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| EDC Monday Poster Session |
| Monday, May 26, 2025 |
| 1:00 PM–3:00 PM |
| Convention Center, Lower Level, Hall C |
| Chair: Salvador Ruiz (Hunter College, CUNY) |
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| 112. The Effects of a Premack Principle Procedure With Visuals and Reward System to Decrease Off-Task and Disruptive Behaviors by a Sixth Grade Female With Autism in a Resource Classroom |
| Area: EDC; Domain: Applied Research |
| JENNIFER M NEYMAN (Gonzaga University), Jessica Fallquist (Gonzaga University; Spokane Public Schools; Eastern Washington University), Sarah Wagstaff (Gonzaga University; St. HOPE Public Schools) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: This study’s purpose evaluated the effects of a Premack Principle and reward system on the inappropriate behaviors by a sixth-grade female student with autism in a resource room. A partial-interval data system in a reversal design assessed the levels of off-task and disruptive behaviors across three classroom activities (computer, seatwork, and small group). The intervention consisted of the Premack Principle presented in visuals using an “if, then” format. Per activity, the visuals included an “if” section with graphics representing the appropriate behaviors and a “then” section listing the reward choices. For intervention sessions, the researcher showed the visual and explained to the participant if she performed all the appropriate behaviors and earned enough good points then she would receive a reward. During the 8-minute session, the researcher approached the participant every 30 seconds and wrote one point in the corresponding column for appropriate or inappropriate behavior. At the end, the points were added, and the participant received her chosen reward if she reached the necessary number of appropriate points. For computer and seatwork, a fading phase was implemented in which the participant was approached every minute. Across all classroom activities, the number of inappropriate behaviors greatly decreased to near-zero levels. |
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| 114. Effectiveness of Distributed and Accumulated Reinforcement in Establishing Instructional Control During a Skill Assessment |
| Area: EDC; Domain: Applied Research |
| NICOLE MARIE NENNINGER (Salve Regina University; J. Arthur Trudeau Memorial Center), Biancé Jasmine Ferrucci (Salve Regina University; J. Arthur Trudeau Memorial Center), Jesse Perrin (Pathways), Cody Morris (Salve Regina University) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: Instructional control has been shown to impact responding during academic instruction (Baer et al., 1973). Instructional control is a multifaceted process, and one variable that may be related to instructional control is reinforcer arrangement. Previous research compared the effectiveness of accumulated vs distributed reinforcement on task completion. Accumulated was often preferred by clients and just as effective or more (DeLeon et al., 2014). The purpose of this study was to extend previous literature by comparing the effects of accumulated and distributed reinforcement on instructional control during a skill assessment when current results did not align with skills a client previously demonstrated. The participant was a four-year-old Portuguese-American female diagnosed with receptive-expressive language disorder, who received clinic-based behavior analytic services. A pairwise multielement was used to compare accumulated reinforcement using a token board and distributed reinforcement using tangible access. Interobserver agreement was calculated for 66.7% of sessions with 98% agreement. The results showed that correct responding was higher during accumulated reinforcement sessions. |
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| 115. Effects of a SAFMEDS (Say All Fast Minute Every Day Shuffled) Intervention on Fluency of Behavioral Terminology by Paraprofessionals |
| Area: EDC; Domain: Service Delivery |
| MEGHAN MAIRE BALDWIN (Bierman Autism Centers, The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
| Discussant: Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Say All Fast a Minute Everyday Shuffled (SAFMEDS) is an instructional strategy for building fluency of basic concepts including, sight words, math facts, and vocabulary terminology. Research demonstrates robust effects of SAFMEDS interventions on vocabulary comprehension and fluency (e.g., Quigley et al., 2018; Stockwell et al., 2010). The SAFMEDS procedure was developed by Ogden Lindsley in the late 1970s to develop fluency of basic skills such as sight words, math facts, and vocabulary definitions. Findings of a recent literature review shows SAFMEDS interventions highly effective for elementary students, high school students, college students, and older adults (Quigley et al., 2021). For example, SAFMEDS was demonstrated to be effective for medical students learning musculoskeletal radiology interpretation (Dunne et al., 2022); undergraduates learning statistical concepts (Beverly et al., 2009); and undergraduates learning behavior analytic terminology (Adams et al., 2018; Stilp, 2021). This study was designed to extend the SAFMEDS research to behavior technicians pursuing their registered behavior technician (RBT) credential. |
