A small plug for "Behavior Analysis in Practice"

At the ABA International Annual Convention bookstore I had a chance to pick up two issues of Behavior Analysis in Practice, and as a personal recommendation, if you have not read the journal it may well be of interest--practical and readable, with research details but also more lay-friendly description on implementation and pitfalls than many research journals and articles include.

As an example, one article that I personally have immediate application for is,

Hoch, H., Taylor, B.A., & Rodriguez, A. (2009). Teaching teenagers with autism to answer cell phones and seek assistance when lost. Behavior Analysis in Practice, 2(1), 14-20.

Flyer with index of the most recent issue:

Publish at Scribd or explore others:

Description of the Journal and audience from the ABA International website,

"Behavior Analysis in Practice (ISSN 1998-1929) presents empirically validated best practices in an accessible format that describes not only what works, but also the challenges of implementation in practical settings. The journal is of special interest and relevance to front-line service workers and their supervisors, scientist-practitioners, and school personnel. Types of articles and topics to be found between its pages include empirical reports describing the application and evaluation of behavior-analytic procedures and programs; discussion papers on professional and practice issues; technical articles on methods, data analysis, or instrumentation in the practice of behavior analysis; tutorials on terms, procedures, and theories relevant to best practices in behavior analysis; and critical reviews of books and products that are aimed at practitioners or consumers of behavior analysis."

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DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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A small plug for "Behavior Analysis in Practice"

Lighter Side: Souvenirs of the Convention

Just a few snapshots of the 2009 ABA International annual convention and Phoenix Convention Center for your enjoyment,



Some exterior shots of the entrance,





And a couple of interiors of the mammoth exhibit hall during the first evening poster session,





See also:

• Lighter side: Phoenix , and
• Lighter side: What's To Eat at the Conference?

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Smile for the camera...

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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Lighter Side: Souvenirs of the Convention

"The Use of Technology to Promote Independence and Social Acceptance in Adolescences with Autism"

After a good, but admittedly tiring, five days at the Association for Behavior Analysis International annual convention, it was enjoyable to finish out with a very interesting session looking at use of modern, and commonly used electronic technology to assist with teaching or supporting students on the autism spectrum in community skills, while simultaneously reducing the intrusiveness of a prompting instructor in close proximity.

Some useful ideas were directly suggested by the presentations, and the session also provided inspiration in taking advantage of affordable, readily available general market technologies to not only provide some instructional advantages to in situ instruction, but possibly also be normative and "cool".

While the presentations themselves will be posted at the Mission for Educating Children with Autism (MECAAutism) website in the coming week, some presented video clips showed the impact of adding technology to community instruction:

• A student who previously needed direct prompting to initiate, participate and transition between fitness activities at a fitness club, not only being successul in the target skills, but also showed observable enthusiasm when favorite music from an IPod was included in the activities, and improved successful transitioning between machines when a verbal cue was included in the breaks between songs,
• Two students making purchases in a convenience store without close shadowing through Bluetooth prompting, and,
• A student who previously had difficulty initiating and completing toothbrushing, completing the sequence chain when given support of a DVD player providing video modelling..
  

Some observations worth noting, from the discussant, Peter Gerhardt--when doing community based instruction,

• "the community is your classroom",
  
• that if it may take a thousand trials to teach an academic skill, why is that the number of learning opportunities in community-based instruction is often limited to 1X per week, limiting intensity of practice required to make efficient progress for the student?,
  
• to consider that even though the lore is that non-verbal prompting is considered superior to verbal prompting, in the real everyday world of the general population--it is verbal prompting that is the "coin of the realm", and
  
• appreciatively noting that the studies included some measurement of the affect of the participants in the studies.

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#559 International Symposium
5/26/2009
12:00 p.m. - 1:20 p.m.
North 125
AUT/EDC; Applied Behavior Analysis
The Use of Technology to Promote Independence and Social Acceptance in Adolescences with Autism
Chair: Gloria M. Satriale (PAAL)
Discussant: Peter F. Gerhardt (Organization for Autism Research)

Abstract:

A variety of technological devices are commonly utilized in the natural environment to improve our productivity and organization. However, there are limited number of studies conducted to assess the effectiveness of such technology for people with autism, particularly for adolescents and adults with autism and especially targeted to promote greater independent functioning within the community. This session is designed to introduce three studies in which authors plan to examine the effects of assistive technology in order to promote independence and increase social acceptance in the community of adolescents with autism. Participants will be adolescents with moderate to severe autism between the ages of 15 to 21. All three studies will use multiple baseline treatment designs across students, across environments, and/ or across behaviors. The data will be collected 3 to 5 times per week over 2-months periods. The authors hope to demonstrate the effective use of assistive technology for adolescents with autism and to promote the widespread use of technology for people with autism and other disabilities.

Use of Bluetooth Technology to Promote Independent Responding in the Community: Reducing Stigma of Prompting.
Gloria M. Satriale (PAAL), AVI GLICKMAN (PAAL), Kaori Nepo (PAAL), Emily E. Genter (Teacher - PAAL), George Jennings (PAAL)

Abstract:

The use of technology is one of great ways to improve our productivity and organization. Although there are not many studies available about the use of technology, especially in the community, it is hypothesized that people with developmental disabilities can benefit from current technology. The proposed study is designed to replicate the study by Satriale, Nepo, & Chance (2007) to evaluate the effects of technology to promote independence and social acceptance in the community for adolescents with autism. Participants in this study will be two male students diagnosed with moderate to severe autism between the ages of 15-21. Verbal prompts to complete tasks will be delivered through Bluetooth Technology and a remote cell phone. Multiple baseline treatment designs across behaviors/ environments will be used. The data will be collected 3-5 times per week over 2 month period. Social validity data will be also collected to assess the use of technology being perceived as less stigmatizing. Authors hope to demonstrate the positive effects of Bluetooth technology on reducing stigma, increasing social acceptance, thereby improving independence.

Use of Visual and Auditory Prompts via Watchminder and IPod to Promote Independent Engagement in Leisure/Exercise Routines.
EMILY E. GENTER (Teacher - PAAL), Gloria M. Satriale (PAAL), Kaori Nepo (PAAL), Avi Glickman (PAAL), Lisa Boccio (PAAL)

Abstract:

Advancement of technology has made implementation of assistive technology across environments easier, especially in the community due to the improved portability. The visual schedule can be programmed in the portable watch-like device (Watchminder) and the auditory prompts with music can be recorded on MP3 players such as IPods. The present study is designed to examine the effective use of technology (Watchminder and IPod) to promote independent functioning of adolescents with autism in the community. Two students diagnosed with moderate to severe autism between the ages of 15 to 21 will participate in the present study. Students will receive visual prompts through Watch Minder and/or auditory prompts through IPod to follow their exercise routines at the local fitness center. The data will be collected 3-5 times per week over 2 months period. Authors plan to demonstrate the effects of the use of current technology to promote independence and social acceptance of adolescents with autism by delivering visual prompts via a Watchminder and auditory prompts via IPod.

