|
| Theory and Systems |
| Sunday, November 10, 2013 |
| 11:30 AM–1:15 PM |
| Regency Ballroom A & B |
|
| 1. Autism Virtual Awareness Fair: A Medium for Cross-Disciplinary Education |
| Area: EDC; Domain: Applied |
| Iryna V. Ashby (HANDS in Autism Interdisciplinary Training and Resource Center, IU School of Medicine), Tiffany Neal (HANDS in Autism Interdisciplinary Training and Res), NAOMI SWIEZY (HANDS in Autism Interdisciplinary Training and Res), Megan Marie Carter (HANDS in Autism Interdisciplinary Training and Resource Center, IU School of Medicine), Anne Fletcher (HANDS in Autism Interdisciplinary Training and Resource Center, IU School of Medicine), Alison Dethoff (HANDS in Autism Interdisciplinary Training and Resource Center, IU School of Medicine) |
| Abstract: Success of individuals with an Autism Spectrum Disorder (ASD) across settings can be optimized with communication between families, education professionals, medical and community providers. However, such communication is impaired if disparities exist between groups in regards to the understanding of ASD, supports and services, rights and regulations, treatment and educational service options. To address this crevasse and support such communication via joint and synchronous construction of knowledge and awareness, HANDS in Autism initiated a virtual awareness fair consisting of a combination of interactive exposition highlighting Indiana resources and services to support individuals with disabilities, a showcase of evidence-based and best practices for educational and medical settings, and a set of webinars addressing a range of cross-setting and cross-specialty topics that were available live and asynchronously as a recording to increase further use of the information. Results from the two-year pilot will be assessed using geospatial analysis of access points, roles of attendees across webinars and the asynchronous portion of the fair, and attendee's satisfaction with the content and format. Future directions and expansion of the awareness fair as a virtual professional development option for cross-disciplinary professionals and parents interacting with individuals with developmental disabilities will be discussed. |
| |
|
| 2. The Achieve Degree: An Example of Technology for Individualized Learning |
| Area: EDC; Domain: Applied |
| DANA R. REINECKE (The Sage Colleges) |
| Abstract: The Achieve Degree is a completely online, highly supportive Bachelor's Degree program designed to meet the specific needs of students with autism who are academically capable, but socially reluctant or unable to attend a traditional college program. This presentation will describe the important features of the Achieve Degree, which include: consistent course delivery and expectations; all content and assessment delivered in a choice of modalities; one-to-one mentoring by board certified behavior analysts; carefully selected academic curriculum; 12 one-credit Life Labs to provide practical instruction; specially trained faculty and staff; small class size; year-round coursework divided into short, intensely focused terms. This presentation will show how each of these features is made possible through the use of technology. Additionally, we will discuss how the online format of the program means that not only do students not have to manage the confusing and difficult aspects of attending a college campus, but that this program can become a part of their lives wherever they are. Anecdotal descriptions of real students and events in the Achieve Degree will demonstrate how technology can be used to approach learning in a consistent way for individuals who present with a variety of strengths and needs. |
| |
|
| 3. The Use of an Online Database for Monitoring Practicum Students' Experiences and Supervision |
| Area: EDC; Domain: Applied |
| JENNIFER KLAPATCH (The Chicago School of Professional Psychology) |
| Abstract: The practicum requirements of the Behavior Analyst Certification Board (BACB) can be confusing and difficult for students to understand and adhere to, especially if students accrue hours under multiple supervisory categories or accrue hours over an extended period of time during which BACB requirements change. To address these issues, an online database tracking system was created and implemented at the Chicago campus of The Chicago School of Professional. As a requirement of earning a passing grade in Practicum Seminar, students are required to document on a weekly basis clinical and supervisory hours accrued. Additionally, supervisors are required to electronically confirm these hours as well as document topics covered in supervision, skills demonstrated by the student, and descriptive feedback. This information is monitored on a weekly basis for all practicum students allowing us to ensure each student is getting the proper percentage of supervision each week, receiving training on a variety of skills, and applying feedback appropriately. Examples of forms used on the database will be displayed as well as topics for consideration when designing and using an online tracking system. |
