Association for Behavior Analysis International

Student success within a classroom setting is largely affected by the ability to actively participate, follow instructions and learn new content. The high probability (or high-P) request sequence is a strategy identified to support individuals with compliance to less preferred tasks (see for example, Mace, Hock, Lalli, West, Belfiore, Pinter & Brown, 1988) with mixed results. Some research has looked at specific mechanics within a high probability request sequence that determines increased likelihood of compliance. One area is the relation of high probability requests to the low probability request, with some research suggesting presenting relevant high probability tasks can increase compliance to low probability tasks (Planer, DeBar, Progar, Reeva & Sarokoff, 2018). Woodbury Autism Education and Research Centre presents their own adaptation of the Planer et al (2018) study with children aged 4 to 12 years, all with a primary diagnosis of autism spectrum disorder. An alternating treatment with baseline design was used to determine the effects of relevant and irrelevant high probability tasks on compliance to low probability tasks, as well as reinforcement delivery. Results suggest task relevance and reinforcement should be considered within the high probability request sequence.

Children with autism spectrum disorders (ASD) often displayed deficits in joint attention, an early emerging ability typically includes responding joint attention and initiating joint attention. The behavior analytic procedure, a most-to-least prompt procedure, is often used to improve children’s joint attention behavior. The level of prompt to be used for children with different abilities remains further explored, and the systematic prompting strategy could be expanded. The present study used a quasi-experiment design to compare an experiment group (20 children at the university’s laboratory) and a control group (20 children received treatment as usual at the community organizations), aiming to examine the effectiveness of prompt procedures for children of different symptoms. The results of study indicate an evidence-based decision-making procedures, and it will help clinicians and parents understand the dosage of interventions of changing a pivotal skill like joint attention. Further discussions were made on how to advance family’s appropriate time and money investments under the Chinese social and economic background.

Individuals with autism spectrum disorders (ASD) and other developmental disabilities often need to be explicitly taught personal hygiene skills. A subset of personal hygiene skills are intimate care skills which include menstrual care, penile care, and washing and cleaning of intimate body parts. The taboo and private nature of intimate care skills has can lead practitioners to avoid teaching these skills which may make individuals with ASD and other developmental disabilities more vulnerable to abuse and other health concerns. Due to the intimate nature of these skills, interventions need to be viewed as socially acceptable by the individuals, caregivers, and practitioners that will be the primary implementers. Teaching intimate care skills can improve independence, quality of life, and overall health. The purpose of this synthesis was to examine and summarize interventions to teach intimate care skills and examine the social validity of these interventions. Interventions fell into four categories including (a) chaining, (b) social stories, (c) lesson packages, and (d) punishment procedures. The results of the reviewed studies indicated improved performance on intimate care skills for participants and a lack of social validity measures utilized throughout the studies. Further discussion includes strengths, limitations, and suggestions for future research.

Offering high-quality data-based intervention using telehealth technology brings new challenges. It is necessary to assess if otherwise efficient interventions could offer similar results via online meeting delivery. This pilot study included three children with autism spectrum disorder (ASD) whose families implemented a program targeting challenging behaviors at home while being supervised virtually by professionals. Three psycho-educator from public services received online training on the Prevent-Teach-Reinforce for Young Children (PTR-YC) program. Each of them then acted as a facilitator for each of the families, by guiding them through the program’s steps using weekly virtual meetings. As per the PTR-YC program, 1) families targeted a challenging behavior to decrease and appropriate behavior to increase, 2) took daily data on both behaviors, 3) completed a functional behavior analysis (FBA), 4) chose intervention strategies, and 5) implemented them while being coached by their psycho-educator. All those steps were done using online meeting technology (Zoom or Teams). All three teams completed the 10 weeks program and data were collected using the PTR-YC behavior rating scale. This poster presents those clinical results as well as a brief overview of the clinical record, such as targeted behaviors, results of the FBA, and interventions implemented.

Applied behavior analysis (ABA) organizations that provide services to children with autism commonly apply contingencies to improve performance or behavioral processes. Such contingencies are believed to be especially important for maximizing ABA service delivery quality (ASDQ). For some behavioral processes, group contingencies applied to the behavior of individuals within the process are likely to be more feasible and efficient than individualized contingencies. Historically, behavior analysts have used group contingencies at the operant level of selection, such as independent, interdependent, and dependent group contingencies. However, recent experimental work in culturo-behavioral science suggests the metacontingency, an analogue of the operant contingency at the cultural level of selection, can also control the behavior of individuals in a group. Accordingly, in this paper I describe and compare “group-oriented” contingencies and make a case for conceptualizing the metacontingency as a fourth group-oriented contingency. Next, I provide examples illustrating how leaders in an organization might use operant and group-oriented contingencies for process improvement to promote quality in an ASDQ framework. Lastly, I conclude with a discussion of future research needed to examine potential differences in the effects of different group-oriented contingencies and their utility for promoting ASDQ.

