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| TBA Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 113. Veronica the Rat With a College Education: Spelling, Math, and Sports |
| Area: TBA; Domain: Experimental Analysis |
| Katherine A. Eriksen (Allegheny College), Amelia Conte (Allegheny College), Abbe C. Machi (Allegheny College), Camille Robbins (Allegheny College), ASHLEY BROWN (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Rats were trained to perform three different four-component stimulus-response chains. In experiment 1, rats were trained to “spell” the word “car” by touching appropriate letters placed along the walls of the chamber. In experiment 2, rats were trained to “solve” a math problem again by touching the appropriate sum from numbers placed along the wall of the chamber. In the final experiment, rats were trained to roll a ball into one goal and not the other in a game of “soccer.” These demonstrations of chain schedules are used pedagogically to demonstrate the principles of operant conditioning to introductory level classes in behavior analysis. |
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| 114. Training Applied Behavior Analysis Concepts to Therapists With the Use of Say All Fast Minute Each Day Shuffle |
| Area: TBA; Domain: Applied Behavior Analysis |
| NANETTE RAE LAFOREST (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: Applied behavior analysis (ABA) is a proven treatment model for children diagnosed with autism. For this methodology to be effective, it is critical the child’s therapist can effectively apply ABA terms to everyday therapy sessions. Lindsley’s precision teaching is an effective teaching method that allows the learner to go at his or her own pace and monitor progress by charting frequency. Say all fast minute each day shuffle (SAFMEDS) was coined in the 1970s by Ogden R. Lindsley. This precision teaching method has proven success in different settings, with a variety of populations, but a lack of research exists within the population of typically developing adults. The purpose of this study is twofold, first to determine the effectiveness of the use of SAFMEDS by, 4-6 adult female ABA therapists on their accuracy and rate of acquisition of applicable ABA terms. Second, it will determine the rate at which fluency of the material will be reached using daily practice versus practice scheduled twice per week, and which practice schedule will lead to better retention of material. Data collected (i.e., pre/post-test scores) will represent the effectiveness SAFMEDS can have on initial staff training, as well as retention of skill over time. |
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| 115. Intermediate Autism Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| TAYLOR P. BARKER (Western Michigan University), Tialha Nover (Western Michigan University) |
| Abstract: A classroom at Croyden Avenue Schools provides an early behavioral training program for children with autism. This program entails intensive, one-on-one training, called discrete-trial training. In this classroom, the trainers who implement discrete-trial training are practicum students at Western Michigan University (WMU). This practicum (Psychology 357, Practicum with Special Populations) helps the practicum students get experience using behavior analysis to teach children diagnosed with autism. |
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| 116. Kalamazoo Autism Center |
| Area: TBA; Domain: Applied Behavior Analysis |
| KRISTIN ASHLEY LOEFFLER (Western Michigan University), Dana Pellegrino (Western Michigan University), Alyssa Simko (Western Michigan University), Madeline Budzen (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Kalamazoo Autism Center (KAC) is located in Southwest Michigan. It is a special daycare/autism program for children with autism, developmental disabilities, and other specials needs. KAC is run by Richard Malott and his graduate assistant, and is supervised by other graduate students. The purpose of this project is to research and develop a practicum at the KAC. We would like to create a practicum with different levels and recruit tutors at all of these levels. Practicum students will attend a weekly seminar and be able to have input on procedures that are evidence based. Practicum students will be very involved and have numerous opportunities to help aid in the development of this center. They will be trained in Discrete Trial Training (DTT) and Verbal Behavior techniques. Students will be graded on attendance, quizzes and their overall performance at the center. To ensure social validity of this system, I am creating survey to receive feedback from the tutors. I am also creating an application form so we can be selective of who we allow into this practicum and a pre-training course for inexperienced tutors before they enter the KAC practicum. This system is working to create an effective, organized center and to train students to be efficient practitioners. |
