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1.
Behav Anal Pract ; 14(4): 974-983, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-34868810

RESUMEN

Recent statistics indicate children of Latino background are diagnosed with autism spectrum disorder (ASD) at a much later age than their non-Latino White counterparts. Once a diagnosis is made, it is critically important that families get access to evidence-based interventions, including applied behavior analysis (ABA) services. However, disadvantaging factors such as a lack of awareness of available services, poor health care access and health literacy, and language barriers may impact these families' ability to access and maintain ABA services. The purpose of this pilot study was to obtain preliminary information on the experiences of accessing and maintaining ABA services for a sample of Latino American families living in Massachusetts. We conducted structured interviews with 28 families that had a child with ASD aged 8 years or younger. Questions in the interview were related to the background and diagnostic experiences of the child; difficulties in accessing ABA services; and for those children receiving ABA services, parents' perceptions of the services. Results of the interviews are summarized, and implications for future research and service delivery are discussed.

2.
Pain Manag Nurs ; 22(2): 169-176, 2021 04.
Artículo en Inglés | MEDLINE | ID: mdl-33384241

RESUMEN

PURPOSE: Children with medical complexity (MC) must rely on others to notice and address pain. Parents are aware of child pain behaviors and can serve as reliable proxy reporters. Thus, there is a critical need to understand parent perspectives to improve pain practices. DESIGN: Individual interviews were used as a data collection method in this qualitative study. METHODS: Participants were recruited via mail and social media postings. Interviews were audio-recorded and transcribed verbatim. Transcribed documents were imported to NVIVO for qualitative analysis. Conventional and directed approaches to qualitative content analysis were used. RESULTS: From the data analysis, major themes included: pain experiences, confidence in caregivers, parents are partners, proactive communication, and a spontaneous theme, "they can hear us." Emotional pain and challenges identifying the source pain were identified as sub-themes of pain experiences. CONCLUSIONS: Parents in this study shared methods helpful to identifying pain in their children, as well as suggestions for discussing pain with caregivers. Priorities for future research include identifying methods for sharing pain information that are thorough, but do not burden parents or providers. Researchers should also determine how parents and caregivers can partner to identify and address pain in children with MC. Going forward, conversations about pain should be a key part of any admission assessment or first encounter. As pain episodes among children with MC can be complex and may not always be re-created in front of a provider, nurses may advise parents to take photos or videos to share with caregivers.


Asunto(s)
Cuidadores , Padres , Niño , Comunicación , Humanos , Dolor , Investigación Cualitativa
3.
J Sch Nurs ; 35(3): 210-220, 2019 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-29246082

RESUMEN

If special educators cannot identify pain in students with intellectual disability (ID), students cannot be referred to the school nurse for assessment and management. The purpose of this study was to examine how special educators identify pain in the school setting. Twenty-four special educators participated in focus groups aiming to (1) identify educators' observations and perceptions of pain in students with ID and (2) determine the decision-making processes educators use to determine the need for student presentation or referral to the health office. Overall, special educators know students well enough to differentiate pain-related behaviors from normal well-child behaviors, prioritize student safety, and draw on personal experiences with pain when addressing pain in students with ID. Special educators welcome opportunities to learn more about pain in children with ID. Teachers, nurses, and other professionals should share knowledge about and experiences of working with students in pain to improve practices.


Asunto(s)
Toma de Decisiones , Educación Especial/métodos , Dolor/diagnóstico , Maestros , Adolescente , Adulto , Niño , Preescolar , Femenino , Grupos Focales , Humanos , Masculino , Estudiantes , Adulto Joven
4.
J Spec Educ Technol ; 30(1): 1-12, 2015 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-27019544

RESUMEN

Given the empirically validated success of behavioral intervention based on applied behavior analysis for individuals with autism spectrum disorder and other developmental disabilities, the demand for knowledgeable and skilled paraprofessional teaching staff is very high. Unfortunately, there currently exists a widely recognized shortage of such practitioners. This paper describes the development of an online training program aimed at preparing paraprofessionals for face-to-face training and supervision, as part of a solution to the growing demand. The focus of the program has been on moving beyond traditional online pedagogy, which has limited interactivity. Instead, the approach to teaching fundamental knowledge and implementation skills in behavioral intervention methods incorporates first-person simulations, typical of live mentor/mentee training. Preliminary program evaluation data are also described.

