Gross Motor Skills: Play or Work? How to Make Working on Motor Skills Fun
Friday 11:00-11:50 am, Room 121
Shannon Dieringer, Ph.D.
Children with autism spectrum disorders (ASD) often present deficits in gross motor skill development (e.g., throwing, kicking, jumping, and skipping). However, these deficits are often left unaddressed until the child enters school (kindergarten). In order to address such deficits, it’s important to intervene early. This presentation will showcase several child-centered movement activities for children with ASD to practice gross motor skills and promote skill development.
Regulating the Use of Behavioral Procedures
Friday 11:00-11:50 am, Room 122
Qusayy Godbolt, Ph.D., BCBA-D, Jay Schulz, M.S., BCBA, Bob Ryan, M.S., BCBA
In some cases, inappropriate behaviors of the people we serve may have to be met with procedures that are considered intrusive and/or punishing. Use of these procedures should be reviewed and monitored by qualified practitioners and a system set up for this purpose.
Recent Applications of Behavioral Interventions Across Educational Settings
Friday 1:00-1:50 pm, Room 121
Matthew Brodhead, Ph.D., BCBA-D, Oliver Wendt, Ph.D., Mandy Rispoli, Ph.D., BCBA-D
This symposium will describe three studies that evaluated behavioral interventions in educational settings for children with autism. The first study will describe trial-based functional analysis methodology, along with recent research supporting its effectiveness in classrooms. The second study will discuss how to combine mobile augmentative and alternative communication technologies with behavioral instruction. The third study will describe an evaluation of an electronic visual activity schedule to teach varied application play and engagement on an iPad.
Individualized Intervention– The Untapped Potential of Procedural Flowcharts and Formulas
Friday 1:00-1:50 pm, Room 122
Vincent LaMarca, BCBA
What is the best procedure to use with a particular child? What’s the difference between procedure A and B? Why does a procedure work? The use of procedural flowcharts and formulas can answer these questions in ways our current use of texts and graphs cannot. Participants will evaluate a systematic use of procedural flowcharts and formulas that has the potential to vastly improve the ability of behavior analysts to provide individualized interventions.
Eye Tracking and Autism: Reduced Preference for Social Stimuli in Girls
Friday 2:00-2:50 pm, Room 121
Rebecca Shaffer, Ph.D., HSPP, Ernest Pedapati, MD, Craig Erickson, MD
Eye-tracking technology advancements have quantified social-processing abnormalities in individuals with autism spectrum disorder (ASD) with increasingly sophisticated stimulus presentation. A preference measurement between two stimuli is one method of investigating social-processing in autism. An eye-tracking task was designed to investigate the salience of social interaction scenes compared to non-social stimuli in youth (ages 5-17) with ASD and age-matched typically developing controls (TDC.) A wider range and more diverse functioning levels were included in the study compared to typical eye-tracking research populations. Videos of toddlers playing (SS) versus geometric moving shapes were presented. ASD participants demonstrated reduced preference for SS when shapes were presented. ASD participants demonstrated reduced preference for SS when compared to TDC. Post-hoc analyses indicated that a group and gender interaction was present with females with ASD having significantly reduced viewing preference of the SS compared to the TDC females and all males. Licensure of Behavior Analysts: An Overview of the Current Climate
Friday 2:00-2:50 pm, Room 122
Ann Baloski, M.A., BCBA, Vincent LaMarca, BCBA
This session will provide information regarding licensure of Behavior Analysts across the nation and here in Indiana. We will look at national trends and provide insights from the APBA and the BACB. We will discuss how a unified voice and collaboration with stakeholders are the keys to good legislative efforts.
InPEAT– Year 1: A Case Study of Trans-Organization System to Solve a Common Problem
Friday 3:00-3:50 pm, Room 121
Mary Rosswurm, MBA, Devon Sundberg, M.S., BCBA
With this presentation you will gain an understanding of the “tragedy of commons” metaphor wherein individuals acting accordingly on behalf of their own self-interest behave contrary to the best interests of the whole group by depleting some common resource. We will define and give understanding of a Trans-Organization System (TS) and Trans-Organization Development (TD) including the four phases of the TD process. Additionally we will describe how a TS can be used to solve meta-problems of social and environmental sustainability within communities such as Indiana’s ABA provider group. This is a great presentation for those who would like to know why InPEAT was formed and how it has evolved from an idea to a successful member organization. We will share past successes, efforts, and future goals of InPEAT.
Praise Research Trends: Characteristics and Teacher Training
Friday 3:00-3:50 pm, Room 122 Meg Floress, Ph.D., NCSP, Kari Meyers, B.S., Shelby Beschta, B.A.
The purpose of this paper is to examine the different praise characteristics and praise training methods that have been studied. Thirty research studies were identified and our findings suggest: a) that teacher praise research is on the rise; b) physical, written, public, and private praise are studied least frequently; c) and the majority of research studies have examined multi-method training approaches. Specific praise characteristics, training methods, and implications for future research are presented.
Increasing School Capacity to Serve Children with ASD Through Web-Based Supports
Saturday 9:30-10:20 am, Room 121
Alison Labrie, Ph.D., BCBA, Susan Wilczynski, Ph.D., BCBA-D, Kim Zoder-Martell, Ph.D., HSPP, BCBA-D, Kristine David, M.A.
Web-based consultation and training offer a potentially revolutionary means of supporting teachers in remote, under-resourced schools. This presentation will examine the results of a recent nation-wide study, which sought to determine if web-based training and/or web-based consultation (coaching and feedback) resulted in increased teacher knowledge acquisition, teacher satisfaction, and accurate treatment delivery to students on the autism spectrum.
