A review of the use of computational technology in applied behavior analysis

Trevisan, Diogo Fernando; Becerra, Lorraine A.; Benitez, Priscila; Higbee, Thomas S.; Góis, João Paulo

doi:10.1177/1059712319839386

Cited by 13 publications

(12 citation statements)

References 55 publications

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“…The features of the BEHAVE application overcame some of the known limitations of the use of computation technologies in ABA. Many technologies do not permit monitoring the child’s activities at home and are not fully customizable, forcing users to use activities or stimuli that are already in the system ( Trevisan et al, 2019 ; Lopez-Herrejon et al, 2020 ). The possibility of remote monitoring may constitute added value at a time when the COVID-19 pandemic has limited face-to-face meetings, including concerning activities for the management of neurodevelopmental disorders.…”

Section: Discussionmentioning

confidence: 99%

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

et al. 2023

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In the last few years, many educational and therapeutic interventions for young people with neurodevelopmental disorders are based on systematic monitoring of the outcomes. These interventions are typically conducted using single-case experimental designs, (SCEDs) a set of methods aimed at testing the effect of an intervention on a single subject or a small number of subjects. In SCEDs, an effective process of decision-making needs accurate, precise, and reliable data but also that caregivers and health professionals can gather information with minimal effort. The use of Information Communication Technologies in SCEDs can support the process of data collection and analysis, facilitating the collection of accurate and reliable data, providing reports accessible also by non-experts, and promoting interactions and sharing among clinicians, educators, and caregivers. The present paper introduces the BEHAVE application, a web-based highly customizable application, designed to implement SCEDs, supporting both data collection and automatic analysis of the datasets. Moreover, the paper will describe two case studies of kindergarten children with neurodevelopmental disorders, highlighting how the BEHAVE application supported the entire process, from data collection in multiple contexts to decision-making based on the analysis provided by the system. In particular, the paper describes the case studies of Carlo and Dario, two children with severe language and communication impairments, and the inclusive education interventions carried out to maximize their participation in a typical home and school setting increasing their mand repertoire. Results revealed an increase in the mand repertoire in both children who become able to generalize the outcomes to multiple life contexts. The active participation of the caregivers played a crucial role in the ability of children to use the learned skills in settings different from the ones they were learned in.

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Section: Discussionmentioning

confidence: 99%

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

et al. 2023

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“…Neste trabalho utilizou-se o recurso computacional em formato de app por ser o que é atualmente mais acessível e utilizado em larga escala pela população (Trevisan et al, 2019). O aspecto original teve como premissa a falta de estudos que sistematizem quais aplicativos disponíveis nas lojas virtuais são oportunos para o trabalho com os agentes educacionais, no sentido de terem sido empiricamente testados.…”

Section: Problematização E Objetivounclassified

Aplicativos para intervenção comportamental de estudantes com Transtorno do Espectro do Autismo

Trevisan

Benitez

Góis

et al. 2021

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Considerando o uso de aplicativos como estratégia complementar para garantir intervenção comportamental intensiva para pessoas com Transtorno do Espectro Autista (TEA), o estudo teórico teve como objetivo identificar quais desses estão disponíveis nas lojas virtuais, recuperando-os e foram avaliados em trabalhos científicos no Google Acadêmico, assim como mapear as suas principais características em relação às tarefas de ensino e demais aspectos que garantam sua usabilidade e escalabilidade. Os aplicativos foram categorizados em ensino por tentativa discreta, de comunicação por pictograma e gerais que forneciam registro de resposta ou consequência ou apresentavam uma história. São propostas reflexões para aprimoramento e produção de novos aplicativos, como a personalização de tarefas e estímulos, para garantir o processo de ensino e aprendizagem de comportamentos específicos para pessoas com TEA, em uma perspectiva interdisciplinar dos conhecimentos produzidos tanto na área das Ciências da Computação Aplicada e da Psicologia Comportamental.

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“…One way to address these documentation challenges is through the implementation of digital technology systems. Generally, technology refers to the use of various approaches (eg, algorithms and software) for data processing, with digital technology encompassing internet-based data processing through computers, mobile devices (eg, smartphones and tablets), and apps [ 13 , 14 ]. Although existing digital technology has the potential to increase documentation efficiency, the introduction of electronic health records (EHRs) into health care systems has demonstrated that it is critical that digital technology supporting documentation be designed to make it as easy as possible to input the required information.…”

Section: Introductionmentioning

confidence: 99%

Direct Support Professionals’ Perspectives on Using Technology to Help Support Adults With Autism Spectrum Disorder: Mixed Methods Study

Simmons¹,

Moretti²,

Lobo³

et al. 2023

JMIR Form Res

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Background Documentation is a critical responsibility for direct support professionals (DSPs) who work with adults with autism spectrum disorder (ASD); however, it contributes significantly to their workload. Targeted efforts must be made to mitigate the burden of necessary data collection and documentation, which contributes to high DSP turnover rates and poor job satisfaction. Objective This mixed methods study aimed to explore how technology could assist DSPs who work with adults with ASD and prioritize aspects of technology that would be most useful for future development efforts. Methods In the first study, 15 DSPs who worked with adults with ASD participated in 1 of the 3 online focus groups. The topics included daily tasks, factors that would influence the adoption of technology, and how DSPs would like to interact with technologies to provide information about their clients. Responses were thematically analyzed across focus groups and ranked by salience. In the second study, 153 DSPs across the United States rated the usefulness of technology features and data entry methods and provided qualitative responses on their concerns regarding the use of technology for data collection and documentation. Quantitative responses were ranked based on their usefulness across participants, and rank-order correlations were calculated between different work settings and age groups. The qualitative responses were thematically analyzed. Results In study 1, participants described difficulties with paper-and-pencil data collection, noted benefits and concerns about using technology instead, identified benefits and concerns about particular technology features, and specified work-environment factors that impact data collection. In study 2, participants rated multiple features of technology as useful, with the highest usefulness percentages endorsed for task views (ie, by shift, client, and DSP), logging completed tasks, and setting reminders for specific tasks. Participants also rated most data entry methods (eg, typing on a phone or tablet, typing on a keyboard, and choosing from options on a touch screen) as useful. Rank-order correlations indicated that the usefulness of technology features and data entry methods differed across work settings and age groups. Across both studies, DSPs cited some concerns with technology, such as confidentiality, reliability and accuracy, complexity and efficiency, and data loss from technology failure. Conclusions Understanding the challenges faced by DSPs who work with adults with ASD, and their thoughts about using technology to meet those challenges, represents an essential first step toward developing technology solutions that can increase DSPs’ effectiveness and job satisfaction. The survey results indicate that technology innovations should incorporate multiple features to account for different needs across DSPs, settings, and age groups. Future research should explore barriers to adopting data collection and documentation tools and elicit input from agency directors, families, and others interested in reviewing data about adults with ASD.

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A review of the use of computational technology in applied behavior analysis

Cited by 13 publications

References 55 publications

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

Aplicativos para intervenção comportamental de estudantes com Transtorno do Espectro do Autismo

Direct Support Professionals’ Perspectives on Using Technology to Help Support Adults With Autism Spectrum Disorder: Mixed Methods Study

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