In the RFT perspective, prejudice is built into the language itself and, for this reason, produces implications for human behavior. The objective of the current investigation, still in progress, is to employ relational training to enhance flexibility, reducing racially biased responses. The participants are two children (female ten years old; male five years old) with autism that presented incidentally prejudiced responses during intensive ABA intervention on social playtime. The procedure comprises three different phases. Initially, Phase 1 is a pre-test to attest to these observed biases. Then, phase 2 is relational training, including coordination and difference frames. Finally, phase 3 is a post-test phase that evaluates for changes on these biased repertoires. Meaningless stimuli and drawings of black and white people were the stimuli sets employed in this procedure. At the present moment, the boy is finishing the relational training. The continuity of this procedure will potentially add more information about modifying biased responses in children with autism through relational training.

Object imitation is often an early skill area targeted with young children with autism spectrum disorder (ASD). When teaching imitation, it is important to consider the characteristics of the environment that may come to exert control over the imitative response. The purpose of this study was to examine the effects of the size of the target stimulus on acquisition. We compared acquisition of object imitation across three conditions: no size prompts (target stimulus and distractor stimuli were approximately the same size), size prompts (target item was larger than the distractor stimuli), and a control (no formal teaching was conducted). Currently, one four-year old female Hispanic student diagnosed with ASD is participating. She mastered the targets in the no size prompts condition first. Correct responses increased in the size-prompt condition to high, but variable, levels of accuracy. Correct responses increased to moderate levels in the control (despite no formal training during these sessions). We will discuss how to develop imitation training to ensure stimulus control of the model, rather than various aspects of the stimuli.

Individuals diagnosed with autism often experience difficulties identifying emotional responses of others and themselves. They are unable to identify emotions, which leads to lack of understanding of social situations and appropriate ways to reciprocate social interactions. Past studies and current common practices focus on tacting “emotions” by looking at pictures or real persons exhibiting various facial expressions. This present study uses a five phase approach to teach individuals diagnosed with autism to identify and respond to complex emotions. The five phases targeted different components such as identifying facial expression, verbal behavior, and body gestures, responding to emotions exhibited by the other person, identifying the context (antecedent and consequence) of the emotions and if the person is still experiencing the emotion in a different context, and generalizing to a natural learning environment. The results suggest that the all fives were required in order for the participants to identify and respond to complex emotions.

The Covid-19 pandemic has forced service providers to pivot to using alternative service delivery models such as telehealth. Early Intensive Behavioral Interventions (EIBI) are an applied behavior analytic approach that can be effective for teaching skill acquisition for individuals with autism. There is limited research on service providers’ use of telemedicine to deliver EIBI. The purpose of this study was to examine how EIBI autism specific service providers in the state of Minnesota used telemedicine for service provision prior to and during the pandemic. An online survey was distributed in 2019 to EIBI autism providers (n=50) to evaluate how and where providers were using telemedicine and to assess supports. EIBI telemedicine billing claims from 2020-2021 by county were also evaluated to assess the trends by county type (e.g., rural, urban). Descriptive and statistical analyses indicated that 36% of providers used telemedicine prior to the pandemic and a statistically significant increase in billing in 2020 was observed. Overall, billing differed by county type [F(4,718)= 32.5, p< .001] with Urban counties having the most claims and Rural having the least. More research is needed to assess what the barriers and facilitators are for utilizing tele-based services and if the trends are equitable.

The current study used telehealth to deliver Acceptance and Commitment Therapy (ACT) training for parents of children with Autism Spectrum Disorder (ASD) during the Covid-19 pandemic which had promising results. ACT has been effective with parents in the in-person format (Blackledge & Hayes, 2006; Gould et. al., 2017) and via telehealth (Thorne, 2018). Nine parents of children with ASD completed a six week online ACT parent training delivered asynchronously. Each session included specific topics and exercises which included: (a) values identification; (b) present moment awareness; (c) defusion; (d) the matrix (moving toward/away); (e) committed action; and (f) self-care. Pretest and posttest measures were completed by the participants which assessed depression (Beck, 1996; BDI-II), emotion dysregulation (Gratz and Roemer, 2004; DERS); parental stress (Abidin, 1995; PSI-4-SF), psychological flexibility (Bond et al., 2011; AAQ-II), and child behaviors (VABS-3, Maladaptive Behavior Domain; Sparrow et al., 2016). Paired sample t-tests revealed that depression [t(8) = 4.28, p = 0.003, d = 4.44], parental stress [t(7) = 3.60, p = 0.009, d = 1.42], and psychological flexibility [t(7) = 2.55, p = 0.038, d = 7.35] improved post-intervention, while statistically significant decrease was not noted for emotion dysregulation and child internalizing and externalizing behaviors.

