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The Use of Technology in The Effective Behavior Analytic Programming

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The Use of Technology in The Effective Behavior Analytic Programming

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    1. The Use of Technology in The Effective Behavior Analytic Programming Preparing Adolescents for Adult Life Transforming Possibilities into Abilities

    2. Unique ABA driven, community based transition program targeting quality of life as the outcome in preparing for adulthood PAAL

    3. The Use of Bluetooth® Technology to Promote Independent Functioning in The Community: Targeting The Future Gloria Satriale, J.D., BCBA Kaori Nepo, M.Ed., BCBA Avi Glickman, M.Ed.

    4. Background Previous investigations (e.g., Satriale, Nepo, & Chance, 2007) demonstrated that Bluetooth® activated cell phone technology can be used to increase the distance between participants and instructors during instruction and, subsequently, reduce the stigma which may be associated with physical prompting in the community. Bluetooth®

    5. Purpose To investigate the efficacy of community- based instruction delivered via Bluetooth® and a remote cell phone and the extent to which telephonic verbal prompting can be successfully faded. Bluetooth®

    6. Participants A 13-year old male student with moderate to severe autism A 16-year old male student with moderate to severe autism A 18-year old female student with moderate to severe autism Bluetooth®

    7. Procedure Multiple baseline design across three behaviors locate items wait in line purchase with a credit card Data collected on frequency of prompts, distance between participants and instructors, and the duration of prompt fading. Bluetooth®

    8. Baseline Participants wore an inactivated Bluetooth® and kept the paired cell phone in his/her pocket Written/picture schedule and/or verbal priming was provided participants at the start of each session Instructor provided only physical prompting (partial and/or full) as needed to complete the TA for purchasing or related tasks Bluetooth®

    9. Intervention Participants wore an activated Bluetooth® and kept the paired cell phone in their pocket or purse The instructor provided verbal prompts via cell phone connected to the participant’s phone If the participants did not respond to two (2) verbal prompts, instructor provided light physical guidance The proximity of the instructor to the participant was systematically increased Bluetooth®

    10. Bluetooth®

    11. Bluetooth®

    12. Bluetooth®

    13. Bluetooth®

    14. Result Participant 1: met criteria at 43rd session (within 9 weeks) Participant 2: met criteria at 33rd session (within 6 weeks) Participant 3: met criteria at 65th session (within 13 weeks) Bluetooth®

    15. Discussion Verbal prompts were able to be faded successfully Distance from the participant was able to be increased in advance of skill mastery Appearance of independence may help promote social acceptance and community integration Wearing the device may help disguise/mask vocal stereotypy Provides a safety net while providing a greater independence Bluetooth®

    16. Limitations The cost and maintenance of the device may be a limitation. Participants require some level of receptive language skills to benefit from this intervention Participants may require some form of systematic desensitization to accept the Bluetooth® and reinforced instruction to carry a cell phone Bluetooth®

    17. Future Considerations Expansion to a greater variety of skills across more diverse and complex environments. Research on implementing such a strategy with more than one individual at a time. Bluetooth® Technology: job training, safety skills, staff training, Social validity Self confidenceTechnology: job training, safety skills, staff training, Social validity Self confidence

    18. The Use of PDA/Smartphone to Increase Independent Functioning of Adolescents with Autism Avi Glickman, M.Ed. Kaori Nepo, M.Ed., BCBA Gloria Satriale, J.D., BCBA

    19. Background The conventional Augmentative Alternative Communication (AAC) devices can be bulky and stigmatizing Individuals are often exposed to various communication systems but may not utilize any system consistently and/or independently as a function of response efficiency Technological advancements have made a variety of AAC devices available with improved portability thereby reducing stigma PDA/Smartphone

    20. Purpose To increase functional communication and reduce potential stigma in the community via utilization of a PDA and Microsoft PowerPoint® application PDA/Smartphone

    21. Participant An 18 year-old female student participated in this study. She had prior experience of various AAC systems including American Sign Language, voice output systems, PECS®, and vocal communication. However, she did not use any system consistently. PDA/Smartphone

    22. Procedure Alternating treatment design with a single subject Independent (manding) with PECS® and Microsoft PowerPoint® application on a PDA were compared PDA/Smartphone

    26. Baseline1 Participant had access to PECS® book to communicate but was not prompted Intervention1 Participant was prompted to use PECS® book to communicate. PDA/Smartphone

