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| A Summary of the Effectiveness of Treatments for Pediatric Feeding Disorders |
| Friday, February 28, 2014 |
| 10:00 AM–1:00 PM |
| Grand Ballroom A-B (Suite Tower) |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Cathleen C. Piazza, Ph.D. |
| CATHLEEN C. PIAZZA (University of Nebraska Medical Center's, Munroe-Meyer Institute) |
 Cathleen C. Piazza, Ph.D., is a professor of pediatrics and director of the Pediatric Feeding Disorders Program at the University of Nebraska Medical Center in Omaha. She previously directed similar programs at the Marcus Institute in Atlanta and at the Johns Hopkins University School of Medicine in Baltimore. Dr. Piazza and her colleagues have examined various aspects of feeding behavior and have developed a series of interventions to address one of the most common health problems in children. Her research in this area has been among the most systematic in the field and has firmly established behavioral approaches as preferred methods for assessment and treatment. In her roles as clinical, research, and training director, Dr. Piazza has mentored a large number of interns and fellows who have gone on to make significant contributions to the field. Highly regarded for her general expertise in research methodology, Dr. Piazza is a former editor of the Journal of Applied Behavior Analysis. |
Description: Previous research has demonstrated that escape extinction (EE) is a necessary component of treatment for pediatric feeding disorders in most cases (e.g., Ahearn, Kerwin, Eicher, Shantz, & Swearingin, 1996; Patel, Piazza, Martinez, Volkert, & Santana, 2001; Reed, Piazza, Patel, Layer, Bachmeyer, Bethke, & Gutshall, 2004). Their clinical experience is that EE is not always effective when used alone, which necessitates the use of alternative and/or additional procedures. Although researchers have evaluated the effectiveness of treatment procedures individually, the overall effectiveness of these procedures has not been evaluated on a large scale. In the present paper, they examined 135 data sets from children referred for treatment of a pediatric feeding disorder. The researchers analyzed how often EE-based procedures were effective inincreasing acceptance and mouth clean (a product measure of swallowing) and decreasing inappropriate mealtime behavior. They also analyzed how often it was necessary to use alternative and/or additional procedures when EE was not effective. Theyidentified the procedures that were used and evaluated their effectiveness in treating the target behaviors noted above.
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| Learning Objectives: At the conclusion of the workshop, participants should be able to:
--Describe at least one method of implementing escape extinction for treatment of a pediatric feeding disorder.
--Identify at least one treatment for expulsion.
--Identify at least one treatment for packing.
--Become familiar with the effectiveness of escape extinction procedures as treatment for pediatric feeding disorders. |
| Activities: At the conclusion of the event, participants should be able to:
--Describe at least one method of implementing escape extinction for treatment of a pediatric feeding disorder
--Identify at least one treatment for expulsion
--Identify at least one treatment for packing
--Become familiar with the effectiveness of escape extinction procedures as treatment for pediatric feeding disorders. |
| Audience: Psychologists, behavior analysts, graduate students, and anyone interested in learning more about treatments for pediatric feeding disorders. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): escape extinction , Feeding disorders |
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| The Power of Peers to Influence Young Children's Social Competence |
| Friday, February 28, 2014 |
| 2:00 PM–5:00 PM |
| Grand Ballroom A-B (Suite Tower) |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Phillip S. Strain, Ph.D. |
| PHILLIP S. STRAIN (University of Colorado at Denver and Health Sciences Center) |
 Phil Strain, Ph.D., is a professor of educational psychology at the University of Colorado Denver and director of the Positive Early Learning Experiences Center. He has written more than 300 professional papers in the early intervention field, has served on editorial boards of more than 20 professional journals, has been the principal investigator of grants totaling more than $50 million and has been recognized with distinguished career awards on three separate occasions. He authored the original grant that funded the development of the LEAP (Learning Experiences: An Alternative Program for Preschoolers and Parents) Preschool model for children with autism in 1980 and has continued to develop the model during the past 30 years. His primary research interests include intervention for young children with early onset conduct disorders, remediation of social behavior deficits in young children with autism, design and delivery of community-based, comprehensive early intervention for children with autism, and analysis of individual and systemic variables affecting the adoption and sustained use of evidence-based practices for children with severe behavior disorders. |
| Description: This workshop will focus on answering five key intervention questions specific to social skill instruction for young children: 1) Who are the most effective agents of intervention? 2) How does one prepare typically developing children to be intervention agents? 3) What are the pivotal skills for preschoolers? 4) How does one plan for an adequate amount of practice? and 5) What outcomes might be expected? |
| Learning Objectives: Forthcoming |
| Activities: Forthcoming. |
| Audience: Psychologists, behavior analysts, practitioners, graduate students, and anyone interested in learning more about the social skills of young children. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): intervention agents, Social competence |