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| AUT Sunday Poster Session |
| Sunday, May 25, 2025 |
| 1:00 PM–3:00 PM |
| Convention Center, Lower Level, Hall C |
| Chair: Elizabeth J. Preas (Austin College) |
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| 1. Characterization and Outcomes of Profoundly and Non-Profoundly Autistic Youth Admitted to a Specialized Psychiatric Unit |
| Area: AUT; Domain: Applied Research |
| ANGELIQUE KOERNER (Cherry Creek School District), Patrick Romani (University of Colorado, Anschutz Medical Campus), Mathew C. Luehring (University of Colorado, Anschutz Medical Campus & Children's Hospital Colorado), Shanna Baikie (Children's Hospital Colorado) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Although much is known about the impact of Autism Spectrum Disorder (ASD) on family and community functioning as well as treatment outcomes, less is known about a relatively new categorization of ASD, called “profound autism”. Results of caregiver completed measures, patient functional analyses, and function-based treatments were evaluated in 14 consecutively admitted patients who met criteria for profound autism as well as 15 non-profoundly autistic youth admitted immediately before or after each profoundly autistic youth to a specialized psychiatric impatient and partial hospitalization program. Results showed that profoundly autistic youth spent an average of 14 more days admitted to the psychiatric unit and engaged in higher parent-reported severity and frequency of self-injurious and stereotypic behaviors. Results also showed differences in functional analyses outcome and a lower percentage reduction of problem behavior for profoundly autistic patients compared to their non-profoundly autistic peers by the end of psychiatric hospitalization. These results indicate that profoundly autistic youth seem to require a higher level of behavioral support during and after psychiatric hospitalization. A greater emphasis on recognizing these challenges should encourage key stakeholders to invest sufficient resources to meet the diverse patient needs of autistic youth. |
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| 2. The Impact of Varying Treatment Integrity Levels Across Sessions on Treatment Outcomes |
| Area: AUT; Domain: Applied Research |
| Michele Bishop (Devereux Arizona), KIMBERLI SANTA MARIA (Butterfly Effects) |
| Abstract: This study aimed to evaluate the effects of treatment integrity (TI) on intervention outcomes when implementing Greg Hanley’s skill based treatment (SBT) and employed a nonconcurrent multiple baseline design (NMBL). Participants were randomly assigned to one of three TI levels: 100%, High (70, 80, 90%), and Low (20, 30, 40%), and their technician implemented the intervention. The introduction of the intervention was staggered, and data were collected on participants' problem behavior and the independent demonstration of the skill taught in each phase of SBT. Participants assigned to the 100% and High TI levels met mastery without any modifications. All participants assigned to the Low TI level were able to meet mastery during the first phase, but as the intervention grew more complex, they met the criteria to move to the High level after 10 data points of no progress. Once receiving treatment at higher levels of TI, these participants also met mastery. The results show that SBT is effective when implemented with TI levels ranging from 70-100%. Given that treatment is effective at varying levels of TI, less experienced technicians can be relied on to implement the intervention, resulting in increased access to care. |
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| 3. A Gradual Exposure Procedure to Eye Examination in a Child With Autism |
| Area: AUT; Domain: Applied Research |
| ELISA NICCOLAI (Strabiliaba) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: It can be difficult for a child with autism who is unable to read and recognize abstract symbols to understand if he has vision problems. R. is a 7-year-old child with autism who has visual impairments and was unable to undergo a medical examination for his eyes. R. exhibited challenging behaviors and was uncooperative during the examination. We implemented a multi-step procedure that included: 1) preparation of ad hoc material with tact images that he was able to recognize and name 2) shaping of the distance from the visual stimulus that was presented starting from 30 cm up to the distance of 4 meters requested by the ophthalmologist 3) gradual exposure based on shaping and use of differential reinforcement to bring him closer to the instrument needed for the examination 4) generalization in real life and tolerance without problem behaviors R. was able to successfully undergo the eye examination without the need for physical restraint and it was possible for the doctor to understand his vision deficit. |
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 4. Behavioral Play Interventions for Children With Autism Spectrum Disorder: A Systematic Review of Peer and Adult Involvement |
| Area: AUT; Domain: Applied Research |
| CHAIDAMOYO GOODSON DZENGA (University of Montana Western) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: This review examines behavioral interventions designed to enhance play for children with autism spectrum disorder (ASD) with a focus on utilizing typically developing peers and adults in structured intervention roles. The primary goal was to evaluate the effectiveness of these interventions in teaching play skills and improving behavioral outcomes for children with ASD. A total of 20 studies published between 2000 and 2024 were analyzed, utilizing single-case designs and group design methodologies. Key behavioral strategies identified include following the child’s interests, systematic prompting, video modeling, and live modeling. Less frequently used but notable techniques, such as priming and social stories, were also explored for their potential impact. The findings indicate that behavioral interventions incorporating multiple evidence-based strategies are most effective in teaching play skills. Video modeling and live modeling were particularly impactful in shaping play behavior, while prompting and following the child’s lead enhanced engagement and interaction. These strategies align closely with the principles of Applied Behavior Analysis (ABA), emphasizing observable and measurable improvements in play and social behavior. |
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| 5. Antecedent Manipulation During Instruction Delivery to Support Cooperative Discrete Trial Teaching (DTT) Sessions |
| Area: AUT; Domain: Applied Research |
| GRACE BOYLE (Salve Regina University), Hannah Christine Grey (Salve Regina University, Autism Care Partners), Stephanie Hope Jones (Salve Regina University) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Discrete trial teaching (DTT) is a common method used to teach new skills to children with autism spectrum disorder (ASD). Best practice is characterized by structured, teacher-led instruction and fast-paced, trial-based delivery. A nuanced approach may be necessary for learners who have multiply controlled challenging behavior, such as incorporating demands within activity settings that have been shown to facilitate learning, which is incompatible with operational definitions of readiness behavior. Thus, the present study evaluated the effects of including interactions with preferred tangibles during instruction delivery on cooperation during a structured DTT context within a reversal design. Results indicated that the participant engaged in cooperative DTT sessions during the no tangible condition for an average of 2.7% of trials across 6 sessions and during the instruction with tangible condition for an average of 96% of trials across 7 sessions. Interobserver agreement (IOA) was collected by two independent observers for 38% of sessions, with a trial-by-trial agreement of 100%. Treatment integrity was collected for 38% of trials with an average of 96.7%. |
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| 6. The Effects of Exposure on Selections During a Concurrent-Chains Preference Assessment: A Replication & Extension |
| Area: AUT; Domain: Basic Research |
| GRACE SPATH (UNMC integrated Center for Autism Spectrum Disorders), Emily Ferris (SUNY Upstate Medical Center), Maya Fallon (Early & Advanced Learner Programs, Center for Pediatric Behavioral Health, Wilmington, North Carolina, United States
fallonm@centerforpbh.com), Toni Rose Agana (Munroe-Meyer Institute, University of Nebraska Medical Center), Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Including recipients of ABA-based services in the selection of their behavior-change procedures is vital to supporting their autonomy and enthusiastic participation. Concurrent-chains arrangements (CCA) offer an objective method for assessing preference among behavior-change procedures in individuals with limited language abilities. However, their utility diminishes when patterns of responding suggest that selections are under faulty antecedent control (e.g., equal selection of test and control conditions) rather than the relative reinforcement value of the terminal links. This study replicated Rodriguez et al. (2024), showing that exposure to a 3:1:1 condition favoring reinforcement addressed indiscriminate responding when returning to a 1:1:1 condition (equal exposure to each terminal link). To address concerns regarding the effects of Rodriguez et al. (2024) being attributable to the development of a new bias, we included yoked exposure to a novel 3:1:1 extinction condition. Despite increased extinction exposure, participants continued choosing the reinforcement link during the 3:1:1 extinction condition and the subsequent return to 1:1:1. These results highlight the potential for bias in the CCA and potential methods of mitigating biased responding. |
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| 7. Use of Systematic Pairing to Promote Willing Participation in Intervention Research
Abstract |
| Area: AUT; Domain: Applied Research |
| GRACE JAYNE GUNDERSON (University of Nebraska Omaha), Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center), Sarah Frampton (University of Nebraska Omaha), Juliana Oliveira (Munroe-Meyer Institute, UNMC), Whitney Trapp (Munroe-Meyer Institute), Meral Koldas (University of Nebraska Medical Center Munroe Meyer Institute), Alice Shillingsburg (Munroe-Meyer Institute, UNMC) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Minimally verbal autistic children are underrepresented in intervention research and (Stedman et al., 2019) specific efforts are needed to overcome barriers to participation. This study examined the effects of a reinforcement pairing and instructional fading procedure with minimally verbal autistic children, aged 4-8, who used speech-generating devices (SGDs). The nine-stage procedure (Shillingsburg et al., 2014; Shillingsburg et al., 2019) paired the therapist and instructional setting with highly preferred items and activities and gradually introduced therapeutic tasks. We measured the percentage of session time spent in proximity to the therapist, frequency of participant cooperation with therapy tasks, and any harmful/avoidant behaviors (e.g., self-injury). A behaviorally anchored rating scale was customized with caregiver input and used to measure individualized indices of happiness (IH). In baseline, all participants demonstrated variable levels of proximity and cooperation and two participants demonstrated increasing levels of problem behavior. In the terminal stage of the pairing protocol, all participants demonstrated zero rates of harmful/avoidant behavior and high levels of proximity and cooperation. IH ratings indicated an overall positive affect for participants through the pairing progression. These findings suggest that reinforcement pairing and instructional fading can result in willing participation in therapy sessions with minimally verbal autistic children. |
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| 8. Descriptive Data of Caregiver Training Insurance Codes |
| Area: AUT; Domain: Service Delivery |
