Association for Behavior Analysis International

This symposium includes three presentations focusing on interbehavioral perspectives on cultural issues. The first presentation, given by Mitch Fryling, focuses on psychological well-being, including related topics such as leisure and health. The presentation considers the challenges involved in conceptualizing these issues from a traditional behavior analytic perspective. The benefits of an interbehavioral conceptualization, especially focusing on Kantor’s setting factor construct, are considered. The second presentation, given by Genevieve DeBernardis, examines parenting as a cultural practice. The presentation reviews common parenting practices and trends, as well as the impact of following these as prescribed norms. It is argued that parenting, as a cultural practice, is unlikely to be universally standardized. Rather, parenting practices are idiosyncratic across groups and periods of time. The benefits of conceptualizing parenting this way are highlighted. Finally, Linda Parrott Hayes provides an analysis of causes and reasons, both within scientific and lay cultures. The argument is made that both causes and reasons have their sources in creationism. Alternatives to causes in science and reasons in cultural affairs are proposed along with their benefits for the well-being of society.

Intermediate - audience members should have an understanding of behavioral principles, radical behaviorism, and the interpretation of cultural happenings.

Parental involvement is a critical component of effective Applied Behavior Analysis (ABA)-based interventions, especially for children with autism. Numerous studies emphasize the success of interventions fully implemented by parents, demonstrating their capacity to deliver evidence-based procedures when appropriately guided. Despite this, misconceptions persist that parents should not implement ABA corrective interventions and teaching programs, being relegated instead primarily to a mere observer role. Moreover, measurement serves as the foundation of any effective behavioral intervention, significantly increasing the likelihood of success and ensuring ethical practice. Accurate and continuous data collection is essential in ABA-based interventions, and every behavior analyst should operate in a data-driven manner to achieve meaningful and reliable outcomes. This symposium presents four studies of data-driven autism interventions entirely implemented by parents under the supervision of certified behavior analysts. It underscores the pivotal role of data-informed decisions and advocate for empowering parents to take an active role in their children’s interventions.

The symposium is aimed at behavior analysts and assistant behavior analysts who are already capable of teaching new behaviors and reducing problematic behaviors using ABA principles and procedures. Basic skills in OBM (Performance Management) will also be beneYcial for participants. Additionally, participants should have a solid methodological foundation in data measurement and graphical data processing. The symposium indeed offers an overview of how to use behavioral research methodology to document the progress of interventions and make decisions in the best interest of the client, and includes guidance on the use of Performance Management in parent coaching.

The present study examines an Applied Behaviour Analysis (ABA)-based training for Luca, a 5-year-old boy diagnosed with Autism Spectrum Disorder (ASD) (Level 3 severity) and oral dyspraxia. The intervention, implemented entirely by Luca's mother under the supervision of a behaviour analyst and an assistant behaviour analyst, was based on the University of California at Los Angeles Young Autism Project (UCLA-YAP) model. At the onset of the intervention, Luca exhibited no ability to imitate oral motor movements and showed a total absence of sound production on request. Additionally, he never emitted vocal mands or tacts. The intervention was intensive and employed a variety of behavioural procedures for both oral motor movements and sound production. During the intervention, Luca showed progress in imitating oral motor movements and vocal sounds with increasing accuracy and fluency. Sound production allowed training to enhance requests and labelling of objects and activities using sounds. The data collected, alongside the social validity reported by the parent, showed a clear improvement in Luca's language skills. Consistent with other findings, Luca demonstrated increasingly rapid learning in the imitation of oral motor movements, the imitation of vocal sounds, and requesting/labelling.

Motor and vocal stereotypies are highly prevalent in Autism Spectrum Disorder and are typically maintained by automatic reinforcement. Research suggests that these behaviours can interfere with learning and adaptive skill acquisition. However, few studies have investigated parent-implemented interventions targeting these behaviours. This study evaluates the effectiveness of a parent-implemented intervention aimed at reducing stereotypy to facilitate skill acquisition. The intervention was based on rule-governed behaviour and contingency management to decrease stereotypy in a 10-year-old child with autism. At the beginning of the intervention, the participant was unable to follow if-then rules and engaged in vocal stereotypy with an interresponse time (IRT) of less than one second. After two months of intervention, the participant no longer exhibited motor or vocal stereotypy throughout the completion of a token economy system consisting of 14 tokens. These findings suggest that a parent-implemented intervention may be an effective strategy for reducing stereotypy and improving learning conditions in children with autism.

