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| Contemporary Issues in Acquired Brain Injury (ABI) Rehabilitation: Staff Interaction, Fluency and Discounting |
| Saturday, May 28, 2005 |
| 2:30 PM–3:50 PM |
| Williford A (3rd floor) |
| Area: CBM; Domain: Applied Research |
| Chair: John M. Guercio (Center for Comprehensive Services) |
| Discussant: Michael P. Mozzoni (Timber Ridge Group, Inc.) |
| CE Instructor: Michael P. Mozzoni, Ph.D. |
| Abstract: This symposium will look at diverse issues in staff-client interactions, client skill acquisition and impulsivity. The first study deals with assessing staff-client interactions using the PEARL Interactional assessment tool, and Group Activity Monitoring Form developed by Reid and Parsons. The second study uses the hyperbolic discounting laboratory model to assess adolescent impulsivity. Implications of the data may be helpful in gaining a better understanding of impulsive behavior as being a trait or a state. The third study used fluency training to help an adult re-learn his own autobiography. These studies demonstrate the multifaceted nature of applied behavior analysis within the neurorehabilitation setting, from organizational behavior management to clinical applications, and to experimental inquiries. They are all designed to increase client outcomes and our understanding of ABI. |
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| The Observer Effect and its Role in Effective Staff Training in Rehabilitation Settings for Persons with Acquired Brain Injury |
| JOHN M. GUERCIO (Southern Illinois University) |
| Abstract: A staff training package was utilized across residences in a facility treating individuals with acquired brain injury (ABI) and severe unwanted behavioral issues. A pre-test questionnaire was distributed to staff to determine their views related to participant care and proactive behavioral approaches. The training package incorporated both elements of public posting and having staff perform some of the observations related to appropriate staff interactions in order to build upon their skill sets in these areas. The elements of the treatment package were introduced sequentially across each of the residences employed in the study in a multiple baseline format. The dependent measures that were employed in the study were the pre-test assessment mentioned above, as well as the PEARL Interact ional assessment tool, as well as the Group Activity Monitoring Form developed by Reid and Parsons (Reid & Parsons, 2002). Posttest measures were also taken to determine the degree of improvement not just in staff behavior, but also in staff attitudes towards positive, proactive behavioral rehabilitation. |
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| Delay Discounting in Adolescents with Acquired Brain Injury |
| DANYL M.H. EPPERHEIMER (Center for Comprehensive Services), Pamela A. Tibbetts (Southern Illinois University) |
| Abstract: The present paper describes a series of studies which attempted to assess the utility of hypothetical choice money tasks for adolescents with acquired brain injuries. First, we assessed choices between hypothetical monetary amounts of 1000 dollars at various delays and smaller amounts of money available immediately. After observing significant deviations in performance from other published studies, we adjusted the maximum amount down to 100 and then to 20 dollars. Closer approximations to hyperbolic discounting were observed. Finally we arranged conditions in which real monetary amounts were available to the adolescents either immediately or after 1 week based on their preference. Again, closer approximations to hyperbolic discounting were observed. These data suggest a need for slight modifications of the traditional hypothetical money choice task when utilizing participants with acquired brain injury. Implications of our data for a better understanding of impulsive behavior as being a “trait” or a “state” are presented. |
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| Comparing Accuracy Training with Fluency Training Using Autobiographical Questions with an Individual with a TBI |
| JEFFERY SMITH (Timber Ridge Ranch), Mark Sigler (Western Michigan University) |
| Abstract: A single subject multiple baseline design was used to compare the effects of fluency training with accuracy training with an amnesic adult with a severe brain injury. Autobiographical memory questions were presented on flashcards to test accuracy and fluency acquisition. Baseline data was conducted for one week; twice per day, once for each set of accuracy and fluency questions. Training for accuracy was conducted for 22 days while training for fluency occurred for 56 days. Questions were delivered twice a day similar to that in the baseline phase. Edibles were delivered contingent upon correct responses to each question during training. Results for accuracy show an increase in correct answer frequency from 1.9 correct per minute during baseline to 6.4 correct per minute during training and showing a 337% increase in frequency of correct answers per minute after treatment. There was a 633% increase in frequency of correct answers per minute concerning fluency after treatment while the individual correctly responded to 1.5 questions during baseline to 9.5 correct per minute during treatment. |
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