|Treatment Integrity in Behavioral Interventions|
|Monday, May 30, 2016|
|8:00 AM–9:50 AM |
|Regency Ballroom D, Hyatt Regency, Gold West|
|Area: TBA/AUT; Domain: Translational|
|Chair: Mandy J. Rispoli (Purdue University)|
|Discussant: Peter Sturmey (The Graduate Center and Queens College, City University of New York)|
|CE Instructor: Mandy J. Rispoli, Ph.D.|
The success of behavioral interventions relies in part on the accuracy with which the intervention is implemented. Coaching and performance feedback are two of the most commonly researched approaches of changing interventionist behavior in applied behavior analysis. However, the feasibility of these practices can be challenging in school and home settings. This symposium will present empirical data from four studies evaluating innovations in enhancing treatment integrity of behavior analytic interventions for young children. The first two single case research studies evaluate teacher self-monitoring on behavioral interventions fidelity in Head Start centers. The second two papers present results from parent-implement interventions to increase social-communication skills in young children with autism spectrum disorder. Dr. Peter Sturmey will offer a discussion regarding the potential impact of behavioral interventions to increase treatment fidelity among teachers and parents. He will also reflect on factors that may enhance the generalization and maintenance of teacher and parent implemented behavioral interventions
The Effects of Preschool Teacher Self-Monitoring on Classroom Transitions
|MANDY J. RISPOLI (Purdue University), Lisa Rodriguez Sanchez (Texas A&M University), Jennifer Ninci (Texas A&M University)|
Self-monitoring is a low cost intervention that enables performance feedback while minimizing reliance on outside personnel. Self-monitoring involves observing ones own behavior and recording those observations. While self-monitoring has extensive research support in the literature as an intervention strategy for students with disabilities, relatively little research has been conducted evaluating self-monitoring for teachers. The purpose of this study was to evaluate the effects of preschool teacher self-monitoring within a practice-based coaching framework on teacher fidelity of class-wide transitions. Results of this multiple baseline design across teachers demonstrate that teacher fidelity of transition practices increased to 100% for all three Head Start teachers with the practice-based coaching plus self-monitoring intervention. The percentage of 10 s intervals in which all children were engaged in appropriate transition behaviors also increased with the teacher intervention. Each teacher identified a student in need of additional behavioral supports during transition. Challenging behavior for each of these three students decreased to low levels following teacher self-monitoring and practice-based coaching.
A Step Ahead: Multi-Tiered Professional Development Supports
|KATE ASCETTA (University of Oregon), Wendy A. Machalicek (University of Oregon)|
The purpose of this study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the use online learning modules. The study involved two intervention phases: (a) universal supports - use of an in-service training around daily self-monitoring and instructional supports focused on language modeling strategies, and (b) secondary supports - online learning modules that provided exemplars of the operationally defined instructional supports. The first phase involved 7 Head Start lead teachers who all received the universal supports. The teachers (4 in total) who required additional professional development supports received the second phase; which provided them with access to the online learning modules. Treatment effects were evaluated using individual single-case research design (two concurrent multiple baseline designs across classrooms). The teachers daily self-reported their frequency of use of specific language modeling strategies. The results suggested that the exposure to self-monitoring was effect in increasing all teachers use of language modeling strategies. However, the use of the online learning modules, specifically the video exemplars, increased the consistent use of strategies by the teachers.
|A Parent Implemented Play Based Early Social Skills Intervention|
|Wendy A. Machalicek (University of Oregon), SARAH HANSEN (University of Oregon), Tracy Raulston (University of Oregon), Rebecca frantz (Universityof Oregon)|
|Abstract: Joint attention is a pivotal social communication skill often missed in young children with ASD. Joint attention is the shared and alternating attention of two individuals on an object or event, and has implications for later communication and social communication skills. This study used a concurrent multiple-baseline design across four parent-child dyads to train parents to teach response to joint attention behaviors to their 3-6 year old children with moderate to severe ASD. Parents were trained on strategies including elements of DTT and naturalistic instruction and implemented the intervention in brief 10 minute sessions 2-3 times per week. Results indicate parent mastery of intervention and substantial increase in child response to joint attention behaviors both prompted and unprompted. Implications for practice and areas for future research are discussed.|
Responsive Interaction Parent Training
|TERRY HANCOCK (Texas State University), Katherine Ledbetter-Cho (Texas State University), Caitlin Murphy (Texas State University), Mariana Cardenas (Texas State University), Russell Lang (Texas State University-San Marcos)|
A manualized protocol designed to teach parents a series of intervention components designed to improve the language of children with autism spectrum disorders was developed and tested with 21 parent child dyads arranged in a series on multiple baseline designs. Parents were taught to (a) follow their childs lead in play; (b) match conversation turns; (c) mirror their childs play; (d) expand on childs utterances; (e) arrange the environment; and (e) prompt language at target level. Previous research aimed at teaching parents similar target skills required 24 to more than 30 sessions of instruction. The manualized protocol developed here resulted in parents reaching mastery in only 6 sessions. Child language was measured and improvements in language were found (e.g., increased mands, mean length of utterance and language diversity). This presentation will describe the development and content of the parent training protocol and present representative data from parents and their children.