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| 117. Advanced Autism Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| AMANDA SMITH (Western Michigan University), Joseph T. Shane (Westen Michigan University), Stephanie M. Hooper (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Advanced Autism Practicum is the last in a set of three practica with the goal of training undergraduate student technicians to administer Discrete-Trial Therapy to preschool-aged children with autism. Students who show exemplary skills after completing the Basic and Intermediate Autism Practica are considered for the Advanced Autism Practicum. Our practicum site is an Early Childhood Developmental Delay preschool classroom. In addition to gaining experience with this population, the Advanced Autism Practicum students write an original procedure to be implemented with the children they work with. These student technicians must detect specific skill deficits, write a procedure to address the problem, interpret the data, and write any recycle phases to make the procedure as effective as possible. The student technician is also in charge of writing sub-phases to aid in a procedure for which the child is having trouble meeting criteria for mastery of a certain phase. Additionally, the student technician gives feedback to Intermediate practicum students to assist in these students’ development as technicians. Lastly, as a part of the Advanced Autism Practicum, student technicians are trained in the analysis of the children’s self-injurious or problem behavior. This includes introductions to functional assessments and taking observational data. |
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| 118. Video Training Applications: Improving Undergraduate Performance in Practicum Service Settings for Children With Autism Spectrum Disorders |
| Area: TBA; Domain: Service Delivery |
| ARIEL L. RAVID (Institute for Child Development, Binghamton University), Rachel N. Straub (Institute for Childhood Development, Binghamton University), Raymond G. Romanczyk (Institute for Childhood Development, Binghamton University) |
| Abstract: Recommendations from literature regarding curriculum development for staff training have suggested that an overall curriculum should be developed with multiple modules, so that training can be provided to various levels of staff by using different modules (Kincaid, George, & Child, 2006; Rotholz &Braswell, 2007). Undergraduate-level tutors provide the unique opportunity to teach behavioral principles in parallel with their application in a practicum setting. The purpose of this poster is to present a description of a video-based supplemental training program implemented to increase skill acquisition and improve treatment integrity in undergraduate tutors providing services to children with ASD at the Institute for Child Development. Discussion will focus on the development of structured training videos to increase conceptual understanding and effective application of program components in a course practicum component of the Applied Behavior Analysis Track at Binghamton University. Further, a comparison of performance between groups, before and after video-based training implementation, will be provided from two student cohorts. Also, cost-benefit of video-based training and implications and future directions will be reviewed. |
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| 119. A Video Performance Feedback Package to Enhance Staff Performance Within a Specialized School Setting |
| Area: TBA; Domain: Service Delivery |
| Lin Tang (University of Massachusetts Amherst), SHANNON KAY (May Institute), Erica Webster (May Institute) |
| Abstract: This study examined the effects of a video performance feedback package on staff performance. A changing criterion design was utilized wherein overall treatment integrity and quality of staff implementation of behavior plans were measured. The baseline included treatment integrity data derived from videotaped excerpts of staff members implementing behavior plans, then the staff members were asked to watch and score their own videos on treatment integrity and intervention implementation quality. The staff member scores were compared with the scores of the experimenters and the next phase included performance feedback on discrepancies between the two scores and rationale was provided to the staff in the form of performance feedback as to why staff performance was low and concurrently, reinforcement was provided on areas of strengths. The treatment integrity of the staff was monitored after videotaped performance feedback sessions to assess for staff behavior change. The DV was the treatment integrity scores and quality of behavior plan implementation of staff members. |
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| 120. Pre-Practicum Training System |
| Area: TBA; Domain: Applied Behavior Analysis |
| JULIE A. SANCHEZ (Western Michigan University), Joseph Norcross (Western Michigan University), Kelly Wood (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Autism Pre-Practicum is a research and development project which is part of Behavior Analysis Training System (BATS) at Western Michigan University. The purpose of the Autism Pre-Practicum is to develop a basic discrete trial training repertoire in undergraduate and graduate students prior to their entrance into the Croyden Avenue School Practicum. In order to combat issues of students feeling overwhelmed and the lengthy transition period to get tutors working comfortably with children labeled as Autistic, the Pre-Practicum system was introduced to provide students who were interested in the Croyden Autism Practicum with a training course prior to their entry in the practicum. During this course the students will learn how to implement discrete trial. Some of the tools used to train the include: role playing, modeling, videos, as well as various other activities. In addition to the training they will receive, the students will also get a tour of Croyden Avenue School to familiarize themselves with the environment and to view discrete trial sessions in person. The Pre-Practicum is monitored and supervised by two Master’s students and assisted by one undergraduate student which allows for a more sufficiently ran system. |
