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| The Evolution of the Behavior Analysis Services Program: Data on Services, Training Components, and Related Measures |
| Tuesday, May 27, 2008 |
| 9:00 AM–10:20 AM |
| PDR 2 |
| Area: CSE/OBM; Domain: Service Delivery |
| Chair: Kimberly Crosland (University of South Florida) |
| CE Instructor: Kimberly Crosland, Ph.D. |
| Abstract: Floridas Behavior Analysis Services Program (BASP) is a statewide program for dependent children and their caregivers. This symposium will discuss the overall components of the BASP program, the structure of the program, and data on parent training and related measures. Two presentations will focus on organizational components of the program to include behavior analyst time allocation, overall service allocation, historical data, and expansion efforts. New training initiatives will also be discussed along with data to support program continuation. The remaining two presentations will describe results from caregivers who attended a group class and also received in-home coaching. Related measures, including stress and depression, were also collected from caregivers. Results indicated that caregivers improved significantly on posttests and also showed increases in positive interactions and tool use after training and in-home coaching. Data collected on child behavior showed decreases in junk/annoying age typical behavior and more serious behaviors after both classroom training and in-home coaching. Average stress measures on the Parenting Stress Index decreased by one standard deviation while depression levels decreased slightly. |
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| A Day in the Life of a BASP Behavior Analyst! |
| STACIE NEFF (University of South Florida), David Geller (University of South Florida) |
| Abstract: The Behavior Analysis Services Program is most widely known for its parent training component for caregivers of children in Florida’s foster care system. While this remains the central focus, or backbone of the program, BASP is constantly evolving to meet the needs of its consumers. This presentation will discuss the general roles of both the Behavior Analyst and the Senior Behavior Analyst and how the specifics of those positions may differ across the state depending on the needs of local communities. We will also present data on time allocation for behavior analyst positions as well as present various methods and examples of data collection throughout BASP. Finally, we will discuss new training initiatives including the training of master’s level practicum students and how their involvement (e.g., training, research and data collection) has allowed BASP to expand its service delivery. |
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| Parent Training with the Tools for Positive Behavior Change: The Effects of Group Training and In-Home Coaching. |
| KIMBERLY CROSLAND (University of South Florida), Amanda Keating (University of South Florida), Jessica Thompson (University of South Florida), Eva S. Boyer (University of South Florida), Kimberly V. Weiss (University of South Florida), Betsy M. Zamora (University of South Florida), Kimberly Webb (University of South Florida) |
| Abstract: The majority of parent training studies have evaluated either a group training curriculum or some form of individual behavioral training, while few studies have specifically compared the effects of group training versus individual training with the same curriculum. Using a cross-over design, the current study evaluated the effects of in-class training alone versus in-class training plus in-home training and attempted to determine when the in-home training is more effective (i.e., during or after the in-class training). Parents attending the positive behavior change program were randomly selected for each group. Reliability measures were collected on approximately 50% of the pre- and posttest scores and 25% of the home observations and were consistently above 80% interval agreement. Results showed that all parents improved significantly on the posttests (pretest average = 28% and posttest average = 85%) regardless of group placement. Parents were videotaped at home with their own children during baseline, after the completion of the class, and after completion of the in-home training. Parent’s frequency of positive interactions increased after the classroom training while increases in tool use and decreases in child behavior were only observed after the coaching component was added. |
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| Evaluating Alternative Valuable Outcome Measures: Parental Stress and Depression. |
| AMANDA KEATING (University of South Florida), Kimberly Crosland (University of South Florida), Bryon Robert Neff (University of South Florida), Glen Dunlap (University of South Florida) |
| Abstract: The majority of parent training studies have evaluated skills acquisition of the parent while few studies have specifically taken direct observation measures of child behavior change. Even fewer evaluate the changes in auxiliary parental factors such as stress, depression, and locus of control. Using an AB design with repeated measures, this study evaluated the effects of the Tools for Positive Behavior Change on both child and parent behavior. Parents from Hillsborough County attending the positive behavior change program were taken from a community sample and in-home observation measures were conducted during baseline, training, and post training. Results showed that parent’s pre-test tool role-play scores averaged 23% during baseline and increased to 86% post-training. Direct observation measures also showed improvements in specific child behaviors including tantrums, noncompliance, and aggression. Indicators of parental stress and depression both decreased more than one standard deviation. Locus of control measures showed parents in the class reported a greater sense of having control over environmental events after training. |
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| How Consumer Driven Allocation of Services Effects BASP Direction and Expansion. |
| BRYON ROBERT NEFF (University of South Florida), Michael Stoutimore (Intermountain Centers for Human Development), Catherine E. Williams (Behavior Analysis Services Program) |
| Abstract: This presentation will include both an historical account and a retrospective analysis of the past ten years of the BASP. Data sets from the mid-1990s pilot program will be shared with an emphasis on those that were instrumental in obtaining legislative support for statewide expansion. Although the program continues to be “behaviorally” sound, it does not mean we haven’t had our share of hurdles, sacrifices, and compromises. These will be discussed as well as our lessons learned during Florida’s privatization of the child welfare system and our participation in the competitive game of “who gets the funding.” Finally, we will show examples of data that are currently being collected to support program continuation and to help evaluate directions for future expansion. |
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