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| Recent Research in Training Mediators of Behavior Change Programs |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 120 A |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Kristen Lein (CSU, Fresno and BEST Consulting) |
| Discussant: Linda A. LeBlanc (Auburn University) |
| CE Instructor: Daniel J Moran, Ph.D. |
| Abstract: Most research on behavior intervention procedures involves implementation of procedures by expert clinicians and/or experimenters. While this tradition is likely to contribute to procedural fidelity, in the real lives of clients, it is often parents, teachers, siblings, or others, who will need to be able to implement interventions. Therefore, research on effective methods for training others is needed. This symposium contains four studies on training. The first study examines the use of feedback in the training of paraeducators. The second paper describes the development of a program designed to include siblings in behavioral intervention for children with autism and will present preliminary data. The third study looked at the effects of contextualized treatment on parental adherence to behavior protocols with children diagnosed with developmental disabilities. The symposium will conclude with a discussion by Dr. Linda LeBlanc. |
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| Sibling Sessions: Training Siblings to Participate in Sessions at a Center Based Program for Children with Autism. |
| KRISTEN LEIN (CSU, Fresno and BEST Consulting), Amanda N. Adams (California State University, Fresno), Jessica Akers (California State University. Fresno), Ashley Yaugher (California State University. Fresno) |
| Abstract: Children with autism benefit from programs that contain significant family involvement. Siblings of children with autism are not only present in the household, but may carry additional caretaking responsibilities for their sibling or may feel some neglect at the attention a sibling in a treatment program receives. Siblings are often willing and present peers, and can make excellent peer trainers. This allows the sibling an opportunity to take an active and important role in their brother or sisters program, increases their understanding of the process, provides the child with autism a constant trained peer (or near peer) in their home environment providing multiple opportunities for generalization, and, thought not proven, may improve family dynamics. The Central California Autism Center at California State University, Fresno has implemented a sibling session program with these goals in mind. This presentation will include information on how the program was developed, how the siblings were trained, results from pre and post tests, data form the training sessions and the ongoing sibling session design. |
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| Evaluation of an eLearning Tool for Training Behavioral Therapists in Academic Knowledge of Applied Behavior Analysis |
| CATHERINE PETERS (Center For Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Kathy Thompson (Center For Autism and Related Disorders, Inc.) |
| Abstract: Effective treatment programs depend on top-quality training of staff. Training is often costly, time-consuming, and can be especially inaccessible for persons living in rural locations. Self-instructional computer-based training programs, also known as electronic learning (eLearning), offer an alternative or supplement to traditional classroom training formats. The eLearning format provides increased accessibility to training by allowing individuals to experience training anywhere in the world with a computer with internet access. This study evaluated the effectiveness of an eLearning program as a supplement to in-person instruction, for training new behavioral therapists on academic knowledge of basic applied behavior analytic principles and procedures. Results are discussed in regards to the overall efficacy and efficiency of the eLearning training format and the implications for global dissemination of behavior analysis. |
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| Evaluating Parental Adherence to Behavioral Intervention for Children with Developmental Disabilities |
| RYAN P GUTTERSON (Behavioral Building Blocks/California State Univer), Carolyn Hitch (California State University, Los Angeles) |
| Abstract: This study looked at the effects of contextualized treatment on parental adherence to behavior protocols with children diagnosed with developmental disabilities, and the collateral effects on the child’s behavior. The contextualized treatment included an emphasis on collaborative goal setting within a family-chosen routine. Two dependent variables were measured: (a) percentage of parental adherence (number of steps implemented appropriately over the total number of steps), and (b) frequency of the child’s target response (i.e., functional communication and/or compliance). Results are discussed with respect to the benefits of contextualized parent training approaches for parents of children with developmental disabilities. |
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