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| 116. Use of Contingency Management and Tiered Reinforcement to Reduce Truancy in Public Schools |
| Area: EDC; Domain: Applied Research |
| PATRICK ALLEN WIESZCIECINSKI (Salve Regina University), Megan Ellsworth (Salve Regina University), Matthew Coyne (Newport Public Schools), Cody Morris (Salve Regina University) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: Chronic absenteeism is a substantial concern in public schools for a variety of reasons. Perhaps the biggest concern with chronic absenteeism is that attendance is vital to learning (National Assessment of Educational Progress, 2023). Recent data suggest that 16% of eighth-grade students reported missing five or more days in a month in 2022, which is twice the amount of absences reported in 2019 (NAEP, 2023). Unfortunately, many of the contingencies that impact absenteeism are outside of the school’s control, making it difficult to intervene upon. Wide-spread interventions that are currently used, like truancy court, have proven ineffective for some students. Thus, there is a need for additional interventions to reduce chronic absenteeism in schools. Contingency management has shown promise in improving participation in treatment programs in a variety of settings. However, its applications in schools to address truancy are limited. The current study applied contingency management with a tiered reinforcement system to reduce absenteeism in middle school students who had over 10 absences in the first 60 days. Interrater reliability data were reported for all attendance data. Attendance data was compared to prior patterns, and social validity data were reported. |
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| 117. The Impact of Artificial Intelligence (AI) on Graduate Student Engagement in Asynchronous Online Discussions in an Applied Behavior Analysis (ABA) Philosophical Assumptions Course |
| Area: EDC; Domain: Service Delivery |
| PIK WAH LAM-CHESNUT (University of Central Missouri), Tara Williams (self employed) |
| Discussant: Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Nurturing collaboration among students in online programs has always been a challenge. Discussions are a valuable tool for promoting student interaction. However, fostering meaningful and engaging discussions in asynchronous online courses can be difficult. With the rise of AI in higher education, this poster aims to present a preliminary exploration of incorporating AI into online discussions to assess its potential in promoting student interest and increasing engagement. In this study, AI use was required in half of the discussions within an online philosophical assumptions course. It was hypothesized that students would be more willing to write more and post more frequently if they were more engaged. Therefore, engagement was measured quantitatively by analyzing the number of words posted and the total number of posts submitted. Furthermore, it was assumed that engaged students would be more likely to complete work early. Consequently, the poster examined when students made their first post and the day on which the highest number of responses occurred. Preliminary results suggest that students generally responded sooner when AI use was required. However, conclusive evidence regarding the impact of AI on other engagement metrics (number of words, total posts) was not found. Further research is necessary to conclusively demonstrate the effectiveness of using AI in education to enhance student engagement. |
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| 118. Teaching Reading and Writing via Equivalence-Based Instruction for Children With Specific Needs in Specialized Educational Services |
| Area: EDC; Domain: Applied Research |
| ANA CLAUDIA MOREIRA ALMEIDA-VERDU (Universidade Estadual Paulista), Isabella Facin (São Paulo State University), Alessandra Shinohara Espinosa (São Paulo State University), Matheus Grael (São Paulo State University), Fernando Del Mando Lucchesi (Paulista University) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: Equivalence-based instructions (EBI) can establish symbolic relationships, such as those involved in reading and writing behaviors. After teaching two conditional discriminations (AB-AC) with stimuli overlapped, relationships between stimuli (BC/CB) and between stimuli and responses (CD) not taught directly are derived. This study verified the effects of ALEPP (EBI software), as a supplementary resource for teaching specialized educational services, for children with specific learning needs. Non-literate children from the 3rd year of elementary school, between 8 and 10 years old, participated. The records of 51 participants with completed teaching units (from one to four) were selected from the database, totaling 51 words. One unit included pre-and post-tests of reading (CD), dictation (AE), and reading comprehension (BC and CB), as well as teaching words via MTS and CRMTS procedures. The average percentage of correct answers in reading, dictation, and reading comprehension increased when comparing pre-and post-tests of teaching units, with statistically significant differences for reading units 1, 2, and 3, and dictation and reading comprehension in unit 1. Generalization of learning from previous units over unit 4 was observed. The results demonstrate the potential of ALEPP to promote learning to read and write in students with specific needs, in the school context. |
