with Disabilities
Abstract:
Families
of persons with disabilities face specialized challenges to their coping and
resilience as a unit. We will share research-based information on differences
in coping styles and success in families raising children with disabilities,
with particular emphasis on families coping with Autism Spectrum Disorder and
Down syndrome. We will refer to epidemiological research from TN on family and
relationship health and coping in families of persons with Down Syndrome and the Easter Seals Living with Autism Study as
examples. We will share information from positive psychology research on ways
to reframe the experience to promote better outcomes for all family members. We
will conclude with examples of programs and resources from the Vanderbilt Kennedy Center
for supporting families and the professionals who work with them.
Megan V. Hubbard, MS
and Sara Bicard, PhD, BCBA presenting: Group oriented
contingencies
Abstract:
Independent
and interdependent group oriented contingencies (GOC) are commonly used in
school classrooms to create a behavior management system. The research indicated that they are
effective in changing student behavior and easily executed by teachers in the
classroom. This study examined the effects of an individualized interdependent
GOC, a combination of independent and interdependent GOC, on the academic test
scores and behavior of students with emotional and behavior disorders in a
residential setting. This study utilized an ABAB reversal design in which
approximately five participants were exposed to the GOC and have GOC withdrawn.
Participants earned rewards for achieving independent and group
(interdependent) goals addressing appropriate behavior and academic test
scores. It participants had higher test scores and earn more points for
appropriate behavior during GOC than during baseline conditions. All
participants improved both their daily and weekly averages of points earned,
target behaviors, and percent accuracy on academic tests. Due to individual
improvements in weekly points earned averages, the group averages increased as
well.
S. Kee and Laura Casey, Ph.D., BCBA presenting: Increasing
Mands and Spontaneous Communication for a Nonverbal Visually Impaired Male
Diagnosed with Profound Developmental Disabilities
Abstract:
The
presentation will review a case study with a young man diagnosed with Autism,
mental retardation, and visual impairments. The presentation will highlight the
success that the researchers had with a verbal behavior technique known as mand
training. The mand training was implemented to increase requesting and decrease
maladaptive and inappropriate behavior in the individual. More specifically, the research examined two
approaches of mand training to increase spontaneous communication for the individual
and thus each technique will be discussed with a thorough discussion of the
treatment effects. In addition, the presentation will discuss the social
significance of the training with a male with a long learning history and will
also discuss the generalizability of the study
(across participants, settings, and level of training required to implement).
Social validity, the importance of habilitation and the role that mand training
can have on reintegration into society will conclude the discussion.
INVITED speaker G. Shook, BCBA-D presenting Professional
Developments within the Behavior Analyst Certification Board
Abstract:
The presentation
will focus on important developments within the Behavior Analyst Certification
Board® (BACB®) relating to growth and changes in the BACB. Licensure and professional certification will
be compared. The process for renewing the examination content will be
described. The presentation also will
address development of the BACB in the future.
INVITED speaker Jorge
R. Reyes, Ph.D. presenting: Assessment of sex offenders with developers with
disabilities.
Abstract:
Although
the assessment and treatment of sex offenders has been a major focus in the
field of psychology for many years, comparatively little work has been done
with sex offenders who are developmentally disabled (DD). Furthermore, even though behavioral
approaches to the problem of sexual offending were once common, they are
currently rare. In this series of
studies, we evaluated the preferences of sex offenders with DD for children and
adults by conducting arousal assessments utilizing a penile plethysmograph
under both clinical and community settings, as well as through the use of
preference assessment methodology. Outcomes of both assessments showed differentiated
outcomes across stimuli. Additional
arousal assessments were also conducted to evaluate common factors that could
affect responding during the assessment process. Finally, we observed individuals covertly in
order to evaluate their reactions to the presence of child-oriented materials
(e.g., parenting magazines), and found that most individuals looked at the
materials. Collectively, the results of
these evaluations provide a framework for a behavioral analysis and treatment
of sexual offending.
Clinton Smith, M.S.,
M.A. and Sara Bicard, Ph.D., BCBA presenting: The
Effectiveness of Interventions Informed by Functional Behavior Assessment and
In School Suspension
Abstract:
The
current study investigated the effects of performing function-based
interventions with information gathered from functional behavior assessments
(FBA). The purpose of this study was
two-fold: (1) to determine if the function-based classroom interventions
derived from a FBA that was implemented by teachers would improve target
behavior and (2) to compare the effectiveness of function-based classroom
interventions derived from a FBA and an in-school suspension (ISS) program
utilizing a single subject research design.
The study found that using function-based interventions with information
derived from FBA's reduced the time a student served in (ISS), decreased office
disciplinary referrals (ODR’s), and increased academic grades. The study also
showed that self-monitoring helped participants stay on-task in the classroom
thereby reducing problem behaviors in the classroom and increasing academic
performance. The participants who did
not receive the FBA or a function-based classroom intervention but received
only ISS had increased days in ISS, increased ODR’s, and lower academic grades.
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