Social determinants of health that influence the delivery of ABA treatment were identified and targeted for a 20-year-old male diagnosed with autism disorder, ADHD, anxiety disorder, disruptive mood dysregulation disorder, insomnia, and encopresis.Prior to starting of ABA treatments, the clinical teams focused on issues such as housing, transportation, legal matters, and access to other health professionals. The results suggest an effective ABA treatment for encopresis is only possible when all of these conditions are addressed.

Comorbid psychiatric disorders are observed in children and adolescents with autism spectrum disorder (ASD) at substantially higher rates than those found in typically developing peers. The most common comorbid psychiatric disorders are attention deficit hyperactivity disorder (ADHD) and anxiety (including general anxiety disorder, phobias, panic disorder, and post-traumatic stress disorder). The symptoms of these disorders could diminish the effectiveness of therapeutic treatment via applied behavior analysis (ABA), aimed at addressing the core symptoms of ASD (i.e., social and communication deficits, repetitive/restrictive behaviors). Identification of behavioral symptoms associated with comorbid psychiatric disorders for clients receiving treatment for ASD assists in differentiating matters related to scope of practice for board certified behavior analysts (BCBAs) and aids clients/caregivers who may benefit from referrals to other providers as part of a multidisciplinary approach to treatment. Secondly, this research highlights the value of ABA treatment for behaviors associated with conventional psychiatric conditions, which could benefit clients as well as the field of behavior analysis. A rapid screening survey instrument was developed to administer at initial assessment to caregivers of clients with a diagnosis of ASD and at subsequent reviews to identify and track the presence of behaviors consistent with comorbid psychiatric symptoms. Results will provide data on initial presentation and the progression of behavioral and/or psychiatric symptoms with ABA treatment and collaborative care as necessary.

Outpatient treatment of problem behavior in public health system can be challenging, requiring the integration of medical, clinical, and behavior-analytic professional skills. The present case study describes a possible course of action when functional analysis results seem inconclusive or unstable, requiring further efforts in order to highlight possible underlying variables. An adolescent with autism and intellectual disability was referred for aggression, Self-Injurious Behaviors (SIBs) and screaming. Despite the implementation of a functional analysis and a treatment based intervention, outcomes were unstable, suggesting the need of further assessment and of a medical consultation. For this reason, three different functional analyses were carried out and a different pattern of data emerged each time. Namely, problem behavior was not observed in the first analysis, while access to rituals and attention were identified as most likely functions, respectively in the second and third functional analysis. Also, a psychopathological assessment was completed. The pharmacological treatment was changed, coherently with the psychopathological diagnosis. At the same time, the behavioral treatment was adjusted. This led to a significant improvement of the treatment outcomes, in terms of a dramatic reduction (0% per session) of problem behavior and increase of alternative responses (i.e, manding). This case study represents a preliminary effort to adopt an interdisciplinary approach in the outpatient treatment of problem behavior in public healthcare system.

This study evaluated the effectiveness of noncontingent reinforcement (NCR) to reduce aggression in Autistic children. The study also investigated how NCR may effectively schedule thin while still maintaining low levels of aggression. Aggression is a behavior that impacts 53% of Autistic individuals and decreases their quality of life (Fitzpatrick et al., 2016; Mazurek et al., 2013). Preference assessments were conducted to ensure appropriate reinforcers were utilized for the functional analyses. Additionally, a functional analysis was conducted with participants to assess the function of their aggression. Following the assessments, baseline levels of aggression were established, and NCR was implemented. NCR resulted in significant reduction in both participants. Schedule thinning was then initiated. Although differential reinforcement of alternative behavior (DRA) was hypothesized to be necessary to maintain low levels of aggression during schedule thinning, neither participant met the criteria for DRA to be used. This study extended the research by showing the effectiveness of NCR and maintain the reduction as schedule thinning occurred, making it a feasible treatment for clinical use. Suggestions for future investigations on the use of NCR in clinical practice, the social validity of NCR, and the impact DRA may have when combined with NCR are discussed.