|Extensions of experimental analysis procedures within outpatient and home settings
|Saturday, May 23, 2009
|2:30 PM–3:50 PM
|North 224 A
|Area: CBM; Domain: Service Delivery
|Chair: Wendy K. Berg (University of Iowa)
|Discussant: Patricia F. Kurtz (Kennedy Krieger Institute)
|Abstract: Experimental analyses of problem behavior (Iwata et al. 1982/1084) have proven to be a robust set of procedures that can be applied to a variety of settings, populations, and questions. Three papers demonstrating extensions of experimental analysis procedures to address specific questions within outpatient or home settings will be presented. The first paper describes the application of experimental analysis procedures within a free standing outpatient clinic that is not associated with a medical setting or a doctorate granting program. The presentation will include a summary of patient outcomes over a ten year period. The second paper describes the use of functional analysis analog conditions to evaluate parent-child interactions and to identify parenting styles within Latino families. The final presentation describes the use of experimental analysis procedures with typically developing children to identify social reinforcers for problem behavior, and an extension of these procedures to identify antecedent stimuli associated with abolishing operations for problem behavior. Patricia Kurtz will serve as the discussant.
|Application of experimental analysis procedures in an outpatient clinic setting: A ten year descriptive assessment
|K. MARK DERBY (Gonzaga University), Anjali Barretto (Gonzaga University), Martin Conn (Gonzaga University), Kimberly P. Weber (Gonzaga University), Timothy McLaughlin (Gonzaga University)
|Abstract: As the use of functional analyses and other experimental reinforcer selection procedures become best practice and mandated, a number of concerns need to be addressed. Most importantly, the applicability of these procedures within free-standing clinics (clinics that are not associated with medical schools or doctorate granting university settings) is unknown. In the current presentation, we will provide patient outcomes from the first ten years of services provided by the Gonzaga Center for Applied Behavior Analysis. This non-profit outpatient clinic was developed within the Department of Special Education at Gonzaga University to provide services for persons with developmental disabilities who display behavioral difficulties. The clinic model includes the completion of forced-choice preference, reinforcer, functional analysis, and treatment assessments for all clients served. We will provide a descriptive analysis of the results obtained for each of these procedures with the population of children served to date. In addition, we will discuss what we have learned over the last ten years regarding the day to day pragmatic issues that arise when operating a free standing outpatient clinic.
|Parenting Styles, Latino Parents and Functional Analysis Methodology
|ANDREW W. GARDNER (Northern Arizona University), Siomara Enriquez (Northern Arizona University), Colleen Lui (Northern Arizon University), Caitlan Allen (Northern Arizona University)
|Abstract: Parenting styles were initially developed to describe the parenting milieu and focused on three components: emotional relationship, parental practices, and belief system (Darling & Steinberg, 1993). A behavioral perspective focuses on observable behavior and less on attitudes. Measures for parenting styles have been based on observing the differences in the learning environment and categorizing practices with the most widely used parenting styles developed by Baumrind (1967), which included three styles: Authoritative, Authoritarian, and Permissive. “Uninvolved” was added later (Darling & Steinberg, 1993).
Cultural variables are often ignored within the parenting style literature especially between minority subgroups. If taken into consideration, general statements for “Latinos” are often used disregarding within-group heterogeneity. The term Latino is a label used for all people with origins in Mexico, Central or South America, and the Spanish speaking Caribbean islands (Rodriguez et al., 2006). The current study used functional analysis methodology (Iwata et al. 1982/1994) to investigate Latino parent-child interactions (i.e. parenting styles) within typical parenting contexts or situations (i.e. free play, attention, demands, and tangible) in home settings. Results are discussed in terms of parenting styles across contexts as well as possible cultural variables impacting both parent and child behavior.
|Evaluating Abolishing Operations for Disruptive Behavior in Young Children Referred to a Behavioral Pediatrics Clinic
|BRENDA J. ENGEBRETSON (University of Iowa), David P. Wacker (University of Iowa), Anuradha Salil Kumar Dutt (University of Iowa), Patrick Romani (University of Iowa)
|Abstract: The Behavioral Pediatrics Clinic at the University of Iowa Children’s Hospital specializes in the assessment and treatment of young children with disruptive behavior disorders. To evaluate variables reinforcing the child’s disruptive behavior, clinicians routinely use brief experimental analyses conducted within a multi-element design. A recent outcome summary of clinic cases showed that of the children who engaged in disruptive behavior during the clinical evaluation (N = 96), disruptive behavior was maintained by negative reinforcement in 47% of the cases, by positive reinforcement in 13% of the cases, and by both types of reinforcement in the remaining cases. Although understanding what reinforces the child’s target behavior is important for identifying treatment, it can be equally beneficial to determine antecedent variables that serve as abolishing operations for the target behavior when identifying a behavioral treatment package. In this presentation, a case example of a 4-year-old boy who engages in disruptive behavior is presented with discussion of the implications that the assessment results had on treatment recommendations. Inter-observer agreement for occurrence and nonoccurrence of the target behavior was calculated on 75% of the assessment sessions (mean agreement = 95%; range 86% - 100%).