5.
J Exp Anal Behav ; 96(1): 87-105, 2011 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-21765547

RESUMEN

Sidman (1994) noted that the existence of a member that is common to more than one class may produce either class merger (union) or class intersection. A multiple-selection, matching-to-sample test was developed to examine the conditions under which these outcomes occur. Test trials each required three conditional discriminations involving selection or rejection of comparison stimuli under control of samples representing two categories. Test results obtained from an initial group of typical adults using familiar stimuli (DOG and BIRD, pictures of dogs and birds and relevant printed breed names (e.g., DALMATIAN, RETRIEVER) showed the conditional stimulus control best described as intersection. For example, the word DALMATIAN provided the context for selecting the dalmatian but not the retriever picture. However, these results may have depended on the participants' verbal history as English speakers. Would conditional-discrimination training with overlapping sets of laboratory-generated stimuli also result in intersection? Naïve typical adults were assigned to one of three different training conditions. Like the participants tested with familiar stimuli, these participants demonstrated highly reliable test outcomes best described as showing class intersection, regardless of training condition. These findings begin to elucidate the necessary and sufficient conditions for establishing complex category-like classes of stimuli.


Asunto(s)
Condicionamiento Psicológico , Aprendizaje Discriminativo , Aprendizaje Verbal , Percepción Visual , Adulto , Señales (Psicología) , Femenino , Humanos , Masculino , Pruebas Neuropsicológicas , Estimulación Luminosa/métodos , Adulto Joven
6.
Infants Young Child ; 23(3): 195-208, 2010 Jul 01.
Artículo en Inglés | MEDLINE | ID: mdl-23504540

RESUMEN

Early behavioral intervention, based on the methods of applied behavior analysis, has the strongest and most consistent scientific support as a means of teaching skills to young children with Autism Spectrum Disorder and reducing their restricted and maladaptive behavior. Though individual ABA-based treatment plans are usually developed, designed and supervised by a senior-level clinician, they are most often implemented by a practitioner, such as a parent, direct service provider, aide, or an early childhood professional from a related discipline. Unfortunately, few practitioner-orientated training programs are available to geographically disparate persons. Online distance-learning education offers a potential solution to this problem. Fifty-one individuals participated in an initial study of a short, three-module online course. The results showed a highly statistically significant difference between the mean pre-test and post-test score. The outcomes suggest the feasibility and user satisfaction of teaching BI knowledge acquisition online, and thus bolster confidence that future, larger-scale curricula aimed at teaching BI in a distance-learning format is warranted.

7.
Rev Bras Anal Comport ; 5(2): 69-87, 2009.
Artículo en Inglés | MEDLINE | ID: mdl-23585816

RESUMEN

This methodological paper reports an initial attempt to evaluate the feasibility and utility of a nonverbal task for assessing generalized same/different judgments of auditory stimuli in individuals who have intellectual disabilities. Study 1 asked whether participants could readily acquire a baseline of auditory same/different, go-left/go-right performance with minimal prompting. Sample stimuli consisted of pairs of successively presented sine-wave tones. If the tones were identical, participants were reinforced for selections of a visual stimulus on the left side of the computer screen; if the two stimuli were different, selections of the visual stimulus on the right were reinforced. Two of five participants readily acquired the task, generalized performance to other stimuli and completed a rudimentary protocol for examining auditory discriminations that are potentially more difficult than those used to establish the initial task. In Study 2, two participants who could not perform the go-left/go-right task with tone stimuli, but could do so with spoken-word stimuli, successfully transferred control by spoken words to tones via an auditory superimposition-and-fading procedure. The findings support the feasibility of using the task as a general-purpose auditory discrimination assessment.