    27. Baseline 2 Participant had access to PECS® book and PDA but was not prompted to use either system Intervention2 Participant was prompted to use the Microsoft PowerPoint® application on a PDA to communicate PDA/Smartphone

    28. PDA/Smartphone Result Participant achieved the same level of independence faster with her PDA. She choose PDA over her PECS while she had access to both The participant has also learned to use PDA for her schedule Result Participant achieved the same level of independence faster with her PDA. She choose PDA over her PECS while she had access to both The participant has also learned to use PDA for her schedule

    29. PDA/Smartphone

    30. Results-social validity 67% of community members surveyed stated that communication with a PDA was faster than with PECS book 55% reported the same comfort level with both systems; 36 % reported a higher level of comfort for communication with a PDA; 10% reported a higher level of comfort with PECS. 72% reported that both communication systems were easy to understand; 18 % reported that communication with the PDA was easier to understand. PDA/Smartphone

    31. Benefits Highly customizable Cost effective Functional communication Use of technology leads to reduced stigma in the community Increased level of independence Promotes community integration PDA/Smartphone

    32. Limitations Individual preferences Larger number of social validity data needs to be collected Dependency-Require backup system Require some degree of fine motor coordination Time consuming to program PDA/Smartphone

    33. Future Considerations Further improvement on technological devices Reduced cost Easier programming Improved reliability and durability Portability Generalization of technology applications Further investigation of social validity Generalization across large numbers of participants with various needs PDA/Smartphone

    34. The Use of Bluetooth® data collection and Video Feedback to improve staff performance Kaori Nepo, M.Ed., BCBA Gloria Satriale, J.D., BCBA Avi Glickman, M.Ed. Even with all great interventions and plans, without well trained staff, those plans were useless…because they are the one need to implement those interventions. Even with all great interventions and plans, without well trained staff, those plans were useless…because they are the one need to implement those interventions.

    35. Background Ongoing staff training is a critical component of effective service delivery in ASD Didactic instruction is generally regarded as insufficient to significantly change staff competencies and performance On-site training is time consuming Current technology may provide a cost effective alternative to didactic training and may be applicable in more remote training environments Staff Performance So, you have great technology and interventions...but those interventions and technology are useless if you cannot implement them in the right ways or effectively. What do we need??? Competent teachers or staff can implement those interventions. We all agree that the on-going staff training is critical component of effective programming... Like many other programs, we use didactic teaching for initial and on-going trainings. Didactic teaching is an effective way to teach concepts, increase knowledge, or help staff to understand the interventions. However, this does not mean that staff can apply their knowledge and implement the interventions effectively. In order to teach how to apply their knowledge and implement intervention effectively, supervisors need to provide on-site training, including modeling the interventions, observing staff performance, and providing immediate feedback. However the on-site training can be… time consuming especially for the community based program like us… For example our students go out in the community all day everyday to work on necessary skills at each setting. We also rotate staff for generalization. costly (# of supervisors to provide training, and time/cost of driving) intrusiveness for students, staff, and also for people in the community Since we had great success with intervention incorporating commonly available technology for students, we decided to utilize those technology for staff  So, you have great technology and interventions...but those interventions and technology are useless if you cannot implement them in the right ways or effectively. What do we need??? Competent teachers or staff can implement those interventions. We all agree that the on-going staff training is critical component of effective programming... Like many other programs, we use didactic teaching for initial and on-going trainings. Didactic teaching is an effective way to teach concepts, increase knowledge, or help staff to understand the interventions. However, this does not mean that staff can apply their knowledge and implement the interventions effectively. In order to teach how to apply their knowledge and implement intervention effectively, supervisors need to provide on-site training, including modeling the interventions, observing staff performance, and providing immediate feedback. However the on-site training can be… time consuming especially for the community based program like us… For example our students go out in the community all day everyday to work on necessary skills at each setting. We also rotate staff for generalization. costly (# of supervisors to provide training, and time/cost of driving) intrusiveness for students, staff, and also for people in the community Since we had great success with intervention incorporating commonly available technology for students, we decided to utilize those technology for staff 

    36. Purpose To improve staff performance by providing feedback via Bluetooth® technology and video taping. Staff Performance Target behavior: reduce unnecessary verbal prompts (“what’s next?” “time for…”, calling student’s name….) Target behavior: reduce unnecessary verbal prompts (“what’s next?” “time for…”, calling student’s name….)