The Use of Video Modeling to Promote Independence in Self Caring Skills of Adolescents with Autism.
KAORI NEPO (PAAL), Gloria M. Satriale (PAAL), Emily E. Genter (Teacher - PAAL), Avi Glickman (PAAL), Jess Zawacki (PAAL)

Abstract:

The video modeling has been used as an effective teaching method to teach various skills including academic skills and social skills for children with autism. Despite the proven effectiveness, there are limited number of studies have been conducted for adolescents with autism. Now, more modes of technology are available to implement video modeling across environments including portable DVD players and digital picture frames. This study was designed to assess the effects of a video modeling via digital picture frames and water proof portable DVD players to enhance independence of adolescents with autism during showering and hygiene routines. The multiple baseline treatment design will be used across students diagnosed with moderate to severe autism. The data will be collected 3 to 5 times per week over 2 months. Authors hope to demonstrate the effectiveness of video modeling via digital picture frames and water proof DVD players to enhance independent functioning of students with autism and to increase social acceptance in the community.

References and for further reading

Pennsylvania Department of Education Conference Indicators for Success: Improvement, Performance and Results. Poster Presentation.
Utilizing Blue Tooth Technology to Reduce the Stigma of Prompting in the Community. with G. Satriale, L. Chance, & K. Nepo. Harrisburg, PA. February 2008

All posted presentations at the Mission for Educating Children with Autism (MECAAutism) website

A Guide for Transition to Adulthood
Organization for Autism Research (OAR) and Southwest Autism Research & Resource Center (SARRC)
(All Life Journey Through Autism volumes, from OAR)

Foster, S.L., Mash, E.J. (1999). Assessing social validity in clinical treatment research issues and procedures. Journal of Consulting and Clinical Psychology, 67(3), 308-319.

Abstract: Social Validity as a Criteria for Improving Transition Outcomes [ASHA Session] . Autism Society of America 40th National Conference & Exposition, 7/22-25, 2009.
http://asa.confex.com/asa/2009/webprogram/Session4428.html

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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"The Use of Technology to Promote Independence and Social Acceptance in Adolescences with Autism"

Be the Snow…

On May 24^th at the Association for Behavior Analysis International annual convention, Phoenix, AZ there were two panels about the dissemination of behavior analysis, one that has been mentioned before on the blog is:

Professional Development Series: Dissemination: Spreading the Word without Sounding the Alarm [Previous post on the panel]

The Professional Development Series is a group of presentations selected and organized by the student committee of ABAI as a means for students (current or just recently graduated) to enhance their development. The Dissemination Professional Development Series included Drs. Bobby Newman, Joe Wyatt, Paul Chance, and Susan Friedman. Paul Chance began the talk by discussing 9 things to do to disseminate behavior analysis – to keep this post brief, we'll only discuss 3 of them, for more information, contact the Dissemination of Behavior Analysis SIG (http://www.aboutbehavior.com/)

1. Leave an interesting article, book, or other types of reading material in the waiting rooms of doctors, dentists, etc. etc…circle the article you want them to read, and write "Good Article" next to it in the Table of Content…it was because a friend/family member picked up an article in a waiting room that Catherine Maurice 'discovered' behavior analysis
   
   


2. Write reviews on Amazon.com (I'll even extend this to: 'and other online review sites')…sign your name with your real name and 'behavior analyst', or 'BCBA' (only do the latter if you are a BCBA so as to avoid legal troubles). Write reviews on much more than just behavioral books, and be positive in your reviews. Why should you write in non-behavioral books? Well- it combats the image of behaviorists as non-feeling, cold, robotic beings that are so single-mindedly pursuing the data that we ignore the rest of the world/life. Its hard to say those things after reading a passionate review of a book of poetry by a behavior analyst, no? Check out Bobby Newman and Paul Chance's reviews on Amazon for examples.
   


3. Be Nice – it is incredibly important that you are nice to people. Each time you interact with others, you are representing our science (whether you're wearing that hat or not). Most often, being nice, positive, and constructive is much more effective than being nasty, negative, and destructive.
   

Bobby Newman then got up to the podium and in his usual fashion, he utilized fantastic humor aimed most often at himself to get the point across (including stripping off a layer to show his "World's Sexiest Behavior Analyst Shirt") – take your science, your data, and your audience seriously – do the opposite with yourself J He described some of the most touching things his audience had ever said, pointed out that helping with other causes is a very important way to help disseminate (although, I do appreciate his meaning, I have to wonder at the sanity of someone willing to hop into the ocean on a snowy day). Several of his major points complimented the three points mentioned earlier – such as don't be afraid to show emotion, passion, and/or cry. He described an anecdote by Ralph Waldo Emerson, describing a pastor standing in front of a church, providing the sermon in a monotone – droning on and on about subjects about which he should have been passionate. However, his demeanor, his tone, and his affect didn't express any emotion, any passion, and made the audience question whether he was even alive. However, he was standing in front of a huge window through which the audience could see a beautiful snow storm. Bobby described how the snow storm had people fixated, ignoring the sermon in its entirety. He said that we as behavior analysts must be aware of this fact, that we must be seen by the audience as human. To do this, he works in references to movies, books, historical events –

"We aren't so overspecialized that we don't know things from other areas".

He stated that we should pepper our presentations with case studies, personal anecdotes and information, and don't be afraid to show emotion – if you're describing an event that brought you to tears, that is ok to show! It is important that we are doing more than just 'preaching data' – we must provide a clear picture that we are vibrant, living, emotional human beings!

We want to be the snow, not the sermon.

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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Be the Snow…

"Why Are We Not Acting to Save Lives?"

Raymond Miltenberger, Ph.D., BCBA is the President-Elect of the Association for Behavior Analysis International, and will be delivering the Presidential Address to the entirety of the membership --asking important questions that behavior analysts and the scientific field of behavior analysis might be thinking about during the upcoming year and beyond.



Dr. Miltenberger's formal bio,

"Dr. Ray Miltenberger received his Ph.D. in clinical psychology from Western Michigan University in 1985 after completing a pre-doctoral internship at the Kennedy Institute [renamed 1992 to Kennedy Krieger Institute] at Johns Hopkins University School of Medicine.

Currently, he is the director of the Master’s Program in Applied Behavior Analysis at the University of South Florida. Dr. Miltenberger serves on the Executive Councils of ABAI [Association for Behavior Analysis International] and FABA [Florida Association for Behavior Analysis] and is a member of the board of directors of SABA [Society for the Advancement of Behavior Analysis]. He is on the editorial boards of JABA [Journal of Applied Behavior Analysis], Behavioral Interventions, and Journal of Positive Behavioral Interventions and serves as an associate editor for Behavior Analysis in Practice and Education and Treatment of Children.

Dr. Miltenberger’s research focuses on teaching safety skills to children and individuals with mental retardation, analysis and treatment of repetitive behavior disorders, and functional assessment and treatment of problem behaviors. He has published over 175 journal articles and chapters, has co-edited a text on analysis and treatment of tics and repetitive behavior disorders [Tic Disorders, Trichotillomania, and Other Repetitive Behavior Disorders: Behavioral Approaches to Analysis and Treatment ], and has written a behavior modification textbook [Behavior Modification: Principles and Procedures], now in its fourth edition.

Dr. Miltenberger has received a number of awards for his teaching and research including the 2008 APA Division 25 Award for Distinguished Contributions to Applied Behavioral Research.