| |
|
| 4. The Need for Instructional Design With Educational Innovations |
| Area: EDC; Domain: Conceptual/Theoretical |
| DOUGLAS A. JOHNSON (Western Michigan University) |
| Abstract: Computer-based instruction is a promising avenue for the development of educational innovations, with the potential of computer-based instruction being traced back to Skinner's teaching machines. This digital poster will present findings that summarize computer-based instruction research with adult learners from over a 12-year period of time. Despite the positive findings with computer-based instruction, it is important to remember that the computers and other forms of equipment are not responsible for the gains in learning. Instead, instructional designs of the contingencies imposed by technology are the key factor. Conceptual and theoretical considerations related to instructional design will be related to computer-based instruction and extended to education in general. The considerations include the possibility of selecting the most efficient teaching items and the engineered development of novel behavior patterns. The possibility of these instructional design considerations serving as an answer to cognitive challenges such as insight, problem-solving, and creativity will be explored. |
| |
|
| 5. Evidence or Infomercial: The Necessity of Evaluating Technological Innovations |
| Area: EDC; Domain: Conceptual/Theoretical |
| RONNIE DETRICH (The Wing Institute) |
| Abstract: Technology is impacting every aspect of education. Apps assist student's communication and allow them greater independence. Universities are offering online courses as a means of increasing enrollment. There are many wonderful opportunities for education; however, in the excitement about the possibilities we must be cautious to not let the claims get out ahead of the evidence. The helping professions are full of solutions that generated great enthusiasm that later were demonstrated to be ineffective. Education has not been immune to this phenomenon. A compelling example is facilitated communication. Before evidence established that FC had no beneficial effects, many families were disrupted, millions of dollars were spent on an ineffective intervention. Recently, the Las Angeles Unified School District contracted with Apple to provide IPads for every student in the district at an initial cost of $30 million dollars and has been estimated to reach a half a billion dollars once the plan is completely implemented. There is no evidence to support implementation of IPad technology at this scale. In this poster, evidence will be proposed as a necessary complement to the enthusiasm for technology. Criteria will be proposed for the evidence to evaluate a technological solution. |
| |
|
| 6. CANCELED: The Atlantis Student Exchange Programme: A Model for Behaviour Analysis Course Collaboration |
| Area: EDC; Domain: Conceptual/Theoretical |
| J. CARL HUGHES (Bangor University, Wales), William F. Potter (California State University, Stanislaus), Monika M. Suchowierska (University of Social Sciences and Humanities) |
| Abstract: One of the most exciting aspects of behaviour analysis is the remarkable degree of agreements to the subject matter of the science of behaviour. This is highlighted by the fact that many of the training courses at post graduate level have aligned to the BACB task list requirements. This consistency in the content has raised the possibility of student exchange and internationalization across courses. This can only be a good thing for international relations and the spread of behaviour science globally. The Atlantis Programme is one example of this. The Atlantis programme aims to promote educational cooperation and understanding between the people of the European Union and the USA. Our project is designed to move 48 behaviour analysis students and conduct 24 faculty exchanges between California State University Stanislaus (CSUSTAN), Warsaw School of Social Sciences and Humanities (SWPS), Poland, and Bangor University (BU), Wales. The presentation will outline the project and how others may design similar collaborations. |
| |
|
| 7. Discovering the Behaviorisms: Using Technology to Teach Philosophy |
| Area: EDC; Domain: Conceptual/Theoretical |
| MARK MALADY (Brohavior; HSI/WARC) |
| Abstract: Behaviorism has been described as the philosophy of the science of behavior. It is very common for students of behavior analysis to be exposed to parts of Skinner's radical behaviorism and the early methodological behaviorism. These two systems can be great foundations although they do not begin to cover the plethora of philosophical and conceptual work that has been done inside of the science of behavior within the last 100 years. The internet offers great resources to teach complex philosophical systems and make them widely available to students. Current efforts to do this and a new platform called "Philosophy Corner" will be presented. Audience members will be asked to discover what they have to say and will be provided tips with how to get their message out to the students of behavior science. |