    37. Staff Performance Ricky:31 years old male instructor who has experience working with adolescents with autism for over 5 years and has participated in initial and on-going training for the basic ABA strategies. Eric: 27 years old male instructor who did not have previous works with adolescents with autism but holds a teaching certificate and has received the initial basic ABA training George: 34 years old male instructor who has experience working with adolescents with autism for over 5 years and has received in initial and on-going training for the basic ABA strategies Target behavior: reduce unnecessary verbal prompts (“what’s next?” “time for…”, calling student’s name….) Ricky:31 years old male instructor who has experience working with adolescents with autism for over 5 years and has participated in initial and on-going training for the basic ABA strategies. Eric: 27 years old male instructor who did not have previous works with adolescents with autism but holds a teaching certificate and has received the initial basic ABA training George: 34 years old male instructor who has experience working with adolescents with autism for over 5 years and has received in initial and on-going training for the basic ABA strategies Target behavior: reduce unnecessary verbal prompts (“what’s next?” “time for…”, calling student’s name….)

    38. Ricky: 31-year old male instructor with 5 years experience working with adolescents with autism and has participated in initial and follow-up PAAL training on basic ABA strategies. Eric: 27-year old male instructor with no previous experience with adolescents with autism but holds a teaching certificate. Received initial basic PAAL training George: 34-year old male instructor with over 5 years experience working part-time with adolescents with autism and has received initial and follow-up PAAL training on basic ABA strategies Staff Performance Participant 1: Ricky...   Participant 2: Eric....   Participant 3: George... Participant 1: Ricky...   Participant 2: Eric....   Participant 3: George...

    39. Procedure Preference assessment Multiple baseline design across participants Data collected via Bluetooth® and cell phone on the frequency of verbal prompts delivered during 10 minute sessions Staff Performance preference assessment for staff (recognition, time off, monetary) Multiple baseline experimental design across participants # of verbal prompts per 10 min intervention package (feedback, self monitor, video feedback, visual inspection) preference assessment for staff (recognition, time off, monetary) Multiple baseline experimental design across participants # of verbal prompts per 10 min intervention package (feedback, self monitor, video feedback, visual inspection)

    40. Baseline Staff wore Bluetooth® with activated cell phone connected to investigator Frequency of verbal prompts was collected through Bluetooth® Feedback was not provided at the end of the session Staff were blind as to the purpose of the investigation. Staff Performance

    41. Intervention Staff wore activated Bluetooth® connected to the investigator Frequency of verbal prompts was collected via Bluetooth® Target goals for reduction of verbal prompting were established and subsequently reviewed with participants Feedback was provided immediately after each session Video taped session were used to provide feedback Staff monitored their performance Staff Performance Staff wore a Bluetooth and kept a cell phone with them and the number of verbal prompts was collected through the Bluetooth.   Target behaviors (transitional prompts…c.f. what’s next, what do you need, calling student’s name were reviewed with participants and feedback was provided immediately after each session   Feedback was provided including positive and corrective Staff monitored their performance and social reinforcers were provide Staff wore a Bluetooth and kept a cell phone with them and the number of verbal prompts was collected through the Bluetooth.   Target behaviors (transitional prompts…c.f. what’s next, what do you need, calling student’s name were reviewed with participants and feedback was provided immediately after each session   Feedback was provided including positive and corrective Staff monitored their performance and social reinforcers were provide

    42. IOA IOA data were collected for 31 % of sessions across phases 100% agreement was achieved Staff Performance

    43. Staff Performance Reactivity to video taping was high and staff did not exhibit target behaviors in order to use for corrective feedback….used as a reinforcers and other performance feedback (timing of reinforcers, fading prompts/distance from students)Reactivity to video taping was high and staff did not exhibit target behaviors in order to use for corrective feedback….used as a reinforcers and other performance feedback (timing of reinforcers, fading prompts/distance from students)

    44. Staff Performance

    45. Staff Performance

    46. Staff Performance

    48. Results Bluetooth® technology can be used effectively to collect frequency data on verbal prompts and improve staff performance assessment The number of verbal prompts significantly decreased across participants with the introduction of the intervention Staff awareness of prompting procedures increased with intervention Staff Performance Bluetooth was utilized to collect data remotely and effectively for verbal prompts   The intervention package reduced the number of verbal prompts for all participants significantly (down to 0)   Reactivity was high towards direct observation and video taping...Since the reactivity was high, the video was used more for reinforcers and corrective feedback for non-target behaviors such as timing of delivering reinfrocers or fading distance from student   staff became more aware of type of prompts and effective ways to implement those prompts   Staff motivated by their own progress…A staff requested to take a data point with explanation….Bluetooth was utilized to collect data remotely and effectively for verbal prompts   The intervention package reduced the number of verbal prompts for all participants significantly (down to 0)   Reactivity was high towards direct observation and video taping...Since the reactivity was high, the video was used more for reinforcers and corrective feedback for non-target behaviors such as timing of delivering reinfrocers or fading distance from student   staff became more aware of type of prompts and effective ways to implement those prompts   Staff motivated by their own progress…A staff requested to take a data point with explanation….