FABA podcast of Dr. Miltenberger interviewed by Matt Normand, Ph.D., BCBA

March-April 2007 (Quicktime streaming. If problems, try iTunes)
Dr. Ray Miltenberger talks about his early exposure to behavior analysis, his views on the role of behavior analysis in science and psychology, and more.

Podcast on iTunes.

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#486 Special Event
5/25/2009
5:00 p.m. - 5:50 p.m.
West 301 CD
Presidential Address
Chair: William L. Heward (Ohio State University)
Why Are We Not Acting to Save Lives?
RAYMOND G. MILTENBERGER (University of South Florida)

Abstract:

Applied behavior analysis has a rich history of helping people change a wide range of socially significant behaviors. In spite of ABA’s great success in changing behaviors to better people’s lives, some life-or-death behaviors have not received as much attention from behavior analysts. Let’s face it, many people regularly fail to engage in safe behaviors and instead, willingly engage in unsafe behaviors that can (and often do) end up killing them. Changing these behaviors has the potential not only to better people’s lives but to save lives. If behavior analysts did a better job of saving lives, recognition of behavior analysis and its contributions to society would likely grow. In this address I will discuss what I believe to be important target behaviors for behavior analysts to address in future research and practice with the likely impact of saving lives. I will review some of my own work in safety skills training as an exemplar of this research and discuss important issues that need to be addressed in future research and dissemination efforts

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Additional reference,

2009 ABAI Presidential Address: “Why Are We Not Acting to Save Lives?”
ABA I Newsletter, 32(1), Spring 2009.

Some downloadable research papers authored/co-authored by Dr. Miltenberger
Pubget.com

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1 day to the conference! Have a safe trip!

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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"Why Are We Not Acting to Save Lives?"

"Preparing for the Aging Tsunami: Behavior Analysis of Problems in Late Life"

This Symposium at the ABA International Annual Conference Phoenix, AZ illustrates a variety of strategies for

"...promoting behavioral health of older adults including: promoting choice to reduce depression in nursing home residents; an analysis of the effects of gambling on activity level and well-being of nursing home residents; evaluation of the adaptation of a skills training protocol to remove barriers to effective caregiving in high risk families; and an individualized intervention to promote behavioral health strategies in older persons with diabetes..."

In 1900, the average American lifespan was was about 47 years old; today, 50% of those who reach the age of 55 can be predicted to live into their 80's. While recognition that we are living longer has encouraged lifestyle changes to maintain health and activity longer, there are many issues left to be studied, since there remain age-related changes in quality of life, increasing risk of health problems and age-related dementias or Alzheimer's Disease. Some research suggesting that by the age of 85, over half of the aging population will have some measurable cognitive impairment.

A simple google search under "silver tsunami" or "aging tsunami" will show that the aging baby boom wave is a matter of pressing concern to policymakers, gerontologists, and human and medical delivery services.

The Growing Older Population

The United States is experiencing a longevity revolution and as the baby boomers approach retirement age, they are touching off an age wave that will double the number of Americans over age 65 to more than 70 million. Individual life expectancy is also increasing and the older population is growing much more rapidly than the entire population of the United States. The prevalence of chronic disease within our senior population has already resulted in increased national health care spending, high rates of disability, and much human suffering. The problem, then, only stands to become exponentially worse as our elderly population grows.

The Silver Book®
The Alliance for Aging Research

YouTube: Research on Aging: Quality of Life and Aging
Theodore Ganiats, MD: 6/12/2008 55 minutes
UCTV. Topic is defining "quality of life" and impact on mortality
http://www.youtube.com/watch?v=QFpfb8KcD-8

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#197 Symposium
5/24/2009
10:30 a.m. - 11:50 a.m.
North 132 BC
DEV/Applied Behavior Analysis
Preparing for the Aging Tsunami: Behavior Analysis of Problems in Late Life
Chair: Christina G. Garrison-Diehn (University of Nevada, Reno)

Promoting Choice: A New Treatment for Depression in Nursing Home Residents.
CLAIR RUMMEL (University of Nevada, Reno), Jane E. Fisher (University of Nevada, Reno)

Abstract:

Estimates of the likelihood that an older person will spend time in a nursing home during their lifetime are 30% for men and 50% for women. A significant challenge in the care of elderly persons within nursing homes is the high prevalence rate of psychological problems, especially depression. The central goal of this study was to evaluate a brief new treatment for depression in nursing home residents based on the following two components: 1) behavioral activation in which individualized schedules of preferred activities were created and implemented, 2) integration of opportunities for residents to make choices about how they allocate their time. A multiple baseline across participants design was used to evaluate the effects of the intervention on the activity level and mood of three nursing home residents. Outcome measures included direct observation of activity participation, participants’ self report of mood and depressive symptoms, and medication changes. Results indicated an increase in observed activity participation and positive affect across all three participants. Two participants experienced a decrease in depressive symptoms. Results of this study indicate that increasing access to preferred activities through the use of idiographic activity schedules and increased opportunities for choice is both beneficial for residents and practical.

Gambling in the Elderly: Risk or Benefit.
Mark R. Dixon (Southern Illinois University), JESSICA L. FOUCH (Western Michigan University)

Abstract:

Over the past 10 years or so increasing reports have been emerging in the popular press that gambling may in fact have positive side-effects for the elderly. It has been documented that the elderly who gamble have larger social networks and have later onset of degenerative diseases than those whom do not gamble. Regardless of positive side-effects, gambling can become problematic for anyone, including the elderly and lead to great financial and psychological loss. This presentation will examine the utility of allowing individuals living in long-term care facilities for the elderly to have the opportunity to gamble on a regular basis. A computerized slot machine as well as table games were introduced into the residence and subsequent resident activity and psychological factors were assessed. It appears that when monitored for overuse / abuse, the introduction of gambling related activities in nursing homes may have positive impact for many residents.

Removing Family Barriers to Implementing Behavioral Care Plans.
CLAUDIA DROSSEL (University of Nevada, Reno), Jane E. Fisher (University of Nevada, Reno)

Abstract:

When training family members to implement behavioral plans, barriers to adherence are ubiquitous. In our work with family members of elderly individuals with dementia, we anecdotally observed that the failure to implement recommended behavioral strategies correlated with caregivers’ avoidant behavior patterns (e.g., wishful thinking) and depressed behavior (e.g., reported loss of hope). We hypothesized that low interpersonal effectiveness, marked by deficient coping and self-care skills, might pose a barrier to effective care-giving and implemented an eight-week Dialectical Behavior Therapy (DBT) skills training protocol, modified to promote strategies for effective communication with persons with dementia. DBT skills training establishes the repertoires necessary for managing severe psychological distress. In a pretest-posttest design and without experimental control, the effects of DBT skills training on self-reported depressed behavior, avoidant coping, burnout, self-care, and caregiver burden were assessed to explore the development of an intervention that may increase adherence. Data from a convenience sample of 20 caregivers, some of whom were elder protective services cases, suggest that such skills training could present a time-efficient and practical intervention to break down barriers to active participation in treatment planning and implementation.