| |
|
| 8. Testing the Impact of a Derived Relational Responding Intervention on Relational Skills and on Full Scale IQ in Children of Mixed Abilities in a Mainstream Irish School |
| Area: EDC; Domain: Applied |
| SARAH N. CASSIDY (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth) |
| Abstract: Relational Frame Theory suggests that relational skills are foundational for a range of important intellectual abilities involving language, abstract reasoning and problem solving. Relational skills refer to the ability to derive multiple stimulus relations between novel and arbitrary stimuli, including same, opposite, more and less relations. The current research aimed to replicate a previous finding that relational skills training can lead to improvement in the general intelligence of children. Fifteen 10-12 year old children were administered a baseline Wechsler Intelligence Scale and a specially designed relational skills assessment before beginning supervised online relational skills training for several 30-60 minute sessions per week over several months. The training involved criterion based progression through 55 different levels of training, each of which required the child to derive stimulus relations from a series of relational statements. Following the training, the Wechsler Intelligence Scale and relational skills assessments were re-administered. Data trends showed significant improvements in both relational ability and IQ across the intervention period. Modest correlations between baseline IQ and relational skill indices were observed, although correlations between improvements in relational skills and magnitude of IQ increases across the intervention were not obtained. While the small sample size compromises the current findings, they suggest that relational skills are foundational to many intellectual skills and support the behavior-analytic position that Intelligence Quotients measure flexible skill repertoires rather than stable internal constructs. |
| |
|
| 9. Train Your Brain: Using Behavior Analysis to Shape Education Bolstering EEG Patterns |
| Area: EDC; Domain: Conceptual/Theoretical |
| ETHAN LESTER (University of North Texas), Melissa L Connally (University of North Texas), Amy Murrell (University of North Texas) |
| Abstract: Technology is an important tool for educators, especially when pedagogy and educators' values are incorporated (1). Behavior analytic principles and technologies have long guided education (2). Sequential programmed instruction and functional analyses are widespread. Even teachers who may not know supportive literature (e.g., 3), likely help students contact environmental contingencies through experience. Technology-based skill acquisition is experiential, and results of one PDA study indicated improvements in participants' awareness of learning and knowledge conceptualization (4). More research is needed to explore the role of technology in education. The Mind Wave, an EEG headset, measures: "attention" and "meditation", based on brainwaves. EEG measurements are accessible through a computer or smartphone and are displayed in varied user friendly formats (e.g., rising ball when relaxed). Immediate feedback allows wearers to evoke systematic environmental manipulations and reduce trial and error learning. The device may, as examples, punish responses that reflect inattention to internal or external stimuli, or reinforce relaxation. Fluency with academic outcomes is trained similarly, with clearly tracked data (5). Given principled changes lead to gains in education (e.g., 6; 7) and that modern students are accustomed to computers and quickly-changing stimuli, the Mind Wave seems the perfect fit between behavior analysis and technology. 3. Catania, A. C., Matthews, B. A.,.& Shimoff, E. (1982). Instructed versus shaped human verbal behavior. JEAB, 38, 233-248. 5. Cooper, J. O. (1982). Appd beh. analysis in educ. Theory Into Practice, 21(2), 114-118. doi:10.1080/00405848209542992 1. Evans, T., & Nation, D. (1993). 12 Educational Technologies. Reforming open and distance education: Critical reflections from practice, 196. 6. Henderson, W. T., & Wen, S. (1976). Eff. of immed. positive reinf. on undergrads's course achievement.Psychological Reports, 39(2), 568-570. 4. Lai, C. H., Yang, J. C., Chen, F. C., Ho, C. W., & Chan, T. W. (2007). Affordances of mobile tech. for expm. learning: The interplay of tech. and pedagogical practices. JCAL, 23(4), 326-337. doi:10.1111/j.1365-2729.2007.00237.x 7. Sidman, M. (1991). Positive reinforcement in education. In W. Ishaq (Ed.) , Human behavior in today's world (pp. 171-174). New York, NY England: Praeger Publishers. 2. Sulzer-Azaroff, B. & Gillat, A. (1990). Trends in behavior analysis in education. JABA, 23(4), 4955 |