    49. Staff Performance Certificate as a reinforcerCertificate as a reinforcer

    50. Benefits Cost effective Minimally intrusive Increase frequency of supervision Improve staff awareness on performance Immediate feedback Easily utilized across community environments Staff Performance All participants responded to intervention package positively and the number of verbal prompts went down to 0 per 10 min session.   Benefit of Bluetooth Technology cost effective (accessible, save/reduce the number of supervisors, reduce cost for driving) less intrusive in the community, for students, and for staff increase supervisions: make the supervision easier less reaction to observation can be easily generalized across settings/ population The presence of supervisor can be intrusive only to staff members, but also to people in the community and students. All participants responded to intervention package positively and the number of verbal prompts went down to 0 per 10 min session.   Benefit of Bluetooth Technology cost effective (accessible, save/reduce the number of supervisors, reduce cost for driving) less intrusive in the community, for students, and for staff increase supervisions: make the supervision easier less reaction to observation can be easily generalized across settings/ population The presence of supervisor can be intrusive only to staff members, but also to people in the community and students.

    51. Limitations Not applicable to other types of prompting (e.g., physical, gestural, etc.) Video taping affected staff performance Long term efficacy has have not been assessed Self monitoring can be difficult at times Staff may perceive the intervention as intrusive Network connectivity Staff Performance Bluetooth only picks up the sounds. So we could only monitor the verbal prompts. Other prompts such as facial expression, eye contacts, shaking head/nodding may have affected the interventions and students' performance   video taping affected staff performance: Originally I intended to use the video for corrective feedback but the frequency of their verbal prompts during the direct observation and video taped sessions were very low (0-2).   Self monitoring can be difficult especially when staff were running dyads   social validity: staff may take the intervention intrusive/uncomfortable,   Corrective feedback/...staff may respond to feedback differently   Technical problem: the connectivity of cell phones and Bluetooth may interfere with intervention and data collection Bluetooth only picks up the sounds. So we could only monitor the verbal prompts. Other prompts such as facial expression, eye contacts, shaking head/nodding may have affected the interventions and students' performance   video taping affected staff performance: Originally I intended to use the video for corrective feedback but the frequency of their verbal prompts during the direct observation and video taped sessions were very low (0-2).   Self monitoring can be difficult especially when staff were running dyads   social validity: staff may take the intervention intrusive/uncomfortable,   Corrective feedback/...staff may respond to feedback differently   Technical problem: the connectivity of cell phones and Bluetooth may interfere with intervention and data collection

    52. Future considerations Reactivity of participants to video taping and direct observation Further investigation on component analysis-combination/sequence of within intervention Impact on learners’ performance Utilization of technology for data collection Expanding application of intervention utilizing other forms of technology Staff Performance Reactivity: staff tend to be careful of their performance when the supervisor is present or they are being video taped   Component analysis: video taping, observation, self monitoring, and visual inspection More usage of technology... data collection (microsoft volunteers) staff training-remote video monitor (homecam lite) student performance dyads instruction Technology: various skills acquisition (social skills, safety skills, job skills) web cam for training on other prompting procedures. Social validity: intrusivenessReactivity: staff tend to be careful of their performance when the supervisor is present or they are being video taped   Component analysis: video taping, observation, self monitoring, and visual inspection More usage of technology... data collection (microsoft volunteers) staff training-remote video monitor (homecam lite) student performance dyads instruction Technology: various skills acquisition (social skills, safety skills, job skills) web cam for training on other prompting procedures. Social validity: intrusiveness

    53. Staff Performance Intervention for the future… Example of monitoring student’s performance via net book and smart phone. Bluetooth for student and staff to provide social reinforcers and prompts as neededIntervention for the future… Example of monitoring student’s performance via net book and smart phone. Bluetooth for student and staff to provide social reinforcers and prompts as needed

    54. Preparing Adolescents for Adult Life WWW.MECAAutism.org Contact us at: info@mecaautism.org

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