Using Behavior Analysis to Extend Current Models of Diabetes Management in Older Adults.
LEILANI FELICIANO (University of Colorado, Colorado Springs), Mary E Steers (University of Colorado at Colorado Springs), Allison A. Jay (University of Colorado at Colorado Springs), Sarah Anderson (University of Colorado, Colorado Springs)

Abstract:

Chronic diseases are common amongst older adults and the prevalence increases with age. Type II diabetes is one of the most common chronic diseases in the U.S. affecting 1/5 elders, and thus represents an important target for intervention. Nonadherence with medical recommendations is a concern for all medical patients including older adults. Even with serious chronic conditions such as diabetes few elders fully adhere to treatment regimens, despite demonstrating sufficient knowledge of treatment procedures. The high prevalence of diabetes and associated medical complications in elders suggests simple education and diet recommendations may not be enough. Prior research has indicated that psychosocial interventions can improve the psychological and physical well being of patients with chronic medical conditions. However, adequate diabetes management requires a high degree of individual self-management strategies. Community dwelling elders need easy to manage, individually tailored interventions that consider the unique environmental factors relevant for their diet and health behaviors. Thus, an individualized home-based consultation approach (IHBC) may prove useful for community dwelling elders with type II diabetes. This study investigates whether participation in IHBC results in better diabetes related outcomes than a health education group alone in low income older adults with type II diabetes.

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Related presentations:
#30 Paper Session, 5/23/2009, 1:00 p.m. - 2:20 p.m., North 132 BC
DEV
Behavior Analysis of Aging and Health Issues
Chair: Celia Wolk Gershenson (University of Minnesota)

#58 Symposium, 5/23/2009, 2:30 p.m. - 3:50 p.m., North 128
DDA/DEV; Applied Behavior Analysis
Advancements in Preference and Choice Research across Multiple Applied Contexts
Chair: Richard G. Smith (University of North Texas)

• Preference Assessments for Older Adults with Dementia: Stability of Preferences Identified by Multiple Stimulus Assessments. PAIGE BROOKLEY RAETZ (Western Michigan University), Linda A. LeBlanc (Western Michigan University), Jonathan C. Baker (Western Michigan University), Laura C Hilton (Western Michigan University)

#87 Special Event, 5/23/2009, 4:00 p.m. - 4:50 p.m., North 120 D
EAB; Experimental Analysis
SQAB Tutorial: Cognitive Aging: A Behavior Theoretic Approach
Chair: Celia Wolk Gershenson (University of Minnesota)
JOEL MYERSON (Washington University)

#96 International Poster Session, 5/23/2009, 6:00 p.m. - 7:30 p.m., North Hall A
CBM
55. What’s in a Name?: Modified Spaced-Retrieval Training for Improving Recognition of Family Caregivers in Persons with Alzheimer’s Disease. (DEV; Applied Behavior Analysis) MERRY SYLVESTER (University of Nevada, Reno), Jane E. Fisher (University of Nevada, Reno)

#98 International Poster Session, 5/23/2009, 6:00 p.m. - 7:30 p.m., North Hall A
DEV
62. Evaluation of Preference Formats and Types of Activities Offered in Nursing Homes with Older Adults with Alzheimer’s Disease. (Applied Behavior Analysis) AMANDA LEONE RYAN (Southern Illinois University), Maranda Trahan (Southern Illinois University Carbondale), Levon Johnson Jr. (Southern Illinois University), Kari A Porter (Southern Illinois University), Paula K. Davis (Southern Illinois University)

#362 Symposium, 5/25/2009, 9:00 a.m. - 10:20 a.m., North 132 BC
DEV/DDA; Applied Behavior Analysis
Effects of Various Procedures on Engagement in Activities and Escaped Maintained Behaviors in Older Adults
Chair: Diana J. Walker (The Chicago School of Professional Psychology)
Discussant: John P. Smagner (University of Chicago)

#437 Symposium, 5/25/2009, 1:30 p.m. - 2:50 p.m., North 132 BC
DEV/CBM; Service Delivery
Application of Behavior Analysis to Improve Quality of Life for Individuals with Dementia
Chair: Clair Rummel (University of Nevada, Reno)
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Some references and for further reading,

Behavioral Gerontology Special Interest Group ABA International

Aging Gracefully
Margaret Vaughan with Ken Stephens
Cambridge Center for Behavioral Studies

Behavioral Gerontology (powerpoint)
Linda LeBlanc and Allison Jay

The Silver Book®
The Alliance for Aging Research

National Institute on Aging
U.S. National Institutes of Health

AgingStats.gov
Reports and Statistics, including,
Older Americans 2008: Key Indicators of Well-Being

Dialectical Behavior Therapy
National Registry of Evidence-based Programs and Practices (NREPP),
Substance Abuse and Mental Health Services Administration (SAMHSA)

Dwyer-Moore, K.J., & Dixon, M.R. (2007). Functional analysis and treatment of problem behavior of elderly adults in long-term care. Journal of Applied Behavior Analysis, 40(4), 679-683.
doi: 10.1901/jaba.2007.679-683.

Buchanan, J., Husfeldt, J., Berg, T., & Houlihan, D. (2008). Publication trends in behavioral gerontology in the past 25 years: are the elderly still an understudied population in behavioral research?. Behavioral Interventions, 23(1), 55-74.
doi: 10.1002/bin.254

Burgio, L.D., & Burgio, K.L. (1986). Behavioral gerontology: application of behavioral methods to the problems of older adults. Journal of Applied Behavior Analysis, 19(4), 321-328.
doi: 10.1901/jaba.1986.19-321.

Engelmann, K.K., Matthews, R.M., & Altus, D. E. ( 2002). Restoring dressing independence in persons with Alzheimer's disease: A pilot study. American Journal of Alzheimer's Disease and Other Dementias®, 17(1), 37-43.
DOI: 10.1177/153331750201700102

Gallagher, S.M., & Keenan, M. (2000). Independent use of activity materials by the elderly in a residential setting. Journal of Applied Behavior Analysis, 33(3), 325-328.
doi: 10.1901/jaba.2000.33-325.

Bourgeois, M.S. (1990). Enhancing conversation skills in patients with Alzheimer's disease using a prosthetic memory aid. Journal of Applied Behavior Analysis, 23(1), 29-42.
doi: 10.1901/jaba.1990.23-29.

Publications for Professor Mark Mathews
(lengthy reference list of behavioral research in gerontology)

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3 days and counting...

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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"Preparing for the Aging Tsunami: Behavior Analysis of Problems in Late Life"

"Facilitated Communication Lives"

In this paper session from the 2009 ABA International Annual Conference in Phoenix, AZ, James T. Todd, Ph.D. will be presenting on Facilitated Communication--which persists despite numerous research reports of lack of effect and facilitator influence, and may be undergoing a resurgence of use for those with developmental disabilities.

page 8, Figure: Popular Media Citations for Faciliated Communications,
Autism and Related Developmental Disabilities Special Interest Group Newsletter, Winter 2009, 25(1). Special issue on Alternative Treatments.
Based on a poster presented by Jennifer Wick and Tristram Smith, Department of Pediatrics, University of Rochester Medical Center at the International Meeting For Autism Research (IMFAR) in Montreal, Quebec, Canada (May, 2006).

He will also be presenting on a recent unfortunate court case in Michigan reminiscent of similar in the early '90's where charges were based on facilitated testimony.