| |
|
| 10. Establishing Ethical Behaviour Through a Contingency-Based Blended Learning Course |
| Area: EDC; Domain: Applied |
| MICHELLE TURAN (University of Windsor), Sarah Kupferschmidt (The Learning Tank) |
| Abstract: Practicing behaviour analysis ethically is the goal of at least one graduate course in programs designed to establish practitioners in behaviour analysis and autism. The delivery of these courses is often didactic in nature with the desirable outcome of establishing behaviour that aligns with the responsible conduct guidelines established by the BACB. With the movement towards fully online instruction, directly observable student behaviour is less accessible. The purpose of this presentation is to describe how a blended delivery 30-hour ethics course that includes both knowledge-based assessment via quizzes, as well as performance-based assessment via role-play and feedback may be a preferred method to assess ethical behaviour in students. Data to be collected. |
| |
|
| 11. Data Collection Process - In the Trenches With the Behavior Analyst |
| Area: EDC; Domain: Applied |
| BREANNE BERG (Apex behavior Consulting), Barry Katz (Operant Systems Inc) |
| Abstract: The management of targets and the instances of inappropriate behaviors are the bane of the Behavior Analysts existence. On average the Behavior Analysts manages about 20 - 25 programs and 2 - 5 behaviors for each child each day. This poster will describe how the ABA Notebook addresses the various concerns of getting the data collection process right for the Behavior Analysts. The critical component of the data collection process for skills acquisition program is the progress a child is making with the various targets within a program. Targets are mastered or not mastered. If targets are not mastered they are revisited with their supervisor. The progress a child is making with their programs and targets is managed by graphs, change target reports, mastered target reports, weekly and monthly progress reports. Similarly there is an array of graphs and reports for inappropriate behavior management. The challenge in managing the Behavior Analysts workload is developing an effective mobile tools that address the workload process for the Behavior Analyst. |
| |
|
| 12. Building a Better Online Education Environment and Using Behavior Analysis To Do It |
| Area: EDC; Domain: Applied |
| TIMOTHY C. FULLER (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Behavior analysis has had a rich history in instructional design. Precision teaching (Lindsley, 1990), personalized system of instruction (Keller, 1968), and inter-teaching (Boyce, & Hineline, 2002) have had a positive impact on the way instruction is designed and delivered to students. Common features among these instructional design methods include: frequent assessment, the immediacy with which feedback is made available, and a focus on individual performance (Kubina & Yurich, 2012). Incorporating these features along with others, such as student-to-student contact and student-to-instructor contact, within a class that delivers instruction and materials entirely online is met with two challenges. The first is equipment: both hardware and software at considerable cost is needed to facilitate these instructional features. The second is development time: to date the estimated requirement to develop 1 hour of online material can reach 30+ hours of development time (Chapman, 2010). This poster discusses how these challenges have been met and future directions to take when delivering an online course that incorporates behavior analytic instructional design strategies. References: Chapman, B. (2010). How Long Does it Take to Create Learning? Chapman Alliance, LLC. Boyce, T. E., & Hineline, P. N. (2002). Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom. The Behavior Analyst, 25 (2), 215-226. Keller, F. S. (1968). "Good-bye teacher". Journal of Applied Behavior Analysis, 1, 79-89. Kubina, R. M., & Yurich, K. K. L. (2012). The Precision Teaching Book. Lemont, PA: Greatness Achieved Publishing Co. Lindsley, O. R. (1990) Precision Teaching. Teaching Exceptional Children, 1, 10-15. |
| |
|
| 13. Applying Applied Behavior Analysis to the American Heart Association Pediatric Advanced Life Support (PALS) Program: Shaping Behavior of Healthcare Professionals Who Treat Critically Ill Children |
| Area: EDC; Domain: Applied |
| RICHARD COOK (Penn State University) |
