Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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Program by Area

AUT: Autism
W1, 15, 16, 17, 22, 27, 40, 41, 47, 49, 51, 52, 54, 72, 75, 76, 83, 89, 135, 137, 138, 142, 153, 156, 160, 162, 168, 175, 183, 188, 208, 209, 210, 219, 233, 234, 240, 247, 253, 256, 281, 284, 296, 311, 312, 313, 337, 338, 340, 347, 359, 361, 365, 381, 385, 389, 391, 394, 399, 404, 421, 424, 428, 432, 435, 455, 461, 463, 466, 471, 473, 476, 478

BPH: Behavioral Pharmacology
11, 60, 65, 90, 136, 161, 189, 196, 228, 230, 307, 373, 400

CBM: Clinical/Family/Behavioral Medicine
18, 24, 30, 44, 49, 57, 69, 71, 79, 91, 139, 150, 152, 166, 167, 177, 206, 216, 235, 236, 250, 257, 282, 286, 292, 294, 300, 308, 317, 318, 320, 330, 341, 348, 356, 357, 380, 382, 393, 405, 417, 425, 430, 438, 448, 449, 451, 465, 475

CSE: Community Interventions, Social and Ethical Issues
10, 26, 36, 43, 59, 70, 74, 135, 144, 151, 167, 173, 177, 190, 195, 203, 206, 209, 223, 233, 244, 249, 300, 330, 356, 379, 388, 406, 426, 430, 446, 457, 459, 474

DDA: Developmental Disabilities
16, 17, 23, 27, 30, 41, 45, 52, 75, 76, 78, 83, 85, 92, 132, 140, 143, 151, 153, 168, 174, 175, 191, 210, 212, 213, 215, 234, 237, 240, 242, 246, 258, 287, 296, 306, 307, 312, 313, 316, 317, 335, 342, 354, 355, 362, 363, 365, 382, 389, 392, 393, 398, 407, 422, 427, 428, 432, 435, 439, 453, 454, 457, 458, 470, 474, 475, 476

DEV: Behavioral Development
12

EAB: Experimental Analysis of Behavior
21, 26, 33

DEV: Behavioral Development
34

EAB: Experimental Analysis of Behavior
39, 42, 43, 65, 73, 74

DEV: Behavioral Development
86

EAB: Experimental Analysis of Behavior
93, 141, 143, 149, 150

DEV: Behavioral Development
154

EAB: Experimental Analysis of Behavior
169

DEV: Behavioral Development
172

EAB: Experimental Analysis of Behavior
176, 179, 181, 192, 199

DEV: Behavioral Development
204

EAB: Experimental Analysis of Behavior
213, 224

DEV: Behavioral Development
224a, 227

EAB: Experimental Analysis of Behavior
228, 229, 230, 239, 243, 251

DEV: Behavioral Development
254, 259

EAB: Experimental Analysis of Behavior
260, 286, 290, 298, 302

DEV: Behavioral Development
305

EAB: Experimental Analysis of Behavior
309, 314

DEV: Behavioral Development
321

EAB: Experimental Analysis of Behavior
321, 323, 325, 327, 332, 335, 336, 343, 349, 350

DEV: Behavioral Development
355

EAB: Experimental Analysis of Behavior
358, 362, 366, 368, 370, 371, 372

DEV: Behavioral Development
380

EAB: Experimental Analysis of Behavior
386, 388, 397, 401, 402, 408, 419, 421

DEV: Behavioral Development
425

EAB: Experimental Analysis of Behavior
433, 436, 437, 443, 450, 454, 456, 462, 464, 468, 469, 472, 477, 478

EDC: Education
20, 25, 29, 31, 48, 53, 56, 58, 64, 67, 80, 82, 84, 94, 134, 140, 145, 147, 152, 156, 163, 173, 180, 182, 187, 193, 211, 214, 217, 218, 238, 245, 246, 261, 288, 289, 291, 293, 301, 303, 311, 315, 322, 324, 333, 334, 344, 354, 363, 364, 367, 369, 370, 375, 383, 387, 391, 392, 395, 398, 409, 418, 420, 423, 429, 442, 444, 453, 455, 458, 460, 465, 466, 479, 480, 481

