Association for Behavior Analysis International

Many well-respected authors, researchers, and practitioners recommend behavior analytic -based interventions for adults with Intellectual and Developmental Disabilities. Very little empirical guidance, however, is available to practitioners working with adults. In this symposium, two presentations highlight promising procedures for applying evidence-based strategies to adults in community-based settings. Presentation 1 focuses on the role of technology in the training and support of individuals living and working in the community. The use of technology to teach is playing an ever-increasing role, yet a review of the literature reveals few research studies validating the causal relationship between the use of technology and increased independent functioning. Data will be presented on several cases of systematically applying technology to different individuals learning various skills in a number of community settings, and demonstrating a causal relationship between the use of technology and increased independent function. In presentation two, Functional Behavior Assessments and Behavior Support Plans were developed for individuals with problem behavior in community supported employment settings. Preliminary results suggest that assessments can be adapted to adult populations using Acceptance and Commitment Training and commercially available technologies. This symposium promotes examples of effective strategies that have been used with adults to increase community participation, and will serve as good models for other providers to expand in similar ways.

It is well established that instruction in natural settings promotes independent ability and generalization. Community-based training provides excellent opportunities to train functional life skills in the settings in which they will be used, such as grocery stores, exercise facilities, and vocational sites. Preliminary results demonstrate that community instruction paired with the use of readily available technology (iPhone, IPad, Android Device; Bluetooth) as a tool for instruction can increase skill acquisition and independent function. A literature review of the use of technology for individuals with autism show that although such devices and applications are used widely, there have been few research studies published showing a causal relationship between the use of technology and the acquisition of functional skills. In this presentation, several young people with autism were taught to use a variety of technology devices and apps, to increase independence in several community environments. Results show that the use of technology can result in establishing life skills that increases independence among this population. Future research questions related to technology and instruction will be proposed.