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.

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47th Annual Convention; Online; 2021

All times listed are Eastern time (GMT-4 at the time of the convention in May).

Event Details

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Symposium #452
CE Offered: BACB
Diversity submission Innovations in ABA Programming Delivered via Telehealth
Monday, May 31, 2021
3:00 PM–4:50 PM
Online
Area: AUT/DDA; Domain: Applied Research
Chair: Stephanie Gerow (Baylor University)
Discussant: Kelly M. Schieltz (University of Iowa)
CE Instructor: Stephanie Gerow, Ph.D.
Abstract:

Many families of children with developmental disabilities are unable to access evidence-based practices due to a shortage of Board Certified Behavior Analysts (BCBAs). Telehealth technology can increase children's access to effective intervention from BCBAs. This symposium includes four presentations related to the use of telehealth technology to support families of children with developmental disabilities. One study evaluated the effect of telehealth training on BCBA's delivery of telehealth sessions. In two studies, parents were taught specific interventions to improve outcomes for their children with autism spectrum disorder (ASD). Finally, the fourth study consisted of an evaluation of a 2-month caregiver training program. Implications for practice and directions for future research will be discussed.

Instruction Level: Intermediate
Keyword(s): parent-implemented interventions, telehealth
Target Audience:

The participants should be familiar with behavior analytic interventions for children with ASD.

Learning Objectives: At the conclusion of the presentation, the participants will be able to: (1) describe the components of telehealth coaching for parents of children with ASD (2) describe the use of behavioral skills training within telehealth (3) plan and deliver interventions via telehealth
 
Diversity submission 

Training BCBAs in Telehealth Modality via Telehealth

LESLIE NEELY (The University of Texas at San Antonio), Loukia Tsami (University of Houston, Clear Lake), Jessica Emily Graber (Action Behavior Centers)
Abstract:

A recent focus on the use of telehealth to disseminate behavioral interventions has demonstrated the utility of technology in preparing parents and educators as interventionists for their children. However, to date, there has not been an investigation into how to train practitioners (e.g., Board Certified Behavior Analysts [BCBA]) to conduct telehealth sessions. The purpose of this study was to evaluate the effects of a training package, delivered via telehealth, on BCBA implementation of telehealth coaching sessions. Researchers taught three BCBAs to conduct a telehealth session using behavioral skills training. Researchers used a non-concurrent multiple baseline across participants design to evaluate the effects of the training package on BCBA implementation fidelity, as measured by the percentage of accurately completed items within a procedural fidelity checklist. All training sessions were conducted with a volunteer family simulating real telehealth scenarios as discussed in Lerman et al. (2020). After training, the BCBAs implemented the telehealth sessions with 100% fidelity and demonstrated improved fidelity during their post-training observation with their client. The presenter will discuss implications for practice as well as future research.

 
Diversity submission Coaching Caregivers via Telehealth to Implement Toilet Training in Africa, Asia, and Europe
MARISSA MATTEUCCI (University of Houston, Clear Lake), Loukia Tsami (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake)
Abstract: Parents with children diagnosed with autism may have more difficulties in toilet training their children. Previous research in this area has been conducted within the United States and included the in-vivo presence of a specialist (e.g., BCBA) to assist with training. In this study, telehealth services were utilized to coach three caregivers residing on three different continents to implement intensive toilet training using procedures modified from LeBlanc, Carr, Crossett, Bennett, and Detweiler (2005). The caregivers implemented a toileting protocol that included scheduled sittings, increased fluid intake, wearing underwear during awake hours, and contingent reinforcement. Treatment effects were evaluated across participants using a nonconcurrent multiple baseline design. The results indicate that the treatment was successful for all three participants. Two participants met the mastery criteria for successful eliminations in the toilet and were independently requesting to use the bathroom. For the third participant, the caregiver implemented positive practice to reduce accidents and the mastery criteria were altered based on possible underlining health conditions. This participant also never independently requested to use the bathroom. These findings suggest that telehealth may be an effective modality for teaching caregiver to increase their child’s successful eliminations during toilet training.
 
Diversity submission Evaluation of Telehealth Parent Training to Teach Adaptive Behavior Skills in Home
TONYA NICHOLE DAVIS (Baylor University), Stephanie Gerow (Baylor University), Jessica Akers (Baylor University), Supriya Radhakrishnan (Baylor University), Remington Swensson (Baylor University)
Abstract: Individuals with autism spectrum disorder (ASD) often display deficits in the area of adaptive behavior, including daily living skills such as tooth brushing and washing laundry. It is widely agreed that teaching adaptive behavior should occur in the individual’s natural environment and with natural change agents; however, doing so poses obstacles such as the natural occurring time of adaptive behavior routines and availability of parent trainers to come to the home. Telehealth consultation is a service delivery method that may address these obstacles. The purpose of the current study is to evaluate the extent to which a caregiver-implemented chaining procedure, facilitated via telehealth, would lead to an increase in independent completion of adaptive skills among children with ASD. Four children with ASD and their caregivers participated in this study. Results indicated that, with coaching via telehealth, caregivers successfully implement intervention that resulted in their child’s increased independence across a variety of adaptive living skills. Implications of these findings will be discussed.
 
Diversity submission 

Telehealth Caregiver Training Program for Children With Autism Spectrum Disorder

MARIE KIRKPATRICK (Baylor University), Stephanie Gerow (Baylor University), Tonya Nichole Davis (Baylor University)
Abstract:

Research has demonstrated that interventions based on applied behavior analysis (ABA) can improve the quality of life for children with autism spectrum disorder (ASD). However, a lack of Board Certified Behavior Analysts has left many families of children with ASD unable to access evidence-based practices. This presentation will describe a program that serves families of children with ASD, ages birth to 17 years old. Caregivers implement interventions to address goals in the areas of communication, pre-academic skills, social skills, adaptive or daily living skills, and challenging behavior, with coaching delivered via telehealth. The program lasts for approximately 6 to 8 weeks. Data collection is ongoing, and we plan to present data from 30 families who participated in the program. We will present data related to (a) demographic information, (b) duration of services, (c) types of goals, and (d) improvement on individualized goals. Based on our current data, most of our coaching is being provided to mothers between 30-39 years of age. The children benefiting from the coaching program are predominately males between 3-5 years of age. Caregivers primarily chose goals focused on pre-academic or adaptive skills. Directions for future research and implications for practice will be discussed.

 

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