| Abstract: The American Heart Association (AHA) Pediatric Advanced Life Support (PALS) course has become a required certification for many physicians, nurses, and other health care professionals who take care of acutely critically ill children. The course, now in its 24th year and 6th revision, emphasizes key concepts in the first phases of resuscitation of children, including teamwork, performance of medical skills, applying critical interventions, and evaluating their effectiveness. The program's evolution has increased the focus upon consistency in educational content thru the use of video presentations, and purports to place great emphasis on "hands on" learning. However, increased quantity of informational content, decreased time requirements, and lack of task analyzed specific guidelines for skill learning, skill performance, and equipment availability, result in decreased opportunity to learn "cold" the many skills, including the "skills" related to making judgments, conducting clinical evaluations, determining appropriate interventions, evaluating effectiveness, and making ensuing, immediate revisions to the treatment plan. Given the importance of learning psychomotor and algorithmic assessment skills, ABA is well suited for use in both assessing and improving (making more behaviorally consistent) the teaching methods, and in assessing and comparing that which students have learned in the various approaches. While consistency in the manner in which the course is offered is emphasized by the AHA, variations occur regularly not only between programs offered by the many different training centers and sites, but also within the program a given site offers. Task analysis allows one to compare learning of component skills, which can be linked to form habits. While the AHA notes incorporation of techniques for adult learners, evaluation from an ABA perspective quickly reveals areas for improving learning effectiveness, such as in having enough items of equipment to allow the student to develop discrimination, generalization, and maintenance. Some studies cited in support of the program's teaching effectiveness purport supportive conclusions, but fail to cite socially valid or clinically significant parameters or outcome variables, and lack the data to do so. This paper presents a behaviorally based evaluation of the program's teaching approaches, as well as suggestions for changes likely to foster more efficient, generalized, and maintained learning. |
| |
|
| 14. Challenges in the Dissemination of Evidence-Based Instruction |
| Area: EDC; Domain: Applied |
| BRYAN TYNER (CUNY Graduate Center), Daniel Mark Fienup (Queens College, City University of New York) |
| Abstract: Video modeling of computer skills is widely used, but lacks empirical support. Identifying more effective instruction methods benefits ABA educators, service providers, and consumers. The present study compared video modeling to text-based and no-instruction for teaching how to create multiple baseline graphs in Microsoft Excel. Results indicate that video modeling is more effective than text-based task analyses and no instruction. This study may inform educators and staff trainers regarding best practice for teaching similar complex skills. Obstacles encountered when attempting to disseminate the video models to graduate-level practicum students are discussed. Identifying practical ways to disseminate evidence-based instruction methods is an essential aspect of an applied science of behavior, and is a challenge for translational researchers. Potential dissemination methods should be considered during the design of instruction materials for education research in order to limit the turnaround time between research and application. Other challenges for similar research and potential solutions are presented. |
| |
|
| 15. MOOCs: Disruptive Innovation or Just Disruptive |
| Area: EDC; Domain: Conceptual/Theoretical |
| BARBARA SCHIRMER (Defiance College), John M. Schirmer (Eagle Bridge Technologies) |
| Abstract: Massive Open Online Courses, or MOOCs, have dominated the dialogue about the future of higher education with claims from MOOCs signaling the impending demise of the bricks-and-mortar campus to MOOCs being just a passing fad. In this IGNITE presentation, the question of whether MOOCs are a disruptive innovation in higher education or just a disruption in the usual business model for higher education will be considered. We will use the concept of disruptive innovation as an innovation that changes the market place versus sustaining innovation as an innovation that improves the quality of the current product (Christensen, The Innovator's Dilemma, 1997; The Innovator's Solution, 2003). We will examine the various political, economic, and other forces that may lead MOOCs to change the market place of higher education and the forces that are pushing back toward traditional course deliveries. We will also consider whether or not the learning outcomes are any better or even as good as current academic course delivery models and why competitiveness in quality may not be a key factor in the likelihood of MOOCs to disrupt the higher education market place. |
| |
|
| 16. Batteries Not Included: Effective Instruction the Low-Tech Way |
| Area: EDC; Domain: Applied |
| WILLIAM L. HEWARD (The Ohio State University) |