Aggressive behaviors, both self-injurious and directed towards others, are highly correlated with Autism Spectrum Disorder. The experimental functional analysis is the gold standard for identifying the function of problem behaviors, and function-based interventions have the strongest empirical support and greater social validity. However, few studies have examined function-based interventions applied by parents in adolescents with autism. This study evaluates a parent-implemented intervention to reduce severe aggressive behavior in a 15-year-old adolescent with autism. The intervention package included instructional control training (incorporating both discrete trial teaching and incidental teaching) with a token economy system, extinction, noncontingent reinforcement, and gradual exposure. At baseline, the participant engaged in 2 aggressive behaviors per hour, posing a high risk of injury to self and others. Following the intervention, aggressive behaviors were completely eliminated, and the participant maintained zero occurrences for over 12 months. Additionally, the adolescent demonstrated improvements in social interactions, daily living skills, and independent functioning both at home and in the community. These findings support the effectiveness and feasibility of parent-led ABA interventions in adolescents with autism, emphasizing the importance of function-based treatment approaches for reducing severe problem behaviors.

Reading comprehension requires phonics skills, described as “blending phonemes in a word.” Adolescents diagnosed with Autism Spectrum Disorder (ASD) often experience poor reading comprehension. The aim of the present study was to explore whether it is possible for an adolescent with ASD and intellectual disability to learn reading comprehension skills without direct teaching, focusing instead on phonics skills. An adolescent with ASD, profound intellectual disability, and a limited behavioural repertoire participated in the study. The participant received intensive ABA-based interventions following the University of California at Los Angeles–Young Autism Project (UCLA-YAP) model, along with intensive phonics training. The intervention was implemented by a parent. Intervention data demonstrated the emergence of early reading comprehension skills, such as matching words to pictures and responding to written instructions. It is suggested that implementing similar interventions could expand opportunities for individuals with autism who have a limited behavioural repertoire and who did not begin ABA-based interventions until adolescence. Furthermore, the data support the implementation of intensive ABA interventions for adolescents by their parents.

Over 80% of Canadians aged 15 to 34 regularly use social media; and over 70% of adults in the United States use at least one social media site. Social media use has many upsides (e.g., social relationships, long distance communication, dissemination of knowledge, etc.) and downsides (e.g., distracted driving, impact on interpersonal relationships, the spread of misinformation, etc.). Social media use is still a relatively new technology, and a gap exists in the state of assessment and treatment of problematic social media use within a behavioral framework. This symposium will present the results from a series of studies that investigate how a behavior analysts can shed light on factors that contribute to potentially excessive and or problematic social media use via pilot studies using novel assessments. Study 1 will describe an examination of the validity of a newly developed functional assessment questionnaire - the Social Media Use Functional Assessment (SMUFA; Malkin et al., 2021). Study 2 will describe the results obtained using the hypothetical social media purchase task (SMPT). Both studies present implications for the assessment and treatment of problematic social media use.

Some basic knowledge of psychometrics and behavioral economics

This symposium brings together three studies that address critical aspects of elderly care, focusing on assessment tools, training methodologies, and enhancing resident autonomy. The first study examines the use of the Montgomery-Åsberg Depression Rating Scale (MADRS) in elderly care and the challenges related to subjective interpretations and variability in assessments. The study highlights the need for extensive training to ensure consistent and reliable use of MADRS and recommends supplementing it with behavioral assessments for a comprehensive evaluation of depression in older adults. The second study analyzes the establishment of conditional discrimination in older adults, based on data from previous research. The findings suggest that many participants may not progress in training without additional instructions, pre-training, and fading procedures. The analysis aims to identify the establishment of experimenter-defined and participant-defined relations, providing insights into improving training methodologies for older adults. The third study explores the impact of staff training on enhancing residents' autonomy during mealtimes in elderly care settings. The study demonstrates that structured training and systematic observations significantly improve the quality of care by increasing the number of choices offered to residents. The findings emphasize the importance of creating an inviting atmosphere and engaging residents in decision-making, leading to improved well-being and satisfaction for both residents and staff. Together, these presentations highlight the importance of tailored training and assessment tools in improving the quality of elderly care, promoting autonomy, and ensuring accurate and reliable evaluations.

