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.


46th Annual Convention; Online; 2020

Event Details

Previous Page


Poster Session #70
TBA Saturday Poster Session
Saturday, May 23, 2020
1:00 PM–3:00 PM
63. Using Behavioral Skills Training to Teach Front Line Staff to Conduct a Vocational Preference Assessment
Area: TBA; Domain: Applied Research
LAUREN ALICIA GOODWYN (Quality Services for the Autism Community (QSAC); Caldwell University), Anya K. Silver (Quality Services for the Autism Community (QSAC)), Sarah Dawson (Quality Services for the Autism Community (QSAC)), Richard Ramos (Quality Services for the Autism Community (QSAC)), Jenna Berenson (Quality Services for the Autism Community (QSAC)), Christina Garcia (Quality Services for the Autism Community (QSAC)), Anthoulla Themistocleous (Quality Services for the Autism Community (QSAC))
Discussant: Gabrielle T. Lee (Western University)
Abstract: Training frontline staff from large human service delivery organizations can be time and resource intensive; these staff who work directly with the individuals served, often do so with minimal prior experience or skills implementing behavior analytic protocols (Hahs & Jarynowski, 2019). Behavioral skills training (BST) has been used to teach a wide variety of skills (e.g., Parsons & Reid, 1995; Sarokoff & Sturmey, 2004) including paired-stimulus preference assessments (e.g., Higgins, Luczynski, Carroll, Fisher, & Mudford, 2017; Lavie & Sturmey, 2002). In this study, we evaluated the effects of a BST package containing written protocol, modeling, rehearsal, and feedback to train staff to conduct a paired-stimulus vocational preference assessment. Generalization probes with adults with autism spectrum disorder (ASD) were also conducted. Results indicated that BST was effective at teaching front line staff to implement a vocational preference assessment. These results are discussed in terms of efficiency of staff training. Implications for future research on expanding this BST package for training vocational preference assessments across multiple staff and correspondence between preference and actual work engagement and performance are also discussed.

Superfluous Results Reporting in Applied Behavior Analytic Journals

Area: TBA; Domain: Applied Research
BENJAMIN N. WITTS (St. Cloud State University), Erin Wylie (St. Cloud State University; The Arc of the Ozarks), Kyle Pollard (St. Cloud State University)
Discussant: Gabrielle T. Lee (Western University)

To the extent possible, research results should be clear and free from bias. Bias is introduced when superfluous wording exaggerates anticipated or attractive results and hides or minimizes unanticipated or unattractive results. This study was conducted in two phases. In Phase 1, pilot work was conducted to determine 19 superfluous words suspected to be common in overselling results. In Phase 2, we analyzed the results reporting practices of every experimental article in the Journal of Applied Behavior Analysis for 2018. The analysis was conducted by 3 behavior analysts (one BCBA-D, two master’s-level students) and agreements are reported. Our results suggest that superfluous results reporting occurs in JABA.


Training Tutors and Parents in China to Implement Preference Assessment Procedures and Discrete Trials Teaching

Area: TBA; Domain: Applied Research
LEI HU (Mengxiang Center for Children's Development; Psychological and Mental Health Research Institute (Qingdao University)), Joseph J. Pear (University of Manitoba)
Discussant: Gabrielle T. Lee (Western University)

In China there is a tremendous need for qualified individuals to provide direct services to children with autism spectrum disorder (ASD). We evaluated the effect of two training components on the implementation of paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessments and discrete trials teaching (DTT) to four tutors and eight mothers in China. The two components were: (a) computer-aided personalized system of instruction (CAPSI) combined with Chinese translations of self-instructional manuals (SIMs) and (b) demonstration videos. A multiple baseline design across the three behavioral techniques was used, with replication across 12 participants. Nine of the participants scored 85% accuracy or higher on implementing all three techniques after completing one or two components. The results showed that the two training components were both effective in training all three techniques. Moreover, performance increased across training phases indicating either a summation effect or that additional training with either component increased performance on all three techniques. Future research directions are discussed.

