Abstract:

With an ageing population comes challenges associated with supporting older adults to maintain functional independence and quality of life. As the number of older adults in our societies continues to grow, it is important for behavioural professionals to understand when and how behaviour analysis can be applied to promote positive outcomes. Behavioural gerontology makes significant contributions to improving the lives of older adults with and without disabilities, and work in this area is garnering increasing interest. The aim of this presentation is to (1) define behavioural gerontology and discuss its relevance; (2) provide a general overview of applications of behavioural approaches that can improve the lives of older adults; and (3) focus on the area of Cognitive Rehabilitation (CR) for people living with early-stage dementia, either in the community or in disability services. I will describe an ongoing multi-disciplinary research project where students on Applied Behaviour Analysis courses in Trinity College Dublin and University of Galway are completing supervised experience placements in a National Memory Clinic in Ireland to support greater implementation of CR. The presentation will conclude with recommendations and practical tips for supporting increased application of behaviour analysis with older adults. 

Abstract:

There is an apparent disconnect between the understanding of best practice and service delivery in the support of people with intellectual disabilities at risk of behaviours that challenge. Arguably this is a problem of implementation. Drawing upon ideas from implementation science, and illustrated by recent developments in Positive Behavioural Support in the UK, this presentation highlights the complexities involved in the implementation of all evidence-based practices. It presents a framework to propose ways in which an infrastructure that facilitates the delivery of services in the intellectual disabilities field might be built. 

Abstract:

Over the last one hundred years, we identify three periods in the study of animal timing, each period characterized by a dominant activity. In the first period, researchers brought timing into the laboratory and explored its multiple expressions. It was the age of empirical discovery. In the second period, researchers developed a variety of models to integrate the growing body of research findings, models that varied in their assumptions, scope, depth, and quantitative explicitness. It was the age of model building. In the current third period, we claim, researchers select models by comparing them with one another and with data. It is the age of model comparison and selection. We make our claim by contrasting how two specific models, Scalar Expectancy Theory and the Learning-to-Time model, conceive of temporal memory and learning both in concurrent and retrospective timing tasks. In the process, we identify four problems related to the structure of temporal memory and to the rules of temporal learning that challenge these and other models and that should steer future efforts in modeling animal timing abilities.

Abstract:

Science is currently undergoing an "open science revolution," characterised by a push for greater transparency, accessibility, and reproducibility. This movement, driven by concerns over the so-called replication crisis and the need for more robust research practices, has led to widespread changes in how research is conducted, reported, and disseminated. Against this backdrop, this presentation examines the current state of open science practices within behaviour analysis and explores the potential benefits of wider adoption. I will begin by providing an overview of key open science initiatives, such as pre-registration, open data, and replication efforts, and explore at whether such practices have been embraced within our field. I will then outline some practical steps that behaviour analytic researchers, practitioners, and organisations might consider in order to integrate open science practices into their work. I will argue that by embracing open science principles, behaviour analysis can increase its rigor, expand its impact, and strengthen its position in the behavioural sciences and evidence-based practice.

Abstract:

Much is made in the scientific literature these days about the importance of translational science. While familiar within medical science (e.g., the classic “bench to bedside” trickle down of laboratory research into actual practice), the concept of translational work in other sciences has not always been appreciated. Within the field of psychology, for example, and despite characterization in terms of the scientist-practitioner model, careful laboratory research is typically conducted by one group of professionals while the practice of psychology is conducted by another, often with little in the way of cross-talk among these groups. This presentation will explore some features of translational science and illustrate its benefits with examples from research on stimulus equivalence, arguably a poster-child for the potential that comes with a translational approach.  Laboratory and application studies with young children employing a nontraditional equivalence-based instructional approach will be described, with an emphasis on their implications for further questions to be considered in basic, applied, and conceptual behavior analysis.

Abstract:

Youth diagnosed with developmental disabilities engage in challenging behavior more often than their typically developing peers. As such, hospital settings are increasingly establishing specialized services for this group of individuals. Unfortunately, little research to support behavior-analytic practitioners transitioning into hospital settings exists. The purpose of this presentation will be to describe interdisciplinary services on a specialized psychiatric inpatient unit for youth engaging in severe problem behaviors. While discussing clinical programming, a focus on sharing practical strategies to develop and sustain the role of Applied Behavior Analysis in these settings will be discussed.

Abstract:

Evidence and Gap Maps play a pivotal role in informing policy and practice by providing a systematic and visual representation of existing knowledge and research gaps. They provide a systematic and structured approach to organising and presenting complex information, through visual representation, categorised based on key dimensions such as outcomes measured, population characteristics and study design. When applied specifically to behaviour analytic research, Evidence and Gap Maps can enhance the reach and impact of single subject research in this field and inform policy and practice. The use of Evidence and Gap Maps for behaviour analytic research provides clear benefits for clinicians, certification supervisors, and academics by visually highlighting intervention effectiveness, allowing identification of under/over researched areas and demonstrating the applicability of behavioural interventions across diverse populations.

This session will display a live Evidence and Gap Map for video-based interventions for autistic children and adolescents, describing how to develop an evidence and gap map and why these are a powerful tool for engaging stakeholders in our research. The importance of diversifying the way in which we disseminate evidence beyond the traditional journal article publication will form the basis of this discussion.