intermediate

Este workshop combina uma apresentação equilibrada de exposição, discussões em grupo e atividades práticas para garantir que os participantes adquiram tanto conhecimento teórico como oportunidade de aplicação prática.

• Palestra e Instrução: O conteúdo principal será apresentado por meio de uma palestra interativa, abordando os princípios do reforço, as características de sistemas de reforço eficazes e estratégias para lidar com desafios comuns e partilhados por profissionais na sua implementação, como saciação de reforços e dependência.
• Estudos de Caso: Os participantes terão a oportunidade de analisar estudos de caso reais em que foram aplicados sistemas de reforço inovadores em contextos escolares, familiares e terapêuticos.
• Atividades em Grupo: Os participantes irão colaborar em pequenos grupos para desenvolver sistemas de reforço adaptados a perfis de clientes específicos. Os grupos apresentarão as suas propostas e receberão feedback imediato.
• Discussão e Perguntas: Discussões abertas em grupo permitirão que os participantes partilhem experiências, dúvidas e sugestões, e façam brainstorming de soluções para os desafios apresentados na parte prática do workshop.
• Materiais Suplementares: Os participantes receberão modelos de recursos apresentados e explorados durante o workshop, para adaptar e implementar na sua própria prática.
 
This workshop combines a balanced presentation of lecture, group discussion and hands-on activities to ensure participants gain both theoretical knowledge and practical application skills.
• Lecture and Instruction: Core content will be presented through an interactive lecture, covering the principles of reinforcement, characteristics of effective reinforcement systems, and strategies to manage shared challenges such as reinforcer satiation and dependency.
• Case Studies: Participants will have the opportunity to review real-world case studies of innovative reinforcement systems implemented in school, home, and therapy settings.
• Small Group Breakout Activities: Attendees will collaborate in small groups to design reinforcement systems tailored to specific learner profiles. Groups will present their designs and receive feedback to refine their approach.
• Discussion and Q&A: Open group discussions will allow attendees to share their experiences, ask questions, and brainstorm solutions to challenges they face in their practice.
• Supplemental Materials: Participants will receive templates explored during the workshop, to adapt and implement in their own settings.

Various procedures have been used to study derived relational responding in the context of Matching-to-Sample (MTS) and specific types of naming. In general, this type of research is focused on language acquisition and the study of symbolic behavior in a broad sense. Despite the wealth of research in this area, there remain procedural variables that are still largely unexplored in both the context of MTS and naming. The present symposium presents four papers that contribute to an exploration of some of these variables, which may impact on incidental naming and derived relational responding more generally. Specifically, the papers will focus on (1) the effects of overhearing and non-simultaneous stimulus presentations on incidental naming; (2) the use of visual and linguistic cues on the flexibility of second language training; (3) the influence of general feedback in testing blocks and the meaningfulness of stimuli in the derivation of equivalence relations; and (4) how gamification elements can affect learning and derivation of stimulus equivalence classes. Specific and general issues raised by each of the papers will be reflected upon and discussed.

A basic background in behavior analysis is assumed.

