Association for Behavior Analysis International

To be effective behavior analysts must adapt to an ever changing world. This involves using the latest technology to progress our science and practice across all domains. In this symposium four data-based studies will be presented that span multiple areas of behavior analysis. All studies include a cutting-edge tool for teaching and training: virtual reality. Virtual reality is a tool that can be used across populations and settings and offers advantages that behavior analysts can leverage when applying our science. Discussion of how behavior science can be integrated into powerful technology including virtual reality will be included.

The target audience is broad and will include researchers, practitioners, and those interested in technological applications of behavioral science.

Discrete Trial Training (DTT) methods are beneficial for teaching new skills set to children with autism spectrum disorder (ASD). The current study aims to replicate and modify Sveinbjo¨rnsdo´ttir et al. (2019), who examined the effects of VR in training DTT skills, with two sets of studies. In the first study we examined how long participants reached mastery criteria in DTT after a lecture on how to implement DTT. In the second study a multiple baseline design across participants was used to examine how fast participants reached mastery criteria in DTT after VR training. In addition, we examined if the skills acquired in Study 1 and 2 generalized when implementing DTT with students. Participants in Study 1 acquired the DTT skills after on average 18 sessions. Participants in Study 2 acquired the DTT skills after four VR sessions on average, and the skills generalized to a regular teaching environment with ASD students and across different teaching tasks. In addition, the VR training produced fewer errors in the natural teaching environment compared to the lecture format. These results suggest that VR training might be a beneficial training method since it can minimize the time required in training and produce higher performance accuracy.

Social skills deficits are a defining characteristic of autism spectrum disorders (ASD). In this literature review researchers examined articles that specifically focused on technology-based interventions for teaching social skills to children with ASD. Researchers extracted content related to format of technology, specific social skills taught, and effectiveness of intervention. Researchers also conducted a quality assessment of all included studies using What Works Clearinghouse standards. Researchers found positive effects in 12 of the 13 studies reviewed. Video modeling was the most prevalent format of technology used. Virtual reality interventions are increasing and made up 38% of the studies reviewed. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for future research is discussed.

: Individuals with Autism face challenges with securing and maintain meaningful employment. Deficits in social skills are often considered the primary barrier for individuals with Autism in accessing this sector. Working Through used virtual reality to deliver a social skills intervention aimed at teaching 6 core social skills related to employment. The target skills included emotional recognition, initiating a conversation with a colleague, meeting friends/stranger, negotiating with a salesperson, working with a co-worker and managing conflict, and a job interview. Applied Behaviour Analysis was embedded in the pedagogical framework used to design the learning scenarios for each social skill. Participants included individuals with Autism across four countries: Ireland, Denmark, Cyprus, and Greece. Tests of knowledge and skill were taken as pre and post measures. In addition, performance within the virtual reality scenarios was also recorded. Social validity data was also gathered for participants and trainers. The results showed an increase in knowledge and skill following the intervention. Social validity data highlight the acceptability of virtual reality for both the participants and the trainers. The clinical outcomes and utility of virtual reality are discussed in the context of the current findings.