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.


31st Annual Convention; Chicago, IL; 2005

Event Details

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Symposium #201
Current Research on Assessment and Treatment Implementation Training
Sunday, May 29, 2005
1:30 PM–2:50 PM
Stevens 2 (Lower Level)
Area: DDA; Domain: Applied Research
Chair: April S. Worsdell (Southern Illinois University)
Discussant: W. Larry Williams (University of Nevada, Reno)
Abstract: This symposium will discuss a variety of issues related to assessment and treatment implementation issues.
On the Importance of Training in the Use of Structured and Unstructured ABC Assessments in Identifying the Functional of Aberrant Behavior and Developing Function Based Interventiions
ALAINA M. MAY (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno)
Abstract: This study compare the effectiveness of structured and unstructured ABC assessments in identifying the function of aberrant behavior. Participants were divided into three groups based on their level of experience in Behavior Analysis (high, moderate, and low experience groups). Participants were asked to identify the functions of target behaviors depicted in various videotapes and suggest function-based treatments using either type of assessment. Participants in the moderate and low experience groups attended a training on functions of behavior and completed the assessments a second time. Overall, results indicated that training was the variable that influenced whether participants could identify function and suggest a function-based treatment, rather than the type of ABC assessment used. Ideas for future research and practical implications are discussed.
A Comparison of In-Vivo Versus Video Training for Observers
CARRIE M. DEMPSEY (University of Florida), Brian A. Iwata (University of Florida), Jennifer N. Fritz (University of Florida), Natalie Rolider (University of Florida), Pamela L. Neidert (University of Florida)
Abstract: Although most applied behavior analysis research involves data collection by human observers, few studies have evaluated methods for training observers. We compared two training methods. The first (traditional) involved providing untrained data collectors with in-vivo practice during ongoing assessment and treatment sessions. The second method (progressive video) provided practice on progressively more complex session content across a series of videotapes. Data were collected on the number of training sessions required to reach a preset reliability criterion and on observers' reliability scores obtained on a post-training videotape. Results indicated that both training methods produced comparable post-training reliability scores but that the progressive method resulted in more rapid acquisition to criterion.
Parental Skill Generalization of Feeding Training to Managing Child Behavior Outside of Meals and the Influence on Child Appropriate Behavior
STEPHANIE BETHKE (Marcus Autism Center), Cathleen C. Piazza (Kennedy Krieger Institute), Meeta R. Patel (Clinic 4 Kidz), Gregory K. Reed (Marcus Autism Center), James F. McCoy (Auburn University)
Abstract: A number of studies have demonstrated that modification of environmental contingencies can improve a variety of behavioral difficulties among children, including problems with feeding and general compliance. Given that children with feeding difficulties are at an increased risk for developing additional behavior problems, implementing behavioral strategies to change one problem at a time seems inefficient. The current study evaluated the extent to which parents were able to generalize feeding-related behavior management skills to manage child behaviors outside of meals (e.g., child compliance). Parent and child behaviors were examined throughout baseline, training, and probe phases for both feeding and demand contexts outside of meals. Results showed that caregivers were unable to generalize feeding-related behavior management skills to problematic behavior outside of meals without direct training. Results will be discussed in terms of improving the methodology for assessing behavioral generalization of parenting skills and related treatment efficacy.



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