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| 119. Artificial Intelligence (AI)-Enhanced Simulations to Functional Communication Training: Comparing Text- and Virtual Reality-Based Approaches |
| Area: EDC; Domain: Basic Research |
| SETH KING (University of Iowa), Lee Flores (University of Iowa) |
| Discussant: Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Instructional simulations are valuable tools in preparing staff to support individuals with disabilities.?Artificial Intelligence (AI) offers significant potential in assisting instructors with building and implementing simulations. While AI is well-known for its text generation capabilities, it can also play a key role in enhancing Virtual Reality (VR) simulations. Previous research has demonstrated the effectiveness of “Smart” VR simulations in teaching procedural steps, despite limitations in setup and maintenance. Text simulations may lack the hands-on engagement provided by VR, but are easier to adapt and maintain. This randomized controlled trial aims to compare the efficacy of teaching a?common intervention technique, functional communication training (FCT), using?either VR or text-based?simulations. A Smart VR simulation will offer a more immersive experience while adhering to a predetermined script.?In contrast, an AI-driven text-based simulation will dynamically generate scenes, enhancing variability and adaptability while following the principles of FCT. This study evaluates both approaches, examining their effectiveness in teaching FCT and exploring whether learning in one modality generalizes to the other. Potential findings could offer valuable insights into the optimal integration of AI and simulations in instructional settings. |
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| 120. Training Teachers to Use Non-physical De-escalation Procedures Using Behavioral Skills Training |
| Area: EDC; Domain: Applied Research |
| SAMANTHA LEE PEREZ (UTSA), Leslie Neely (The University of Texas at San Antonio), Marie Kirkpatrick (University of Texas at San Antonio), Ashley Labay (University of Texas at San Antonio), Haley Tapia (The University of Texas at San Antonio) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: The present study addresses the need to train teachers de-escalation procedures in school settings without the use of physical restraint. The purpose of this study was to evaluate the use of behavioral skills training (BST) on teacher fidelity of implementing de-escalation procedures for in-service teachers of autistic students. The researcher adapted a fidelity checklist published by Cantu-Davis et al. (2024) using the Delphi method with input from current teachers or Board-Certified Behavior Analysts (BCBAs) that work in a school setting to fit school-based de-escalation. Researchers used BST to train three teachers of varying levels of experience to de-escalate students using non-physical de-escalation procedures. All three participants were able to master the de-escalation procedure and rated the intervention as beneficial for increasing the use of the specific intervention. The results indicate that BST was an effective training method for educators, as well as an acceptable and feasible way to train educators to use non-physical de-escalation. |
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| 121. Application of Behavioral Coaching Strategies in Dance Education: A Scoping Review |
| Area: EDC; Domain: Applied Research |
| Sarah Davis (Brock University), Kendra Thomson (Brock University), Tricia Corinne Vause (Brock University), BRIANNA ANDERSON (Brock University) |
| Discussant: Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Behavioral coaching strategies have been successfully applied in the dance context to enhance the performance of skills and promote the satisfaction of dancers. A scoping review?of the behavioral literature that provides a description of the coaching strategies applied in the dance context and identifies gaps that need to be addressed has not yet been conducted. We used the Preferred Reporting Items for Systematic Reviews and Meta-analyses – Scoping Reviews process to guide the systematic search of these databases: Web of Science, PsychINFO, MEDLINE, ERIC, and Sport Discus. A combination of key search terms (‘dance or dancing’ and ‘behav* coaching or behav* analysis or behav* modification or behav* intervention’) yielded 218 unique findings. Identified articles were assessed for inclusion based on the following criteria: (a) implemented a behaviorally based coaching method (i.e., alters observable and measurable behaviour) with dancers and/or dance instructors, (b) utilized an experimental or quasi-experimental design, (c) published in a peer-reviewed journal, and (c) written in English. All 30 articles that met these inclusion criteria were descriptively summarized in terms of publication year, participant characteristics, research design, intervention type, and dependent measures. Strengths and limitations of behavioural coaching strategies in dance education will be discussed. |
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| 122. Enhancing Supervision Practices in Behavior Analysis: A Data-Driven Model for Graduate Training Programs |