| HANNAH CHRISTINE GREY (Salve Regina University, Autism Care Partners), Sofia E. Abuin (Salve Regina University), Elizabeth Bland (Autism Care Partners), Stephanie Hope Jones (Salve Regina University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Conducting caregiver training increases generalization and maintenance of behavior-analytic interventions. Insurance payors often include caregiver training in their Current Procedural Terminology (CPT) codes and recommend frequent use. Previous research demonstrates effective training strategies to improve caregiver implementation of behavior analytic interventions, as well as the positive impact that caregiver training has on client outcomes. However, there is little research on how much caregiver training is provided by clinic-based behavior analysts. The present study collected descriptive data regarding the average monthly duration of caregiver training provided across 10 clinical locations and 184 clients in New England. Results indicate that caregiver training services are underutilized. Clients received an average of 0.59 hours of caregiver training per month and an average of 53.3% of clients received no caregiver training hours each month. Additionally, an average of 10.34% of clients received a total number of caregivers training hours that met the payor recommendation per month. Potential reasons for underutilization, interventions to address underutilization, and implications will be discussed. |
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| 9. Comparing Paired Stimulus Preference Assessment Outcomes Across Presentations With Minimally Verbal Children on the Autism Spectrum |
| Area: AUT; Domain: Applied Research |
| GABRIELA SALAZAR (University of Miami), Joanne Li (University of Miami), Janelle Kirstie Bacotti (University of Miami), Yanerys Leon (University of Miami) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Several investigations support the utility of trial-based preference assessments (e.g., Conine et al., 2021; Goldberg et al., 2022; MacNaul et al., 2023). MacNaul et al. (2023) compared preference hierarchies from single- and double-presentation paired-stimulus preference assessments (PSPA; Fisher et al., 1992) with five target stimuli across seven participants on the autism spectrum. The purpose of this study was to replicate and extend MacNaul et al. by increasing the number of stimuli included in the PSPA and assessing the reinforcing efficacy of stimuli identified as high-preference items. Our participants included minimally verbal children on the autism spectrum whose caregivers or clinicians informed the items selected for the PSPA. An implementer equated and counterbalanced the paired-stimulus combinations and positions (left versus right) for the first and second set of trials (i.e., presentations). Single-item selections resulted in a 30-s access interval. We compared the rank order of stimuli based on the full, first, and second set of trials. We discuss the stability of PSPA outcomes across presentations. |
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| 10. Behavior Skills Training and Staff Implementation of Error Correction Procedure |
| Area: AUT; Domain: Applied Research |
| HARMONY AYALA (Penn State University), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Treatment integrity refers to the extent to which an intervention is implemented as prescribed in a treatment plan (Gresham, 1989; Falakfarsa et al., 2021). Prior research has demonstrated that treatment integrity impacts the effectiveness of an intervention and the rate of skill acquisition (Jenkins & Reed, 2015). Three individuals participated in this study. Participants were registered behavior technicians, between the ages of 22 and 30 years, who worked for an applied behavior analysis agency that provided direct one-to-one services for children with autism spectrum disorder. The study procedures were implemented within the course of their scheduled time with their client in the home or daycare setting. The intervention consisted of [here]. Each participant was trained individually using behavior skills training outside their regular scheduled hours. A multiple baseline across participants design was used to examine the effects of the behavior skills training. Compared to the baseline, all three participants displayed an increase in the implementation of the five steps of error correction procedure following the behavior skills training. Therefore, this suggests that behavior skills training could increase staff implementation of error correction procedure during discrete trial training. |
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| 11. Using Virtual Reality to Teach Perspective-Taking to Children on the Autism Spectrum |
| Area: AUT; Domain: Applied Research |
| Yahui Liu (University of Western Ontario), TIANYUE MA (Western University of Ontario), Gabrielle T. Lee (Western University) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Perspective-taking, the ability to understand others’ beliefs and intentions, is essential for social functioning but poses challenges for children on the autism spectrum. Traditional approaches like video modeling help teach perspective-taking, yet more immersive tools are needed. This study examines a Virtual Reality (VR) program’s effectiveness in enhancing perspective-taking in three children (ages 7-12) on the autism spectrum. Using a non-concurrent multiple probe design, researchers evaluated two skill areas—identifying others' preferences and visual perspectives—within controlled, realistic VR scenarios of varying complexity. Baseline data showed 0% performance across programs for all participants, indicating a clear need for intervention. Early intervention results for one participant show a positive trend in skill acquisition, suggesting VR’s potential as a tool. The study will also assess whether improvements generalize to novel scenarios and are retained over time through follow-ups at 2 and 4 weeks post-intervention. This research highlights VR's promise as an accessible, adaptive training tool for diverse cognitive levels in autism. |
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| 12. A Survey on the Current Status of Primary Caregivers' Perceptions of Echolalia in Children With Autism in China |
| Area: AUT; Domain: Applied Research |
| HAIDAN LU (Department of Rehabilitation Sciences, Faculty of Education, East China Normal University), Xinyan He (Department of Rehabilitation Sciences, Faculty of Education, East China Normal University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Abstract: Objective: This study aims to explore the current understanding of primary caregivers regarding echolalia in children with Autism Spectrum Disorder (ASD), providing a reference for the work direction of clinicians and researchers. Methods: A survey questionnaire was employed to investigate 107 primary caregivers of children with ASD. Results: (1) Approximately half of the caregivers supported the view that echolalia is a stage of language development, while also considering it as self-talk and stereotyped speech. (2) More than 45% of caregivers identified the primary functions of echolalia in children with ASD as "expressing needs" and "maintaining conversation." (3) Most caregivers become aware of the phenomenon of echolalia around the age of 3-4 years in children. (4) 68.42% of caregivers believe that expressive language ability is the most important predictor of the severity of echolalia in children with ASD. (5) In situations where the conversational content is familiar, the child is engaged in a favored activity, the caregiver repeats instructions multiple times, or corrects the child’s speech, more caregivers report a reduction in the child’s echolalic speech. Conversely, when the child exhibits significant emotions, an increase in echolalia is reported. Conclusion: Caregivers were able to detect echolalia in children with ASD in a timelier manner and had some understanding of its characteristics and changes. However, caregivers' perceptions of echolalia in children with ASD were ambivalent and inconsistent with some foreign parents' reports, which may be related to the complexity of the phenomenon of echolalia and the late start of related research in China. It is recommended that more clinical studies on echolalia should be conducted to explore a more systematic understanding of echolalia and that related popularization education be strengthened to enhance public tolerance and understanding of children with ASD and their echolalia. |
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| 13. Ensuring Excellence: Quality Control and Auditing in Services for Individuals With Autism and Other Developmental Disabilities |
| Area: AUT; Domain: Service Delivery |
| Fernanda Dib Coutinho (Grupo Conduzir), Caroline Espindola do Nascimento (Grupo Conduzir), Andresa De Souza (University of Missouri-St. Louis), RENATA MICHEL (Grupo Conduzir e Spectra) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: The consistency of quality service delivery in healthcare to individuals with autism and other developmental disorders is essential for promoting significant improvements in the intervention process. Excellence in service delivery should encompass all aspects of the client experience with the service provider. As such, it is important to ensure meaningful progress in the clients' goals, guarantee consumer satisfaction, and improve the quality of life for all individuals involved. Quality control processes aim to monitor and evaluate the effectiveness of systems in order to identify aspects of improvement, track outcomes, and mitigate risks. This poster describes the conception and development of the Quality Control and Client Satisfaction Department of a service provider located in a metropolitan city in Brazil. A systematic approach was designed to enhance service quality through periodic audits involving independent examinations and direct measurements of clinical processes. In this poster, we will discuss the quality criteria implemented to improve clients' experience, standardize clinical documentation, and increase the fidelity of intervention. We will also discuss the improvement needs identified and preventive actions for the future. |
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| 14. Interdisciplinary and Comprehensive Evaluations to Increase Service Access for Children Impacted by Autism Spectrum Disorder |
| Area: AUT; Domain: Service Delivery |
| HALLE BRIANNE PANTER (Pittsburg State University), Paige Boydston (Pittsburg State University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Identification and treatment of autism spectrum disorder (ASD) in rural communities continues to lag when compared to opportunities in urban areas (e.g., Antezana et al., 2020), with the average age of diagnosis being delayed in both rural communities and in households with limited income (Mandell et al., 2010). Though many factors may contribute to the deficiency of available services, lack of qualified diagnosticians in rural locations presents as a major barrier to families accessing evaluations. Early intervention services have been found to significantly improve symptomology of ASD in children diagnosed prior to three years of age (e.g., Gabbay-Dizdar et al., 2021), yet a diagnoses is required prior to accessing care. Rural areas may benefit from interdisciplinary ASD evaluation and diagnostic mechanisms that increase access to care. The purpose to the present project is to pilot an interdisciplinary evaluation model using faculty and students at a university located in a rural area of the country. The evaluation model includes multiple disciplines engaging in a multi-department collaboration for both collegiate student training and community support, creating a comprehensive evaluation process to support children suspected of having ASD but who are unable to access timely diagnostics and treatment due to geographic location. |
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| 15. Teaching Children With Autism to Report Private Events: Exploring the Link Between Facial Expressions and Self-Reported Feelings |
| Area: AUT; Domain: Service Delivery |