The current study focused on identifying the behavioral variables that are involved when adults and children learn incidentally to name objects from observing two adults engaging in naming interactions (i.e., the child engages in attentive overhearing of the adult naming behaviors). A non-simultaneous (delayed) presentation naming procedure was employed, similar to that used by Sivaraman et al (2021). Additionally, the study explored the potential impact of specific relational contextual cues (i.e., pointing, mutual eye gaze, and linguistic pre-terms) on incidental naming through attentive overhearing. The study thus sought to determine the relative impact of these cues on the learning of novel names when a delay between an object and its name occurs. In other words, would incidental naming, based on attentive overhearing, be impacted negatively when typical naming cues are absent? The current study adopted ABA and BAB reversal designs with the adult participants and AB and BA designs with the children. Preliminary findings indicate that relational cues do indeed play a role in incidental naming through attentive overhearing. Overall, the results highlight the potential importance of contextual cues for incidental naming using a procedure (attentive overhearing) that has not previously been explored in behavior-analytic research.

Interfering behaviors of students present challenges to educators, including loss of instructional time and increased stress and burnout, which contribute to reasons teachers leave the profession. Failure to effectively address interfering behaviors can impact student success post-secondary. Therefore, research must be conducted to develop and implement feasible behavioral strategies for educators to improve student outcomes. In addition, research should explore professional development methods to increase the skill capacity of behavioral support educators, such as behavior analysts, social workers, and school psychologists, to collaborate in assisting teachers in implementing behavioral strategies. This symposium aims to describe four U.S.-funded grants focusing on implementing evidence-based practices in school settings. Two are personnel preparation grants that developed training approaches to enhance behavior analyst collaboration with other professional school-based disciplines and enhance their service delivery of support to teachers and students. The other two are Institute of Education Science research grants that developed interventions for specific disabilities (i.e., autism, emotional disturbance) and created a coaching process to support teachers implementing interventions. A discussant will provide insight into developing behavioral strategies for educators and professional development. Major themes across the four presentations will be summarized while sharing lines of inquiry related to professional development.

behavior analysts, researchers, school psychologists, educators

Research exploring class-wide behavioral strategies for improving behaviors of students with emotional disturbance (ED in self-contained placements is limited. A recently completed funded research study developed and pilot-tested a modular approach to support teachers of elementary students with ED to identify, select, and implement specific evidence-based practices or modules that best addressed class-wide behavioral concerns. A multiple-baseline design was implemented to evaluate the feasibility of implementation and outcomes for five classrooms. Results indicated improved academic engagement and decreased challenging behavior. Subsequently, a randomized controlled trial pilot study was completed with sixteen self-contained classrooms across four school districts. Treatment teachers were paired with project research coaches who guided teachers to (a) identify and define class-wide behavioral concerns, (b) select one module to address the concern, (e) customize the module into procedural steps for feasible implementation, (f) provide training to implement the module, and (g) provide ongoing coaching and performance feedback. Data on students’ behaviors, teacher fidelity, teacher efficacy, and social validity were collected. Results showed disruptive behavior significantly decreased (p =.006) in treatment classrooms, treatment teachers’ sense of efficacy increased, and they gave the intervention high social validity ratings.

Difficulties in social skills represent one of the main barriers to developing meaningful interpersonal relationships for autistic individuals, often contributing to isolation and social exclusion. Despite social and professional efforts to foster inclusion, acquiring advanced social skills, such as responding to disguised mand, promoting impulse control, providing empathetic responses to non-verbal cues, and adopting another person’s perspective, remains a complex challenge. However, the behavioral literature offers well-established strategies to promote flexible and generative teaching of these skills. Effective interventions include Behavioral Skills Training (BST), multiple exemplar training, and the use of stimulus equivalence relations, which support the generalization and adaptation of social behaviors in different contexts. This symposium will discuss ways to integrate these strategies into personalized programs. Through four different scientific contributions, innovative interventions will be presented to improve autistic individuals' ability to understand and respond appropriately to the complexities of social interactions, thereby promoting social inclusion and the possibility of acquiring new skills with less need for direct teaching.