Frontline: Prisoners of Silence. 55 min.
Originally broadcast on PBS, October 19th, 1993, 55min.




Transcript of the program
BAAM Science Watch on the program

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#47 Paper Session
5/23/2009
2:30 p.m. - 3:20 p.m.
North 126
AUT
Facilitated Communication Lives
Chair: James A. Mulick (The Ohio State University)

They Don't Make Coffin Nails Like They Used to: Facilitated Communication Rises Again. (Applied Behavior Analysis) JAMES T. TODD (Eastern Michigan University)

Abstract:

Deep into its third decade, the advocates of facilitated communication (FC) have failed to produce a single properly controlled peer-reviewed study showing that their method works, much less a body of credible research supporting their fanciful claims. During the same period, researchers of all stripes, from radical behaviorists to cognitive psychologists, have not only demonstrated that FC does not produce independent communication, they have repeatedly shown that the typed output comes from the facilitator rather than the communicator. Despite the total failure of FC in the scientific realm and its abandonment by almost everyone in the 1990s, FC seems to be making a comeback. FC is found again in schools. It gets administrative support at universities. It is promoted by major autism organizations. It is touted in a best-selling augmentative communication textbook. It receives considerable positive coverage from the media. False FC accusations are sending people to prison. FC is even used, and presumably advocated, by some BCBAs. This address will describe the basic features of FC as it is currently practiced--showing what has changed and what has not--and examine the factors that have allowed this menace to creep back from its well-deserved oblivion.

How the Court Accepted Superstition and Rejected Science: The Michigan Facilitated Communication Horror Story. (Applied Behavior Analysis) JAMES T. TODD (Eastern Michigan University)

Abstract:

Falsely accused through facilitated communication (FC) of raping his daughter, a Michigan man spent 80 days in jail before all charges were dropped. His wife, also accused, was placed on an electronic tether. The children were taken away. The girl's 13-year-old developmental disabled younger brother was subjected to an intense police interrogation in which he was lied to about evidence implicating his parents. Despite (1) hearing no testimony supporting the validity of the facilitated accusations, (2) having no good physical evidence that a crime had occurred, (3) seeing two failed in-court tests of FC, (4) hearing two experts testify to the lack of scientific support for FC, (5) having a credible alibi provided by an Orthodox Rabbi against additional charges, and (6) discovering many errors in accusations themselves, the court nevertheless accepted the accusations and refused to allow further scientific testimony on the reliability of FC. This address will describe how a Michigan court could accept FC in the first place, then reject science and direct evidence to rule that FC is a valid means of communication. It will also show the extreme danger this fallacious legal theory poses for those accused of crimes through FC.

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References and for further reading


Schreck, K.A., & Mazur, A. (2008). Behavior analyst use of and beliefs in treatments for people with autism. Behavioral Interventions, 23(3), 201-212.
DOI: 10.1002/bin.264

Mostert, M. P. (2001). Facilitated communication since 1995: A review of published studies. Journal of Autism and Developmental Disorders, 31(3), 287-313.
DOI 10.1023/A:1010795219886

Jacobson, J.W., Mulick, J. A., & Schwartz, A.A. (1995). A history of facilitated communication: Science, pseudoscience, and antiscience science working group on facilitated communication. American Psychologist, 50(9), 750-765.
DOI: 10.1037/0003-066X.50.9.750

Montee, B.B., Miltenberger, R.G., Wittrock, D., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). An experimental analysis of facilitated communication. Journal of Applied Behavior Analysis, 28(2), 189-200.
doi: 10.1901/jaba.1995.28-189.

Facilitated Communication
Research Autism UK
8/5/09

p.11, An Interview with Gina Green, Ph.D., BCBA
Autism and Related Developmental Disabilities Special Interest Group Newsletter, Winter 2009, 25(1). Special issue on Alternative Treatments.

Facilitated Communication news items from BAAM

Facilitated Communication: Sifting the Psychological Wheat from the Chaff

What's the harm in Facilitated Communication?

Policy statements

• American Academy of Child and Adolescent Psychiatry (1993, October). Policy statement of facilitated communication. AACAP Newsletter, February 1994.
• American Association on Mental Retardation (1994). AAMR Board approves policy on facilitated communication. AAMR News & Notes, 7 (1), 1.
• American Psychological Association (1994). Resolution on facilitated communication by the American Psychological Association. Adopted in Council, August 14, 1994, Los Angeles, California.
• American Speech-Language-Hearing Association. (1995, March). Position statement on facilitated communication. ASHA, 37, 22.
• Association for Behavior Analysis. (1995). Statement on facilitated communication. ABA Newsletter, 18 (2).
• A statement of reaffirmation for this policy was published on May 1, 2006.
  POLICY STATEMENT
  American Academy of Pediatrics (1998). Auditory integration training and facilitated communication for autism. Pediatrics, 102(2), 431-433.

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5 days and counting...

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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"Facilitated Communication Lives"

"ABA as a Profession: Challenges Without and Within"

This sounds like an interesting paper session at the ABA International Annual Conference, Phoenix; First, addressing what does the public, and in particular the media as agents of public information, perceive applied behavior analysis to be, and how are they passing it along?

The second presentation addresses a more thorny question of what do practitioners in the field believe that behavior analysis is, and are they sufficiently cognizant, approving and embracing of the scientific underpinnings, and precise and coherent in utilizing and presenting these?

Other related presentations are noted below.

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#484 International Paper Session
5/25/2009
4:00 p.m. - 4:50 p.m.
North 131 BC
TPC
ABA as a Profession: Challenges Without and Within
Chair: Douglas S. Lee (Behavioral Solutions Inc.)
Analysis of Mainstream News Media as it Relates to Applied Behavior Analysis.
(Theory) DOUGLAS S. LEE (Behavioral Solutions Inc.), Mike R. Johnston (Behavioral Solutions, Inc.), Cristin D. Johnston (Behavioral Solutions, Inc.)

Abstract:

The term Applied Behavior Analysis (ABA) is becoming increasingly associated with a myriad of services and programs in the human service area (e.g., Positive Behavioral Support, Behavior Based Safety etc). Keeping track of how ABA is being linked with various endeavors and services is of benefit not only conceptually (how Behavior Analysis is doing as a science) but also for consistency amongst professional services described as having an ABA component (how Behavior Analysis is viewed as a profession). A sampling of mainstream news articles made possible through an ongoing Google search using “Google Alert” of Applied Behavior Analysis, Positive Behavior Support, Behavior Based Safety, Precision Teaching, Direct Instruction, and Behavioral Modification for a period of the past 24 months has been conducted. Data indicate a striking lack of reference to ABA across these service areas typically thought of as very closely linked to the field of Behavior Analysis. Our sampling to date also points to very limited public news awareness of several areas and outmoded and potentially misleading information is commonplace. Implications of this result as well as recommendations for improving this situation are discussed.