| ROBERTA CAROLINNE QUEIROZ DIAS (Compleat Kidz), Ana Carolina Sella (Aprendizagem em Pauta) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Children with Autism Spectrum Disorder (ASD) often have difficulty learning to report private events, but teaching these skills is essential to social and communicative competence. This study aimed to assess if children could name what they were feeling in accordance with their facial expression. For this, during 30-minute sessions, a picture scale was used for the observation of facial expressions in two children with ASD: happiness, neutral, and unhappiness. At the same time, a 5-point scale was used so that the children themselves could indicate how they were feeling. A partial interval recording was used for the observation of facial expressions and a Momentary Time Sampling was used for the children's self-report (through pointing). The results showed that, in most cases, in 11 out 15 times there was correspondence between the observation and self-report. The main limitations include the sample size and the lack of individualization of the scales used, since expressions of happiness and unhappiness can be idiosyncratic. Future studies should address these issues. Despite these limitations, the findings indicate that the scale seems to have a good correspondence with what the children were feeling and may be used to measure child's satisfaction during sessions. Keywords: private events, facial expression, autism, picture scale |
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| 16. Leveraging Game-Based Interventions to Enhance Social Communication Skills in Autistic Youth |
| Area: AUT; Domain: Service Delivery |
| HEBA SOLIMAN (Tennessee Technological University), Krystal Kennedy (Tennessee Technological University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Recent research indicates that serious games can provide effective platforms for developing social-emotional skills in autistic youth. This presentation examines various literature, apps, and common components for enhancing social communication skills in neurodivergent adolescents, with particular attention to age-appropriate design for students aged 10-15. Drawing on recent studies by Carneiro et al. (2024) and Tang et al. (2019), we'll explore how game-based interventions can facilitate the generalization of social skills from virtual to real-world environments. The presentation will analyze specific features of game-based apps, including trust-building mechanics, conversation scenarios, and emotional recognition exercises. Furthermore, we will analyze the behavior-analytic components of these apps and discuss practical strategies for implementing them in educational and clinical settings. Additionally, we will review the literature associated with game-based apps.
This session will benefit educators, clinicians, and researchers interested in innovative approaches to social skills development in autistic youth. It will offer insights into integrating game-based learning with traditional intervention strategies. Furthermore, we will demonstrate how these apps can be integrated into both individual and group instruction while maintaining fidelity to behavior-analytic principles. Special emphasis will be placed on selecting developmentally appropriate apps that align with adolescents' interests and abilities. |
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| 17. Navigating Challenges: A Systematic Review of Evidence-Based Interventions and Caregiver Training for Managing Aggressive Behavior in Individuals With Autism |
| Area: AUT; Domain: Applied Research |
| IVI LUA DOS SANTOS CARDOSO (Endicott, Butterfly Effects), Lisa Tereshko (Endicott College), Adriana (Adie) Anderson (Easterseals Southern California; Endicott College) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Autism spectrum disorder (ASD) is defined as a neurodevelopmental condition that impacts communication, social interaction, and involves the presence of restrictive and repetitive behavioral patterns (Hyman, 2020). The estimate of children who have autism has significantly grown in the past few years, and as a consequence, the number of individuals requiring Applied Behavior Analysis (ABA) services has also increased. Caregiver training is one effective way of giving assistance to support caregivers of autistic individuals, to manage challenging behaviors, including aggressive behavior. This systematic literature review included 23 articles focusing on parent training and aggressive behavior. The analysis of each article encompassed multiple dimensions (participants, intervention, environment, experimental design, training characteristics, treatment fidelity, generalization and maintenance phases, outcomes of the individual with autism, and social validity format). As a result, the evidence-based interventions utilized included Functional Analysis (FA), Functional Communication Training (FCT), and multicomponent training, which incorporated reinforcement, extinction, and antecedent interventions. The data consistently supported that caregiver training led to decreases in aggressive behavior in individuals with autism. |
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| 18. Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) Assessment of Listener Responding Skills in Bilingual Children With Autism Spectrum Disorder (ASD) |
| Area: AUT; Domain: Service Delivery |
| IRENE FELTON (Amigo Care ABA), Shelby Lynne Quigley (Amigo Care ABA, Maryland Association for Behavior Analysis), Alex Arevalo (Amigo Care ABA), Melissa Theodore (Amigo Care ABA) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Children diagnosed with Autism Spectrum Disorder (ASD) often experience challenges in language development, including delays in speech acquisition and difficulties with receptive and expressive language (Tager-Flusberg & Kasari, 2013). These challenges are further complicated in bilingual children, as varying exposure to each language can impact their development (Peña, Bedore, & Kester, 2016). To assess language skills in bilingual children with ASD, evaluations must consider proficiency in both languages. While standardized tests may not fully capture the range of language abilities, tools like the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), which includes direct observation and allows for language assessment in both languages, can offer a more comprehensive evaluation (Arias & Friberg, 2017). In this study, we evaluated the VB-MAPP in both Spanish and English to assess its effectiveness in bilingual children. The study focused on two 5-year-old Latino children diagnosed with ASD, both receiving in-home ABA services, with Spanish as the primary language spoken at home. We explored how language dominance and preference might influence the acquisition of listener responding skills. The findings aim to provide valuable insights for ABA practitioners, helping to develop culturally and linguistically responsive interventions for bilingual children with ASD, ultimately improving communication outcomes. |
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| 19. Incorporating Doll Modeling to Teach Dental Exam Cooperation for a Child With Autism Spectrum Disorder (ASD) |
| Area: AUT; Domain: Service Delivery |
| JESSICA LAMB (Somerset Hills Learning Institute), Sandra R. Gomes (Somerset Hills Learning Institute), Taylor Krasnomowitz (Somerset Hills Learning Institute), Tatiana Herr (Somerset Hills Learning Institute), Chelsea Moczulak (Somerset Hills Learning Institute), Emily E. Gallant (Somerset Hills Learning Institute), Kevin J. Brothers (Somerset Hills Learning Institute) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Molly, a seven-year-old girl with autism spectrum disorder, was initially unsuccessful cooperating with any components of a dental exam, precluding access to recommended preventative dental care. Graduated exposure to a simulated dental exam and reinforcement of cooperative behavior initially resulted in Molly successfully entering, waiting, and sitting in the treatment chair in the simulated setting. However, once instructors began handling dental tools, Molly again began attempting to exit the exam setting. To augment existing intervention elements, we chose to add a modeling component. Because resources precluded use of a live confederate, we modeled further dental exam components with a doll and stuffed animal with human-like teeth. The resulting treatment package has successfully produced cooperative behavior from Molly with minimal engagement in non-cooperative behavior. While research literature suggests support for modeling to improve medical procedure cooperation, this is the first known demonstration of doll modeling to teach dental exam cooperation to a child with ASD. Instruction is ongoing and will continue to systematically add and shape cooperation for remaining dental exam steps contingent on Molly’s successful performance. Generalization assessments to novel persons, settings, and without the doll model are planned with caution, to limit opportunities for non-cooperative behaviors and contacting escape. |
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| 20. Descriptive Analysis of Pairing Skills: Identifying Trends Across Behavior Technicians |
| Area: AUT; Domain: Applied Research |
| JACOB OLIVEIRA (Salve Regina University), Sophia Blomberg (Salve Regina University; Autism Care Partners), Lindsay Honeycutt (Salve Regina University; Autism Care Partners), Grace Boyle (Salve Regina University), Sofia E. Abuin (Salve Regina University; Autism Care Partners), Stephanie Hope Jones (Salve Regina University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Pairing is a rapport building strategy during which a therapist provides appetitive stimuli to a client and withholds putative aversive stimuli (e.g., demands) to establish themselves as a conditioned reinforcer. Pairing is an essential component of developing instructional control. Clients exhibit less challenging behavior when instructional sessions are preceded by pairing sessions (Kelly et al., 2015) and prefer sessions with pairing (Lugo et al., 2019). Despite its importance, prior studies have not examined how pairing is implemented in clinical settings by behavior technicians (BTs), including potential commission errors during pairing (e.g., removing tangibles, providing reprimands, or providing instructions). The purpose of this study was to assess pairing skills of nine BTs who work at an early intervention ABA center. BTs were instructed to “pair” with their client for five minutes. Two independent observers collected descriptive data on pairing across twelve variables during 100% of sessions. Interobserver agreement was 77%, with component variables ranging from 49% to 100%. Procedural fidelity was also assessed by two independent observers for 100% of sessions and was 100%. Results indicated center-wide deficits and strengths across component pairing skills. Limitations, implications, and future research directions will be discussed. |
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| 22. Individualized Analyses Enhance the Effects of a Protocol to Reduce Darting: A Case Study |
| Area: AUT; Domain: Service Delivery |
| JESSICA CICCARELLA (Alpine Learning Group), Amira EL-Boghdedy (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: A 15-year-old with autism engaged in darting from work areas to arrange the environment (e.g.,
close cabinet doors, turn on or off computer monitor). During Intervention 1, a DRO was
implemented to reinforce remaining in work areas and functional communication training to teach
requests to leave work areas and arrange the environment (i.e., “Can I fix it?”). Although frequency
decreased to low levels over time, it remained variable. Following this, an individualized analysis
was conducted to identify more specific information regarding the conditions under which darting
occurred and were maintained. Results showed that the participant was more likely to dart to fix or
arrange the environment during baited conditions when alone and during demand. It was noted that
the target behavior occurred in the demand condition during transitions between work tasks.
