Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


35th Annual Convention; Phoenix, AZ; 2009

Event Details

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Symposium #426
CE Offered: BACB
The Big Picture: Research Reviews on Parent Training, Safety, Naturalistic Teaching, and Intervention for Older ASD Children
Monday, May 25, 2009
1:30 PM–2:50 PM
North 127
Area: AUT/DDA; Domain: Applied Behavior Analysis
Chair: Ryan Bergstrom (Center for Autism and Related Disorders, Inc.)
CE Instructor: Jon Bailey, Ph.D.
Abstract: Empirical studies provide the data that drive applied behavior analysis but focusing solely on particular studies often allows one to “miss the forest for the trees.” That is, only by surveying the full range of research conducted in a particular area can one get a clear picture of the breadth of scientific knowledge available in that area. Reviews of literature are useful to clinicians because they summarize results in a consumable format. In addition, literature reviews are useful to scientists because they take stock of the current status of literature in a given area and provide useful directions for future research. The four review papers contained in this symposium review behavioral research on parent training, safety skills interventions, naturalistic behavioral approaches to teaching children with autism, and finally, behavioral interventions for older children with autism, ages 8-21.
Train the People Who Live it Every Day: A Review of Research on Parent Training
VARDUI CHILINGARYAN (Center For Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders)
Abstract: Much research has been published in the thirty years since Stokes & Baer (1977) called for actively programming for generalization. However, the degree to which the field of behavior analysis has responded to this call is questionable. One area in which this may be directly evaluated is the degree to which research studies discuss and describe the process of generalizing treatment effects to caregivers and training those caregivers to effectively implement interventions. The purpose of the current study was to review the articles published in JABA over the past 10 years (1998-2008) and evaluate the prevalence and form of parent training provided. A total of 597 articles were reviewed to determine possible inclusion. 61 articles were included in this review. Results are discussed in regards to the form of parent training and overall trends.
Older Kids Learn Too: Research on Behavioral Intervention for Older Children with Autism
Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Betty Tia (Center For Autism and Related Disorders, Inc.), Romolea Manucal (CARD, Inc.), Ellen Kong (CARD, Inc.), Wendy Sanchez (Center for Autism and Related Disorders), MEGAN D. NOLLET (Center For Autism and Related Disorders, Inc.)
Abstract: A commonly held misconception is that applied behavior analytic intervention is primarily for young children with autism. ABA for younger children currently receives the most public attention but a very substantial amount of research has been conducted on ABA treatment for older children and adolescents with autism. However, hundreds of studies have been published in peer-reviewed journals on the application of ABA procedures to improving the functioning of older children and adolescents with ASDs. This presentation reviews all research on ABA for children with autism published in Journal of Applied Behavior Analysis, Behavioral Interventions, Research in Developmental Disabilities, and Behavior Modification in the last 20 years.
A Review of Research on Natural Environment Training with Children with Autism
SUSIE BALASANYAN (Center For Autism and Related Disorders, Inc.), Adel C. Najdowski (Center For Autism and Related Disorders, Inc.)
Abstract: Natural environment training (NET) is a term that refers to naturalistic behavioral approaches to teaching. Several different teaching strategies fall under this classification, including incidental teaching, milieu teaching, and pivotal response training. Generally NET approaches are designed to mimic typical adult-child interactions and maximize naturally occurring learning opportunities. As the name implies, NET focuses on teaching skills in an environment and format that more closely resembles the typical daily activities that a young child may encounter. In addition to the loosely structured format of instruction, NET differs from DTT in that learning trials are initiated by the learner, rather than therapist. This paper reviews research on several different approaches to implementing NET with children with autism.
Teaching Safety Skills to Individuals with Developmental Disabilities: A Review of Published Research
RYAN BERGSTROM (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center For Autism and Related Disorders, Inc.)
Abstract: Persons with developmental disabilities are at a greater risk of harm/injuries due to accidents, fires, and are more likely to be victims of crimes such as sexual assault. There are a wide array of behaviors that can be taught to increase one’s safety and accident prevention skills. A review of the literature on teaching safety skills to individuals with developmental disabilities was conducted. This yielded a number of studies that taught a wide array of skills from crossing the street, to exiting a building during a fire, to prevention of sexual abuse. Methods and results of these studies are discussed. Preliminary data for a current sexual abuse prevention protocol will be presented as well as recommendations for future direction.



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