Association for Behavior Analysis International

Recent publications have indicated a revived interest in assent within Applied Behavior Analysis. Despite its popularity, there may be ambiguity around the term's definition and how to incorporate it into research and practice. As such, a precise definition and practical tools based on its definition are warranted. This symposium will consist of two presentations. The first will present a concept analysis of assent through a Nonlinear Contingency Analytic lens. Examples and non-examples will be provided to illustrate the distinction between genuine and apparent assent. Then, the Constructional Approach will be introduced as a way for clinicians to create and implement assent-based programs. The second presentation will introduce a three-part decision-making tool aimed at helping clinicians assess and ensure the presence of genuine assent in programming. Each part of the tool and practical examples of how to use them will be provided. Implications and future directions for clinical practice and research will be discussed.

BCBAs, RBTs, ABA practitioners, teachers

Although there has been much discourse around assent, its meaning remains ambiguous. Assent, or lack of assent, can be clarified by defining it in terms of contingency arrangements. In this presentation, assent will be defined through a Nonlinear Contingency Analytic lens. The provided conceptualization defines assent based on the presence or absence of specific contingency arrangements and extends the term beyond topographical definitions. Genuine assent will be distinguished from apparent assent through an analysis of degrees of freedom. Examples and non-examples will be reviewed to illustrate this distinction. Further, an overview of The Constructional Approach will be provided as a means to create assent-based programs. This approach entails asking guiding questions about desired outcomes, entry repertoires, maintaining consequences, and programming sequences. The answers to these questions will help clinicians create programs that build on learners’ entry repertoires and lead to full participation in the program while cooperating with the ethical guidelines.

The field of applied behavior analysis (ABA) has experienced a revived interest in assent, heightened by its inclusion in the 2020 update to the Ethics Code for Behavior Analysts set forth by the Behavior Analyst Certification Board. Much has been written about how to define assent, the importance of assent, and indices of assent; however, there is less guidance for practical and proactive ways for clinicians to assess and program for assent in everyday practice. As such, clinicians may benefit from tools and resources that aid in the development and implementation of programs that honor learners’ assent. Based on a concept analysis of assent (genuine and apparent), consent (genuine and apparent), and compulsion by Linnehan et al. (2023), a three-part decision-making tool was developed to help ABA clinicians ensure the presence of genuine assent in programming. An overview of each part of the tool and practical examples will be provided.