8.
J Exp Anal Behav ; 79(3): 383-93, 2003 May.
Artículo en Inglés | MEDLINE | ID: mdl-12908764

RESUMEN

This research asked whether performance engendered by contextual control procedures would generalize to novel matching-to-sample stimulus arrangements. Two studies were conducted with young adult participants. In Study 1, participants first were trained to perform the contextually controlled conditional discrimination, X-AB, where the sample-comparison relations A1B1 and A2B2 were reinforced in the presence of contextual stimulus X1, but the relations A1B2 and A2B1 were reinforced in the presence of X2. Then, a new conditional discrimination, CD, was established via an unreinforced-conditional-selection procedure. Next, participants were tested for X-CD contextual control performance. Participants selected the originally established CD relations in the presence of X1, but the opposite relations in the presence of X2. Next, an additional conditional relation, EF, was established. Then, participants received trials consisting of entirely novel contextual stimuli, Z1 and Z2, and EF samples and comparisons. Selections were consistent with contextual control; that is, participants selected the originally established EF relations in the presence of one of the novel contextual Z stimuli, but selected the opposite EF relations in the presence of the other contextual Z stimulus. Study 2 systematically replicated these results with naive participants and demonstrated the necessity of first establishing a conditional discrimination prior to tests for generalized contextual control. The findings are discussed in terms of unreinforced conditional selection, stimulus classes, and new ways in which contextual control performances can emerge.


Asunto(s)
Condicionamiento Psicológico , Discriminación en Psicología , Adulto , Humanos , Masculino , Percepción Visual
9.
J Exp Anal Behav ; 79(3): 395-408, 2003 May.
Artículo en Inglés | MEDLINE | ID: mdl-12908765

RESUMEN

Three adolescents and 4 children participated in studies designed to examine contextually controlled conditional discrimination performance. In Study 1, participants selected Comparison B1 in the presence one stimulus (A1) and Comparison B2 in the presence of another stimulus (A2) using a matching-to-sample procedure. Next, contextual stimuli X1 or X2 were presented, such that in the presence of X1, selection of B1 given A1 and selection of B2 given A2 were reinforced; and in the presence of X2, selection of B2 given A1 and selection of B1 given A2 were reinforced. Then, new conditional discriminations were taught with Stimuli E and F. When the contextual Stimuli X1 and X2 were presented, participants selected the same comparisons as previously established in the EF relations in the presence of X1, but the opposite comparison as in the EF relations in the presence of X2. The results then were replicated with new Stimuli G and H. In Study 2, a new conditional discrimination, CD, was taught. Then, four combinations of two-element samples--C1 and D1, C2 and D2, C1 and D2, or C2 and D1--were presented with X1 and X2 as comparisons. Five of 6 participants selected X1 in the presence of C1 and D1 or C2 and D2, and selected X2 in the presence of C1 and D2 or C2 and D1. Finally, in Study 3, two new discriminations IJ and JK were taught. Then, the transitive IK relations were tested with X1 and X2 as contextual stimuli. The 4 participants selected K1 in the presence of I1 and K2 in the presence of I2 when the contextual stimulus was X1--demonstrating class formation--and selected the other comparisons when the contextual stimulus was X2. These results suggest that the contextual control functions of X1 and X2 transferred even to relations that had not been directly taught. These results extend those demonstrating generalized contextual control by showing transfer of functions of the contextual stimuli in transitivity tests and when the former contextual stimuli were presented as comparisons.


Asunto(s)
Condicionamiento Psicológico , Discriminación en Psicología , Ambiente , Conducta Exploratoria , Transferencia de Experiencia en Psicología , Adolescente , Niño , Femenino , Humanos , Masculino , Refuerzo en Psicología
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