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| DDA Monday Poster Session |
| Monday, May 26, 2025 |
| 1:00 PM–3:00 PM |
| Convention Center, Lower Level, Hall C |
| Chair: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
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| 80. An Assessment Procedure to Determine the Need for One-to-One Support |
| Area: DDA; Domain: Service Delivery |
| MAX TULINSKI (Evergreen Center), Rebecca Hotchkiss (Evergreen Center), John Claude Ward-Horner (Evergreen Center), Joseph M. Vedora (Evergreen Center) |
| Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
| Abstract: A one-to-one aide may be provided to students in public or private schools for some or all the school day, if they are unable to receive a free appropriate public education (FAPE) without additional support. The purpose of a one-to-one may be to facilitate academic and behavioral skill acquisition, help maintain safety or provide support for intensive medical needs. The need for a one-to-one is determined by an interdisciplinary team, including the parents/guardians, as part of the Individual Education Plan (IEP) process. While behavioral and academic data may be reviewed, the process is typically a descriptive analysis rather than an empirical demonstration of the need for a one-to-one. For example, in 2012 the New York State Department of Education issued an advisory suggesting that educators consider the student’s individual needs, goals, and other natural supports (e.g., behavior intervention plan, environmental modifications) that could help a student meet their needs. The purpose of the current study was to evaluate one-to-one staffing assessments for three students at a residential school. Specifically, target behaviors were directly measured under conditions in which one-to-one support was provided versus one-to-two support to determine whether one condition resulted in higher rates of problem behavior than the other. |
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| 81. Assessment and Treatment of Out-of-Seat Behavior |
| Area: DDA; Domain: Applied Research |
| NDIA BLU MCCLOUD (Kennedy Krieger Institute), Alejandro Fernandez y Mora (Kennedy Krieger Institute), Carley Smith (Kennedy Krieger Institute), Tyler Rosado (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Amanda Leigh Goetzel (Kennedy Krieger Institute), Meagan K. Gregory (Kennedy Krieger Institute; The Johns Hopkins University School of Medicine), Sara Deinlein (Kennedy Krieger Institute) |
| Discussant: Ana Ramirez (UTRGV) |
| Abstract: In a classroom setting, out of seat behavior may be particularly disruptive for teachers and other students. Previous research has found that behavioral strategies including differential reinforcement, self- monitoring, and contingent exercise have successfully reduced out of seat behavior in children diagnosed with autism, intellectual disabilities, and attention deficit hyperactivity disorders (Celibreti et al., 1997; Newman et al., 1997). While there have been mixed results with the use of antecedent environmental modifications, such as the use of stability balls (Fedwa & Erwin, 2011; Olson et al., 2019) to decrease out of seat behavior, more research is needed in this area. Specifically, to determine if altering the seat or providing a competing item may be effective at improving the duration of time children remain seated. In this study, we reviewed out of seat assessments for 4 individuals admitted to an inpatient unit for the assessment and treatment of challenging behavior. Across all cases, preference assessments or competing stimulus assessments (CSA) were utilized to identify seating options or items that may be associated with increased engagement (i.e., in-seat behavior) and thus, decreased out of seat behavior. Based on our findings, we propose the use of the CSA to ascertain alternative seating for individuals, as these procedures allow for a control comparison with standard seating options (Haddock & Hagopian 2021). Clinical recommendations for practitioners and implications for future research will be discussed. |
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| 82. A Brief Comparison of Correspondence Between Stimulus Competition and Preference for Automatically Maintained Self-Injurious Behavior |
| Area: DDA; Domain: Applied Research |
| DESIREE POOLE (Kennedy Krieger Institute), Piyush Mavanur (Kennedy Krieger Institute), Sean Conor Madden (Kennedy Krieger Institute), Drew E. Piersma (Kennedy Krieger Institute), Christopher M Dillon (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute) |
| Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
| Abstract: Research has suggested that both preference assessments (PAs) and competing stimulus assessments (CSAs) can help in identifying stimuli to reduce challenging behavior among patients with automatically maintained problem behavior. However, these two assessments serve distinct purposes which may make CSAs more efficacious in identifying stimuli to reduce challenging behavior. A CSA was conducted to identify high-competition stimuli that were associated with reduced levels of automatically maintained Subtype 3 self-injurious behavior for a 10-year-old male. A paired stimulus preference assessment was then conducted to identify a hierarchy of preference among the same set of stimuli. Finally, a brief treatment evaluation was conducted to compare the predictive validity between the CSA and PA. Specifically, non-contingent reinforcement was arranged using a high-competition but moderately preferred stimulus (beat-bo) versus a low-competition but highly preferred stimulus (iPad). Overall, self-injury occurred at similar rates across the two stimuli, with lower levels observed with the high-preference stimulus by the end of the brief treatment evaluation. The outcome of the interventions revealed that the PA (for this participant) was a better predictor for stimuli that reduce self-injury over the CSA. |
