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| International Paper Session - Applied Behaviour Analysis: Staff Training and Research Design |
| Tuesday, August 14, 2007 |
| 8:00 AM–9:20 AM |
| L2 Room 6 |
| Area: TBA |
| Chair: Sarah Margaret Ruth Balcombe (University of Auckland) |
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| Training Non-Specialist Staff to Perform Preference Assessments with Children Who Have an Intellectual Disability. |
| Domain: Applied Behavior Analysis |
| SARAH MARGARET RUTH BALCOMBE (University of Auckland) |
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| Abstract: In one of the few studies that look at teaching staff to perform preference assessments, Lavie and Sturmey (2000) were able to show that non-specialist staff could be rapidly taught how to implement preference assessments.
The current study trained support staff for children with development delays to perform one of two types of preference assessment, forced choice procedure developed by Fisher et al (1992), and the multiple stimulus without replacement procedure developed by DeLeon et al (1996). The effectiveness of the preferred stimuli as reinforcers was assessed through the teaching of simple functional skills, such as matching tasks, responding to requests etc. Staff opinions were sought regarding the effectiveness and relevance of the training in their job. Ease of use and functionality in a “real world” situation for each type of preference assessment are addressed. Limitations of the study and implications for future research are discussed. |
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| Recent Design Innovations: The Distributed Criterion and Range-Bound Changing Criterion Designs. |
| Domain: Applied Behavior Analysis |
| DENNIS MCDOUGALL (University of Hawaii) |
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| Abstract: The presenter will illustrate two recent innovations in the changing criterion research design, how the innovations apply to research and practice in various disciplines, and how clinical needs influence design features of the designs. The first innovation, the range-bound changing criterion, is a very simple variation of the classic changing criterion design. The classic version uses a single criterion within each step-wise intervention phase, whereas the range-bound version uses a range criterion – that is, an upper and lower limit to define the criterion for each intervention phase. The second innovation, the distributed criterion, combines elements of the changing criterion, multiple baseline, and ABAB designs. It is well suited to contexts where people multi-task - that is, allocate, prioritize, and adjust time and effort to complete concurrent tasks in response to changing environmental demands. These two innovations expand options available to researchers who use small-N research designs to investigate questions of interest. The presenter has published both designs in recent journals of various professions ranging from the Journal of Special Education, Behavioral Interventions, the Journal of Behavioral Education, Professional School Counseling, and the Journal of Vocational Rehabilitation. |
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| The Place of Applied Behavior Analysis in Teacher Training Programs in Turkey. |
| Domain: Applied Behavior Analysis |
| SULEYMAN ERIPEK (Anadolu University) |
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| Abstract: Teachers for all levels of education are trained via undergraduate programs offered by faculties of education in various universities in Turkey. In addition to that, master of education programs are offered by graduate schools of universities for training subject teachers. In some faculties of education, undergraduate programs in counselling are also oferred along with the programs in teacher training. In the proposed presentation, the place of applied behavior analysis in these programs will be discussed by a historical perspective |
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| Single-Case Research Adaptations for the Analysis of Group Data. |
| Domain: Applied Behavior Analysis |
| NEVILLE MORRIS BLAMPIED (University of Canterbury) |
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| Abstract: Single-case research designs preserve both quantitative data and the possibility of making valid causal inferences while avoiding aggregating participants and averaging their data. They are a highly effective alternative research strategy to mainstream research based on group data and its statistical analysis, especially for applied research. However, there are situations (e.g., organizational research; preventative or therapeutic psycho-education) where the natural or convenient unit of analysis is the group. Existing single-case, graph-based analytic procedures are ill-suited to these situations and there is a temptation to revert to the use of group statistical analyses. This paper describes a number of adaptations of standard single-case designs and accompanying graphic analyses, based on the use of scatterplots, which permit the assessment of group level interventions. |
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