|
| Application of Applied Behavior Analysis in the Assessmentio of Physiologic Processes |
| Saturday, May 24, 2014 |
| 3:00 PM–3:50 PM |
| W187c (McCormick Place Convention Center) |
| Area: DDA |
| Chair: Kristin M. Hustyi (Stanford University) |
| |
Behavior Management Services of York and Simcoe: The Use of Technology in Anger Management Groups: Supporting Persons With Intellectual Disabilities |
| Domain: Applied Research |
| CHRISTA SALMON (Mackenzie Health), Ateeq Awan (Mackenzie Health), Samantha Ge (Mackenzie Health), Kerry-Anne Robinson (Kinark Child and Family Services) |
| |
| Abstract: The goal of the Anger Management group offered by the Behaviour Management Services of York and Simcoe (BMS-YS) is to assist adults with intellectual disabilities to increase their understanding, recognition, and ability to cope with anger. In 2012, BMS-YS initiated a pilot project that integrated the use iPod touch devices into our Anger Management group curriculum. The preliminary findings of our 12-week treatment program were encouraging: participants responded positively to the use of iPod touch devices as a coping strategy by using applications that focus on relaxation, distraction and mindfulness. Post-test results demonstrated training effects for all participants in terms of increases in knowledge scores. The present study builds on the findings and limitations of our previous group session and includes a number of methodological improvements: increase in the duration of the course and the curriculum content from 12-weeks to 22-weeks; implementation of generalization probes using videos to assess participant knowledge and skills learned with the previous modules; self-report and electronic data collection on iPod usage; and information sessions for caregivers and support staff on strategies discussed with participants. Results from post-test data will be reviewed during our presentation along with considerations for future research. |
| |
| Integrating Physiological Monitoring in the Functional Analysis of SIB |
| Domain: Applied Research |
| SCOTT S. HALL (Stanford University), Kristin M. Hustyi (Stanford University ), Clara Chui (Palo Alto University) |
| |
| Abstract: Physiological monitoring is rarely included during functional analyses of self-injurious behavior (SIB). Yet, indices of physiological arousal may allow investigators to begin to disentangle the complex interplay between physiological and environmental variables involved in SIB. We present data from several data sets including individuals with Prader-Willi syndrome (PWS), Fragile X syndrome (FXS), and individuals with other developmental disabilities who showed various forms of SIB. In each case, heart rate and activity levels were simultaneously monitored during functional analyses using the Minilogger 2000 device. Results of the functional analyses suggested that for some participants, SIB was maintained by automatic reinforcement. Analyses of physiological data suggested that in these cases, self-injury typically resulted in increases in heart rate, indicating that an automatic- positive reinforcement process may have been operative. The integration of physiological and activity monitoring in a functional analysis may provide important additional information concerning the determinants of SIB in individuals with intellectual disabilities. |
| |
Toilet Training: Alternatives to and Extensions on Traditional Methods |
| Domain: Applied Research |
| KARLEE D. MILLER (Manhattan Childrens Center), Amy J. Davies Lackey (Manhattan Childrens Center), Nicole Herz (Manhattan Childrens Center), Patricia Paloma (Manhattan Childrens Center) |
| |
| Abstract: Independent toileting skills are one of the most vital repertoires required for independent living. For students with special needs, parent driven attempts at toilet training are often unsuccessful, thus leaving the onus for teaching these skills for special educators and clinicians. In the field of Applied Behavior Analysis, the Rapid Toilet Training procedure first introduced by Azrin and Foxx (1978) is often the first tactic implemented, and often leads to independent toileting skills. This paper, however, examines useful tactics for when Rapid Toilet Training does not lead to the acquisition of independent toileting skills. Stimulus fading from a diaper to underwear, a fixed interval schedule of reinforcement for remaining dry, and stimulus fading from the bathroom to the desk have all been used successfully with students to lead to independent toileting skills. Additionally, a prompt fading procedure has been implemented to teach independent mands for the toilet to increase independence for students who have been successful with the Rapid Toilet Training Method but have not moved beyond an interval schedule of toileting. |
| |
|
| |