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 84. Examining Naturalistic Development Behavioral Interventions (NDBIs) Through a Behavior-Analytic Lens: A Systematic Review of Interventions for Linguistically Diverse Learners With Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| ILIANA TREVINO CONTLA (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Patricio Erhard (UT Austin - Spedly - Texas ABA Centers) |
| Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
| Abstract: When considered via a behavior-analytic lens, naturalistic developmental behavioral interventions (NDBIs) utilize foundational principles of Applied Behavior Analysis (ABA; e.g., 3-term contingency; data-based decision-making). This systematic review examined 12 peer-reviewed studies that investigated the efficacy of NDBIs for linguistically diverse (LD) participants with developmental disabilities (DD). The participant characteristics revealed a diverse sample, with a total of 129 participants predominantly diagnosed with autism, along with various linguistic backgrounds (e.g., Spanish; Korean). Despite the linguistic diversity of participants, only 42% of studies incorporated linguistic adaptations (e.g., translated materials, assessments, goal selection). We also investigated individual components of the intervention packages across studies and found variability and inconsistencies across studies with a variety of procedures utilized. Overall, the results suggested feasibility of the procedures in various contexts (homes, schools, etc.) and via multiple implementers to improve language and behavior skills among LD populations with DD. Maintenance outcomes were mixed while generalization outcomes were positive. However, given the heterogeneity of methodologies, it is difficult to attribute success to respective components of the intervention approach (e.g., non-ABA-based components). Results will be discussed in terms of adapting interventions of LD participants |
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| 85. Treatment of Challenging Behavior Related to Mands for Rearrangement |
| Area: DDA; Domain: Applied Research |
| JESSICA DETRICK (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute), Craig Strohmeier (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), Lauren Layman (Kennedy Krieger Institute) |
| Discussant: Ana Ramirez (UTRGV) |
| Abstract: This study is an extension of Torres-Viso et al. (2018) study assessing and treating challenging behavior related to mands for rearrangement. This study was conducted with a 10-year-old white female diagnosed with autism spectrum disorder and obsessive-compulsive disorder who displayed challenging behavior in the form of aggression and property destruction. Assessment included a functional analysis (FA) and identified that challenging behavior was in part maintained by access to rearranging her environment (e.g., curtains must be located on one side of the window, door must be unlocked). Treatment included functional communication training with extinction using multiple schedules and gradually longer s-delta periods where she was required to tolerate not rearranging the environment. We extended Torres-Viso et al. (2018) by utilizing caregiver as primary implementer of procedures, conducting assessment and treatment in the home, and assessing social acceptability. Results indicate that the caregiver-conducted FA identified the function of challenging behavior, and the function-based treatment, evaluated across three different contexts, reduced challenging behaviors over 80% during a 15-min s-delta period relative to baseline. Additionally, high social acceptability was reported by the caregiver. |
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| 86. Refining Models of Automatically Maintained Self-Injury in the
Evolutionary Theory of Behavioral Dynamics |
| Area: DDA; Domain: Applied Research |
| CALEB SPINK (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), John Falligant (Auburn University) |
| Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
| Abstract: The evolutionary theory of behavioral dynamics (ETBD) is a genetic algorithm used to simulate operant behavior in artificial organisms (AOs) by using reinforcement as a proxy for evolutionary fitness (McDowell, 2004). ETBD is used to model operant behavior in both laboratory and clinical settings, including the temporal dynamics of automatically maintained self-injurious behavior (ASIB). Preliminary data indicate that non-treatment-resistant ASIB occurs in bouts and pauses while treatment-resistant SIB does not. This difference is evident in the distribution and
patterning of interresponse times (IRTs) visualized via log-survival plots governed by bout-initiation rates, within-bout response rates, and bout length (Shull, 2004). The current experiment attempted to refine procedures for modeling ASIB in the ETBD to capture distinct temporal dynamics observed between treatment-resistant and non-treatment-resistant ASIB. We evaluated the effects of changes to the rate and magnitude of reinforcement produced by ASIB, background schedules of
reinforcement, and behavioral variability on the temporal dynamics of ASIB. Our results suggest that reinforcement schedule and background reinforcement—in both the no-interaction and toy play conditions—plays a key role in the temporal distribution and patterning of ASIB in the ETBD. |
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| 87. Comparing the Effectiveness of Functional Communicative Response for Break vs. Assistance |
| Area: DDA; Domain: Applied Research |
| STEPHANIE J GIULIANI (Salve Regina University; Pathways Strategic Teaching Center), Jesse Perrin (Pathways), Cody Morris (Salve Regina University), Stacy Patrice Mahoney (Pathways Strategic Teaching Center) |
| Discussant: Ana Ramirez (UTRGV) |