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| 121. Language Facilitation Training System, Icon Exchange, and Picture Exchange Communication System |
| Area: TBA; Domain: Applied Behavior Analysis |
| JENNIE L. SHOOLTZ (Western Michigan University), Michelle Gagliano (Western Michigan University), Lydie Biedron (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the language facilitation training system is to give children with little to no functional language a way to communicate using an icon exchange system based off of Frost & Bondy’s Picture Exchange Communication System (PECS) created in 1994. The goal of the behavior analysis training system (BATS) is to increase the number of behavior analysts effectively working toward the well-being of humanity (Saving the world with behavior analysis in a continuous manner). The PECS system is a subsystem of the BATS system and working together the ultimate goal is to continually improve the icon exchange system we use in the developmentally delayed classroom affiliated with Western Michigan University. The continued improvement of the icon exchange system entails more effective ways to teach the children to communicate and train their tutors as well as improving on the icon location procedures themselves. |
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| 122. The Effects of Implementing a PSI Approach to Train, and Evaluate the Progress of Staff Providing Applied Behavior Analysis Services to Clients in the Home and School Settings |
| Area: TBA; Domain: Applied Behavior Analysis |
| SHERI KINGSDORF (Pacific Child and Family Associates), Cara Entz (Pacific Child and Family Associates), Sally Torrens (Pacific Child and Family Associates) |
| Abstract: This study describes the development and implementation of a personalized system of instruction (PSI) approach, utilizing contingency management procedures, in the ongoing training and evaluation of the staff at Pacific Child and Family Associates (PCFA). The PSI approach incorporates the use of an online learning environment as the primary access method for the staff. The staff are responsible for providing Applied Behavior Analysis services to clients in the home and school settings. Due to the realm of services provided by the staff, the Agency’s ongoing training covers the theoretical background and practical application of Applied Behavior Analysis. The study details the process of applying research based tactics to the teaching of staff members across both Supervisor and Therapist positions. The implications of the use of the PSI approach, with specific emphasis on the impact on both staff learning and client progress, are explored. A comparison between PCFA’s previous methods of staff training and the implementation of the PSI approach is also conducted. |
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| 123. Applied Behavior Analysis at George Mason University |
| Area: TBA; Domain: Applied Behavior Analysis |
| JOHANNES ROJAHN (George Mason University), Michael M. Behrmann (George Mason University), Kristy Lee Park (George Mason University) |
| Abstract: This presentation describes the Applied Behavior Analysis training program at George Mason University in Fairfax, Virginia, USA. Location, coursework, practica, faculty, practicum supervisors, training stipends, cooperative arrangements, and more are presented. Additionally, potential students or other applicants are provided with contact information to gain additional information for this excellent program. |
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| 124. Evaluation of Behavior Management Workshops for Preschool Teachers Based on Applied Behavior Analysis in Japan |
| Area: TBA; Domain: Applied Behavior Analysis |
| YOSHIHIRO TANAKA (Kwansei Gakuin University), Takashi Mitamura (Kwansei Gakuin University), Wataru Noda (Kwansei Gakuin University), Chiharu Baba (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: The present study examined the effect of applied behavior analysis (ABA) workshops for 18 supervising teachers of preschools in Japan. The program consisted of three weekly 3.5-hour sessions and a 4-month follow-up. We trained the teachers in: behavioral definition, direct behavioral observation, functional assessment, planning behavioral support, and implementing the practice program for preschool children exhibiting behavior problems. The practicum consisted of following the above procedure with a selected child in their preschools. To evaluate workshop effectiveness, we developed a pre-post descriptive assessment format using a common case example to describe the plan of support practices, as well as specific support practice plans for the individual case, and reporting the result of support practices based on behavioral observation at each preschool. The supervising teachers also gave guidance for their supervisee teachers based on the workshop content. The results indicated increases in the use of ABA practices for the common case at post-test as well as advise-giving to the supervisee teachers on specific cases. The participants reported increases in appropriate behaviors and decreases in inappropriate behaviors of the preschool children under ABA case studies. This study demonstrated the feasibility and effectiveness of ABA workshops for preschool teachers in Japan. |
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| 125. The Use of Interactive Video Technology as an Effective Means of Multi-State Training |
| Area: TBA; Domain: Applied Behavior Analysis |
| NADIA E. RAED (AdvoServ), James F. McGimsey (AdvoServ) |