BCBAs, BCaBA, RBTs

Empathy is the ability to identify verbal and non-verbal stimuli associated with different affective states and to respond to them appropriately. The deficit in showing empathy, commonly found in people with autism, can significantly compromise the ability to establish, maintain and develop social relationships. The purpose of this study is to increase the ability of people with autism to identify nonverbal affective stimuli and respond to them with empathic responses. The present research included two participants, aged 9 to 13 years, with autism spectrum disorder. Across multiple exemplars training, nonverbal affective stimuli were presented, commonly associated with various private events, such as physical pain, sadness and fatigue. The therapist (a) provided a rule, (b) presented the non-verbal stimulus, (c) suggested leading questions in order to lead participants to identify non-verbal stimuli associated with other people's private events and to respond with empathic statements. The results indicated that both participants acquired the ability to respond with empathic statements and generalized the ability to novel situations, on which training had never been conducted before. These data show that children with autism can learn to detect non-verbal affective stimuli and provide empathic responses as a result of behavioral interventions.

A new approach to perspective-taking has been adopted by behavior analysts through Relational Frame Theory (RFT), which views perspective-taking as generalized operant responding. RFT posits that perspective-taking involves deictic frames such as I-YOU, HERE-THERE, and NOW-THEN, which specify relational responses from the speaker’s viewpoint. Complex visual perspective-taking leads to cognitive development, where visual cues become less central, as demonstrated by the principle "seeing leads to knowing." This concept is central to False Belief tasks, where perspective-taking is crucial. This study used the Sally and Ann False Belief Task to assess perspective-taking in three children (ages 7-8) with ASD. Baseline results showed difficulty in answering questions about Sally and Ann's knowledge and behavior. The training was conducted in a group format using the Full Perspective Taking Protocol (McHugh et al., 2004), which includes 44 deictic-relations-based questions at two complexity levels (single and reversed relations). Percentage of correct responses was calculated for each session of group activity for the three participants. Corrective feedback was provided in case of errors for each participant. Post-training assessments showed improved performance in the False Belief Task, demonstrating the potential of the protocol for generalized perspective-taking skills acquisition as part of Theory of Mind.

Reinforcement of conditional discriminations may begin to strengthen responding consistent with symmetry and transitivity before baseline discriminations are fully acquired. But is repeated exposure to baseline contingencies necessary, or can single-trial reinforcement produce these effects? To answer this question, we analyzed archival data from 71 participants who had received direct, simultaneous training on all 36 relations involved in three 4-member stimulus classes. CA relations (C1A1, C2A2, C3A3) were randomly selected as the targets of analysis. We examined the probability of correct responding in the first trial that targeted each CA relation as a function of the participant’s history of reinforcement of (a) the corresponding AC discrimination, and (b) overlapping same-class discriminations, such as BC and BA. When neither type of history was present when a CA trial was encountered for the first time, participants selected the experimentally defined correct comparison at chance levels. History (a), single-trial reinforcement of a corresponding AC discrimination, increased correct responding to 40-50% of all cases, regardless of history (b). By contrast, history (b), reinforcement of one or more pairs of overlapping discriminations, was not associated with increased rates of correct selection. Theoretical implications and limitations are discussed.

Staff training is a cornerstone of delivering high-quality Applied Behavior Analytic services. While staff training typically covers the foundational principles of applied behavior analysis, it should also incorporate key elements such as compassionate care, assent and dissent, and clinical judgment. This panel presentation will explore best practices in staff training, specifically for those working with school-aged students. We will examine the essential roles of both direct support and supervisory staff, discussing strategies that foster skill development, enhance staff confidence, and deepen understanding of Autism and Applied Behavior Analysis. Panelists will also address common barriers to effective staff training and share strategies for overcoming them. Attendees will walk away with actionable insights, including sample PowerPoint presentations, staff competency assessments, and video demonstrations that highlight best practices. Join us to discover how to create a supportive and impactful training environment that empowers staff and enhances the educational experience for the students they support.

N/A

The Competent Learner Model (CLM), developed by Vicci Tucci, offers a powerful framework for promoting learner assent within applied behavior analysis (ABA). This symposium explores the CLM's practical application in conjunction with a novel theoretical framework for conceptualizing assent proposed by Linnehan et al. (2023). This combined approach moves beyond one-time agreements, prioritizing preemptive compassion and taking a nonlinear constructional approach to increase learner autonomy and minimize coercion. Attendees will discover how the CLM equips practitioners with concrete tools to: Create a truly collaborative therapeutic environment. Identify and respond to subtle indicators of hesitation or reluctance. Promote ongoing learner engagement and ensure continuous assent throughout the intervention process. Two Certified CLM coaches will present individual case studies illustrating how specific CLM tools facilitate compassionate care and empower learners to actively participate in their treatment. The symposium will conclude with a facilitated discussion to address audience questions and provide further insights into implementing the CLM effectively.

