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| Applications of Behavior Analysis Across Populations |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 217B (CC) |
| Area: DDA |
| Chair: Christina M. Peters (ReMeD Rehabilitation) |
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| Cognitive and Adaptive Behavior Outcomes of Behavioral Intervention for Young Children With Intellectual Disability |
| Domain: Applied Behavior Analysis |
| SIGMUND ELDEVIK (Akershus University College), Erik Jahr (Akershus University Hospital), Svein Eikeseth (Akershus University College), Richard P. Hastings (Bangor University, Wales), J. Carl Hughes (Bangor University) |
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| Abstract: Data from Norway were analyzed to evaluate early behavioral intervention for children with intellectual disabilities. The intervention group (n=11) received approximately 10 hours per week of behavioral intervention; the eclectic comparison group (n=14) received treatment as usual. After 1 year, changes in intelligence and adaptive behavior scores were statistically significant in favor of the behavioral intervention group (effect sizes of 1.13 for IQ change and .95 for change in adaptive behavior composite). Approximately 64% of the children in the behavioral intervention group met objective criteria for reliable change in IQ, whereas 14% in the eclectic comparison group did so. These results suggest that children with intellectual disability may profit from behavioral intervention typically provided for children with autism. |
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| Application of Behavior Analytic Principles and Procedures With Survivors of Brain Injury in Continuum-Based Programming |
| Domain: Applied Behavior Analysis |
| CHRISTINA M. PETERS (ReMeD Rehabilitation), Chris M. Schaub (ReMeD Rehabilitation) |
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| Abstract: TBI survivors with neurobehavioral sequelae, particularly those with co-occurring issues, frequently experience difficulty in achieving and/or maintaining a level of safety and stability that enables them to progress to less restrictive settings and/or to maximize their independence. Some individuals struggle to achieve any level of safety and/or stability, while others experience periods of stability that result in momentary but impermanent changes due to the occurrence of one or more problematic behaviors, such as substance abuse, demanding/threatening, non-compliance/resistance.
The development of treatment plans for these individuals’ represents a significant challenge to providers, as they must account for multiple behaviors that often necessitate specialized treatment. Utilizing behavior analysis, with special attention given to differential reinforcement, a framework has been established that incorporates these complex factors into an integrated plan, known as a “Phase Plan”. This plan outlines a set of concurrent differential reinforcement procedures that individually and collectively promote stability, while facilitating interdisciplinary involvement and client progress by providing all involved with objective behaviors and criteria that correspond to progress and linking this progress with intermediate reinforcers. |
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| A Behavior Analytic Approach to Assessment and Awareness-
Building for Survivors of Traumatic Brain Injury |
| Domain: Applied Behavior Analysis |
| CHRISTINA M. PETERS (ReMeD Rehabilitation), Chris M. Schaub (ReMeD Rehabilitation) |
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| Abstract: This paper provides a preliminary but systematic introduction to and evaluation of the “functional trial assessment strategy,” which has been developed and refined by clinicians at ReMed, in their work with individuals who have sustained a traumatic brain injury.
The strategy takes into account a more traditional definition of “function”, and utilizes behavior analytic techniques in areas of assessment and skill building. It creates a framework in which a multidisciplinary team of clinicians can construct analog conditions to either test or work toward developing an individual’s skills in a safe and structured manner. This study seeks to describe and explore the utility of this strategy in guiding the rehabilitation efforts with this unique population.
The data generated within these assessments guide programming toward skill building and/or toward the modification of the individual’s environment in order to promote safety and stability across critical areas of function. Concurrently, this methodology can play an important role in the treatment of a phenomenon known as anosognosia, or the lack of awareness of deficits; which presents this population and treating clinicians with a specific set of challenges. |
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| Teaching Daily Living Skills to Seven Individuals With Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling |
| Domain: Applied Behavior Analysis |
| HELEN I. CANNELLA-MALONE (The Ohio State University), Courtney Fleming (The Ohio State University), Yi-Chieh Chung (The Ohio State University), Geoffrey Wheeler (The Ohio State University), Abby Basbagill (The Ohio State University), Angella Harjani Singh (The Ohio State University) |
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| Abstract: We conducted a systematic replication of Cannella-Malone et al. (2006) by comparing the effects of video prompting to video modeling for teaching 7 students with severe disabilities to do laundry and wash dishes. The video prompting and video modeling procedures were counter-balanced across tasks and participants and compared in an alternating treatments design within a multiple-probe across participants design. For six participants, video prompting was more effective than video modeling, which was generally ineffective. For one participant, neither video modeling nor video prompting was effective, but in vivo instruction led to skill acquisition. One participant who was deaf was also able to learn both skills using video prompting, even though he could not hear the voice over instructions. These data suggest that the duration of the video may influence its effectiveness as a teaching tool and that the voice over instructions may not be necessary. |
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