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| Diverse research and clinical activities in a new behavior intervention clinic in Korea |
| Monday, May 25, 2009 |
| 3:00 PM–4:20 PM |
| North 129 A |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Kyong-Mee Chung (Yonsei University, Seoul, Korea) |
| CE Instructor: Katharin Gutshall, M.A.. |
| Abstract: A new behavior intervention clinic was open in at the Seoul Children’s municipal hospital in 2008. The clinic provides assessment and treatment services for children with various developmental disabilities and their families. Also, the clinic has been provided consultation services to the related fields including inpatient unit. This symposium consisted of 4 research activities based on clinical services conducted at the clinic over the past 6 months. Although continuous efforts have to be made for research and clinical areas, these presentations suggest that this clinic so far contributed the establishment of ABA in Korea both research and clinical areas. Suggestions for the future will be discussed. |
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| Effectiveness of group behavior intervention program for parents of children with developmental delays and autism spectrum disorders |
| KYONG-MEE CHUNG (Yonsei University, Seoul, Korea) |
| Abstract: The purpose of this study was to evaluate effectiveness of group behavior intervention program for mothers of children with autism spectrum disorders and mental retardation. Participants were 23 mothers whose child ages from four to six years. They were randomly assigned to two groups: Theory-Based Group (TBG) vs. Practice-Based Group (PBG). The parent training, lasting 8 weeks for 1 1/2 hours per session, targeted 12 basic skills to increase positive behaviors and reduce problematic behaviors. The only difference was mothers of the PBG group actually developed and implemented a behavior management program for their own child and received feedback from the therapist. The training effectiveness was evaluated through direct observation using an observational coding system as well as self-report questionnaires. For both groups, less problem behaviors and more positive behaviors were observed during the post-treatment and 3 month follow-up. However, TBG group performed better than the PBG group in reducing problem behaviors during task and play condition. These results suggested that, theory learning is more effective for improving mothers’ and children’ behaviors during task and play settings. Clinical and research implications and future directions were discussed. |
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| The Effectiveness of Positive behavior support(PBS) for children with developmental disabilities in an inpatient unit. |
| SEUNG-AH LEE (Yonsei University), Hyeonsuk Jang (Seoul municipal children's hospital), Dongsoo Suh (Seoul Children’s municipal hospital) |
| Abstract: The present study evaluated the effectiveness of PBS implemented by 12 staffs for 23 children with developmental disabilities in an inpatient unit of a city hospital. Children engaged in a variety of problem behaviors including self-injury, tantrums and noncompliance. The staffs consisted of nurses and assistant nurses working in 3 shifts. Trained graduate students used a behavioral checklist to collect data on the behaviors of children and staff through partial interval recording(10-second interval for one child and 60-second interval for one staff, respectively). After baseline measurements, an instructional session was provided to inform staff about PBS and underlying basic behavioral principles. The staffs were advised to give praise and attention for children’s positive behaviors and ignore any problem behavior. Weekly training sessions were also held and feedbacks were provided on their behavioral progress. The results showed that children’s problem behavior decreased while the level of positive behavior remained the same. In addition, staff’s positive interactive behavior increased while negative behavior decreased. The use of PBS has barely been assessed in unit setting. With reduced problem behaviors of children, it would be possible to expect cost-effective management of unit by saving time and labor for taking care of problem behaviors. |
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| The Effect of Individual Parent-Training on Discrete Trial Training (DTT) for Mothers of Children with Developmental Disorders |
| U-JIN LEE (Yonsei University), Yeon-Jin Jo (Seoul Children’s municipal hospital) |
| Abstract: This study investigated the effects of individual parent-training on DTT for mothers of children with pervasive developmental disorder (PDD) and autism aged from 2 to 4 years (1 boy and 2girls). A multiple baseline design across subjects and behaviors were used. During treatment phase, individual parent-training on DTT was provided focusing on three target behaviors; compliance with instructions (B1), imitation (B2), and eye-contact (B3). Performance of mothers was measured by a checklist consisting of 4 subscales; prompting, reinforcement, procedure, and data-collecting. Results demonstrated that the individual parent-training was effective to improve levels of performance of mothers on DTT. The maintenance effect was also reported from follow-up data for one mother. Three mothers demonstrated generalization of acquired skills to trained target behaviors. Additionally, children showed improvement in a few target behaviors. This result implies that individual DTT training for parents has the advantage of generalization and cost effect. |
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| The Effectiveness of Using Stimulus Control in Treatment for Problem Behaviors with Diverse Functions |
| JEAN H CHOI (Yonsei University), You-na Kim (Seoul Children’s municipal hospital), Hyeonsuk Jang (Seoul municipal children's hospital) |
| Abstract: The aim of present study was to examine the effectiveness of treatment package including stimulus control for problem behaviors with diverse functions. The participants were 3 boys with multiple problem behaviors. P1, a 16-year-old boy who was showing self-injurious behaviors (SIBs), P2, an 8-year-old boy who was referred for aggression, and P3, an 11-year-old boy referred for severe SIBs, aggression, and stereotypic behaviors. Functional Analyses (FA) were conducted, and indicated that P1’s SIBs were maintained by demand, attention, and escape. P2’s aggression was mainly maintained by pursuit of sensory stimuli. P3’s problematic behaviors were also maintained by escape and demand. Changing criterion design was used for all three participants’ treatments. Treatment package for P1 and P3 included stimulus control, three-step prompts (verbal, gesture, and physical), Treatment and Education of Autistic and related Communication Handicapped children (TEACCH), extinction, and parental training; P2’s treatment contained stimulus control, three-step prompts, vocal control practice, and extinction. The results showed successful reduction of problematic behaviors in all of the three participants and indicated the effectiveness of stimulus control regardless of functions of behaviors. Several suggestions and practical issues are also discussed. |
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