Frequency decreased to near zero levels and showed less variability when the intervention was
modified to include leisure tasks that promote engagement in between work tasks, as well as a
dense schedule of reinforcement in the form of teacher attention between work tasks. |
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| 23. Transdisciplinary Alternative and Augmentative Communication Assessment: A Team Approach to Assessing Preference in Applied Settings |
| Area: AUT; Domain: Applied Research |
| JENNIFER KENT (20854), Hilary Pincolini (Ivymount), Jessica Meyler (Ivymount), Danielle Evans (Ivymount) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Behavior analysts often support beginner communicators who lack an effective and robust form of functional communication and who would benefit from Alternative and Augmentative Communication (AAC) systems. However, clinicians working in the field often choose AAC assessment procedures based on past experiences, their clients’ skills and preferences, and available resources, rather than following an explicit set of decision-making procedures. Notably absent from the AAC assessment research is incorporation of an individual's modality preference (Dietz et al., 2012). We aimed to design and investigate the effectiveness of an explicit AAC selection process which incorporates matching a learner’s current skills (e.g., visual discrimination, motor imitation) and other relevant factors (e.g., parent vocabulary selection) to an appropriate communication modality. The protocol, implemented by an interdisciplinary team led by BCBAs, SLPs, and dually credentialled providers, has two primary objectives: 1) assess the most appropriate communication modality for each individual based on their learner profile and current skill set, and 2) determine the individual’s preferred communication method . In 66% of participants (six autistic individuals ages 3-17), a differentiated preference for one modality or application emerged. One participant did not show a clear preference for either modality. Continued research is necessary to evaluate use of this protocol to select a communication modality and identify if a preference emerges across additional participants and modalities. Data collection for additional participants is currently underway.
Dietz A, Quach W, Lund SK, McKelvey M. AAC assessment and clinical-decision making: the impact of experience. Augment Altern Commun. 2012 Sep;28(3):148-59. doi: 10.3109/07434618.2012.704521. PMID: 22946990. |
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| 24. The Effectiveness of Scripts and Script Fading Procedure in Teaching Children With Autism Spectrum Disorder (ASD) to Ask Using "Who," "What," and "Where" Questions Patterns |
| Area: AUT; Domain: Applied Research |
| BINYAMIN BIRKAN (Biruni University), Osman Tanriver (Biruni University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: In the study, a multiple probe desing across-behaviors was used. A child diagnosed with ASD participated in the study. In the implementation process of the study, the participant was taught the skills of asking questions using the "who, what, where" question patterns with scripts and script fading procedure. The procedure were conducted using the basaline for each question pattern. The participant's performance was evaluated in the baseline, Intervention, generalization and follow-up sessions. The results of the study showed that the procedure was effective in helping the child acquire question-asking skills using "who, what, where" question patterns. The participant acquired question-asking skills with the procedure and was able to generalize these skills to different people and settings. In addition, the data obtained from the follow-up sessions revealed that the participant maintained the acquired skills 2, 4 and 6 weeks after the end of the instruction. The findings of the study show that script and scripts fading procedure increases the asking questions using the "who, what, where" question patterns of children with ASD. In addition, the positive effect of the procedure on generalization and follow-up reveals the importance of using this procedure in teaching of children with ASD. |
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| 25. Self-Assessment of Achievable Goals for Treatment Plans |
| Area: AUT; Domain: Applied Research |
| JENNIFER OREN (Butterfly Effects), Elise Escobar (Butterfly Effects) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: New clinicians require training to write treatment goals that are individualized and achievable. Common errors include writing goals that are: 1) clinically inappropriate, 2) fail to align with the individual’s skill level, and 3) overly ambitious (i.e., beyond the individual’s reach). Study’s design and procedures: This will be a basic A-B experimental design. In the baseline condition, BCBA performance will be assessed in writing appropriate treatment goals. In the intervention condition, BCBAs will receive Behavior Skills Training (BST) to improve goal writing proficiency. BST consists of 4 components: instruction, modeling, role-play and feedback. BST has been shown to be effective across various job skills (Cruz et al., 2023). Current research also suggests that remote feedback with rehearsal can enhance supervisee skill acquisition when paired with written instruction (Cruz et al., 2023). The modifications to the previous intervention procedures (see 2024 poster) will be: adding a Goal Analysis Job Aid to the BST. BCBAs will use the Goal Analysis Job Aid to self-assess and graph their performance at 1 or 2-month intervals throughout the 6-month treatment plan. Trainers will also assess the BCBAs performance and provide intermittent supplemental monitoring and feedback · Post training the BCBAs will complete a social validity scale survey. |
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| 26. An Evaluation of the Efficiency of Expressive and Receptive Instructional Sequences |
| Area: AUT; Domain: Applied Research |
| JULIA VIRGINIA PERRYMAN (Salve Regina University), Biancé Jasmine Ferrucci (Salve Regina University ; J. Arthur Trudeau Memorial Center), Jesse Perrin (Pathways), Cody Morris (Salve Regina University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: In applied behavior analysis, the development of verbal behavior is a critical piece of programming for many clients. The methods utilized in programs targeting deficits in this area commonly follow the recommendations of models which recommend teaching receptive identification separately and prior to expressive identification (Lovaas, 2003). Despite these recommendations, some studies suggest that teaching expressive identification first is generally a more efficient method of instruction (Petursdottir & Carr, 2011). However, other studies have found that results may be idiosyncratic across participants as the sequences may lead to the same rate of acquisition (Delfs et al., 2014; Sprinkle & Miguel, 2012). The current study utilized an adapted alternating treatments design to compare the effects of receptive-first and expressive-first teaching sequences on the rate of acquisition of receptive and expressive identification of verbs as measured by trials to criterion for a four-year-old diagnosed with autism spectrum disorder. IOA data reflected 97.5% agreement and average procedural fidelity was 99.4%. The results of the study showed that the expressive-first teaching sequence was more efficient and led to emergence of receptive identification without teaching. These results suggest that, in clinical treatment planning, practitioners should sequence expressive teaching prior to receptive teaching. |
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| 27. How to Select Augmentative and Alternative Communication (AAC): Further Evidence From Children With Complex Communication Needs |
| Area: AUT; Domain: Applied Research |
| KARLI ANNE WRIGHT (Southern Illinois University), Lesley A. Shawler (Southern Illinois University), Juhi Kidwai (Southern Illinois University Carbondale), Valerie Boyer (Southern Illinois University Carbondale), Grace Lafo (University of Nebraska Medical Center), Denise Croft (Southern Illinois University Carbondale) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Up to 30% of autistic children may not develop natural speech, making augmentative and alternative communication (AAC) a critical tool to support functional and symbolic communication. This study aims to evaluate proficiency and preferences for various AAC modalities among young children with complex communication needs (CCN). The study explores the integration of interdisciplinary protocols and family-centered assessments to inform AAC modality selection. Eight children were assessed using multiple high- and low-tech AAC modalities. A single-case multi-element design was employed to assess modality proficiency, followed by a concurrent-operant design to measure preference. Caregivers were consulted regarding their preferences. All participants demonstrated proficiency with at least one AAC modality, and caregiver preferences generally aligned with the child's preference. Findings corroborate past research highlighting the importance of integrating objective data and participant preferences in the AAC-selection processes. A structured, interdisciplinary approach, involving both child and caregiver input, facilitates more individualized AAC interventions, improving communication outcomes. Future research should explore formalized caregiver preference assessments to enhance long-term adherence and outcomes. |
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| 28. Functional Communication Teaching (FCT) and Delay to Restored Rigid Play |
| Area: AUT; Domain: Applied Research |
| SOFIA E. ABUIN (Salve Regina University), Hannah Christine Grey (Salve Regina University, Autism Care Partners), Stephanie Hope Jones (Salve Regina University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Within clinical settings, culturally responsive practices are especially relevant when intervening upon communication. Functional Communication Teaching (FCT) is an effective intervention commonly used to increase communication while reducing challenging behavior. However, limited research has reported on considerations related to supporting clients with bilingual histories in clinical settings during FCT. This study evaluated the use of FCT to intervene upon behavior maintained by access to tangibles associated with rigid play. Further, this study sought to extend the FCT literature by teaching two FCRs of differing languages (e.g., English and Spanish) to facilitate potential generalization in the home setting. A multielement design was used to establish acquisition of FCRs in both languages. Response allocation to FCR language was measured following initial teaching. Following FCT, delay and generalization trials were introduced to increase the latency to target behavior when access was not immediately restored. Results demonstrate suppression of target responding following intervention and generalization. Social validity data collected from a speech language pathologist (SLP) suggest reciprocal collaboration between disciplines produced meaningful client outcomes. Interobserver Agreement (IOA) was calculated for 60% of FCT trials, with 100% agreement. Procedural fidelity data was calculated for 44% of FCT trials and averaged 100% across those trials. |