OBM: Organizational and Behavioral Systems Analysis
32, 44, 46, 48, 66, 77, 144, 146, 155, 178, 202, 231, 242, 262, 295, 297, 306, 326, 328, 345, 353, 374, 375, 376, 440, 452

PRA: Practice
W2, W3, W4, W5, W6, W7, W8, W9, W10, W11, W12, W13, W14, W15, W16, W17, W18, W19, W20, W21, W22, W23, W24, W25, W26, W27, W28, W29, W30, W31, W32, W33, W34, W35, W36, W37, W38, W39, W40, W41, W42, W43, W44, W45, W46, W47, W48, W49, W50, W51, W52, W53, W54, W55, W56, W57, W58, W59, W60, W61, W62, W63, W64, W65, W66, W67, W68, W69, W70, W71, W72, W73, 50, 157, 164, 165, 186, 201, 226, 232, 299, 331, 348a, 351, 352, 377, 434, 447

TBA: Teaching Behavior Analysis
19, 23, 25, 34, 51, 55, 67, 81, 159, 184, 185, 194, 211, 218, 239, 241, 280, 288, 289, 295, 324, 327, 360, 387, 395, 410, 431, 445, 459, 467, 483

TPC: Theoretical, Philosophical, and Conceptual Issues
13, 37, 38, 57, 63, 66, 71, 73, 87, 95, 148, 169, 171, 179, 181, 197, 205, 216, 217, 220, 221, 225, 241, 244, 252, 283, 287, 297, 298, 304, 310, 318, 325, 329, 339, 358, 366, 384, 390, 396, 422, 436, 439, 460, 467, 470

VBC: Verbal Behavior and Cognition
28, 38, 56, 64, 69, 88, 139, 142, 158, 170, 172, 176, 198, 200, 207, 222, 243, 245, 248, 285, 290, 301, 319, 329, 332, 333, 346, 359, 368, 378, 381, 384, 397, 423, 438, 473, 479

NON: NONE
9, 11, 12, 13, 21, 22, 29, 31, 33, 36, 37, 39, 40, 46, 47, 53, 54, 60, 63, 70, 77, 82, 87, 88, 89, 90, 91, 92, 93, 94, 95, 136, 137, 138, 145, 158, 159, 160, 161, 162, 163, 164, 165, 171, 183, 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195, 197, 198, 199, 200, 202, 203, 204, 205, 207, 208, 219, 220, 221, 222, 223, 224, 225, 226, 227, 235, 236, 237, 247, 248, 250, 251, 252, 253, 254, 255, 256, 257, 258, 259, 260, 261, 262, 281, 282, 283, 284, 285, 291, 304, 308, 309, 310, 314, 315, 316, 337, 338, 339, 340, 341, 342, 343, 344, 345, 346, 348, 348a, 349, 350, 352, 353, 357, 360, 361, 371, 372, 373, 376, 379, 383, 385, 394, 400, 401, 402, 403, 404, 405, 406, 407, 408, 409, 410, 419, 420, 424, 427, 431, 442, 443, 444, 445, 446, 451, 456, 464, 468, 469, 471, 472, 483

OTH: Other
9, 14, 35, 61, 68, 122, 255, 279, 396, 403

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30th Annual Convention; Boston, MA; 2004

Event Details

Panel #233

Addressing Ethical Concerns: Focus on Young Children with Autism

Sunday, May 30, 2004

3:00 PM–3:50 PM

Back Bay B

Area: AUT/CSE; Domain: Applied Research

Chair: Suzanne Letso (Connecticut Center for Child Development)

ERICA ROEST (Connecticut Center for Child Development)

SHAHLA S. ALA'I-ROSALES (University of North Texas)

KATHLEEN MANNION (Nassau Suffolk Services for Autism)

Abstract: The ethical responsibilities and role of behavior analysts in the process of identification and treatment of young children with autism will be discussed. Erica Roest will discuss the role and responsibilities of psychologists through the evaluation and advocacy process. Shahla Ala'i-Rosales will discuss the obligations and responsibilities of Early Intervention Service Providers. Kathy Mannion will discuss the ethical considerations of behavior analysts working with parents and provide insight into a parent's perspective and vulnerabilities.

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