| Area: EDC; Domain: Applied Research |
| SEBASTIAN GARCIA-ZAMBRANO (Mount St. Mary's University), Kwadwo O. Britwum (Mount Saint Mary's University), Griffin Rooker (Mount St. Mary's University) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: The growing demand for Board Certified Behavior Analysts (BCBAs) highlights the critical need for evidence-based supervision practices to prepare future professionals in the field. Recent literature has emphasized the importance of ethical and effective supervision strategies (e.g., Sellers et al., 2016; Valentino et al., 2016). This poster presents a comprehensive supervision model implemented within a graduate Behavior Analysis program for students working across diverse settings. The model incorporates four key components: (1) an initial skills assessment, (2) a feedback modality preference assessment, (3) the development of an individualized curriculum, and (4) data-driven supervision practices. Results align with prior research, underscoring the value of individualized supervision to individual supervisees, identifying strengths and areas for growth, and systematically monitoring progress. Recommendations are provided for graduate programs and supervisors to enhance supervision quality and ensure effective service delivery in behavior analytic practice. These recommendations include the development of a comprehensive skills assessment to identify supervisee strengths and areas for improvement, systematic data collection to monitor skill progression, the incorporation of gamified strategies to increase engagement and motivation, and tools for tracking supervisee activities across diverse settings. |
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| 123. Using Precision Teaching to Increase Motor Skills - Three Case Studies |
| Area: EDC; Domain: Service Delivery |
| SIUN OROURKE (The Learning Community, Dubai) |
| Discussant: Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: This poster presents three case studies examining the use of precision teaching to improve motor skills in children with autism or developmental disabilities. The participants include three children aged 3 to 10 years, each demonstrating delays in gross, fine, and/or oral motor skills. Precision teaching, with its emphasis on fluency and data-driven decision-making, was employed to design and monitor individualized intervention programs. Progress was tracked using the Standard Celeration Chart, providing a visual representation of learning rates and mastery across skill areas.
Key motor skills targeted in the interventions included fine motor abilities, such as handwriting and tool use; gross motor movements, such as balance and coordination; and oral motor skills related to speech. The poster highlights the application of skill components through a systematic tool and component analysis, demonstrating how breaking down complex behaviors into smaller teachable units facilitates functional skill acquisition.
Results indicate significant improvements in motor skill fluency across all participants. Each skill area was tested for Retention, Endurance, Stability and Application. The implications of precision teaching for improving motor skills in children with developmental disabilities are discussed, along with practical considerations for educators and practitioners. This work underscores the potential of precision teaching to enhance meaningful and functional outcomes for children with diverse needs. |
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| 124. General and Ethical Challenges Experienced by School-Employed Board Certified Behavior Analysts |
| Area: EDC; Domain: Applied Research |
| CHERYL LIGHT SHRINER (University of Illinois Urbana Champaign), Dani Pizzella (Webster University, Latitude Therapy, University of Missouri, Simmons), Sana Zeeshan (University of Illinois Urbana Champaign) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: Board Certified Behavior Analysts (BCBAs) are often prepared without experiences or content related to the public school environment and special education. In recent years, school districts have begun hiring Board Certified Behavior Analysts to build behavior support capacity within the school system. A survey was created for and disseminated to Board Certified Behavior Analysts who are employed full time within school districts to learn about their unique experiences. Fifty-eight participants provided information about general and ethical challenges they have experienced in their school positions. Qualitative analysis of participants’ responses to the following open-ended prompts 1) Describe challenges you experienced or are currently experiencing in your position as a School-Based behavior analyst. 2) Describe types of challenges, conflicts, or barriers related to upholding professional ethics in your school setting. Representative responses are presented to illustrate each theme related to challenges. Specific codes from the Ethics Codes for Behavior Analysts (Behavior Analyst Certification Board, 2020) will be identified for each theme. Finally, recommendations for future preparation of BCBAs to increase their scope of competence within school settings will be discussed as well as recommendations for how school districts can better articulate the roles and responsibilities of their BCBAs within school contexts. |