| Abstract: Functional Communication Training (FCT) is a widely accepted and effective intervention for escape-maintained challenging behavior. FCT for escape-maintained challenging behavior typically involves providing a break contingent on a functional communicative response (FCR). However, there are multiple ways to access negative reinforcement, such as requesting assistance (Reichle & Wacker, 2017). This study investigated the efficacy of two forms of FCT, one obtaining breaks and the other obtaining assistance, in reducing escape-maintained challenging behavior in an 18-year-old female client diagnosed with a severe intellectual disability. Data was collected using a multielement design. Results indicated that both FCR for assistance and FCR for break reduced instances of head hitting. Interobserver agreement and treatment integrity was calculated for all the sessions yielding 99% and 100%, respectively. The findings of the study suggest that both FCR strategies can be effective in decreasing challenging behaviors. Future research should explore the generalizability of these results across diverse populations and settings to enhance the applicability of FCR interventions. |
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| 88. Effects of Using Reciprocal Imitation to Teach Object Use Imitation for Early Intervention Students |
| Area: DDA; Domain: Applied Research |
| TIANYUE SUN (Teacher College, Columbia), Maithri Sivaraman (Teachers College of Columbia University, USA; Tendrils Centre for Autism, India), Hung Chang (Fred S Keller School) |
| Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
| Abstract: We investigated the effectiveness of reciprocal training in improving object use imitation. Three participants (aged between 19 to 24 months) who attended an early intervention school participated in the study. They received the classification of developmental delays and disabilities. We recruited these three participants because they lacked generalized object use imitation skills. The reciprocal training contained four phases, during which the teachers first imitated the participant's actions with objects and presented new actions to have the participant imitate. In the first three phases, the experimenters presented functional object-use actions, such as rolling cars. In the last phase, the experimenters presented nonfunctional object use actions, such as using a spoon to tap the cup on the side. This study employed a multiple probe design across participants. The study is ongoing. Therefore, at this point, we could not demonstrate the effectiveness of the reciprocal training in establishing the generalized object use imitation skill. |
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| 90. A Systematic Review of the Role of Caregivers in Applied Behavior-Analytic Research |
| Area: DDA; Domain: Applied Research |
| LYNETTE KAMACHI JOHNSON (University of South Florida), Kwang-Sun Cho Blair (University of South Florida) |
| Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
| Abstract: We performed a systematic analysis to assess caregivers’ active and/or passive roles in behavior analytic research. Eight behavior journals were reviewed through August 2024 for experimental research that included children under the age of 18 years and included an active (e.g., caregiver implementation, caregiver training) or passive caregiver-mediated component (e.g., completed social validity forms). At this time, the review has been completed through the full-text review. To capture general caregiver involvement, the following Boolean phrases were used: (“parent” OR “caregiver” OR “mother” OR “father” OR “guardian” OR “family”). Screening and eligibility were conducted using an online review management system (www.covidence.org). See Figure 1 for the complete identification and screening process. Title and abstract screening agreement between screeners was 86.3%. Independent screeners applied the inclusion and exclusion criteria to the remaining 770 articles. Agreement about whether to include or exclude was 92.2%. An additional 164 articles were excluded, leaving 606 articles in the data extraction. Of the 606 articles identified, data has been extracted for 127 articles to date of this submission. Data on the active and passive caregiver roles, occurrence of targeted primary outcomes, measures of social validity, and implications will be presented. |
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| 91. The Culturally Informed Behavioral Skills Training (CI-BST) Assessment: A Practical Checklist for Enhancing Cultural Responsiveness in Behavioral Skills Training |
| Area: DDA; Domain: Service Delivery |
| XINYUE WANG (Rutgers University), Robert W. Isenhower (Rutgers University) |
| Discussant: Ana Ramirez (UTRGV) |
| Abstract: The increasing cultural and linguistic diversity in clinical settings calls for adapting evidence-based practices, particularly in behavioral interventions, to enhance cultural responsiveness. While behavioral skills training (BST) is a well-established teaching procedure consisting of instructions, modeling, rehearsal, and feedback, its implementation may not adequately address cultural nuances critical for intervention success. Through a systematic literature review, nine key areas for cultural adaptations were identified: language consideration (e.g., interpreters), cultural metaphors (e.g., traditional wisdom), delivery format (e.g., family hierarchy), nonverbal communication (e.g., gestures), implementation settings (e.g., natural vs. clinical environment), cultural context (e.g., family routines), environmental considerations (e.g., space arrangement), praise delivery (e.g., group recognition), and family hierarchy (e.g., generational roles). These elements were operationalized into 44 items with detailed rating scales (0-4), including specific examples and non-examples. This poster presents the initial development of a comprehensive tool designed to evaluate and improve cultural responsiveness in BST implementation—the Culturally Informed Behavioral Skill Training (CI-BST) Checklist. Future research is needed to validate and support its use in practice. If validated successfully, CI-BST may provide a framework for adapting BST to diverse populations and improving intervention effectiveness and client outcomes. |
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