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.


33rd Annual Convention; San Diego, CA; 2007

Event Details

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Symposium #358
ACT in Academic Settings
Monday, May 28, 2007
10:30 AM–11:50 AM
Edward AB
Area: CBM/EDC; Domain: Applied Research
Chair: Kate Kellum (University of Mississippi)
Discussant: Kelly G. Wilson (University of Mississippi)
Abstract: Often in Academic Setting, distress is attributed to skills deficits. However, it may be the case that the academic setting functions as aversive stimulation, leading to avoidance behaviors. These aversive stimuli and avoidant behaviors decreases the probability of engaging in behaviors that would lead to success. This symposium examines the use of Acceptance and Commitment Therapy or Training in a variety of academic settings.
Acceptance and Commitment Training for Academic Success in an after School Tutoring Program.
JONATHAN WEINSTEIN (University of Mississippi), Laura Ely (University of Mississippi), Kate Kellum (University of Mississippi), Kelly G. Wilson (University of Mississippi), Trisha Wiley (University of Mississippi)
Abstract: After school assignments are often experienced as aversive by children and tend to reinforce avoidant repertoires. The purpose of this talk is to describe a process for delivering instruction in an after school setting that mixes technologies of Fluency training and Acceptance and Commitment Training. A conceptual analysis with preliminary data will be presented.
Acceptance and Commitment Training in Behavior Analysis Classes.
LAURA ELY (University of Mississippi), Kate Kellum (University of Mississippi), Emily Kennison Sandoz (University of Mississippi), Kelly G. Wilson (University of Mississippi)
Abstract: An Acceptance and Commitment Training intervention was used with undergraduates in a Learning Class and who were performing at least one standard deviation below the mean of the class. The intervention was offered at 3, 6, and 9 weeks into the semester. The intervention consisted of a 3-hour group covering the ACT model in a psychoeducational format. The effects of this training on attendance and grades was assessed.
ACT in Yoga Classes.
JASON LILLIS (University of Nevada, Reno), Steven C. Hayes (University of Nevada, Reno), Claudia Drossel (University of Nevada, Reno), Alyssa Wilson (University of Nevada, Reno), Alison Pratte (University of Nevada, Reno)
Abstract: The present paper presents the results of two studies that have included ACT as part of normal college physical education classes in Yoga. ACT seemed to support the Yoga training and lead to significant reductions is overall levels of stress and psychopathology as compared to Yoga classes without the ACT component. This may be a ready way to include more prevention training on campus – piggyback ACT into existing educational offerings.



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