66. Voices from the Field: How do BCBAs Address and Combat Misconceptions About ABA
Area: TBA; Domain: Service Delivery
JUSTIN N COY (University of Pittsburgh), Olivia Grace Enders (University of Pittsburgh)
Discussant: Gabrielle T. Lee (Western University)
Abstract: Recently, applied behavior analysis (ABA) has seen dramatic increases in university training programs, experimental and applied research studies, and certified practitioners (Burning Glass, 2015; Carr & Nosik, 2017; Deochand & Fuqua, 2016), mirroring increasing nation-wide demand for credentialed behavior analysts (BACB, 2018). Yet the field of applied behavior analysis has a long-standing “image problem” (Doughty et al., 2012). Misconceptions and misunderstandings of the field propagate through academic textbooks and lectures, popular-press authors, and social media (e.g., Doughty et al., 2012; Kestner & Flora, 1995; Morris, 2009). In order to overcome these misconceptions, members of professional sciences can engage in a spectrum of dissemination behaviors, from one-on-one interactions to advocating for political or legislative changes. A pilot, state-wide survey of certified behavior professionals (n = 98) collected closed- and open-ended responses focused on a variety of professional experiences and issues. Responding analysts identified wide-ranging misconceptions about every aspect of our field, including service delivery, foundational science, typical clients, and its effectiveness. Analysts commonly reported using jargon-free terminology in their explanations and applicable real-life examples when discussing ABA with non-practitioners. Results from this exploratory study provide important preliminary information about our workforce and the professional and personal experiences of our dedicated professionals.

Coach Training Evaluation of the Online and Applied System for Intervention Skills Parent Training Program

Area: TBA; Domain: Service Delivery
E. Zhang ( University of Kansas Medical Center ), LINDA HEITZMAN-POWELL (The University of Kansas Medical Center), Jay Furman Buzhardt (University of Kansas - Juniper Gardens Children's Project), Jessica M. Barr (University of Kansas Medical Center), Vanessa Snyder (University of Kansas Medical Center )
Discussant: Gabrielle T. Lee (Western University)

The Online and Applied System for Intervention Skills (OASIS) Training is a manualized training program using a combination of web-based instructional tutorials and live coaching. Previous studies (e.g., Heitzman-Powell, Buzhardt, Rusinko, & Miller, 2013) from the authors have demonstrated the effectiveness of the OASIS program in teaching skills and strategies based on applied behavior analysis to parents of children with autism. An effort has been made to increase the availability of certified OASIS coaches while ensuring their training fidelity. The current study seeks to describe the criterion-referenced OASIS coach training conducted both through in-person and via telehealth and the coach training evaluation. OASIS coach trainees are required to meet the criteria for both knowledge on ABA and coaching skills, and to provide OASIS training to a family. Five cohorts composed of 17 people completed the OASIS coach training, 13 (76%) of which were master-level therapists. Results indicated that all coach trainees were able to demonstrate a high level of coaching competency and implementation fidelity.


Interobserver Agreement and Treatment Fidelity in Brazilian Behavior-Analytic Journals: Review and Implications for Practice

Area: TBA; Domain: Theory
ANA CAROLINA CAROLINA SELLA (Universidade Federal de Alagoas, Brazil), Rebeca Cavalcante (Universidade Federal de Alagoas), Jackeline Santos (Universidade Federal de Alagoas)
Discussant: Gabrielle T. Lee (Western University)

Defining features of evidence-based practices (EBPs) include using the best available evidence and designing a system that allows practitioners to collect their own data on procedure efficacy and efficiency in their own contexts. Among the features that might contribute to EBPs are interobserver agreement (IOA) and treatment fidelity (TF), since they increase data reliability. This study analyzed the presence of IOA and TF in studies published in behavior analytic Brazilian journals and was conducted in two phases. In Phase 1, 290 studies were analyzed according to 6 categories (i.e., published between 2013 and 2017, accessible online, written in Portuguese, human beings were the only participants in the study, the study was experimental, and there were pre-intervention measures). Thirty-five articles were approved for Phase 2, which analyzed the presence of IOA and TF. Among these 35 articles, 10 described IOA and 2, TF measures. We discuss possible implications of these results for practitioners looking for EBPs and how they might, on their own, start using IOA and FT measures to start transforming their practice into a data-based process.




Back to Top
Modifed by Eddie Soh