A Behavior Analyst’s Guide to Evidenced-Based Speech-Language Therapy
Saturday 9:30-10:20 am, Room 122
Janine Shapiro, BCBA
Speech-language therapy practices should be guided exclusively upon scientifically gathered empirical evidence. However, for a variety of reasons that will be discussed, some speech-language pathologists engage in practices dismissed in the scientific literature. The purpose of this presentation is to showcase common speech-language pathology practices with strong empirical support and expose widespread therapy techniques with poor scientific backing.
Professional and Ethical Issues of Collaboration
Saturday 10:30-11:20 am, Room 121
Matthew T. Broadhead, Ph.D., BCBA-D
Professional and ethical behaviors are critical for effective collaboration with behavior analysts and interdisciplinary professionals. By using behavioral systems, behavior analysts may increase the probability of employees engaging in ethical and professional behaviors because systems may describe “what to do” instead of “what not to do” when faced with a professional or ethical issue. The purpose of this presentation is to outline two such systems that may be helpful during collaborative practices.
Keep Calm…and…BRT on!
Saturday 10:30-11:20 am, Room 122
Beth Roudebush, B.S., Beth Walker, BCaBA, Pamela Arles, BCaBA, Bob Ryan, M.S., BCBA
Behavior Relaxation Training (BRT) has been used to decrease anxiety in persons with disabilities who may also have limited communication repertoires. The outcome of persons with disabilities engaging in BRT is that they should produce a relaxation response, (i.e., a reduction in anxiety-like behaviors.) BRT literature review, steps in teaching BRT and case studies will be discussed.
The Effects of Habit Reversal Procedures to Reduce Toe Walking
Saturday 1:00-1:50, Room 121
Christina Weldy, MS, BCBA, Jennifer Elia, M.A., Heather Bocek, B.A.
Habit reversal procedures have been shown to be effective and replicable in over 25 years of research across many different habits and related behaviors (Miltenberger et al.,1998). There is little published research on effective procedures to decrease toe walking in children with autism. Toe walking may be socially stigmatizing and lead to adverse physical consequences (e.g., shortened Achilles tendon). Decreasing this behavior may lead to better ambulation, decreased chances of adverse physical effects, and greater social acceptance. The purpose of this pilot study was to evaluate a simplified habit reversal procedure on the frequency of toe walking in one participant across two settings.
Using Differential Reinforcement of Vocal Approximations and PECs to Increase the Frequency of Vocal Mands
Saturday 1:00-1:50 pm, Room 122
Leslie Trump, B.A., Jessi Mattke, M.A.
A 5 year old child diagnosed with ASD with a limited vocal repertoire was the subject of a two-part intervention to increase vocal mands. Frequency data was taken on vocalizations prior to intervening to compare to vocalizations during training. The intervention consisted of 30-minute periods in which vocal mands of 4 target items were differentially reinforced based on the level of the vocal approximation. Result was an increase in vocal mands and overall vocalizations.
Treatment of Rumination Using Differential Reinforcement of Incompatible Behaviors Plus Self-Awareness Training
Saturday 2:00-2:50 pm, Room 121
Jill Fodstad, Ph.D., HSPP, BCBA-D, Nicole Turygin, M.A.
Rumination is the regurgitation, rechewing, and reswallowing of digested food. Those with intellectual/developmental disabilities are the most at risk for rumination. We evaluated the effects of a novel treatment procedure, Differential Reinforcement of Incompatible Behavior + Self-Awareness Training, with a 10-year old typically developing child with rumination since infancy. The intervention significantly decreased her rumination and was rated as being socially valid. Results suggest that this may be an effective treatment for rumination.
Application of a Decision-Making Criterion for Training Special Education Teachers to Deliver Learn Units during Instruction
Saturday 2:00-2:50 pm, Room 122
Lauren Lestremau, Ph.D., BCBA-C, NCSP, Brittany Frey, M.Ed., BCBA, LBA Megan Boucher. M.A., BCBA, Erica Ranade, SSP, LBA, BCBA, NCSP, Stacey McIntyre, MA, BCBA
As teachers entering the special education field without the skills to implement instruction with Learn Units, teacher training must be conducted. Performance feedback minimally impacts staff trainer resources, but when this training procedure is ineffective, use of a more intensive training procedure such as Behavior Skills Training (BST) should be implemented. Therefore, this paper pilots use of a decision-making criterion to determine whether performance feedback or BST should be implemented to most efficiently train to mastery criterion.
Derived Relations and Student Learning
Saturday 3:00-3:50 pm, Room 121
Bob Ryan, BCBA, Christina Smith, M.S., BCBA, Alyssa Tolly, B.A.
Students could learn more if their instruction were outlined to produce derived relations. Teachers would not have to teach each contingency directly, they would teach a small but inclusive subset and be able to generate learning beyond the direct contingency.
Ethical Considerations Related to Transition Programming
Saturday, 3:00-3:50 pm, Room 122
Laura Bassette, Evette Simmons-Reed, Jennifer Cullen, Fritz Kruggel
Achieving the best outcomes for individuals with intellectual and developmental disabilities in adulthood begins with an early interdisciplinary teamwork including multiple types of activities. A coordinated approach plans for quality service delivery while balancing dignity of risk factors with program regulations. Ethical implications include programming for generalization focused on quality of life outcomes, strategies to ensure maintenance of natural contingencies, consideration of resources involved, and acknowledgement of the benefits to both the individual and society.