They must understand contingencies and develop their programming around them.

This presentation will unfold in two parts: Part 1: Strategies for Assent & Engagement: This section will delve into specific Competent Learner Model (CLM) strategies for ensuring ongoing assent and learner engagement, emphasizing the importance of nonlinear contingency analysis to understand and respond to learner needs dynamically. Part 2: Case Study: Increasing Echoics with the CLM Talker: This single-case study examines the effectiveness of the CLM Talker (Mand>Echoic) intervention in helping a child with autism spectrum disorder (ASD) learn to repeat words and sounds (echoic behavior). The study employed a changing criterion design across five phases, gradually increasing the difficulty of the echoic tasks. Data were collected on the frequency and accuracy of the child's echoics during both assessment and intervention phases. Results demonstrated a clear increase in both the rate and accuracy of the child's echoics during the intervention phases, with continued improvement observed even after reaching the goal for each phase. This case study highlights the potential of the CLM Talker intervention as a valuable tool for increasing echoic behavior in children with ASD.

We evaluated the effects of the publicly funded project, “Lavorare in Rete” aimed at enhancing the inclusion of adults with ASD in work settings.Ten participants, aged 17 to 35, attending the same learning center in Italy, were involved. Participants A, B, C, and D were Reader-Writers; E, F, and G were Listener-Speakers; and H, I, and L functioned as emergent Listeners-Emergent Speakers (Greer & Ross, 2008). At the beginning of the study, a behavioral assessment was conducted for each participant, to identify the level of support needed. Vocational tasks were selected based on the assessment and task analysis were implemented with forward chaining and prompt fading tactics, until fluent task completion. The study was a single-subject pre-post probe design for each participant. Dependent variables were the number of employment opportunities (training, internship, job hiring) obtained by each participant, and the levels of parental stress, recorded with the Caregiver Burden Index (CBI), before and after the project. Results were promising for most participants. However, participants F and L had to discontinue the project due to worsening of behavioral problems. Cultural relevance, advantages and critical aspects of work inclusion were discussed.

The majority of autistic school children attend regular classes with their peers. The early school years are of utmost importance for a child’s development, academic skills and engagement in social learning activities. Research conducted in Sweden has found that school staff have limited knowledge about autism, and how to create inclusive learning environments. Results from Swedish data base studies have found that the majority of students with autism do not obtain the basic qualifications from primary school to enter upper secondary school, there are also significantly higher rates of school absenteeism among autistic children. Using mixed methods, the aim of the present study was to test the useability, acceptability and feasibility of the, culturally adapted Swedish version of the Autism Program Environment Rating Scale (APERS) in one elementary school over one semester, in combination with in-service training on evidence-based behavior analytic principles, procedures, and weekly coaching for school staff. In total, ten classrooms, 11 students with autism, 15 educators, four coaches and the school principal participated. Interviews were conducted after termination of the study, pre- and post-measurements showed improvements in the learning environment, increase in teacher efficacy and student academic skills. The post-intervention social validity scale revealed that teaching staff found the intervention more acceptable and effective than coaches. Thematic analysis of interviews confirmed this finding, and highlighted the importance of implementing the program for the entire school year rather than one semester.

Though caregivers of females with disabilities commonly express concerns about teaching menstrual hygiene and other related skills, there is limited applied research focus in this area (Veazey, 2016). Additionally, many adolescents with Autism Spectrum Disorder (ASD) face increased adversity in coping with and understanding the rapid physical, cognitive, emotional, and social changes experienced during puberty compared to neurotypical peers. Independence with feminine hygiene routines can potentially also impact access to social relationships and employment. As such, it is critical that clinical practitioners, caregivers, and other professionals can skillfully support individuals with ASD in acquiring this skill repertoire; this paper will discuss ethical, compassionate intervention approaches developed in one-to-one behavior analytic school settings to prepare and support individuals with ASD to independently attend to their menstrual hygiene needs. Specifically, we will discuss partnering with medical providers and caregivers to engage in ethical and culturally sensitive pre-menarche planning and case studies illustrating individualized task analyses, intervention procedures, and modifications across learners with a variety of skill repertoires prior to and following menarche.

