Recent Research in Community-Based Services for Adults with Intellectual and Developmental Disabilities is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of adult services and community participation, community routines and natural environments. In Recent Research in Community-Based Services for Adults with Intellectual, for this course, the practical stakes show up in skills that remain meaningful when school supports disappear and adult expectations change, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →The transition to community-based services for adults with intellectual and developmental disabilities (IDD) is associated with increased quality of life through enhanced choice and community integration. However, it is also associated with various challenges, particularly with respect to staff training, supervision, and oversight. Furthermore, best practices in community-based services for adults with IDD involves active treatment, which includes staff positive interactions and rapport building, choice provision, delivery of effective instructions and procedures such that learning and more independence is obtained, and promotion of consumer engagement in various activities. The purpose of the current presentation is to review research from over the past five years conducted in collaboration with a community partner serving adults with IDD. I will discuss a series of studies involving the use of behavioral skills training and remote observation and feedback to promote various aspects of staff implementation of active treatment, specifically what we call "Healthy Behavioral Practices." I will also discuss a series of studies on the application of synchronous reinforcement schedules to promote health-related behavior including exercise, activities of daily living, and hygiene routines. Finally, I will discuss studies on promoting tolerance to preferred items and interactions and acquisition of mands in adults with IDD.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
| FL MH/PSY | 1 | — |
Dr. Claudia Dozier is a Professor and Chair of the Department of Applied Behavioral Science at the University of Kansas and a Board Certified Behavior Analyst. Dr. Dozier’s areas of research include assessment, treatment, and prevention of behavior disorders, as well schedules of reinforcement, and preference for and reinforcer efficacy of social interaction. Dr. Dozier has served as faculty supervisor and Co-Director of the Edna A. Hill Child Development Center at the University of Kansas. In addition, she and her graduate students provide consultation services to a large residential program serving adults with intellectual and developmental disabilities. In conjunction with this program, they conduct community-engaged research to address important challenges and barriers in service provision for this population. Dr. Dozier has served as an associate editor for the Journal of Applied Behavior Analysis and serves on the editorial boards of several other behavioral journals. In 2020, Dr. Dozier received the Steeples Service to Kansans Award for her service to the people of Kansas as a purposeful extension of her teaching and research. Furthermore, she was recently inducted as an ABAI Fellow in recognition of outstanding contributions in her scholarly activity.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
244 research articles with practitioner takeaways
233 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.