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| 125. Efficacy of Daily Behavior Report Cards: A Comprehensive Meta-Analysis |
| Area: EDC; Domain: Applied Research |
| STEVEN G. LITTLE (Walden University), Angeleque Akin-Little (Walden University) |
| Discussant: Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: This meta-analysis examined the effectiveness of the Daily Behavior Report Card (DBRC). The DBRC has shown effectiveness in multiple settings, various formats, and with divergent populations. A review of the literature has identified two previous meta-analyses. One examined group design to manage the classroom behavior of students with ADHD. The second examined only single case design studies. This meta-analysis examined both group and single case designs across populations using a more expansive inclusion criteria than previous studies. A search of four databases (PsycINFO, ERIC, Medline, & ProQuest Dissertations & Theses Global) was conducted. All studies (n=33) which meet an a priori inclusion criteria were identified and coded. Hedges g was used to calculate effect sizes with an overall effect size of .639 was found indicating a medium effect size. Additionally, moderating variables will be examined prior to the presentation on the effects of different techniques specific to intervention quality as well as participant characteristics to determine whether DBRCs are differentially effective based on participant exceptionality, age, or targeted behavior. Levels of treatment fidelity, which may influence the efficacy of the intervention will also be assessed. |
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| 126. Introductory Lectures Effect on Group Discussion Efficacy in a Classroom Analysis of Interteaching |
| Area: EDC; Domain: Applied Research |
| STEPHANIE JIMENEZ (University of Pittsburgh at Johnstown), Catherine M. Gayman (Troy University), Taylor Hampton (University of Pittsburgh at Johnstown) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of prep guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategy used in these studies vary slightly. Boyce and Hineline (2002) suggested implementing a brief introductory lecture covering topics students have previously struggled with prior to the group discussion. An introductory lecture may increase students’ ability to have a productive discussion over more difficult concepts, however, research has yet to investigate its utility. The goal of the present study was to systematically investigate the use of introductory lectures on student exam scores. A group design was used in one Psychology of Learning course over two semesters. One group experienced the standard interteaching method, where students experienced the clarifying lecture after the group discussion. The second group experienced a modified version where an introductory lecture occurred before the group discussion. Although there were no significant differences in exam scores across groups, students who experienced standard interteaching scored higher on all unit exams and the cumulative final than those who experienced an introductory lecture. Results from this study should allow for more effective implementation of interteaching. |
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| 128. Group Contingencies in Educational Settings: A Scoping Review |
| Area: EDC; Domain: Theory |
| SYDNEY WU (Brock University), Kimberley L. M. Zonneveld (Brock University), Kendra White (Brock University), Madeline Marie Marie Asaro (Brock University) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: Group contingencies are widely recognized as effective behaviour management strategies used in group settings to address various target behaviors of school-aged children (Little et al., 2015). There are three primary types of group contingencies: dependent, interdependent, and independent. In these contingencies, the consequences are delivered contingent on the behavior of the target group member, all group members, or specific group members, respectively (Litow & Pumroy, 1975). Group contingencies are widely used across educational settings due to their cost-effectiveness and efficiency, as they eliminate the need for individualized interventions (Litow & Pumroy,1975). Group contingencies have been successfully applied to increase and decrease a group’s behaviour across different domains, such as social interactions (Kohler et al., 1995), on-task behaviour (Heering & Wilder, 2006), and physical activity (Foote et al., 2016). This poster presents a scoping review of the use of group contingencies across different educational settings. Results will be discussed within the context of practical implications and suggestions for future research. |
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| 130. How to Talk Behavior to Your Audience |
| Area: EDC; Domain: Service Delivery |
