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| Academics in the Real World: A Programmatic Interface Between a University-Based Program and a Large Residential Training Facility for Persons with Mental Retardation |
| Saturday, May 28, 2005 |
| 1:00 PM–2:20 PM |
| Stevens 2 (Lower Level) |
| Area: DDA; Domain: Service Delivery |
| Chair: Richard G. Smith (University of North Texas) |
| Abstract: The Behavior Analysis Resource Center is a collaborative program between the Department of Behavior Analysis at the University of North Texas and the Denton State School, a large, residential facility serving persons with developmental disabilities. The interface between these entities presents a range of opportunities and challenges for faculty, students, and service recipients. Meeting the requirements of service provision to a caseload of residents with behavior disorders often conflicts with the traditional goals of academia: teaching and training of students and the conduct of research. This symposium describes the development and current status of a program that strives to balance these responsibilities, providing examples of successes, some challenges, and strategies for the future. |
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| Behavior Analysis Resource Center: Training and Education |
| RICHARD G. SMITH (University of North Texas), Carla M. Smith (University of North Texas), Heather A. Moore (University of North Texas), Caroline Cason Stevens (University of North Texas), Amanda McAllister (University of North Texas), Curtis J. Harris (University of North Texas) |
| Abstract: In addition to its service and research responsibilities, the Behavior Analysis Resource Center offers opportunities for undergraduate and graduate students to acquire skills in a variety of areas related to the application of behavioral principles in applied settings. Undergraduate students participate in BARC activities either through structured classes or through specially-arranged projects that address their particular interests. Graduate students who wish to participate in BARC’s comprehensive training program progress through a systematic series of training experiences, culminating in supervision of services for a caseload of consumers and completion of a research-based thesis. The various options and opportunities afforded students, as well as the systems that permit and support these options and opportunities, will be discussed. |
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| Behavior Analysis Resource Center: Caseload Services |
| KATY ATCHESON (University of North Texas), Roxanne L. Wolf (University of North Texas), Richard G. Smith (University of North Texas), Amanda McAllister (University of North Texas), Caroline Cason Stevens (University of North Texas), Heather A. Moore (University of North Texas), Curtis J. Harris (University of North Texas), Bryan Shelton (University of North Texas) |
| Abstract: The role of a behavior analyst managing a caseload for individuals with developmental disabilities includes responsibilities that extend beyond standard psychological/behavioral services. There are many critical services that are provided to consumers, which include assessment, writing and implementing behavior intervention programs, obtaining behavior intervention and human rights committee approvals for the behavior intervention plan, training staff to implement the intervention program, as well as maintenance of staff performance. Additional duties include participation in the interdisciplinary process as pertains to the reduction of problem behaviors, as well as the creation and maintenance of adaptive behaviors. In addition to administrative duties, direct observation of and interaction with residents helps to keep the behavior analyst in contact with important contingencies in clients’ lives. The BARC trains students to provide these services via a system of escalating responsibilities that permits student acquisition of caseload management skills while maintaining a high quality of service provision. |
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| Behavior Analysis Resource Center: Specialty Assessment and Treatment Team |
| AMANDA J. MCALLISTER (University of North Texas), Richard G. Smith (University of North Texas), Katy Atcheson (University of North Texas), Roxanne L. Wolf (University of North Texas), Donnie M. Staff (University of North Texas), Stephen F. Walker (University of North Texas), Michelle S. Greenspan (University of North Texas), Carla M. Smith (University of North Texas) |
| Abstract: The Behavior Analysis Resource Center offers an array of behavioral services to consumers at a residential facility for adults with developmental disabilities, including a specialty assessment and treatment team. Individuals with maladaptive behaviors at the facility are referred to this team for one of two types of services; assessment or both assessment and treatment for problem behaviors. For individuals with less severe maladaptive behaviors, the team conducts assessments to identify variable(s) maintaining these behaviors and provides treatment recommendations to the interdisciplinary team. For individuals who exhibit maladaptive behaviors of increased severity or high frequency, the team provides extensive assessment of the maladaptive behaviors, as well as the development and evaluation of an intensive behavior management program, as well as caregiver training and follow-up. The organizational processes, benefits and limitations, and case studies illustrating the services offered by the specialty assessment and treatment team will be discussed. |
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| Behavior Analysis Resource Center: A Research Overview |
| CAROLINE CASON STEVENS (University of North Texas), Richard G. Smith (University of North Texas), Amanda J. McAllister (University of North Texas), Heather A. Moore (University of North Texas), Stephen F. Walker (University of North Texas), Bryan S. Lovelace (University of North Texas), Jessica L. Doucette (University of North Texas) |
| Abstract: The Behavior Analysis Resource Center provides resources for the conduct of a range of research projects. This branch of the BARC permits students to acquire skills to conduct systematic investigations of human behavior in natural and analog settings. BARC attempts to accommodate student interests by providing a research environment and support for investigations that span both basic and applied interests, including studies in anecdotal, descriptive, and experimental analyses, treatments for behavior disorders, preference, habituation, and self-control. The challenges of conducting these activities in the context of an applied service setting, as well as illustrative examples of recent research activities, will be discussed. |
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