Tijdens de 9e conferentie van de European Association for Behaviour Analysis (EABA) van 19 tot 22 september in Würzburg (Duitsland) presenteren drie onderzoekers van het dr. Leo Kannerhuis de resultaten van hun onderzoek gebaseerd op Applied Behavior Analysis. De EABA is gericht op het promoten van het gebruik van behaviour analysis in Europa.
Senior onderzoekers Bibi Huskens en Annemiek Palmen, en promovenda Rianne Verschuur zijn al langere tijd actief met onderzoek gebaseerd op Applied Behavior Analysis. Hun onderzoek is onder meer gericht op kinderen en jongeren met autisme. In Würzburg presenteren zij zich met een drietal studies
Voor meer informatie, neem contact op met Annemiek Palmen: email@example.com.
Development of a quality checklist for ABA-based training programmes
Annemiek Palmen, Bibi Huskens, Ellen Verhoeven & Hubert Korzilius.
Background: In persons with ASD, adaptive functioning is a relevant factor in achieving better outcomes and better quality of life (e.g., Billstedt et al., 2011). Interventions based on the principles of Applied Behavior Analysis (ABA) have the largest preponderance of evidence in adaptive skill building in young people with ASD (with/without ID) (e.g.Wong et al., 2015). In the USA, ABA-based interventions are considered ‘treatment as usual’ for persons with ASD. In Europe however, an eclectic approach is more usual (e.g., Keenan et al., 2014). Also, in the Netherlands clinical programmes that intend to be ABA-based often have eclectic characteristics (Neidt & Schenk, 2012).
Objective: The aim of this study was to develop a quality checklist for identifying key components characteristic for ABA-based training programmes. Such a checklist seems a relevant tool in developing and improving ABA-quality of interventions on skill building.
Methods: In selecting the first item-pool we used criteria of the Behavior Analyst Certification Board on qualifying behavior analysts (BACB, 2012). In determining face- and content validity we used the Delphi-method consulting ABA-experts. Interrater-reliability of the first version of the checklist was also assessed.
Results: Results are presented and conclusions and recommendations for further research will be given.
Therapist characteristics and procedural fidelity of PRT
Rianne Verschuur & Bibi Huskens
Interventions based on the principles of Applied Behavior Analysis (ABA) are generally effective for children with autism spectrum disorder (ABA), but outcomes across children are often highly variable (e.g., Reichow, 2012).
Intervention outcomes are associated with quality of treatment delivery, including procedural fidelity (i.e., the extent to which intervention procedures are implemented accurately). Procedural fidelity depends on quality of staff training and might also be associated with therapist characteristics (Peters- Scheffer et al., 2013). The purpose of the present study was to examine the relationship between therapist characteristics and procedural fidelity of Pivotal ResponseTreatment (PRT).
Participants were 40 therapists who were certified PRT trainers, working
at treatment facilities for children with ASD in the Netherlands. Each therapist
recorded three PRT sessions to collect data on PRT procedural fidelity. Data on therapist characteristics (e.g., personality, perceived therapist-child relationship, and attitude toward evidence-based interventions) were collected using questionnaires.
Results, implications for clinical practice, and directions for future research will be presented.
Parent training in PRT: effectiveness of group and individual training
Rianne Verschuur & Bibi Huskens
Effective and efficient parent training is essential to meet the increased demands for treatment services for children with Autism Spectrum Disorder (ASD), but research comparing the effectiveness of different formats of parent training is limited.
This study investigated the effectiveness of group versus individual parent training in Pivotal Response Treatment (PRT) on parent-created opportunities and children’s initiations. Collateral changes in parental stress, self-efficacy, and children’s maladaptive behavior were also explored.
Participants were 26 parents and their children with ASD aged between 3 and 14 years. Data were collected within multiple baseline designs across participants. Thirteen parents participated in group parent training and 13 parents participated in individual parent training. Both group and individual parent training consisted of instruction in PRT techniques, practice and video-feedback, but individual parent training also included guided practice.
Our results suggest that individual parent training in PRT is more effective in increasing parent-created opportunities and functional child initiations, whereas group parent training seems more effective in reducing parental stress and increasing parental self-efficacy. Results for maladaptive child behaviours were mixed in both groups. Practical implications and directions for future research will be discussed.