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| 29. Addressing Avoidant Behavior Related to Sound Sensitivity and the Efficacy of Functional Communication Training |
| Area: AUT; Domain: Applied Research |
| KATE LYNNE PUDPUD (University of Maryland, Baltimore County), Carley Smith (University of Maryland, Baltimore County; Kennedy Krieger Institute), Nathalie Fernandez (Kennedy Krieger Institute), Kaitlyn Connaughton (Kennedy Krieger Institute) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Sensory sensitivity to auditory stimuli is a prevalent concern amongst individuals diagnosed with autism spectrum disorder (ASD). Effectively managing sound sensitivity for individuals with noise reactivity is crucial to mitigating associated behavioral challenges, including socially avoidant and challenging behaviors. Desensitization may be an appropriate intervention when auditory stimuli are unavoidable. However, alternative treatments should be considered first when noise is avoidable. In the current study, a 14-year-old autistic male presented with challenging behavior maintained by a synthesis of antecedent events (i.e., noise and demands). Prior to treatment, he engaged in high levels of ear plugging to escape naturally-occurring noise. He was taught to emit different functional communication responses (FCRs) to escape (i.e., “quiet”) or reduce (i.e., “headphones”) auditory stimuli. As a social validity measure, demand compliance assessment was conducted to determine if headphone use impeded his ability to engage in essential activities. Results indicated that he maintained high levels of cooperation with demands with and without headphones. With the combination of behavioral and psychiatric intervention, the patient engaged in fewer outbursts of challenging behavior and lower levels of ear plugging by the end of his hospital admission. Clinical considerations and treatment implications for individuals with noise sensitivity will be discussed. |
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| 30. Treatment of Perseverative Speech in an Adult With Autism |
| Area: AUT; Domain: Applied Research |
| KATHLEEN GRACE CHANCE (Rutgers University), Julia Iannaccone (Rutgers, the State University of New Jersey), Nicholas Migliaccio (Rutgers The State University of New Jersey), Shuangyu Zhao (Rutgers The State University of New Jersey), Robert LaRue (Rutgers University), Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University), SungWoo Kahng (Rutgers University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Perseverative speech is a relatively common referral concern for individuals diagnosed with autism spectrum disorder (ASD) and related developmental disabilities. Perseverative speech can often interfere with skill acquisition, the development of social relationships, and employment. Several researchers have evaluated strategies for addressing perseverative speech in young children (e.g., differential reinforcement). However, few studies have addressed perseverative speech in adults diagnosed with ASD. In the current investigation, we evaluated the efficacy of differential reinforcement of other behavior (DRO) for the treatment of perseverative speech in a 25-year-old male diagnosed with ASD and Obsessive Compulsive Disorder (OCD). Specifically, we started with a two-minute resetting DRO to reduce perseverative speech using a visual timer. That is, the participant had the opportunity to earn three minutes of access to perseverative speech for two minutes in the absence of the behavior. The schedule of reinforcement was subsequently thinned. Implications for future research and clinic practice will be discussed. |
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| 31. Increasing Tolerance of Medical Devices for a Young Boy Diagnosed With Medical Fragility and Autism Spectrum Disorder |
| Area: AUT; Domain: Applied Research |
| KATIE RENEE PHILLIPS (Butterfly Effects), Evan Delahaye (Butterfly Effects) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: We evaluated two behavior analytic interventions to increase tolerance behavior and reduce property destruction of two necessary medical devices with a medically fragile child diagnosed with autism spectrum disorder (ASD). Prior to intervention, physical restraint by caregivers and medical staff was necessary for the use of medical equipment. Systematic graduated exposure of a cough-assist device, which simulated coughing to clear bronchial secretions, was conducted in four phases, resulting in toleration of the device across several sessions. A differential reinforcement of other behavior (DRO) procedure was implemented to effectively increase acceptance and duration of wearing an oxygen cannula. The effects of the interventions generalized to usage of the cough-assist device and other medical equipment within the hospital setting. Following intervention, the client no longer requires physical restraints when using the equipment. The next step will be to implement caregiver training for data collection in the home and hospital settings outside of sessions. |
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| 32. Sibling SUCCESS Practitioner Workshop: A Model for Inclusive Service Delivery |
| Area: AUT; Domain: Applied Research |
| KELSEY MARIE SPARKS (Baylor Univerisity), Jessica Akers (Baylor University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: The sibling relationship is crucial for autistic children, often serving as a lasting social bond. Siblings frequently act as primary playmates and caretakers. Research shows that involving siblings in behavioral interventions enhances their understanding of autism and strengthens sibling interactions. However, traditional behavior programs may not always prioritize fostering the sibling relationship. The Sibling Success Practitioner Workshop equips professionals —teachers, BCBAs, and others — with strategies to include siblings as key members of the intervention team. Participants are introduced to the Sibling Success model (Supporting Unique Collaborative Care to Encourage Shared Success), which promotes collaboration and positive interactions. The workshop outlined the program’s three levels, introduced strategies to improve sibling relationships, and included hands-on activities and discussions to deepen participant understanding. A social validity assessment evaluated participant perceptions of the workshop’s effectiveness, while a post-workshop survey gathered feedback on how often participants applied the strategies discussed and how valid they found them in practice. This workshop enhances professionals’ ability to provide family-centered care that supports both autistic children and their siblings, ultimately strengthening the family unit. |
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| 33. Increasing Instructional Intensity in Early Intervention Services |
| Area: AUT; Domain: Translational |
| MACKENZIE MARTIN (Integrated Behavioral Technologies, Inc) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Early, intensive behavioral intervention for children with autism is characterized by fast-paced instruction with many learning opportunities per minute (e.g., Smith, 2001). A myriad of benefits are evident following intervention services (e.g., Cohen et al., 2006; Waters et al., 2020) yet ensuring high rates of instruction in clinical settings can be time intensive. One method for creating and maintaining high rates of instruction includes programming for and including instructional strategies that naturally produce many learning opportunities, such as the Verbal Card Sort method. The purpose to the present study was to compare direct service provider instructional rates in traditional discrete trial methods to the Verbal Card Sort method. Six service providers and four children with autism were recruited and placed into dyads. A multiple baseline across dyads design was used to evaluate instructional intensity. Rate of instructions per hour was calculated across historical, baseline, and intervention conditions. Results indicated that the use of the Verbal Card Sort method led to increased instructional rates in five of the six dyads (increases in instructional trials ranging from 27-127%). Continued research should evaluate the impacts of increased instructional opportunities, such as reductions in problem behavior and child preference for instructional methods. |
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| 35. Synthesized Antecedents and Carryover Effects: Methodological Adjustments Following Inconclusive Functional Analysis Results |
| Area: AUT; Domain: Applied Research |
| KAITLYN CONNAUGHTON (Kennedy Krieger Institute), Kate Lynne Pudpud (University of Maryland, Baltimore County), Carley Smith (Kennedy Krieger Institute; University of Maryland, Baltimore County), Jenna Schechter (Kennedy Krieger Institute), Nathalie Fernandez (Kennedy Krieger Institute) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: A functional analysis experimentally evaluates isolated variables that may occasion challenging behavior. However, some behaviors may be evoked by idiosyncratic variables not captured in functional analysis conditions (Iwata et al., 1982/1994) or other assessments of isolated contingencies. The current study involves a 14-year-old autistic male admitted to an inpatient hospital unit for the assessment and treatment of severe challenging behavior whose results across multiple isolated contingency assessments were inconclusive. Caregiver reports suggested that a combination of antecedent variables, including noise, damaged materials, interruptions, and demands, may evoke challenging behavior. A trial-based synthesized contingency assessment was conducted, incorporating all identified variables in the test condition and systematically removing one component at a time to identify the specific combination of antecedent stimuli that reliably evoked challenging behavior. Results indicated that the patient’s challenging behavior was maintained by the synthesis of noise and demands. Notably, self-biting was observed during the control condition, suggesting this topography may be partly respondent in nature rather than solely operant. This finding led to adjustments in methods and data analysis, such as adding calm criteria to account for suspected carryover effects. Clinical recommendations and implications for future research will be discussed. |
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| 36. Comparing Stimulus Set Size on Intraverbal Instruction for Preschoolers |
| Area: AUT; Domain: Applied Research |