| Abstract: The effective and efficient pre-service training of new employees is vital to the clinical effectiveness of residential treatment. In this poster presentation we will report on the effectiveness and efficiency of the use of interactive video technology in providing pre-service training on basic behavioral competencies. Across a six month period 112 new employees received training in 8 behavioral skill areas, either remotely through the interactive video technology (60 staff), or by a behavior analyst physically present (52 staff). The results show that staff trained both remotely by interactive video, or by a physically present trainer substantially increased their knowledge of the behavior competencies, and there was no significant difference in acquisition between remotely trained or directly trained staff. The use of the interactive video also provided for more efficient training, allowing for no additional training time from a behavior analyst for the 60 staff trained remotely (approximately 180 training hours saved). Additionally, data on the effectiveness and efficiency of additional hands-on training through the interactive video will be presented. |
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| 126. Self-Regulatory Strategies in Mathematics for Students With Learning Disabilities at the Secondary Level |
| Area: TBA; Domain: Applied Behavior Analysis |
| CARA D. WILLIAMS (Texas A&M University) |
| Abstract: Students with learning difficulties often face varied challenges in their general education classes. They may find it difficult to stay on task, ask for help, or keep up with the typical demands of a general education classroom. Self-regulation strategies can provide a means for these students to monitor on-task behavior, request teacher assistance, and track progress toward task completion. This poster will summarize a single-case experiment examining the use of self-regulatory strategies in a general education mathematics classroom at the secondary level. The study takes place in a co-teaching environment where both a special and general education teacher are responsible for delivering instruction. Teacher and student interviews, along with direct observation data will be used to determine the specific strategies that are most likely to increase academic success. Data to be collected include the participants’ use of the specific strategies taught, along with on-task behavior, task completion and work accuracy. |
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| 127. Ahhh! It’s GRE Vocabulary! Precision Teaching and Fluency Timings, Help! |
| Area: TBA; Domain: Service Delivery |
| SARAH SMUGALA (Loyola University of Chicago), Joseph H. Cihon (Special School District of St. Louis County), Traci M. Cihon (University of Northern Texas) |
| Abstract: Fluency timings are a subset of precision teaching that have been empirically demonstrated to assist individuals in improving their rate and accuracy (fluency). In the current implementation, potential GRE vocabulary words were practiced across two learning channels: see word/say definition and hear word/say definition. Interspersed 30s, 1 min, and 2 min timings were conducted for both channels. Words were introduced at five to ten words per day until 250 words were introduced. The aim was set at 50 correct per minute with fewer than two errors in each timing. Correct and incorrect responses were recorded and plotted on Standard Celeration Charts. |
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| 128. Using Interteaching in Undergraduate Behavior Modification Courses: Findings and Recommendations |
| Area: TBA; Domain: Applied Behavior Analysis |
| RYAN M. ZAYAC (Central Washington University), Amy Polick (Auburn University) |
| Abstract: University instructors who have actively sought to become master teachers have traditionally focused on developing and incorporating various alternatives to traditional methods of classroom instruction (Buskist, Sikorski, Buckley, & Saville, 2002). Recently, Boyce and Hineline (2002) introduced a new pedagogy based on behavioral principles named interteaching. Although anecdotal evidence supports the value of interteaching, few empirical data exist (Saville & Zinn, 2009; Saville, Zinn, & Elliott, 2005; Saville, Zinn, Neef, Van Norman, & Ferreri, 2006). This study examined the effects of interteaching on quiz/exam scores in two different behavior modification courses. A reversal design was used to compare students’ scores during interteaching sessions and a traditional lecture format. In contrast to previous research (Saville & Zinn, 2009; Saville, Zinn, & Elliott, 2005; Saville, Zinn, Neef, Van Norman, & Ferreri, 2006), the current study found no difference between student scores in the interteaching vs. traditional lecture class periods. Possible reasons for these results are discussed and recommendations are provided to increase the likelihood that interteaching will result in improved student performance. |
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| 129. Effects of Teacher Expectation on Teacher-Learner Interactions and Learner Performance |
| Area: TBA; Domain: Applied Behavior Analysis |
| KYOSUKE KAZAOKA (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology), Lauren S. Morrell (The Chicago School of Professional Psychology), Traci Cihon (The Chicago School of Professional Psychology) |
