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| 185 Days of Applied Behavior Analysis: Applying the Principles of Behavior Analysis in a Public School Setting |
| Tuesday, May 31, 2005 |
| 10:30 AM–11:50 AM |
| Stevens 5 (Lower Level) |
| Area: AUT; Domain: Service Delivery |
| Chair: Leslie R. Lesko (Sussex Consortium - Delaware Autism Program) |
| Abstract: Applied behavior Analysis plays a very important role in education. This is perhaps most apparent in special education settings where students have a range of challenging conditions that interfere with their ability to learn and adapt to their environment. This symposium highlights four experienced special educators daily, full-time use of applied behavior analysis to address a variety of persistent and challenging behaviors in their students. These teachers work in a public school day program with students identified with special education classifications, including autism and cognitive impairment. They will illustrate their use of ABA's principles and procedures through several data-based case examples: (a) behavioral shaping to increase a student's acceptance of basic medical procedures, (b) self-monitoring to train quality control at a community work site, (c) promoting compliance through reinforcer selection, and (d) developing functionally equivalent alternative adaptive responses. The symposium presenters will also discuss ABA's role in their work as special educators and it possible future direction among such professionals. |
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| Shaping for Success: Teaching Tolerance of Basic Medical Procedures in a Student with Autism |
| EDEL J. BLAKE (Sussex Consortium - Delaware Autism Program) |
| Abstract: Students with autism often have difficulties coping with everyday activities and demands including regular medical and dental appointments. Behavioral shaping has a long history of being used with such students to develop skills needed to successfully negotiate medical procedures, (e.g. Blake 2003). Candice, the fifteen-year-old student presented here, exhibited a range of tantruming behaviors when confronted with with typical medical procedures in and outside of school. For example, Candice would push the school nurse and other classroom staff, shout and then turn way from the thermometer or bandages. The behavioral shaping procedure instituted with her sought to help her (a) to accept routine medical procedures, (e.g. taking temperature, wound care), while in a classroom setting, and (b) to accept routine procedures when seen at the school nurse's office or in a community medical facility. The behavioral procedure was used in two phases; first, Candice's compliance with school-based medical procedures was developed, and then her compliance with and acceptance of medical treatment in a community medical facility was acquired. Candice's data illustrate the effectiveness and durability of behavioral shaping. |
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| Self-Monitoring for Quality Control: A Community-Based Vocational Program for a Student with Autism |
| SHANNON PALMER (Sussex Consortium - Delaware Autism Program), Leslie R. Lesko (Sussex Consortium - Delaware Autism Program), Marissa Krisak (Sussex Consortium - Delaware Autism Program) |
| Abstract: Don is a fourteen-year-old student with autism who is served in a self-contained classroom at a 9th Grade public school campus. Although he uses speech to communicate, Don's communication is supplemented by the use of a picture exchange system. When working at a local movie theater, Don was able to complete the steps of a given sequence but failed to monitor for quality control. More specifically, Don's job was to wipe all surfaces of counters and cabinets with a soapy wet cloth. Don could independently complete the steps of the cleaning sequence but he failed to visually inspect the surface for any debris that remained. In order to increase Don's attention to the quality rather than the quantity of steps completed, his educational team developed a plan that utilized error correction strategies and differential reinforcement of higher rates of the desired behavior, (i.e. self-monitored quality control). The intervention consisted of a visually presented, interval-based token system where Don recieved feedback at two minute intervals. The intent of this procedure was to shape the student's self-monitoring of quality control. |
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| Promoting Compliance Through Reinforcer Selection: A Treatment to Decrease Maladaptive Behavior and Promote Peer Acceptance |
| HOPE F. STOECKEL (Sussex Consortium - Delaware Autism Program) |
| Abstract: Students with cognitive disabilities often have difficulties forming peer relationships. Tom, an eighteen-year-old student with the special education classification of adaptive cognitive disability, had a long history of behavioral problems and adaptive skill deficits. Tom exhibited a range of maladaptive behaviors that were targeted in his Individual Education Plan, they included; (i) Verbal protest, (ii) Throwing objects, (iii) Aggression. Any attempts to redirect Tom escalated his behavior so that an aggression occurred. Tom's behavior alienated him from his classmates and his general education peer mentors. Following the completion of a functional behavior assessment, Tom's educational team developed an alternating treatment design that implemented a response-cost and response-independent-consequence program to increase compliance and decrease Tom's rate of maladaptive behaviors. Within a month of the plan implementation Tom's behavior improved to the point where he became more approachable in conversation with peers and staff. |
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| Utilizing Functionally Equivalent Alternative Responses to Decrease Aberrant Behaviors |
| LINDA J. ROMANOWSKI (Sussex Consortium - Delaware Autism Program), Jo Carol Hawthorne (Sussex Consortium - Delaware Autism Program) |
| Abstract: Children with the classification of autism have problems communicating their needs to others. As a result many children will use any means necessary to "tell" others what they want or need. Communication often comes in the form of a maladaptive behaviors such as a child hitting himself out of frustration because he lacks the ability to request help from another person. This study will outline the successful use of functional communication training to teach students how to gain attention, escape a situation or obtain an item in an appropriate manner (i.e. without engaging in aberrant behaviors). The communication system utilized was a picture exchange system. Functional communication training is the foundation of many alternative responses to aberrant behavior. In this study, as the use of communication increases the rate of aberrant behavior is inversely affected. |
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