| Xiaoyuan Liu (Teachers College, Columbia University), KRISTINA CHEN (Teachers College, Columbia University), Daniel Mark Fienup (Teachers College, Columbia University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: The size of a stimulus set plays an essential role in the effectiveness of teaching in educational settings, as it impacts skill acquisition. The importance of effective instructional approaches on skill acquisition influences how efficiently a child can acquire a new skill by managing the number of stimuli presented during instruction. This study investigated the effects of stimulus set sizes on intraverbal instruction for preschoolers with disabilities. Our study utilized an alternating treatment design to compare the effects of set size 3 and set size 12 on acquiring WH-questions. Researchers taught the WH-questions using learn unit instruction, where correct responses received reinforcement, and incorrect responses underwent a correction procedure involving an echoic model followed by an opportunity for independent responding. For both set size 3 condition and set size 12 condition, each operant received equal amounts of exposure per session. The study employed a teaching criteria of 90% or above accuracy across two consecutive sessions and the researcher stopped the intervention once the participants reached mastery for the set. The study is ongoing. The current resulting data indicate that larger stimulus set sizes lead to faster acquisition but require more instructional trials to reach the mastery criterion. However, additional data are needed to further compare the effects of stimulus set size on acquiring intraverbal questions. |
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| 37. A Review of Academic Articles That Cite a Paper That Claims Applied Behavior Analysis (ABA) Causes Post-Traumatic Stress Disorder (PTSD) |
| Area: AUT; Domain: Theory |
| CHLOE A CALKINS (Salve Regina University), Dana B. Morris (Warren Alpert Medical School of Brown University), Sarah Sudhoff (Salve Regina University), Nicole Marie Nenninger (Salve Regina University), Biancé Jasmine Ferrucci (Salve Regina University), Cody Morris (Salve Regina University) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Identifying and addressing misinformation about behavior analysis is a critical component of behavior-analytic practice and research. One commonly cited source of misinformation about behavior analysis is a study by Kupferstein (2018), which claims that applied behavior analysis (ABA) causes post-traumatic stress disorder (PTSD) in individuals diagnosed with autism spectrum disorder. A review by Morris et al. (2024) indicated that some behavior-analytic articles cited Kupferstein (2018) as a source of concern without a caveat. The purpose of this project was to expand the review conducted by Morris et al. (2024) by evaluating how Kupferstein (2018) has been cited within scholarly publications outside of behavior analysis. A literature review was conducted by searching “Kupferstein (2018)” on Google Scholar. Interrater reliability data was collected for coded variables with an exact agreement score of 93.85%. Results demonstrated that 66% of articles cited Kupferstein as a legitimate study to support concerns about ABA. The second category included 15% of articles, which cited Kupferstein when referring to a perspective about ABA. The final two categories each included 9% of articles which cited Kupferstein as either a problematic, anti-ABA source or a source of concern without a caveat. |
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| 38. Evaluating Possible Interactions Between Problem Behavior and Pain and Discomfort States |
| Area: AUT; Domain: Applied Research |
| LAUREN PLUMMER (Florida Autism Center Specialty Clinic at University of Florida), Janae' A. Pendergrass (University of Florida), Timothy R. Vollmer (University of Florida), Lindsay Lloveras (Marcus Autism Center), Kerri P. Peters (University of Florida), Kacie McGarry (University of Florida), Justin Boyan Han (University of Florida) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Children with autism spectrum disorder are more susceptible to a range comorbidities than their neurotypical peers (Al-Beltagi, 2021). These comorbidities, such as gastrointestinal discomfort, migraines, or infections, may significantly impact their behavior and quality of life. Previous research has provided evidence for a potential relationship between pain or discomfort and problem behavior using both direct and indirect measures of problem behavior including surveys and questionnaires (Carr & Owen-DeSchryver, 2007), structured descriptive analyses (Lloveras & Vollmer, in prep), and functional analyses (Kennedy & Meyer, 1996). Using more direct measurements of behavior provides the basis for a more accurate account of the relation between periods of pain/discomfort and problem behavior. The current study aims to (1) identify periods of pain and discomfort in children with autism using reliable measures of symptoms associated with the identified illness and (2) to evaluate rate of challenging behavior when symptoms are present or absent during ongoing clinical activities. |
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| 39. Combating Counter Control, Does Your Phrasing Make a Difference? |
| Area: AUT; Domain: Applied Research |
| MADISON LYNN SHEPPARD (Florida State University) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Many children with Autism have deficits rooted in following directions and compliance. Specifically, some may struggle when told what to do or what not to do. Delprato (2002) defined counter control as “a response to aversive control.” To further understand counter control, the clinical team has implemented an Increasing Compliance program. This program focuses on the wording of your statement tied together with prompting and differential reinforcement to expand one's compliance repertoire. Clinicians will increase the duration of demands to assist in deferring counter control. The full results of this program are currently still being observed with mastery of three targets within the first month of implementation. With this progress, clinicians have observed more overall compliance with demands. Acquisition of this skill may increase independent living skills as well as improve caregiver’s home life. Due to the nature of the client's deficits, this program has only been implemented for one child in hopes of exploring and understanding compliance behavior. |
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| 40. Multiple-Schedule Reinforcer Assessment on a Child With Autism |
| Area: AUT; Domain: Applied Research |
| LAUREN LIGHTNER (The Scott Center for Autism Treatment; Florida Institute of Technology), Amelia Skye Nelson (Florida Tech), Kira Elizabeth Flynn (Florida Institute of Technology), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Skill acquisition research often includes differential reinforcement of correct responding as an independent variable; however, in order for differential reinforcement to be an effective intervention, structured assessments should be used to identify reinforcers. This poster will present an example in which researchers observed no progress in acquisition of target skills for one participant when differential reinforcement using participant selected items (preferred toys) was implemented. The researchers hypothesized that the toys may not function as reinforcers in this context. We then conducted a multiple schedule reinforcer assessment using procedures similar to Smaby et al. (2007). During the reinforcer assessment, we compared two potential reinforcers (i.e., participant-selected toys and an edible item) to an extinction condition. Responding increased in the contingent edible condition whereas response patterns in participant-selected toys condition were similar to extinction. When the edible item was used in the differential reinforcement procedure for skill acquisition, correct responding increased to mastery levels. |
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| 41. A Systematic Review: Evidence-Based Practices to Increase Physical Activity Engagement in Individuals With Autism |
| Area: AUT; Domain: Theory |
| LAUREN PALMATEER (Western New England University, The New England Center for Children), Eileen M. Roscoe (The New England Center for Children) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: The Centers for Disease Control and Prevention recommends that children and adolescents engage in 60 min of moderate-to-vigorous physical activity daily (CDC, 2021). Previous reviews on increasing physical activity described the use of mechanical measurement instruments (i.e., heart rate monitors), direct observation coding systems, and interventions (e.g., self-management or exergaming; VanCamp & Hayes, 2012) for increasing physical activity engagement. The current review extended the previous literature by presenting an overview of current research on physical activity engagement in individuals with autism spectrum disorder between 2015 and 2025. The authors described the prevalence and utility of assessing progress through multiple dependent variables, including physiological measures. The article identification and inclusion process followed PRISMA guidelines, with a detailed discussion of which articles did and did not meet inclusion criteria. In addition, interobserver agreement of article identification and article categorization was used. The review focused on the dependent variables measured, procedures used for the selection of physical activity tasks, treatment components that were most efficacious for increasing physical activity engagement, and the extent to which social validity assessments were conducted. The implications for future research questions on this topic were discussed. |
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| 42. Error Characteristics of Synthesized Contingency Assessments |
| Area: AUT; Domain: Applied Research |
| LIAM MCCABE (Rutgers University-Center for Autism Research, Education, and Services), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Casey Irwin Helvey (Rutgers University (RUCARES)), Adam M. Briggs (Eastern Michigan University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: The comparability of synthesized contingency assessments (SCAs) to isolated functional analyses has been questioned due to the assumption that SCAs uniquely identify interactive effects. Interactive effects occur when individual contingencies combine to produce a reinforcing effect greater than the sum of their individual effects. McCabe et al. (2024) investigated these effects by comparing within-participant responding during and after SCAs. They found that interactive effects are rare, suggesting that SCAs and isolated functional analyses are comparable in most cases. One method of assessing correspondence involves evaluating the sensitivity and specificity of functional behavior assessments conducted with isolated or synthesized contingencies. However, these measures have not been quantitatively examined to date. This study aims to fill that gap by graphically representing true and false positive rates of SCAs relative to functional analyses using binary receiver-operating-characteristic (ROC) plots. These analyses clarify the accuracy of SCAs in identifying (sensitivity) and excluding (specificity) behavior functions. Implications for assessment and treatment practices are discussed. |
