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.