Brief Biography
Dr. Lomas Mevers received her doctorate in school psychology from Louisiana State University, under the mentorship of Jeffery Tiger, Ph.D. and George Noell, Ph.D. She completed her pre-doctoral internship and postdoctoral fellowship at Marcus Autism Center and Emory University under the supervision of Nathan Call, Ph.D.
Dr. Lomas Mevers is currently the program manager for the severe behavior programs and specializes in the assessment and treatment of severe behavior disorders for children diagnosed with autism spectrum disorder or related disabilities. She is responsible for working with families and clinicians to develop effective behavioral interventions that decrease challenging behaviors and replace them with appropriate behaviors. In addition to her clinical duties she also provides training for pre-doctoral and postdoctoral trainees.
Dr. Lomas Mevers’ current research interests include increasing the social validity of behavioral interventions, increasing efficiencies in caregiver training and identifying those treatment components that are essential in order to maintain positive treatment outcomes over the long term.
Highest Degree of Presenter(s)
PhD
PhD
PhD
MA
MA
MA
MA
Presentation Abstract
It has been well documented in the literature that behavioral interventions are effective in reducing a wide variety of maladaptive behaviors such as aggression, self-injury and destructive behaviors (Allen & Warzak, 2000; Campbell, 2003). Despite the success of these interventions, they are often implemented in tightly controlled settings with third party individuals that are able to implement procedures with a high degree of integrity (Fryling, 2014). Due to the complexities of the natural environment, caregivers may be less likely to implement behavioral interventions with the same degree of integrity and have limited available time for training on procedures. Therefore, it is important to evaluate efficient and effective strategies for caregiver training. This presentation will review common challenges to caregiver training and outline procedures for caregiver training that are aimed at decreasing the time needed as well as increasing caregiver treatment integrity. Specifically, the advantages and disadvantages of didactics, role play and in vivo instruction will be discussed.
Recommended Citation
Lomas Mevers, Joanna; Call, Nathan; Scheithauer, Mindy; Miller, Sarah; Bamford, Dana; Autry, Kelly; and Cawthon, Faith, "Best Practices in Training Caregivers to Implement Behavioral Interventions" (2014). Georgia Association for Positive Behavior Support Conference. 11.
https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/11
Best Practices in Training Caregivers to Implement Behavioral Interventions
Student Center-House
It has been well documented in the literature that behavioral interventions are effective in reducing a wide variety of maladaptive behaviors such as aggression, self-injury and destructive behaviors (Allen & Warzak, 2000; Campbell, 2003). Despite the success of these interventions, they are often implemented in tightly controlled settings with third party individuals that are able to implement procedures with a high degree of integrity (Fryling, 2014). Due to the complexities of the natural environment, caregivers may be less likely to implement behavioral interventions with the same degree of integrity and have limited available time for training on procedures. Therefore, it is important to evaluate efficient and effective strategies for caregiver training. This presentation will review common challenges to caregiver training and outline procedures for caregiver training that are aimed at decreasing the time needed as well as increasing caregiver treatment integrity. Specifically, the advantages and disadvantages of didactics, role play and in vivo instruction will be discussed.
