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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Paper Session #161
Teaching Behavior Analysis in Graduate School Programs
Sunday, May 30, 2010
9:00 AM–10:20 AM
Texas Ballroom Salon F (Grand Hyatt)
Area: TBA
Chair: David Bicard (University of Memphis)
Practice and Implications of Graduate Level BCBA and BCBA-D Professional Preparation: Lessons Learned From the Spalding University Model
Domain: Service Delivery
TOM SHARPE (Educational Consulting, Inc.)
Abstract: The importance of type of professional training are receiving greater attention in postsecondary education in relation to behavior service provision, particularly stimulated by growing influence of the BACB. Focus is on recommended practice when documenting effective behavior service delivery, form and function of required practicum experiences, and conceptual and applied required coursework progressions across levels of BCBA Certification. The form and function of these programmatic initiatives have substantive implications for the applied behavior analysis profession, given the rapidly growing lay and professional agency receptivity to the applied analysis of behavior as service delivery. Central to such development is the relative emphasis placed across the questions of: “Do we talk about how to use ABA?”, and “Do we purposefully practice use of ABA?” To these ends, this presentation first summarizes general behavior systems (Sharpe & Koperwas, 2003) and residency-based deliberate practice approaches (Sharpe, Balderson, & So, 2004; Sharpe, Lounsbery, & Templin, 1997) to postsecondary professional training. Next, one protocol is illustrated, including form, sequence, and function of coursework, practicum, observational evaluation, data-based professional feedback and goal-setting, and research activity thereof. Student and faculty social validation data guide future recommendations in context of an evolutionary perspective using historically established professions as illustration.
Further Analysis of the Effects of SAFMED Training Intraverbals of Basic Terminology in ABA: Untimed Intraverbals
Domain: Applied Behavior Analysis
DAVID BICARD (University of Memphis), Sara C. Bicard (University of Memphis), Jenny A. Hayes (University of Memphis), Laura B. Casey (University of Memphis)
Abstract: Research has demonstrated that once performance is fluent (speed plus accuracy) a person is able to retain information longer, use information in new ways, and learn related information quicker. In most introductory ABA courses one of the main goals is to provide students with a technical vocabulary. One method to establish a technical vocabulary is SAFMEDS training. SAFMEDS consist of a deck of cards. Each card has text printed on both sides. SAFMED training consists of: (a) Shuffling the cards, (b) Setting a timer for one minute, (c) Looking at the definition of the term, (d) Saying the term, (e) Flipping the card over, (f) repeating steps a-e. Previous research investigating the relationship between fluency of SAFMEDS and performance on an end of semester written examination of technical definitions in ABA detected a statistically significant relationship to fluency of SAFMED performance and post-test scores for 17 graduate students in an introductory ABA class. The present investigation was designed to assess the relationship between SAFMED fluency and the accuracy and speed of untimed recall of terms at end of semester checkout for 42 graduate students in an introductory ABA class. The results showed a statistically significant relationship between rate of SAFMEDS and accuracy and speed of untimed recall. These results will be discussed in the context of previous research and methodological considerations for conducting research in college classrooms.
University Training for Behavior Analysts Specializing in Autism Interventions
Domain: Applied Behavior Analysis
SHAHLA S. ALA'I-ROSALES (University of North Texas), Lise Renat Roll-Pettersson (University of Stockholm), Sarah E. Pinkelman (University of North Texas)
Abstract: The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts. There are only a small handful of programs that are accredited by ABAI and have course sequences approved by the BACB. Even fewer of these programs have formal institutional course approval for classes in autism. The purpose of this paper is to describe a training summit that was held in September of 2009. The purpose of the summit was to consider and discuss a wide range of issues involved in higher education and autism intervention and to produce a special volume of the European Journal of Behavior Analysis that would explore these issues.



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