Evaluating the Acceptability and Social Validity of a Caregiver-Led Technology-Based Menstrual Hygiene Management Intervention for Youth on the Autism Spectrum.

Objectives: Menstrual hygiene management (MHM) is a critical area of daily living skills for neurodiverse menstruators in which few evidence-based interventions exist. This study evaluated the acceptability and social validity of a caregiver-mediated intervention for youth on the autism spectrum utilizing behavior skills training, animated video modeling, task analysis, and telehealth services to improve changing a menstrual pad. Methods: The consultant recruited three youth and caregiver dyads to test the intervention and collect acceptability and social validity assessments. Materials varied based on the phase of the study; however, a typical trial required data collection sheets, youth's underwear, a menstrual pad, and, during intervention, the video model and hardware technology. A multiple baseline design across participants and reversal design were used to demonstrate experimental effects. Due to the sensitive nature of the study, independence and accuracy data were collected by caregivers and analyzed later by the consultant through visual analysis. Results: Overall, youth participants improved their percentage of independent and accurate steps of changing a menstrual pad. Furthermore, caregivers reported moderate to high levels of acceptability of the telehealth service delivery and animated video modeling, as well as the overall MHM training program measured by the Technology Acceptability Model-Fast Form (FF-TAM) and the Behavior Intervention Rating Scale (BIRS), respectively. Youth reported high levels of acceptability of the MHM training program as measured by the Child Intervention Rating Profile (CIRP). Conclusions: Results suggest that a technology-based, caregiver-mediated MHM intervention for neurodiverse youth would be considered acceptable and socially valid by caregiver and youth participants. Supplementary Information: The online version contains supplementary material available at 10.1007/s41252-022-00261-x.

Parent Teleconsultation to Increase Bites Consumed: A Demonstration Across Foods for a Child With ARFID and ASD.

Children with autism spectrum disorder (ASD) experience feeding dysfunction at a substantially higher proportion than their neurotypical peers. Feeding concerns can provide considerable challenges for parents, and as such, helping parents of children with ASD provide effective mealtime interventions for interfering behavior is critical, especially if parents have individual circumstances that affect their ability to effectively implement these feeding interventions. This study contributes to the parent-implemented feeding-intervention literature by demonstrating that a parent with ASD can implement a pediatric feeding intervention in the home with their child with ASD, despite contributing mental health factors. To address family needs, we developed a socially valid and individualized intervention, which we delivered over telehealth. The intervention resulted in an increase in the consumption of previously nonpreferred foods, while the caregiver maintained adequate levels of procedural fidelity. Practical considerations and implications are discussed.

Treatment of Food Selectivity in a Child with Avoidant/Restrictive Food Intake Disorder Through Parent Teleconsultation.

Avoidant/restrictive food intake disorder (ARFID) is a diagnosis for those who display impaired and distressing eating behaviors and symptoms. Behavioral feeding strategies have been shown to be effective at improving food variety and decrease problematic mealtime behaviors in children and adolescents. This study examined the use of teleconsultation for the implementation of a behavioral feeding intervention to increase food variety with a child with avoidant/restrictive food intake disorder. A series of changing criterion designs across foods and food groups was used. Results show that there was an increase in the frequency of bites of nonpreferred foods consumed following successive increases in the criteria. High levels of acceptability of the intervention and technology process were also noted. Additionally, high levels of interobserver agreement, high levels of consultant procedural integrity, and high levels of parent treatment integrity were observed.

The impact of stimulus preference, order-effects, and treatment component omission in evaluating treatment integrity.

Prior research on treatment integrity has focused either on the lack of measurement of the independent variable or on methods to increase overall levels of treatment integrity. Little research has focused on the effectiveness of common interventions when implemented with less than perfect integrity. The current investigation evaluated the effectiveness of using differential reinforcement of alternative behavior (DRA) and prompting to increase math completion for 36 early elementary students. Treatment was evaluated when both components were implemented, when only reinforcement was implemented, when only prompting was implemented, and when neither was implemented. In addition, preferences for either attention or escape and order-effects of conditions were evaluated. Results indicated treatment was effective at all levels of implementation compared to baseline. However, when preferences for escape and attention were evaluated, analysis revealed individuals who preferred escape responded best when both treatment components were implemented, whereas for individuals who preferred attention, all treatment conditions were equally effective. In addition, results evaluating order effects indicated that exposure to either prompting or reinforcement prior to baseline significantly increased math completion as well as exposure to reinforcement in the first condition.

A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record.

School psychologists who experience challenges delivering face-to-face consultation may utilize videoconferencing to facilitate their consultation activities. Videoconferencing has been found to be an effective method of service delivery in related fields and emerging research suggests that it may be effective for providing teacher training and support in school settings. In this exploratory investigation, we used the Consultation Analysis Record (Bergan & Tombari, 1975) and its four indices to assess the effectiveness of conducting problem identification interviews via videoconferencing versus face-to-face. Overall, findings indicated significant differences across these two conditions, with videoconference interviews coded as having higher indices of content relevance, process effectiveness, and message control, but lower content focus, compared to face-to-face interviews. As these indices have been positively associated with favorable consultation outcomes, the results provide initial support for the effectiveness of consultation delivered via videoconferencing.

Towards a Competency-Based, Ethical, and Socially Valid Approach to the Supervision of Applied Behavior Analytic Trainees.

Competency-based supervision of trainees has recently come to the forefront of behavior analytic practice; however, there are minimal data to support the effectiveness of various supervision practices on trainee outcomes. Accordingly, this paper is intended to spark further discussion and research activity regarding the supervision of those seeking to become Board Certified Behavior Analysts (BCBA). We present a practice model and considerations for supervising applied behavior analytic trainees consistent with the Behavior Analyst Certification Board (BACB) Supervisor Training Curriculum Outline (Behavior Analyst Certification Board, 2012b), the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2014), and extant literature from behavior analysis and related fields. Inherent to the current model is a focus on bi-directional feedback and collaboration between the supervisor and trainee to frequently evaluate the acceptability of the procedures, process, outcomes, and effectiveness of supervision. We present a Supervision Monitoring and Evaluation Form consistent with the current model and discuss the assumed importance of objective and subjective self-assessment of supervisor competence to the ultimate advancement of the practice of applied behavior analysis.