| Abstract: If today's digital technology has the potential to improve education on a grand scale--and it does--imagine the possibilities tomorrow's technology will bring to the classroom. But technology isn't limited to smartboards, mobile devices and apps; technology also refers to the application of scientific knowledge for practical purposes. Behavior analysts have been applying knowledge from their science for the purpose of improving teaching and learning for decades and have developed a robust technology of teaching that any teacher in any classroom can use. This poster will highlight a teaching technique that costs absolutely nothing, has no moving parts to break, wear out, or become obsolete, and can be used to teach virtually any curriculum content to learners from pre-K to grad school. All teachers should be skilled in using this or other low-tech instructional tactics because even in the richest countries in the world, most education consists of teacher-delivered lessons to a room full of students unaided by digital technology. It's not a contest or forced choice between high-tech and low-tech. Teachers can and should use low-tech techniques in combination with the latest instructional technology available. |
| |
|
| 17. Evidence-Based Practices, Strategies, and Resources for Autism Spectrum Disorder (ASD) and Related Developmental Disabilities: Virtual Professional Development Across Systems and Settings |
| Area: EDC; Domain: Applied |
| Iryna V. Ashby (HANDS in Autism Interdisciplinary Training and Res), TIFFANY NEAL (HANDS in Autism Interdisciplinary Training and Res), Naomi Swiezy (HANDS in Autism Interdisciplinary Training and Res), Megan Marie Carter (HANDS in Autism Interdisciplinary Training and Res), Anne Fletcher (HANDS in Autism Interdisciplinary Training and Resource Center, Dept of Psychiatry, Indiana University School of Medicine) |
| Abstract: Behavioral, academic, and social outcomes of students with developmental disabilities largely depend on implementation of evidence-based practices across multiple staff and settings. With a reduction of funds available for professional development (PD), access to specialized trainings for providers such as school personnel may be reduced particularly for staff that are not directly involved in teaching (e.g., support personnel, related services, parents). To assist with school-wide and community-wide awareness building and construction of knowledge across systems regarding evidence-based practices and strategies, HANDS in Autism initiated a series of online, interactive, standalone eLearning modules targeted at multiple levels of school, medical, and community stakeholders. The materials and interactive activities embedded in the modules are based on principles of problem-based and case-based learning, immediate feedback, examples of implementation of transportable tools and strategies, and other best practices important for online teaching and learning. The impact of eLearning modules will be assessed using geospatial analysis of access points, number of modules completed, and satisfaction with module format and content. Future directions and expansion of virtual PD for staff interacting with individuals with developmental disabilities and its wide adoption within a PD curriculum for school personnel will be discussed. |
| |
|
| 18. Getting There: ABA and Autism Interventions in a Public School System |
| Area: EDC; Domain: Applied |
| MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Net), Amiris Dipuglia (PaTTAN/ Autism Initiative) |
| Abstract: The Pennsylvania Training and Technical Assistance Network (PATTAN) Autism Initiative ABA Supports (AI ABA Supports) has provided more than 10 years of consultative support to various public education autism support classrooms. PATTAN is the training arm of Pennsylvania's Bureau of Special Education. The AI ABA Supports program provides training and ongoing consultation through pre-implementation training, a site review of classroom practices, direct performance based feedback during consultation, and training materials that are directly linked to classroom practices. This session will review the rationale and methods used to promote active implementation of behaviorally based programming in public school autism programs. Through use of data display, photos, brief video clips and narration, the presentation will highlight sequences and methods of staff training; onsite consultation and treatment integrity procedures. Embedded in the presentation will be demonstrations that show methods that have been fruitful in engendering classroom staff to work consistently at data collection, procedural fidelity, and applying a reasonable analysis of variables affecting student performance. Consultation will be described as a process in which instructional techniques are modeled and then transferred to staff. As much as possible, we will tell a simple story about a complex process that has positive implications for the practical delivery of applied behavior analytic services in public school settings. |
| |
| |