Our Growing ABA Field and its Players….How do YOU Play the Game?
(Applied Behavior Analysis) THOMAS P. KITCHEN (Achievement Center / Mercyhurst College)

Abstract:

Over the better part of the past decade, the ranks of professionals carrying the title "Behavior Analyst" and practicing within the field has grown considerably. This growth has presented the field with both tremendous opportunity and tremendous challenge. This paper will describe the divergent progressions established by this growth. On one hand, growth has brought new leaders of the field who are pushing behavior analysis into greater levels of scope and precision. On the other hand, the spawning of a large new generation of behavior analysts has arguably had a "watering down" effect on the entire ABA field, as the fastest-growing group includes those with the least amount of reverence for the scientific rigor and precision inherent in true behavior analysis. There is a growing majority of practitioners representing ABA who receive minimal training in advanced theoretical and scientific aspects of the field, and subsequently fail to realize the importance of the data-based analytical hallmarks of the field. Through presentation of common traits of such behavior analysts, the paper aims to discourage inconsistent implementation of both behavioral technology and behavioral philosophy.

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Some related presentations at the Conference,

#31 Symposium, 5/23/2009, 1:00 p.m. - 2:20 p.m., North 228
EAB; Experimental Analysis
Behavioral Momentum: Translational Research and Practice

#34 Paper Session, 5/23/2009, 1:00 p.m. - 2:20 p.m., North 225
EAB
Experimental Analysis of Human Behavior I

#47 Paper Session, 5/23/2009, 2:30 p.m. - 3:20 p.m., North 126
AUT
Facilitated Communication Lives

#79 Symposium, 5/23/2009, 3:30 p.m. - 4:50 p.m., North 226 C
BPH/EAB; Experimental Analysis
Science Board Translational Series: Delay Discounting and Drug Abuse

#152 Symposium, 5/24/2009, 9:00 a.m. - 10:20 a.m., North 120 BC
AUT/EAB; Applied Behavior Analysis
Stimulus Control in Autism: Translational Research and Practice

#169 Symposium, 5/24/2009, 9:00 a.m. - 10:20 a.m., North 122 BC
EDC/VRB; Service Delivery
Evidence-Based, Empirically Supported, Best Practice: What Does It All Mean?

#176 Panel Discussion, 5/24/2009, 9:00 a.m. - 10:20 a.m., North 129 B
TBA/EDC; Theory
Professional Development Series: Dissemination - Spreading the Word without Sounding the Alarm! [previous blogpost]

#181 Invited Presenter, 5/24/2009, 10:00 a.m. - 10:50 a.m., West 301 CD
EAB
Mainstream Behavior Analysis: Do We Need to Go Back to Meet the Future in the 21st Century?

#188 Symposium, 5/24/2009. 10:30 a.m. - 11:50 a.m., North 120 BC
AUT/EAB; Applied Behavior Analysis
Science Board Translational Series: The Science and Practice of Discrete-Trial Training

#252 Panel Discussion, 5/24/2009, 1:30 p.m. - 2:50 p.m., North 129 B
TBA/CSE; Theory
The Survival of Behavior Analysis: Disseminating It and Protecting It from Threats

#253 Panel Discussion, 5/24/2009, 1:30 p.m. - 2:50 p.m., North 132 A
TPC/Theory
Professional Development Series: Future Perspectives of Behavior Analysis

#378 International Tutorial, 5/25/2009, 10:00 a.m. - 10:50 a.m., West 301 CD
TPC; Theory
BACB CE Offered. CE Instructor: Michael C. Davison, Ph.D.
The Quantitative Analysis of Behavior

#393 Symposium, 5/25/2009, 10:30 a.m. - 11:50 a.m., North 225
EAB; Experimental Analysis
BACB CE Offered. CE Instructor: Michele R. Bishop, Ph.D., BCBA
Recent Developments in the Experimental Analysis of Human Behavior

#443 Symposium, 5/25/2009, 1:30 p.m. - 2:50 p.m., North 129 B
TBA/AUT; Applied Behavior Analysis
BACB CE Offered. CE Instructor: Rachel S. F. Tarbox, Ph.D., BCBA
Current Issues in Graduate Training in Behavior Analysis

#523 International Panel Discussion, 5/26/2009, 9:00 a.m. - 10:20 a.m., North 122 BC
EDC; Service Delivery
BACB CE Offered. CE Instructor: Erick Dubuque, M.A., BCBA
Professional Development Series: Aspects of Being a BCBA

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Reference and for further reading,

Google [news] Alerts (BETA)

Page 6, Experience
APBA 2009 Professional Employment Survey Results
Retrieved from http://www.apbahome.net/survey-report-johnston.pdf
May 14, 2009

Schreck, K.A., & Mazur, A. (2008). Behavior analyst use of and beliefs in treatments for people with autism. Behavioral Interventions, 23(3), 201-212.
DOI: 10.1002/bin.264

Disseminating Behavior Analysis Special Interest Group (DBA-SIG), ABA International

Positive Behavior Support

• Positive Behavior Support Special Interest Group, ABA International
• OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports
• Association for Postive Behavioral Supports

Direct Instruction

• Direct Instruction Special Interest Group, ABA International
• Education (PSI, Direct Instruction, Precision Teaching)
  Cambridge Center for Behavioral Studies
• National Insitute for Direct Instruction
• Association for Direct Instruction

Precision Teaching

• Standard Celeration Society (Precision Teaching)
• Precision Teaching Hub & Wiki
• Education (PSI, Direct Instruction, Precision Teaching)
  Cambridge Center for Behavioral Studies

Behavioral Safety

• Organizational Behavior Management Network Special Interest Group, ABA International
• Behavioral Safety
  Cambridge Center for Behavioral Studies

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6 days and counting...

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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"ABA as a Profession: Challenges Without and Within"

Opportunity to teach a class in the first Middle Eastern Behavior Analysis Graduate Program!

Hi All,

I wanted to let everyone know that the Association for Behavior Analysis International is soliciting its members to find instructors to teach classes in the ABAI sponsored Jordan University of Science and Technology (JUST) Masters Degree Program in Applied Behavior Health Analysis. This international initiative started in 2005 as a result of one of ABAI’s international delegations to the Middle East. The program currently has two groups of students enrolled with the first group expected to graduate this December. This is the first Middle Eastern graduate degree program in behavior analysis that has ever been offered and ABAI is currently soliciting applications for instructors for both academic positions (Ph.D.s with relevant teaching experience) and practicum positions (Masters degrees with relevant applied experience). To find out more about this opportunity and the program please visit: www.behaviorscience.org/JUST/ABAI_JUST_Graduate_Program.pdf and attend the “Information and Recruitment Session for the First Middle Eastern Masters Degree Program in Behavior Analysis” business meeting at the annual convention in Phoenix. The meeting will be held on Sunday, May 24^th, North 221C from 8:00am until 8:50am. In addition, you can also contact the Program Coordinator, Linda J. Hayes at lhayes@unr.edu or the Assistant Program Coordinator, Erick M. Dubuque at erickdubuque@yahoo.com if you have any questions.

We look forward to seeing you at the business meeting. Be sure to tell any of your colleagues that you think might be interested.

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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Opportunity to teach a class in the first Middle Eastern Behavior Analysis Graduate Program!

Lighter side: Phoenix

A companion to the "What's to Eat at the Conference" post,

Here's a hint to the weather forecast in Phoenix (short version: currently hot and over 100 degrees, but as the locals joke, it's a "dry heat"), which might help out with packing, (although in the air-conditioned setting of the Convention Center, spending a fair amount of sitting, a sweater is not always amiss).

The weather link also has a listing of travel advisories, so that might be helpful information.

