An analysis of a system under pandemic conditions

Abstract

Recent events have emphasized the need for behavior-analytic service delivery models that can remain clinically consistent and produce high-quality outcomes while adapting to environmental change. This paper reports outcomes of an organization that adapted to changes in its service delivery model during a worldwide pandemic. The organization utilized components from the Comprehensive Application of Behavior Analysis to Schooling (CABAS ® ) model. The components were interconnected within the system and linked by specific interlocking contingencies. Performance data were used to make decisions within the organization on both individual and organizational levels during the transition to telehealth for clients and staff. Results are discussed in terms of how the interconnectedness of components within the organization contributed to the reliable, positive outcomes of the system during the transition to telehealth.

An Experimental Comparison of In-Person and Remote Instruction for Preschoolers with Disabilities

“…These results add nuance to the findings of Oblak ( 2021 ) and Pollard et al ( 2021 ) who reported on the effectiveness of remote instruction following the transition from in-person instruction due to the pandemic lockdown. In our experiment we looked at clinician delivered intervention targeting acquisition of novel academic responses.…”

“…Nearly all students maintained or improved correct responses across all programs as well as maintained the same frequency of instructional sessions remotely as they received in-person. Oblak ( 2021 ) reported successful transition of service delivery to telehealth across a system-wide model using the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model. Measures of service delivery reported by Oblak included the total number of trials delivered and number of trials needed to master an objective.…”

“…In both of these measures, learning outcomes reported during remote service delivery during the pandemic were comparable or even superior to data collected prior to the pandemic. Both of these educational studies suggest that ABA educational services can be maintained when transitioning from in-person to remote delivery (Oblak, 2021 ; Pollard et al, 2021 ).…”

“…Oblak ( 2021 ) and Pollard et al ( 2021 ) both provide strong correlational evidence of the effectiveness of ABA instruction when making the transition from in-person to remote service delivery (Oblak, 2021 ; Pollard et al, 2021 ). However, their studies were not experimental.…”

A Comparison Between Direct Telehealth and In-Person Methods of Teaching Expressive Labels to Children Diagnosed With Autism Spectrum Disorder

“…For many practitioners, the COVID-19 pandemic made the implementation of behavioral intervention via telehealth for individuals diagnosed with ASD a necessity due to national and statewide mandates (e.g., Awasthi et al, 2021; Cox et al, 2020; LeBlanc et al, 2020; Oblak, 2021; Pollard et al, 2021; Rodriguez, 2020). Additionally, third party payers began to approve behavioral intervention via telehealth as a billable option and agencies started to provide recommendations on how best to implement behavioral intervention via telehealth (Council of Autism Service Providers, 2021).…”