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| 43. Using Guided Goal Selection and Self-Management to Teach Daily Living Skills and Promote Independence in Autistic Adolescents |
| Area: AUT; Domain: Applied Research |
| LINDSEY SWAFFORD (University of Memphis), James Nicholson Meindl (The University of Memphis), Remington Michael Swensson (Washington State University) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Adolescence is a distinctive developmental stage characterized by a growing sense of independence and a heightened desire for autonomy. Over 50,000 autistic adolescents in the U.S. transition to adulthood each year, often facing challenges in acquiring daily living skills, such as personal hygiene, cooking, and money management. Self-management interventions have shown promise in improving independence with various skills for individuals with autism spectrum disorder. Involving adolescents in goal-setting has been shown to support autonomy and decision-making. Few interventions have used either self-management or goal-setting to increase independence with daily living skills. No known studies have examined the combined effects of guided goal selection and self-management to teach daily living skills to adolescents. We evaluated the effectiveness of an intervention package of guided goal selection and self-management techniques to improve daily living skills for autistic adolescents. Results will be reported and the implications for autistic individuals and other stakeholders will be discussed. |
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| 44. Effects of Differential Reinforcement on Mean Mand Length |
| Area: AUT; Domain: Applied Research |
| LINDSAY HONEYCUTT (Salve Regina University
Autism Care Partners), Jacob P. Oliveira (Salve Regina University
Autism Care Partners), Sofia E. Abuin (Salve Regina University
Autism Care Partners), Stephanie Hope Jones (Salve Regina University
Autism Care Partners) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Manding is an essential verbal operant that needs to be taught such that mands are likely to contact reinforcement outside of the clinical environment. One step in teaching effective manding is increasing the length of mands (e.g., from “Truck” to “I want the red truck”). Differential reinforcement successfully results in increased mand length. The current study replicates previous research using a differential reinforcement (DR) procedure to teach a child with Autism to emit longer length mands in a changing criterion design. The DR procedure specified high-quality reinforcement delivered contingent on independent mands at target length while mands shorter than target length resulted in a prompt followed by lower quality praise and tangible delivery. Interobserver agreement (IOA) was obtained by two independent observers, for 33% of sessions and yielded 78.3%. Total procedural fidelity (PF) data yielded 86.07% for 33% of sessions as collected by two independent observers via video recording. Results of the study showed the participant met predetermined response requirements for each phase. The client reached the terminal goal of independently emitting 4-word mands across 3 implementers displaying generalizability of the client’s mand repertoire. |
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| 47. Utensil Fading to Increase Liquid Acceptance |
| Area: AUT; Domain: Applied Research |
| MAYRA ALEY (Children’s Specialized Hospital—Rutgers University Center for Autism Research, Education, and Services (CSH—RUCARES)
), Emma Auten (Children’s Specialized Hospital—Rutgers University Center for Autism Research, Education, and Services (CSH—RUCARES)), Brittany Jean Martino (Children’s Specialized Hospital), Casey Toutoungi (Caldwell University), Kathryn M. Peterson (Emory University and Children's Healthcare of Atlanta) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Children with change-resistant feeding behavior may display rigid behavior during the mealtime such as only eating a select few foods, eating in specific settings, or using certain utensils with no alternatives (Crowley et al., 2020; Flygare et al., 2018; Levy et al., 2019). Researchers have demonstrated that utensil fading may be an effective strategy to increase acceptance and decrease inappropriate mealtime behavior (Groff et al., 2014; Rivas et al., 2013). For example, Groff et al. (2014) increased acceptance of liquids and purees in a 4-year-old child by increasing acceptance first with a syringe and subsequently implementing demand fading to increase acceptance from a spoon. The current study evaluated the effects of syringe-to-cup fading to increase the consumption of Ensure for a 9-year-old child who previously refused Ensure from an open cup. Syringe-to-cup fading was effective, and acceptance and independent self-drinking of Ensure maintained across settings. Future research should continue to evaluate antecedent based treatments, as well as assessments that could inform fading interventions. |
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| 48. Initial Outcomes from the Protective Procedures Assessment |
| Area: AUT; Domain: Applied Research |
| SEAN CONOR MADDEN (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Drew E. Piersma (Kennedy Krieger Institute) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Automatically maintained self-injurious behavior (SIB) that is classified as being Subtype 2 or Subtype 3 is typically treatment resistant and is associated with a higher risk of severe injuries compared to SIB that is socially maintained. The protective procedures assessment (PPA) is useful in identifying appropriate, effective, and minimally intrusive individualized protective equipment and procedures. The PPA can be implemented as a formal assessment or as probes to determine the least amount of protective equipment needed to allow and treat SIB without increasing the risk of injury. Based on the topography of SIB and types of injuries that may occur, several potential protective procedures are identified. Interviews and caregiver beliefs are also taken in to consideration in determining appropriate protective procedures. Following this, a control condition where protections are maximized is conducted to compare responding to test conditions that employ variations of protective procedures. We aimed to identify protective procedures that allow the participant to engage in some level of SIB (to allow for further assessment and treatment evaluation), while maintaining a low risk level. Outcomes across two individuals, one with Subtype 2 and another with Subtype 3 SIB, will be discussed. |
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| 49. Design Artificial Intelligence (AI)-Generated Interactive Video Social Stories for Children With Autism Spectrum Disorder |
| Area: AUT; Domain: Service Delivery |
| WING YEE HO (Hong Kong Metropolitan University, School of Education and Languages) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Children with autism spectrum disorder (ASD) often demonstrate a pronounced inclination towards visual learning over auditory learning, highlighting the necessity for instructional approaches that leverage video and technology. Social stories, coupled with self-care theory principles, are widely acknowledged as beneficial educational aids for children with ASD. By adhering to essential criteria and fostering collaborative partnerships with generative artificial intelligence (GenAI), the amalgamation of video-based social stories and interactive gaming holds promise in enhancing the learning motivation of children with ASD, thereby enriching their educational journeys and promoting better knowledge retention. This research endeavor sought to offer a practical demonstration that underscores the utilization of GenAI in crafting interactive video-based social stories featuring gaming elements. Through the utilization of video modeling methods, children can observe and emulate speech patterns and behaviors depicted in social stories. This process can be further enriched by including interactive games, enabling children to actively practice the skills they have acquired. The study delineates the specific types of GenAI to incorporate, along with the techniques and procedures involved in developing gamified video-based social stories. |
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| 50. Evaluation of Burnout and Job Satisfaction With Early Intensive Behavioural Intervention (EIBI) Service Providers in Canada |
| Area: AUT; Domain: Service Delivery |
| MARIA PONGOSKI (University of Manitoba, Manitoba Association for Behaviour Analysis), Geneviève N. Roy-Wsiaki (Université de Saint-Boniface), C.T. Yu (University of Manitoba) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Burnout and job satisfaction have been shown to impact a clinician’s ability to perform their duties at work. To date, there have been six studies that have measured burnout and job satisfaction for clinicians working in early intensive behavioural intervention (EIBI) programs supporting children with autism spectrum disorder (ASD). However, none of these studies focused on clinicians in Canada or distinguished between the different roles (e.g., behaviour therapist, behaviour analyst). This ongoing study seeks to expand on the current knowledge of burnout and job satisfaction by examining the effects of training satisfaction, previous experience, and supervisor support through an online survey offered in both French and English to EIBI clinicians across Canada. Results will help to inform EIBI programs and organizations on protective and risk factors pertaining to burnout and job satisfaction. Additionally, results may provide valuable insight into the effects of each variable as they relate to each role. Given the importance of EIBI services for children with ASD, it is important to identify variables that may help to prevent possible negative outcomes such as staff turnover, service disruption, and decreased quality of care for children with ASD, at all levels of service provision. |
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| 51. Immediate Effects of Behavioral Skills Training on Pairing Implementation by Novel Therapists |
| Area: AUT; Domain: Applied Research |
| MARIE-JOCELINE CONANT (UTSA San Antonio), Leslie Neely (The University of Texas at San Antonio) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: While pairing is recognized as an essential therapeutic skill there is limited research that explores the most effective methods for training therapists to implement pairing skills and evaluate the immediate impact pairing may have on idiosyncratic child behaviors. The purpose of this study was to extend previous research and add to the limited existing research literature by implementing a behavioral skills training (BST) protocol and video-modeling to teach novel therapists pairing skills using a concurrent multiple-baseline design across three participant dyads of novel therapists and autistic children. We explored the efficacy and efficiency of behavioral skills training as a training model and assessed the immediate effects on child indices of happiness (IOH) and sadness (IOS), as well as approach and escape behaviors. Results suggest that behavioral skills training is an effective and efficient training protocol that allows therapists to implement pairing skills at high fidelity and improves idiosyncratic child behaviors that serve as indicators of mood and relationship building. Implications for practice and recommendations for future research are discussed. |
