|Expanding the Applications of Acceptance and Commitment Therapy (ACT) to Impact Choice Making
|Monday, May 26, 2014
|4:00 PM–4:50 PM
|W181a (McCormick Place Convention Center)
|Area: DEV/AUT; Domain: Applied Research
|Chair: Maggie Molony (Southern Illinois University)
|Abstract: The present series of studies will illustrate applied examples of how contemporary behavioral science is expanding the area of choice making across various populations (i.e. children and adults with autism and developmental disabilities, and undergraduate and graduate college students) and choice-making paradigms. The present papers will showcase how Acceptance and Commitment Therapy and Mindfulness can impact a person’s choice making behaviors when assessing various types of risks and socially inappropriate behaviors (i.e. self-injurious behavior, risky sexual behaviors, low school attendance). Furthermore, the studies examined how receiving hypothetical or tangible outcomes altered behaviors at different choice points. The functions maintaining the behaviors investigated in each study were also examined to determine whether behavioral functions are a variable that can assist in determining a person’s choice making behaviors when varying magnitudes and delays of risk are involved. In summary, each of the present studies illustrates the effectiveness of Acceptance and Commitment Therapy and Mindfulness when applied to risk taking behaviors.
An Evaluation of Fusion Behavior Management System: An Acceptance and Commitment Therapy (ACT) Based Classroom Management Behavioral Intervention
|AUTUMN N. MCKEEL (Aurora University), Mark R. Dixon (Southern Illinois University)
Fusion Management System is a packaged intervention comprised of an individual based contingency management point system incorporated with daily participation in exercises related to the student?s challenging behaviors based completely from ACT. The classroom management intervention was implemented over the course of more than one school year in each classroom. The program was implemented within three behavior disorder classrooms in public schools, as well as four additional behavior disorder classrooms placed in an autism center. Teachers were trained on the implementation of the program, progress monitoring data was submitted to the experimenters continuously, and follow-up trainings were provided. Data collected included GPA scores, average points earned per week, attendance scores, and more. The data suggest that the ACT based protocols are successful in a behavior management program for children with emotional and behavioral challenges.