Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


35th Annual Convention; Phoenix, AZ; 2009

Event Details

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Symposium #233
With A Rebel Yell: Addressing Destructive Behaviors in Disenfranchised Young Adults Through ABA Strategies
Sunday, May 24, 2009
1:30 PM–2:50 PM
North 224 A
Area: CBM; Domain: Applied Behavior Analysis
Chair: James Para-Cremer (Lakeview Specialty Hospital & Rehab)
Abstract: Struggling to conform to societal norms, rules, and peers' expectations creates difficulties for many teens and young adults. Jokingly, it has been suggested that puberty itself is a type of brain injury resulting in strange and socially undesirable behaviors. While many adolescents navigate these times without lasting damaging effects, some teens participate in behaviors that are dangerous to themselves or others and may have potentially criminal consequences. This symposium shares the results of the clinical application of applied behavior analysis with teens struggling to succeed within their academic, residential, and therapy environments. The participants are young adults between the ages 15 and 21 that have been diagnosed as having a traumatic brain injury, emotional disorder, and/or conduct disorder. The target behaviors addressed within this symposium include aggression, vandalism, cutting and other self-injurious behaviors, elopement, isolation, and low-participation within academic and therapeutic settings. Results include measures of social validity for the participants, their families/guardians, and teachers.
Paint it Black: Effects of Fluency Training on Inner and Public Behaviors
AMBER RICH (Lakeview Specialty Hospital, UWM), James Para-Cremer (Lakeview Specialty Hospital & Rehab), Jonathan W. Kanter (Department of Psychology/University of Wisconsin,-Milwaukee), Marshall L. Dermer (University of Wisconsin, Milwaukee)
Abstract: A fluency training procedure was used by adolescents living in a residential treatment facility to address positive and negative thoughts and feelings (i.e. inners). Participants with unwanted negative thoughts and feelings were referred by the Psychology Department within the facility; parent/guardian and participant consents were obtained. A multi-baseline design across participants was utilized including a maintenance phase and month follow-up probes. During all phases of the study, participants counted positive and negative inners throughout the day on a handheld gold counter. Participants also gave a daily mood rating on a 7-point Likert scale and charted their counts on a Standard Celeration Chart. During the fluency training intervention, participants quickly thought and counted positive inners in six ten-second session spread throughout the day. The effects on rates and celeration of self-reported positive and negative inner behaviors were examined for all phases of the study. The effects on participants' aberrant behaviors and other public behaviors recorded by the residential treatment facility staff were also examined. Pre and post Beck Depression Inventory and Automatic Thoughts Questionnaire results were analyzed.
Bang Your Head: Reducing Negative Attention Seeking Behavior Through Temporal Cueing and Positive Practice
TIMOTHY C. WIEDEL (Lakeview Specialty Hospital & Rehab), Amanda Karlen (Illinois School of Professional Psychology), James Para-Cremer (Lakeview Specialty Hospital & Rehab), Amber Rich (Lakeview Specialty Hospital, UWM)
Abstract: Negative attention seeking behaviors such as head banging, swearing, hitting, and spitting create significant difficulties for recovery and step down to less restrictive settings for adolescents with neurological and emotional disorders. Cueing is often used to encourage and remind patients to use a particular new behavior and discontinue an unwanted one. In temporal cuing a cue is given at a certain time each day when the unwanted behavior often occurs. The temporal cue then becomes a stimulus to remind the patient to engage in the new behavior which has been shaped by positive practice. This study applies the strategy of temporally cueing a pro-social skill to minimize the occurrence of problem behaviors in adolescents. The study utilizes a multiple baseline design across settings. Dependent measures include frequency of aberrant behaviors during targeted times of the day and the use of desired pro-social behavior. Discussion will address the maintenance and generalization of the pro-social behavior and the challenges of shaping positive attention seeking behaviors in a residential treatment facility are discussed.
Rock N' Roll High School: Identifying Successful Teaching Strategies Through Multiple Treatment Design
JAMES PARA-CREMER (Lakeview Specialty Hospital & Rehab), Susan Conhartoski (Lakeview Specialty Hospital & Rehab)
Abstract: Low or poor student performance within classroom settings can result from a multitude of stimuli. Classroom environments continue to be overcrowded and understaffed. Teachers are faced with choosing between the competing contingencies of classroom management and individualized instruction. Federal attempts to improve student academic performance by establishing minimum testing standards without provision for additional classroom resources has only served to compound the problem. In an effort to meet these standards teachers are left to apply homogenous education strategies to a diverse student population. By the time a student with special learning requirements reaches adolescence a negative relationship with the school environment has been conditioned. Seeking to escape the punitive stimuli of the classroom the student may engage in intense behaviors such as aggression and property destruction and/or more passive behaviors such as sleeping or truancy. This study utilizes an alternating treatment design within a classroom setting to identify the most effective method for teaching math skills to adolescent students with special needs. Additionally, teachers were taught how to implement this design within their classrooms. Dependent measures include the number of correct responses, frequency of aberrant behaviors, student time on-task and social validity measures of teacher and student acceptance of the design.
Ch-ch-changes: The Effects of Different Treatment Plan Designs On Client Outcomes.
MAHIN L. PARA-CREMER (Lakeview Specialty Hospital), James Para-Cremer (Lakeview Specialty Hospital & Rehab), Debra Hill (Lakeview Specialty Hospital & Rehab), Susan Weller (Lakeview Specialty Hospital & Rehab), Amanda Ramsey (Lakeview Specialty Hospital & Rehab), Amanda Karlen (Illinois School of Professional Psychology), Amber Rich (Lakeview Specialty Hospital, UWM)
Abstract: Person centered planning is an essential component for achieving vested outcomes for individuals-in-care. Traditional approaches towards treatment have been clinician directed and provide little opportunity for control or choice for the patient. This approach potentially limits buy-in to treatment goals by the primary stake holder, the young adult patient. This study is a multiple baseline across subjects and settings evaluating quality outcome measures for people served within residential settings at a Midwestern rehabilitation hospital. The setting includes a child and adolescent residential treatment center for children ages 6-17 with neurobehavioral diagnoses, and a community-based residential facility for adults with acquired brain injuries. The independent variable is the application of the person-centered planning treatment model within the environment of a medical treatment planning model. Treatment components include staff training and coaching on the person centered planning process and essential components for the development of a person-centered plan, person served involvement, and the involvement of those who know and care about the person, in the plan development and implementation, and an evaluation of outcome measures following the implementation of person-centered planning.



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