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| 52. Evaluation of Scorecards and Targeted Training to Increase Staff Performance in an Adult Residential Care Facility |
| Area: AUT; Domain: Service Delivery |
| MATTHEW FREY (Eden Autism Services), Lauren Alicea (Eden Autism Services), Clare Posey (Eden Autism Services), Marli Siciliano (Eden Autism Services), Brendan Smith (Eden Autism Services), Lisa M. Toole (Eden Autism Services), Timothy Nipe (Eden Autism Services) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Direct support staff working in residential group home settings face unique challenges in balancing several critical clinical responsibilities. The purpose of the current investigation is to evaluate the effects of an intervention to increase staff performance of critical clinical responsibilities in residential group home settings for adults diagnosed with autism spectrum disorder. Previous studies in the Organizational Behavior Management (OBM) literature have described using scorecards, targeted training packages, lotteries, monetary incentives, and public posting to increase staff performance (Griffin, et.al., 2019; Szabo, et.al.,2012). We developed a clinical checklist to assess staff performance across multiple indicators. Checklist results are aggregated into a weighted scorecard, producing an overall program score on a range between 0-100%. The intervention will employ a multiple baseline design across settings to evaluate the impact of the scorecard and targeted training package on staff performance. Preliminary baseline data from three houses suggest the need for a comprehensive treatment package to achieve a minimum program target score of 80%, enhancing staff performance and overall program scores. |
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| 53. Topographical Differences in Perseverative Behavior and Their Relation to Severe Problem Behavior |
| Area: AUT; Domain: Applied Research |
| MCKENNA DOUGLASS (Rutgers University), Julia Iannaccone (Rutgers, the State University of New Jersey), Matthew L. Lucciola (Rutgers University), Sydney Hannah Hall (Rutgers University), Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University), Robert LaRue (Rutgers University), SungWoo Kahng (Rutgers University) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Perseverative speech/behavior surrounding specific topics, items, and activities is a common issue observed in individuals with developmental disabilities. However, little research has been conducted regarding different topographies of perseverations and its connection to more severe problem behavior. The purpose of this present study was to (1) investigate multiple different preservation types in four adults diagnosed with comorbid autism and obsessive-compulsive disorder and (2) review preliminary results of a function-based intervention for severe problem behavior maintained by attention specific to perseverative topics in one participant, Jessica. All participants engaged in perseverative behavior surrounding ritualistic behavior, but the topography of perseverations varied across participants. Topographies observed included vocal (speech), gestural (non-vocal requests for another person to complete a ritual), and physical/visual (inspection of clothing). For Jessica, a functional analysis was conducted to determine if problem behavior was maintained by access to discussing perseverative speech with others. A functional relationship between problem behavior and attention specific to the perseveration was identified, resulting in an effective function-based intervention. Implications of these results and the discussion surrounding different perseveration types could assist clinicians in the treatment of adults with comorbid autism and Obsessive-Compulsive Disorder displaying similar behavior. |
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| 54. The Acceptability of Data Collection Methods: Electronic Versus Pen and Paper |
| Area: AUT; Domain: Service Delivery |
| MEGAN JACQUES (Oslo Metropolitan University), Sigmund Eldevik (Oslo Metropolitan University) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: With the expansion of technology in applied behavior analysis (ABA), there has been an increase in methods used to collect in-session data. As the variety of data collection methods grows, understanding the acceptability of these methods becomes essential. A voluntary survey was distributed from September 1, 2024, to September 30, 2024, to ABA professionals, parents, and support staff from various ABA, early intervention, and early childcare organizations across five countries (Italy, Norway, Sweden, the United States, and the United Kingdom) to assess the acceptability of electronic and pen-and-paper data collection methods. The survey consisted of 26 questions, including multiple-choice, short-answer, and Likert scale ratings, which evaluated participants’ experiences and opinions on the data collection method they most commonly use. A total of 37 participants completed the survey. Results show that, while 59.5% of participants primarily use pen-and-paper for data collection, 54% prefer electronic data collection. These findings provide valuable insight into the acceptability of data collection methods, which can guide practitioners, consumers, and program developers in customizing practices and advancing effective methods for the future. |
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| 55. Menstrual Cycle as a Possible Biological Setting Event for Severe Challenging Behavior: A Case Review |
| Area: AUT; Domain: Applied Research |
| MEGAN BICKEL (32601), Justin Boyan Han (University of Florida), Kacie McGarry (University of Florida), Janae' A. Pendergrass (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida), Takahiro Soda (University of Florida) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Assessment and treatment of problem behavior like aggression and self-injury have primarily focused on the influence of environmental and social contingencies. There is a growing literature base and renewed interest on states of pain and discomfort's effect on these operants. This issue is especially important considering that Individuals with autism and other developmental disabilities are more likely to experience acute and chronic pain and discomfort symptoms (e.g., Kennedy et al., 2024; Walsh et al., 2013). Some health conditions like sleep dysregulation (e.g., Bramble, 1995; Kennedy et al., 2024), otitis media (e.g., de Lissovoy, 1962; O’Reilly, 1997), and allergies (Kenney & Meyer; 1996) have been shown to function as biological setting events for self-injury and other problem behaviors (e.g., Carr & Smith, 1995; Kennedy & Meyers, 1996; Kennedy, 2021). One such biological variable that is less discussed is the menstrual cycle (Carr et al., 2003). The current project is a case evaluation to examine the relationship between severe problem behaviors and the menstrual cycle in a severe behavior day treatment clinic. |
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| 56. Evaluation of Competing Stimulus Assessments Targeting Distinct Tangible Mands
to Reduce Challenging Behaviors |
| Area: AUT; Domain: Applied Research |
| MARY E. MIDDLETON (Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Hannah Marian Roth (Kennedy Krieger Institute, The University of Maryland Baltimore County) |
| Discussant: Elizabeth J. Preas (Austin College) |
| Abstract: Competing stimulus assessments (CSAs) for socially maintained behaviors use a systematic approach to identify stimuli that compete with the reinforcer maintaining challenging behavior. Delivering the functional reinforcer contingent on each instance of challenging behavior during test and control conditions, however, poses a risk of injury due to the potential for high levels of the target behavior. Reinforcing mands for the functional reinforcer can be a safer alternative to reinforcing challenging behavior. Additionally, combining competing stimuli with functional communication (FC) can reduce challenging behavior during schedule thinning, specifically when reinforcement cannot be delivered for the FC response (Hagopian et al., 2005). This study evaluated CSAs targeting distinct tangible mands to identify high competition stimuli and compared their efficacy with low competition stimuli in treatment. Charlie, a 10-year-old male diagnosed with severe intellectual disability and developmental disabilities, presented with challenging behaviors maintained by access to food and toys. Charlie was taught to request food and toys by exchanging the corresponding picture icon on a red/green board. Separate food and toy CSAs identified stimuli associated with lower rates of mands and challenging behavior. High competition and low competition items from each CSA were then compared during treatment, while systematically increasing periods when items are unavailable. |
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| 57. The Effects of Preferred Stimuli on Trends of Dissent Behaviors in Adults With Autism |
| Area: AUT; Domain: Applied Research |
| LAUREN ALICEA (Eden Autism Services), Brendan Smith (Eden Autism Services), Ashley McHugh (Eden Autism Services), Thomas L. Zane (University of Kansas) |
| Discussant: Madeline Marie Marie Asaro (Brock University) |
| Abstract: Practitioners in the field of behavior analysis have been increasingly concerned with issues of assent and dissent displayed by the people they serve. Individuals with Autism Spectrum Disorder (ASD) often lack effective communication skills and for these individuals, the expression of assent and dissent is often in the form of challenging behavior. This is often more difficult to determine than in someone who can effectively communicate assent or dissent. Thus, the purpose of this study was to identify preferred stimuli that might decrease dissent behaviors displayed by adults with ASD during nonpreferred activities. After conducting parent and staff surveys, researchers implemented preference assessments to identify preferred stimuli and nonpreferred activities that evoked high levels of dissent. Although we are in phase 1 of the project (assessing levels of assent and dissent during preference assessment), our hypothesis is that when the participants are given preferred tangible stimuli; levels of dissent will decrease. Our hope is that through utilization of staff and guardian surveys in conjunction with a paired-stimuli preference assessment we will have determined a hierarchy of highly preferred stimuli that will help assist in decreasing dissent behaviors and increasing assent behaviors. Results will be discussed in terms of procedures practitioners can use clinically, and ethical issues related to assent for individuals who demonstrate poor or no effective communication. |
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