| Abstract: Rosenthal and Jacobson (1968) conducted a study in which they set teachers’ expectations of student performance and found that those students who had been expected to grow intellectually scored higher on intelligence tests later than other students who were expected to perform less well (the “Pygmalion” effect). From a behavior-analytic perspective, the expectancy itself does not change behavior; rather, there must be a change in teacher behavior for behavior of the student to change. The current study investigated this phenomenon. Learner participants attended workshop sessions which were conducted by Teacher participants. Before the workshop, Teachers were told that one of the Learners scored high on the pre-test. The workshops were video-taped, and teacher-learner interactions were scored. Dependent variables for this ongoing study include frequency of Teachers’ questions to Learners, positive and negative comments toward Learners, corrective feedback by Teachers, questions asked by Learners, correct and incorrect answers by Learners, and duration of teaching session. Results are discussed in terms of behavioral mechanisms of the Pygmalion effect and teacher-learner interactions in general. |
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| 130. A Template for Effective Treatment Manuals |
| Area: TBA; Domain: Service Delivery |
| SHARLA N. FASKO (University of Detroit Mercy), Melissa Nantais (University of Detroit Mercy) |
| Abstract: Research-based interventions are a key part of the evaluation process presented in IDEA 2004. This legislation requires documentation of the child’s response to a “scientific, research-based intervention, “ as well as evidence of treatment integrity and a clear statement of the way the intervention is expected to increase the student’s rate of learning, An important component of a successful intervention is the manual. Well-constructed manuals have been shown to improve treatment adherence and lead to better outcomes (Miller & Binder, 2002). Effective manuals include descriptions of scripts, methods for evaluating treatment integrity, and progress monitoring techniques. In addition, references for supporting research should be cited to provide documentation of the evidence base, as required by IDEA. Finally, manuals should include descriptions of how the treatment will lead to an increase the student’s learning rate. This presentation offers a template for developing an effective, efficient manual, which may be particularly useful in training students. |
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| 131. Promoting Behavior Analysis in Italy |
| Area: TBA; Domain: Service Delivery |
| PAOLO MODERATO (Libera Universita di Lingue e Comunicazione), Giovambattista Presti (Libera Universita di Lingue e Comunicazion), Cristina Copelli (IESCUM), Giovanni Miselli (Istituto Europeo per lo Studio del Compartamento Umano), Francesco Pozzi (IESCUM), Elisa Rabitti (Iulm University - Iescum - ASCCO), Rossana Somalvico (Iulm University - IESCUM) |
| Abstract: IESCUM, the Italian Chapter of ABAI, since its foundation has the main objective of spreading a scientific culture and a proper understanding of Behavior Analysis in Italy. This objective is pursued with educational activities taking place at different levels. A BACB certified courseware has been organized and is currently in its third edition. A number of websites organized into a so-called webring, able to provide basic and advanced informations about ABA in Autism, Education, and Behavior Therapies, are under continuous development. A number of workshops have been organized, accounting advanced issues in Research Methodology, Autism and third-generation Behavior Therapies, held by international experts in the field. A specific system, based on websites and a newsletter called IESCUM Monitor, has been developed in order to provide updates about educational opportunities and advancement in the scientific field. Behaviors of the participants to the workshops, visitors of the websites and readers of the newsletter have been recorded and monitored. Based on these data, a descriptive analysis has been performed, in order to evaluate preferences, infer information needs, identify goal and target behaviors. |
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| 132. Behavioral Research Supervisory System System Analysis |
| Area: TBA; Domain: Applied Behavior Analysis |
| CHRISTINE NICOLE GORMONT (Western Michigan University), Tiffany Smiecinski (Western Michigan University), Mallory Barnett (Western Michigan University), Tyler Brown (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of the Behavioral Research Supervisory System is to monitor students’ progress on various projects, ensuring that they complete weekly tasks. The timely completion of tasks allows the students to maintain and improve the projects over the course of the semester. It is a system that ensures that students in BATS complete their Master’s project. To do so, the System Manager’s oversee that everyone in BRSS completes tasks each week to maintain continuous quality improvement of each subsystem within BATS. We also recruit hard-working undergraduates to assist us in the improvements of each system. As an undergraduate, you can choose whether or not you want to complete an Honor’s thesis (2 semesters of BRSS) or not (1 semester of BRSS). |
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| 133. GRE Preperation Course |
| Area: TBA; Domain: Applied Behavior Analysis |
| TAREYN L MOSS (Western Michigan University), Amanda Jean Kowalski (Western Michigan University), Tim Obertein (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The GRE Prep course is designed to increase the number of students who do well on the GRE and are accepted into graduate school. We monitor student performance, provide deadlines and specify point contingencies to help ensure students spend time studying for the GRE and researching graduate schools. |
