Organizational Purpose:
The Speech Pathology and Applied Behavior Analysis (SPABA) is a special interest subgroup of Applied Behavior Analysis International. It’s mission is “to promote (1) dissemination of behaviorally oriented speech and language research and (2) application of evidence-based practices relevant to the full range of services provided by speech and language professionals. This collaboration between speech pathologists and behavior analysts has strong benefits for consumers of our services to treat speech, language, feeding, and communication disorders. In addition, it enhances communication between our related professions through conference presentations, collaborative research, workshops, publication of treatment protocols and materials, social media, and many other venues.”
Grant Objectives: To facilitate connections, knowledge, dissemination and collaboration between speech pathologists and behavior analysts.
Types of Grants (Each grant awarded is a $250 cash payment)
- Research Projects should advance the evidence base for behavior-analytic conceptualization or treatment of speech, language, communication, and feeding disorders
- Dissemination Projects should involve effective use of the science-based principles of behavior by SLPs OR cross-discipline dissemenation of accurate information about speech pahtology or behavior analysis
Restrictions:
- Applicants must be enrolled in a Masters or PhD program in Speech-Language pathology, Behavior Analysis, Psychology, Special Education, or a related field.
- Applicants must also be a member of ABAI by the time the award is given in May
- Projects must use science-based principles of behavior by SLPs or cross-discipline dissemination of accurate information about either speech pathology or behavior analysis.
Links to the website: https://www.behavioralspeech.com/
Examples of Projects:
Koehler-Platten, K., Grow, L. L., Schulze, K. A., & Bertone, T. (2013). Using a lag reinforcement schedule to increase phonemic variability in children with autism spectrum disorders. The Analysis of verbal behavior, 29(1), 71–83.
Abstract:
Shaping functional vocal language is difficult when an individual has not yet acquired an echoic repertoire and does not emit sufficient phonemes (i.e., speech sounds) for shaping. Few studies have evaluated interventions to increase the frequency and breadth of phonemes. The current study extended Esch, Esch, and Love (2009) by evaluating the effects of a Lag 1 reinforcement schedule on vocal variability and limiting the definition of variability to responses that incorporated a novel phoneme. For 2 of the 3 participants, the cumulative number of novel phonemes, the percentage of trials with variability, and the number of different phonemes emitted per session increased during the Lag 1 intervention phase.
Conine, D. (2018) Variables contributing to the emergence of intraverbal responses after listener training. ABAI 45th International Convention, Chicago, IL.
Abstract:
In Skinner’s Verbal Behavior, several elementary verbal operants are defined as being functionally independent. However, training one verbal operant may often result in untrained (emergent) responses in another verbal operant. One example is the relationship between listener training and intraverbal responding, where previous research has produced mixed findings. Our study extends prior research by conducting listener training with and without tact requirements for three children with autism using a multiple baseline across responses. Results suggest that tacts during listener training are predictive of emergent intraverbals. These findings have applied significance for clinicians looking to teach intraverbals to individuals with autism.