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.


36th Annual Convention; San Antonio, TX; 2010

Event Details

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Symposium #301
Innovative Approaches to the Understanding of Human Language
Sunday, May 30, 2010
4:30 PM–5:50 PM
214C (CC)
Area: VRB; Domain: Applied Behavior Analysis
Chair: Michael Bordieri (University of Mississippi)
Discussant: Michael Bordieri (University of Mississippi)
Abstract: The role of behavior analysis in the understanding of human language has been widely investigated. From Skinner's analysis of verbal behavior to more contemporary accounts of human language and cognition, researchers are using these principles in an attempt to understand basic to complex problems in applied settings. The current symposium will feature research on language with multiple populations including individuals with developmental disabilities and acquired brain injury.
Functional Analysis and Treatment of Disruptive Verbal Behavior in Individuals With Traumatic Brain Injury
AUTUMN N. MCKEEL (Southern Illinois University Carbondale), Adam D. Hahs (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Jonah D. Martin (Center for Comprehensive Services)
Abstract: The purpose of the current study was to assess and decrease the frequency of disruptive behavior in a twenty-year old male participant residing at a traumatic brain injury facility. The participant was selected because of a history of behaviors that prevent him from participating in group therapy sessions. A self monitoring device called the Motivaider which vibrates on a fixed interval schedule, was implemented to increase stimulus control of antecedents which occasion disruptive behavior. A multiple baseline across settings design was used to evaluate the effect of the device. Results and implications will be discussed in terms of antecedent strategies to decrease inappropriate social behavior in persons with traumatic brain injury.
Increasing Intraverbals via Augmentative and Alternative Communication
MICHELE KAREN DENT (Southern Ilinois University), Mark R. Dixon (Southern Illinois University)
Abstract: The purpose of this project was to identify variables interfering with the independent use of a customized Augmentative and Alternative Communication (AAC) system for functional communication in a six-year old diagnosed with Cerebral Palsy. The AAC system was comprised of a PC loaded with specialized software by Mayer-Johnson, Speaking Dynamically Pro with BoardmakerR, an interface and a Jelly switchR, positioned posteriorly on the child’s head rest. An alternating treatment design was used to investigate which type of auditory scan, spoken preview versus sound effect preview, was controlling the child’s completion of the sequence of behaviors required for accurate responding to basic orientation questions for production of intraverbals.
Comparative Efficacy of Three Models of Social Skills Instruction in Children With Autism Spectrum Disorders
JOHN M. GUERCIO (TouchPoint Autism Services), Clarissa S. Barnes (Southern Illinois University), Adam D. Hahs (Southern Illinois University)
Abstract: The current project examined the efficacy of a social skills training curriculum for children with autism spectrum disorders. A sample of children with autism were given pre-training assessments in the form of the ABC checklist (aberrant behavior checklist) and the social responsiveness scale (SRS) to determine the baseline skills of the children with respect to their behavioral functioning and social skills barriers. The children were then exposed to an eight session social skills intervention package that compared the effects of classroom instruction, modeling, feedback, and videotaped feedback and in-vivo training of pertinent social skills issues identified through the aforementioned assessment tools for the children. Results will be reviewed along with the implications for future curriculum design in social skills training with children on the autism spectrum.



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