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| 134. Self Management |
| Area: TBA; Domain: Applied Behavior Analysis |
| DRU MILLERWISE (Western Michigan University), Matt Brodhead (Western Michigan University), Amanda Vig (Western Michigan University), Shena Williams (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Self-Management is an undergraduate psychology course as well as a subsystem within the Behavior Analysis Training System at Western Michigan University. The goal of Self-Management is to help students gain self-management skills that can be applied to academic and non-academic tasks as well as their everyday lives. The course is a one credit class that meets for 1.25 hours once a week. Students earn points contingent upon behaviors listed on their task verification forms (TVF); these aid in eliminating procrastination by holding the students accountable with proof of academic task completion. Students are also responsible for completing a self-management project that focuses on increasing or decreasing a behavior that improves the quality of their life. Students share tactics, techniques, and procedures during class discussion that aid in the success of their projects. Student activities include completing performance contracts and TVFs, demonstrating proof of their accomplished tasks, and presenting performance graphs. |
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| 135. Verbal Behavior |
| Area: TBA; Domain: Applied Behavior Analysis |
| BRITTAIN COLEMAN (Western Michigan University), Dana Pellegrino (Western Michigan University), Kelsey Murphy (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Vocal Verbal Behavior System is significant because it is important to have someone who understands Verbal Behavior to assess children with autism and other developmental disabilities and to be able to write procedures for those children based on the findings of that assessment. The mission of the Vocal VB system is to utilize an assessment tool that determines appropriate vocal procedures for children in an ECDD classroom in Southwest Michigan, and to provide effective training to graduate students who will administer this assessment. The current project focuses in several different avenues. Revisions are continuously being made to all the verbal procedures currently in place in the ECDD classroom. Continuous quality revisions have been made to the assessment to ensure that it remains useful to the classroom teachers and program director. Some of these revisions include additional levels to the assessment and breaking the assessment down into a hierarchy of its components that are to be given systematically. |
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| 136. BCBA Exam Preparation |
| Area: TBA; Domain: Applied Behavior Analysis |
| KRISTINE ODDO (Western Michgian University), Kelly Stone (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Within the Behavior Analysis Training System (BATS) at Western Michigan University is the BATS management system that oversees the entire training system and strives for continuous quality improvement within the system. The mission statement is as follows: The goal of the Behavior Analysis Training System is to produce, place, and maintain competent behavior analysts so they can “Save the World with Behavior Analysis.” To aid in attaining the goal of continuous improvement, social validity surveys are completed often to establish disconnects within the system. A disconnect revealed this year is a lack of BCBA Exam preparation. Data was collected from current BATS membes as well as former BATS members to verify that this is a significant disconnect. An investigation of the exam's content, format, cost, eligibility, and other various aspects are obtained and put together in an easily maniuplated document with supplemental practice question sets. The goal of the creation of these documents is to remove stress that the current members of BATS have regarding the BCBA exam and prepare them thoroughly for a superior performance. |
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| 137. An Analysis of Effect Sizes for Single-Subject Research: A Statistical Comparison of Five Judgmental Aids |
| Area: TBA; Domain: Applied Behavior Analysis |
| LEE L. MASON (Utah State University) |
| Abstract: Following the advice of Campbell (2004), additional effect sizes for single-subject research were examined for the extent to which they measure similar aspects of treatment efficacy. One hundred and seventeen articles examining the reduction of problem behavior in children with autism were recharted on standard celeration charts according to the procedures described by Porter (1985). Pearson product-moment correlations were conducted between two previously unexamined effect sizes, celeration (used here to refer to the slope of the celeration line of the first treatment phase) and celeration change (the change in celeration between the initial baseline and adjoining treatment phase), as well as three more common statistics: Mean baseline reduction (MBLR), percentage of non-overlapping data (PND), and percentage of zero data (PZD). Significant correlations were found for both celeration and celeration change, suggesting that these and other effect sizes measure somewhat similar aspects of treatment efficacy. The findings and limitations are discussed in an attempt to generate conversation about the use of statistics to talk about single-subject research. |
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