Georgia Association for Behavior Analysis
7th Annual Conference | November 7-8, 2014
NOVEMBER 7, 2014
8:30 AM – 11:30 AM EST
TRAINING, SUPERVISING, AND MOTIVATING DIRECT SUPPORT STAFF:
EVIDENCE-BASED STRATEGIES
This workshop will describe evidence-based strategies for training relevant work skills to direct support staff in human service settings, supporting day-to-day work quality, and correcting nonproficient work performance. In presenting the strategies, a particular focus will be on promoting quality work while also enhancing staff work enjoyment from a motivational perspective. The workshop content is intended for supervisors of direct support and related personnel as well as for clinicians who have no supervisory authority yet work with staff in a consultative capacity to promote proficient program implementation.
Nathan A. Call, PhD, BCBA-D
Jessica P. Alvarez, PhD, BCBA-D
Joanna E. Lomas Mevers, PhD, BCBA-D
Mindy Scheithauer PhD, BCBA-D
2:00 PM – 5:00 PM EST
MAINTAINING SOCIAL VALIDITY WHILE TREATING PROBLEM BEHAVIOR EXHIBITED BY INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES
The research on treating problem behaviors exhibited by individuals with developmental disabilities has largely emphasized internal validity, such as maintaining strong experimental control. However, in clinical settings it is at least as important that practitioners consider social validity when developing assessments and treatments. This workshop will present some pragmatic approaches to striking an appropriate balance between internal and social validity. Topics including selecting targets for intervention, adapting functional assessment/analysis, schedule thinning, and practical data collection and outcome measures will be discussed. In addition, current research on factors that affect caregiver decisions regarding treatment will be presented.
NOVEMBER 8, 2014
8:30 AM – 9:20 AM EST
LICENSING BEHAVIOR ANALYSTS: REGULATION UPDATES, TIPS, AND SYSTEMATIC OPPORTUNITIES FOR GROWTH
The growing dissemination of behavioral strategies across an array of applied areas has given rise to an immediate need for the systematic examination of public policy processes at the state and federal levels. As the field continues to grow and more individuals and agencies recognize our services, there will be an increased push for state and federal regulation. With proper planning and organization we can be prepared to address emerging legislative barriers that may hinder quality behavioral services. Recent trends have shown significant increases in licensure and other public policy initiatives in the U.S. and these trends offer a unique opportunity for other regions to take advantage of the successes and pitfalls within these legislative processes. The purpose of this address is to provide an overview of behavior-analytic regulation, provide updates on recent legislative activity in behavior analysis, and offer tips to help individuals and organizations prepare for impending regulatory action in the area.
9:30 AM – 10:20 AM EST
AN UPDATE ON THE BEHAVIOR ANALYST CERTIFICATION BOARD
Recent developments at the Behavior Analyst Certification Board (BACB) will be presented. The most current data on the BACB’s credentialing programs—Board Certified Behavior Analyst, Board Certified Assistant Behavior Analyst, Registered Behavior Technician—will be provided along with a summary of the BACB’s international activities. In addition, a number of recent and impending developments at the BACB will be described, including: revisions of the BACB’s ethics code and disciplinary system, eligibility standards, and BCaBA supervision requirements.
10:30 AM – 11:20 AM EST
WHY CONCEPTUAL ISSUES MATTER IN APPLICATION
A review of some of the conceptual underpinnings of behavior analysis with an emphasis on their relevance to application. The discussion will incorporate several of the important “-isms” that define radical behaviorism, as well as the concepts of cause and explanation.
1:00 PM – 1:50 PM EST
PROMOTING MEANINGFUL DAYS FOR ADULTS WITH SEVERE DISABILITIES: CONTINUING CHALLENGES AND RECOMMENDED STRATEGIE
This presentation will describe continuing challenges and evidence-based strategies for providing functional day supports for adults with severe disabilities. Following a description of professional and regulatory consensus regarding what constitutes meaningful day activities, data will be summarized that reflect the past and current status of typical day services in regard to adult involvement in meaningful activities. Means of converting nonmeaningful day services to more meaningful activities will then be described. Ways to embed behavioral teaching strategies within day activities in which individuals are often supported but not specifically taught will likewise be presented.