| KENDALL RYNDAK SAMUEL (Behavior Influencer LLC) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: Communication is one of the most foundational skills organisms have. Scientists and practitioners of behavior analysis have mastered communicating with each other, but when it comes to talking with non-behavior analysts, we don’t speak the same language. We use lingo no one has ever heard of before. Researchers have been suggesting for decades that a second set of everyday terms needs to be created in order to replace technical jargon and to improve the spread of accurate behavior analysis information (Bailey, 1991; Lindsley, 1991; Marshall, 2021; Neuman, 2018, Ryndak Samuel, 2024). This presentation will teach behavior professionals: the importance behind speaking basically about behavior analysis with lay audiences, problems which could arise, with whom to use jargon and layman's terminology, and how to translate our behavior analytic jargon into simpler terms using suggestions from my book: Talk Behavior to Me: The Routledge Dictionary of the Top 150 Behavior Analytic Terms and Translations. |
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| 131. The Effects of a Conditioning Procedure on Functional Play With a Preschooler With a Disability |
| Area: EDC; Domain: Applied Research |
| ZHUOLIN CHEN (Teacher College, Columbia University), Shiyi Wang (University of Columbia Teachers College), Lin Du (Teachers College, Columbia University) |
| Discussant: Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Functional play is an essential skill for young children. Various procedures were shown effective to increase functional play or to condition toys as reinforcers for children who lack this skill. The current study aimed to test the effectiveness of the conditioning procedure on functional play with a preschooler with a disability. The dependent variables included functional play with toys, puzzles, looking at books as well as passivity and stereotypy during the 5 min free play. The independent variable was the stimulus-stimulus pairing procedure, which was a conditioning procedure to pair the neutral stimulus (i.e., toys, books, puzzles) with the preferred stimulus (e.g., edible, physical touch, praise). We used a multiple probe design across behaviors to test the effectiveness of the intervention. The result showed the stimulus-stimulus pairing procedure effectively increased functional play across behaviors and decrease the participant’s stereotypy and passivity, suggesting stimulus-stimulus pairing can establish the stimulus control to evoke desired behavior. |
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| 132. Further Analysis of Detection Accuracy Between Operational Definitions and Pinpoints |
| Area: EDC; Domain: Applied Research |
| ADRIENE KIRKHAM (Mount St. Mary's University), Kwadwo O. Britwum (Mount Saint Mary's University), G. David Smith (GDS Behavioral Consulting) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: The effectiveness of any behavioral intervention critically relies on the quality of data that is used to make treatment decisions. This study compares the effectiveness of operational definitions versus pinpoints on data recording accuracy with school-based staff. Using an alternating treatments design, professionals who report on behavior during their job duties at a high school were asked to collect data on the occurrences of four different topographies of problem behavior from role-playing videos under two conditions that differed only in their descriptors of the target behavior. The conditions included operational definitions, promoted as best practice among applied behavior analysts (ABA) practitioners, and pinpointed behavior that involved action verbs and objects receiving the action. Both conditions were analyzed for data recording accuracy, allowing for precise visual inspection. The results provide valuable implications for the best behavior-defining parameters in ABA practice despite the field’s long history and preference for operational definition procedures. |
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 134. Enhancing Student Leadership Skills: A Behavior Analytic Approach to De-Escalation Training |
| Area: EDC; Domain: Theory |
| CASSANDRA CHALON (Salem State University), Darlene E. Crone-Todd (Salem State University) |
| Discussant: Salvador Ruiz (Hunter College, CUNY) |
| Abstract: Student leaders in universities and colleges take on roles that are integral to campus life, and help fellow students from diverse socio-cultural backgrounds acculturate academically and professionally. These leaders are often the front line of contact for verbal and interpersonal interactions with peers and others affiliated with the campus environment. Thus, they are often faced with challenging situations that can escalate quickly, depending on how the situation and interactions progress. These situations involve complex interlocking behavioral contingencies (IBCs) that involve not only operant processes, but also respondent processes. In this poster, we present an operant - respondent coordinated model of IBCs to detail examples of these interactions. Further, an examination of how behavioral skills training (BST) can provide important interventions during the modeling and rehearsal phase using this coordinated model to de-escalate the interactions between students and student leaders, faculty, and/or staff. Behavioral characteristics such as rate and magnitude of speech, eye contact, breathing rate, and facial expressions are some examples that will be described. This model is currently being used to develop such training, with the goal of increasing retention of diverse student, staff, and faculty. |
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