Below are couple of videos of the downtown area and light rail system if you want to get a little acclimated. These are amateur videos, but better than some of the more "Chamber of Commerce"y video snippets available.

Youtube: Phoenix, downtown, Jan 2009 Saturday 5:38
http://www.youtube.com/watch?v=rev9Bh5b



Youtube: Phoenix Valley Metro Light Rail, Jan 2009 3:38
http://www.youtube.com/watch?v=-MzgusHENfE

Personally, I plan to try that light rail if I have a chance...

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All aboard.

7 days and counting...

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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Lighter side: Phoenix

Lighter side: "Twitter Best Practices" for the Conference

This is a follow-up to the previous post on using Twitter at the ABA International Annual Conference, Phoenix, AZ.

Thanks to Tim Courtney and Lauren Coit for authoring a detailed manual of Twitter use and Twitter etiquette!

Here's the intro,

"Twitter Best Practices for 35th Annual ABAI Convention

Phoenix May 22-26, 2009

What is Twitter?

Twitter is a free social networking and micro-blogging service that enables its users to send and read other users' updates known as “tweets.” Tweets are text-based posts of up to 140 characters, which are displayed on the user's profile page and delivered to other users who have subscribed to them (known as followers).

Users can send and receive tweets via the Twitter Web site, text message or external applications such as TweetDeck and Twhirl ..."

Full Guidelines and downloadable Twitter Best Practices manual are at the Disseminating Behavior Analysis Special Interest Group (DBA-SIG) website.

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#(tweet!)

8 days and counting...

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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Lighter side: "Twitter Best Practices" for the Conference

"ABA Interventions for Persons with Acquired Brain Injuries"

This symposium at the ABA-International Annual Conference in Phoenix, AZ addresses the topic of Acquired (ABI) and traumatic (TBI) brain injury and rehabilitation techniques.

Acquired Brain Injury (ABI) and Traumatic Brain Injury (TBI), are together two of the most common causes of disability and death in the U.S.. Every year 1.5 million Americans experience a brain injury and 80,000 suffer from long-term disability due that insult. The National Center for Injury Prevention and Control, Centers for Disease Control, estimates that at the present time at least 5 million Americans are living with a TBI-related disability.

Brain injury can occur through a traumatic physical event (falls or other accidents; either closed (no break in the skull) or penetrating (break in the skull). It can also occur in situations where oxygen to the brain is compromised or other neural damage occurs (anoxia, electric shock, vascular disruptions, disease, tumors, poisoning, etc.). The brain injury can be focal (confined to a localized area) or diffuse. The severity can range from concussion to coma or death.

In the aftermath of a serious traumatic or acquired brain injury, there can be a variable and complex combination of deficits: cognitive, motor, perceptual or sensory, communication and language, functional, and regulatory. There can be personality or psychiatric changes, and in a small percentage, traumatic epilepsy. In the more severe cases of brain injury, a client can typically expect 5 to 10 years of intensive rehabilitation. The National Institute of Neurological Disorders and Stroke notes some caution be exercised in prescribing medications because TBI patients are more prone to side effects and adverse reactions.

Definition: Acquired Brain Injury
An acquired brain injury commonly results in a change in neuronal activity, which effects the physical integrity, the metabolic activity, or the functional ability of the cell. An acquired brain injury may result in mild, moderate, or severe impairments in one or more areas, including cognition, speech-language communication; memory; attention and concentration; reasoning; abstract thinking; physical functions; psychosocial behavior; and information processing.
Adopted by the Brain Injury Association Board of Directors, March 14, 1997.

Video: "Living With Traumatic Brain Injury" 29:11

http://www.youtube.com/watch?v=FgtHvBF4t-E

In 1998, the NIH held a Consensus Development Conference on Rehabilitation of Persons with Traumatic Brain Injury. The Consensus Development Panel recommended that TBI patients

"...receive an individualized rehabilitation program based upon the patient's strengths and capacities and that rehabilitation services should be modified over time to adapt to the patient's changing needs..."

National Institutes of Health Consensus Development Conference Statement, October 26-28, 1998. Rehabilitation of Persons with Traumatic Brain Injury. Bethesda, MD, September 1999.

Behavior analysts working in this area should expect to be working in a multidisciplinary team environment, since a full menu of services must be available to meet unique client needs and the extremely individualized treatment required in brain injury rehabilitation.

For more information, see the Brain Injury Section of the Cambridge Center for Behavioral Studies.

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#25 Symposium
5/23/2009
1:00 p.m. - 2:20 p.m.
North 222 C
CBM; Applied Behavior Analysis
ABA Interventions for Persons with Acquired Brain Injuries
Chair and Discussant: Michael P. Mozzoni (Learning Services NeuroBehavioral Institute of Colorado)

Efficacy of Behavioral Relaxation Training for Individuals with Traumatic Brain.
DIXIE EASTRIDGE (Learning Services NeuroBehavioral Institute of Colorado)

Abstract:

The purpose of this study was to determine if a behavioral approach for relaxation training benefits individuals who display significant agitation following a traumatic brain injury. The study was based on the basic premise that “a relaxed person engages in overt motoric behavior that is characteristic of relaxation “ and by practicing these overt skills they actually become relaxed. Results indicated that participants of this study who experienced disability following traumatic brain injury were able to learn relaxation using Poppen's Behavior Relaxation techniques. The first participant was able to achieve eight of ten postures rapidly. However, the rate the participant was able to learn and engage in relaxed postures in the training phase was significantly affected by medication changes. After the initial relaxation session, medication changes began that had a significant impact on the ability of the participant to remain in the relaxed positions. Following feedback in the first session, the participant was able to average 6.8 of the ten relaxed positions in a five minute session; medication changes began three days later that resulted in the individual being unable to remain in a five minute session in a relaxed position and the session ended after one minute

Precision Teaching and Traumatic Brain Injury.
TAMRY L JUNTUNEN (The Chicago School of Professional Psychology)

Abstract:

The purpose of this study was to assess the utility of SAFMEDS training on tacting in a 57-year-old Caucasian male with an acquired brain injury resulting from cardiac arrest secondary to electrocution who was 35 years post injury. Two primary SAFMEDS decks were used, each containing thirty-five cards. All cards displayed color pictures of items relating to activities of daily living. Correct responses were counted as any vocal response that would lead to acquisition of the desired item in a natural environment. The decks of cards were split into several decks. Varying amount of cards and time limits were used to evaluate which procedure works best in the TBI population. Results indicate that tailoring the exposure to each stimulus may result in faster acquisition of desired information. Smaller decks or increased exposure to stimuli was the best procedure for this individual. Results suggest that individuals with TBI may benefit from Precision Teaching methodology, specifically when the procedures are adapted to the individual client.

Use of a Token Economy to Increase Staff Acceptance in a Person with an Acquired Brain Injury.
ABRAHAM SAENZ (Learning Services of Northern California)

Abstract:

Persons with Acquired Brian Injuries (ABI) present with a variety of challenging behaviors. Frequently these challenging behaviors interfere with therapy, social relationships and community independence. Awareness deficits often result in poor cooperation and active resistance to rehabilitation interventions. When internal motivators cannot be accessed, external motivators may be used to increase cooperation. Cooperation with therapeutic instructions and safety precautions can make the difference between eventual independence and supervised living. In this study a token economy was used in a multiple baseline to decrease physical and verbal aggression and increase cooperation across 2 participants in a residential post acute treatment program. Frequent “cash in “ opportunities and meaningful reinforcing activities arising from reinforcer assessments were critical to getting the clients to buy into the token system. Results indicate that staff training and consistent checks of therapeutic integrity are essential to program and client success.