2:00 PM – 2:50 PM EST
Christina A. Simmons
Sally B. Shepley
Liliana Wagner
Kevin M. Ayres, PhD, BCBA-D
CHALLENGES TO THE ASSESSMENT AND TREATMENT OF PROBLEM BEHAVIOR MAINTAINED BY ACCESS TO RITUALS WITH A UNIVERSITY OUTPATIENT CLINIC
Research suggests that the function of problem behavior may be idiosyncratic in nature, necessitating modifications to functional analysis methodology. In the current study, a 4-year-old boy with autism spectrum disorder attended a University Outpatient Clinic for the assessment and treatment of self-injurious behavior and aggression. A functional analysis (Iwata et al., 1982/1994), with the client’s caregiver conducting all sessions, was inconclusive due to elevated rates of problem behavior across all conditions. A subsequent functional analysis conducted by therapists suggested an escape function; however, unusual responding within escape sessions and therapist observations led them to question the veracity of this function. Further analyses were conducted to identify specific antecedents that evoked and consequences that maintained problem behavior. Assessment results suggested that problem behavior was maintained by access to rituals. Specifically, the client engaged in ritualistic behavior with any items presented (e.g., leisure items, demand materials) and problem behavior was observed during conditions when demands were issued for him to interrupt his routine (i.e., escape sessions with “do” commands), when someone else interrupted his routine (i.e., interruption sessions), and when a routine was left unfinished (i.e., “don’t” commands). From this assessment, a multiple schedule treatment was introduced. Following an unsuccessful reduction in problem behavior and given the constraints of schedule thinning within an outpatient model, a treatment consisting of functional communication training and extinction was introduced. Caregivers will be trained on intervention procedures and coaching conducted through additional outpatient appointments. The specific challenges of balancing time constraints and feasibility with scientific rigor in the assessment and treatment of problem behavior maintained by idiosyncratic functions within a University Outpatient Clinic will be discussed.
A.J. Beyrer, LCSW, BCBA INCREASING SOCIAL SKILLS IN CHILDREN WITH ASD THROUGH TABLET TECHNOLOGY
The utilization of touch screen technology to teach skill deficits, particularly socialization skills, in children with autism spectrum disorder (ASD) is a subject lacking much research and attention (Hourcade, Rest, and Hansen, 2011). Despite improvements in early detection and diagnosis, most individuals diagnosed with ASD will need help living independently through childhood onto adulthood (Carlile, Reeve, Reeve, and DeBar, 2013). According to the Center for Disease Control and Prevention, about 1 in 110 children in the US have ASD (Hourcade, Rest, and Hansen, 2011). It is the purpose of this proposal to explore the effectiveness of utilizing touch screen technology in teaching social skill deficits to children diagnosed with ASD. Many authors (Carlile, Reeve, Reeve, and DeBar, 2013; Fallen, and Kiner, 2012; Genrty, Lau, Molinelli, Hourcade, Rest, and Hansen, 2012; Hopkins, Gower, Perez, Smith, Amthor, Wimsatt, and Biasini, 2011; Hourcade, Rest, and Hansen , 2011; Jacklin and Farr, 2005; Price, 2011; Riley, 2013; Sehaba, Courboulay, and Estrailler, 2006; Van Der Meer and Rispoli, 2010) have asserted that those who have utilized touch screen technology will develop and maintain social skills more effectively and quickly than those utilizing traditional methods (written, picture, and/or verbal cues). This research will hope to provide those in the human service profession with a knowledge base that will better prepare them to appropriately and effectively treat those affected by this disorder.
3:00 PM – 3:50 PM EST
MORE THAN GOLD STARS AND M&M’S: HOW BEHAVIOR ANALYSIS COULD ACHIEVE MAINSTREAM RELEVANCE IN EDUCATION
For behavior analysts to have wide-reaching social impact, more individuals need to contact the value of our science and practice. In 2010, Pat Friman suggested that collaborations with other disciplines, such as medicine, may be a viable means of broadening our impact. I will argue that infiltration of public educational systems may be equally fruitful in achieving mainstream relevance. Specifically, training teachers to be behavior analysts could result in widespread adoption of behavioral technologies, beyond the scope of what could be achieved through a consultative relationship alone. I will illustrate this point using West Virginia University’s Behavior Analysis for Teachers program as an example. Along the way, I will suggest how teacher-training programs could share the advantages of integration with medicine (as described by Friman) while sidestepping the barriers described by Poling (2010).