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Related presentation:

#85 Panel Discussion
5/23/2009
4:00 p.m. - 4:50 p.m.
North 224 A
CBM; Applied Behavior Analysis
Data Issues in NeuroBehavioral Rehabilitation
Chair: Michael P Mozzoni (Learning Services NeuroBehavioral Institute of Colorado)

NATILIE JACOME (Learning Services NeuroBehavioral Institute East)
LINDSAY VEIT (Learning Services of Raleigh/Durham NC)
MICHAEL P MOZZONI (Learning Services NeuroBehavioral Institute of Colorado)

#149 Paper Session, 5/24/2009, 9:00 a.m. - 9:50 a.m., North 224 A
CBM
Diverse Applications of Behavior Analysis
Chair: Charles Gilpin (Missouri State University)

A Review of the Current Executive Functioning Interventions for Individuals

• Diagnosed with Traumatic Brain Injury. (Applied Behavior Analysis)
  JULIA KAY WAID-EBBS (BRRC, NFL/SG Veterans Administration)
  

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For further reading:

Brain Injury Section of the Cambridge Center for Behavioral Studies.

Traumatic Brain Injury: Hope Through Research
National Institute of Neurological Disorders and Stroke

National Center for Injury Prevention and Control, Centers for Disease Control

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10 days and counting...

DISCLAIMER: Personal opinion and blog, not an official outlet intended to represent ABA-International® or other official entity or organization.

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"ABA Interventions for Persons with Acquired Brain Injuries"

Award for Effective Presentation of Behavior Analysis in the Mass Media

Amos Rolider, a professor at Emek Yezreel College in Israel will be receiving the 2009 SABA award for effective presentation. As my favorite interest is disseminating behavior analysis, the career of Dr. Rolider is of interest to me. He’s been teaching, researching, and practicing for over 30 years in north America and Israel. His main focuses tend to surround anti-social behaviors of children in home and typical school settings. It was through this work, and guest appearances in televeision and radio that allowed Dr. Rolider to begin a weekly live television program that is currently gaining popularity. This television show called “Parenting 101” has become very popular, in large part because of Dr. Rolider’s ability to take his mastery of behavior analysis and communicate it into user-friendly conversational style approach. This talk should be a fantastic introduction on how to disseminate properly. So often, behavior analysts become mired in our own technical jargon without realizing that we must ‘translate’ to those we are attempting to serve.



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#10 Special Event
05/23/2009
11:30 AM - 12:50 PM
West 301 CD
Opening Event: Society for the Advancement of Behavior Analysis Awards
Chair: Janet S. Twyman (Headsprout)
Abstract: Perhaps nothing has been more frustrating to behavior analysts than the fact that the effective interventions they have developed have been met with hostility and apathy from other professionals and the public at large. As a result of this lack of acceptance, the field of behavior analysis, so far, has not been able to penetrate the walls of the general education system. Thus, millions of children, educators, and parents still only rarely take advantage of its scientifically well-documented effectiveness…
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Presentations

School Wide Behavioral Intervention for Tackling Bullying

The use of context analysis driven intervention in the understanding treatment of Anti- Social behaviors in School Setting

Tackling Bullying in Schools (Hebrew presentation)

Articles:

The Effects of "Behavior-Speak" on Public Attitudes Toward Behavioral Interventions: A Cross-Cultural Argument for Using Conversational Language to Describe Behavioral Interventions to the General Public - Amos Rolider and Saul Axelrod. (in Focus on Behavior Analysis in Education: Achievements, Challenges, & Opportunities)

Rolider, A., Axelrod, S. & Van Houten, R. (1998) Don’t Speak Behaviorism to Me: How to Clearly And Effectively Communicate Behavioral Interventions to the General Public. Child and Family Behavior Therapy, vol. 8 (2).

Rolider, A., Cummings, A., & Van Houten, R. (1992). Side Effects of Therapeutic Punishment on Academic Performances and Eye Contact of Two Developmentally Handicapped Adults. Journal of Applied Behavior Analysis, vol. 24(4) 763-775 see abstract online

Van Houten, R., & Rolider, A. (1989). An Analysis of Several Variables Influencing the Efficacy of Flash Card Instruction. Journal of Applied Behavior Analysis, 22(1), 111-120. see abstract online
Van Houten, R. & Rolider, A. (1988). Recreating the scene: An effective way to provide delayed punishment for inappropriate motor behavior. Journal of Applied Behavior Analysis, 21, 187-192. see abstract online

Books

Rolider, A., Shoham, N. & Lamberg, P. (2000) Applied Behavior Analysis Principles and Strategies. Reading for students, internal publication of Emek Yezreel College. (Hebrew)

Rolider, A. (2000) Bullying at School: Practical Guide for School Personnel Experimental edition. Internal publication of Emek Yezreel College. (Hebrew)

Rolider, A. & Axelrod, S. (2000) Teaching Self–Control to Children Through Trigger Analysis. Texas: Pro-Ed Inc.

Book Chapters

Rolider, A. & Van Houten, R. (1995). The Interpersonal Treatment Model: Teaching Appropriate Social Inhibitions Through the Development of Personal Stimulus Control by the Systematic Introduction of Antecedent Stimuli. In Van Houten, R. & Axelrod, S. (Eds) Effective Behavioral Treatment: Issues and Implementation. Ed. New York: Plenum Press.

Van Houten, R., Rolider, A. Malenfant, L. and Van Houten, J. (1994). Prevention of Brain Injuries by Improving Safety Related Behaviors. In Finlayson, M. & Garner, S. (Eds) Brain Injury Rehabilitation Clinical Considerations. Williams & Wilkins: Physical Medicine Library.

Rolider, A. & Van Houten, R. (1991). The Role of Reinforcement in Reducing Inappropriate Behavior: Some Myths and Misconceptions. In Repp & Singh (Eds.) Aversive and Non-Aversive Treatment. Ed. Sycamore Publishing, Illinois.

Van Houten, R. & Rolider, A. (1991). Research in Applied Behavior Analysis. In J.L. Matson & J.A. Mulnick (Eds) Handbook for Mental Retardation, 2nd Ed. New York: Pergamon Press.

Van Houten, R. & Rolider, A. (1991). Declarative Procedure Based Upon Compliance Training. In J.K. Luiselli, J.L. Matson & N.N. Singh (Eds) Assessment, Analysis and Treatment of Self Injury. Ed. New York: Springer-Velarge.

Rolider, A., Van Houten, R., Hamm, S.L. & Williams, L.W. (1991). Severe School-Related Behavior Problems in Adolescents: The Use of A Home-Based Inter Personal Treatment Model with Parents as Mediators. Behavior Disorders of Adolescence: Research Intervention, And Policy in Clinical and School Settings.

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Award for Effective Presentation of Behavior Analysis in the Mass Media