Historically, applied behavior analysis (ABA) services have consisted of 30-40 hours per week of direct, in person support in a paraprofessional-mediated format. However, emerging research suggests that such high-intensity hours may not be universally required, and Caregiver-Led ABA is gaining recognition as a flexible, effective alternative. A focal point in Caregiver-Led ABA is the implementation of strategies directly by the caregivers with BCBA support to create more community-based inclusivity. This approach empowers families to advocate for their children's needs and foster supportive, natural environments that promote meaningful social interactions and engagement within their communities. Caregiver-Led ABA has shown positive outcomes in communication, social skills, and behavior reduction in individuals with autism and other intellectual and developmental disabilities (IDD). This symposium will explore the evidence-based foundations of Caregiver-Led ABA, how the model can be implemented in various formats (including telehealth), and provide a review of current adaptive outcomes of caregiver-mediated models when compared to paraprofessional-mediated. Additionally, it will address strategies for supporting neurodivergent caregivers within Caregiver-Led ABA.

Participants should have foundational knowledge of behavior analytic principles, including familiarity with the role of behavior-analytic service delivery models, basic supervision practices, and client programming design. Understanding key concepts such as functional behavior assessment (FBA), skill acquisition strategies, and basic parent/caregiver training techniques will enhance comprehension and application of the material presented. The session will bridge these foundational concepts with emerging research and practical strategies in caregiver-mediated ABA models, allowing attendees to critically evaluate and implement flexible, evidence-based approaches.

Autism spectrum disorder (ASD) is a complex and heterogenous, neurodevelopmental disorder. Interventions based in applied behavior analysis (ABA) are common for children with ASD with marked improvements demonstrated in communication, social, and adaptive functioning. Two common models of ABA are parent-mediated and paraprofessional-mediated, both of which have strong empirical support. With all 50 States requiring insurance coverage for people with ASD, it is important to evaluate and understand the effectiveness of ABA in community-based settings. The current study evaluated the effectiveness of two models of ABA, paraprofessional-mediated and parent-mediated, in a community-based setting across 106 participants ages 3–7 with a diagnosis of ASD. Results revealed both models of ABA to produce significant and positive improvements in adaptive and communicative functioning on two outcome measures, the Vineland and Verbal Behavior Milestones Assessment and Placement Program. Additionally, significant differences were observed between parent-mediated ABA and paraprofessional-mediated ABA with those in parent-mediated ABA having greater improvement in the socialization domain of the Vineland. With the most recent prevalence rates of ASD being one in 36, it is vital to have options for families when considering various supports and interventions for their child with ASD that are effective. This research underscores the effectiveness of ABA in community-based settings for young children with ASD.

Social validity should be central to the practice of applied behavior analysts, yet we seem to fall short of this target. After we identify the operant function that maintains a severe behavior problem, there are multiple approaches to intervention that are designed to address the function. How do we select which intervention to implement and how do we consider social validity in the process? Many studies published over the last few decades have demonstrated the effectiveness of concurrent operants arrangements for addressing a wide range of topographies of behavior problems and for promoting instead alternative responses. This presentation will review the concepts and procedures involved with arranging concurrent operants, and published data through the lens of social validity. Attendees will be re-introduced to the existing evidence base of socially valid approaches to addressing severe behavior problems that are client-centered, compassionate, and effective, and be prepared to adjust their own practices and support others to take a socially valid approach to providing behavior analytic services.

Applied Behavior Analysis (ABA) is characterized by its hallmark emphasis on individualized services and programmatic change to address behavioral needs across diverse populations. However, the extent to which behavior analysts adhere to these principles warrants closer examination. This presentation seeks to contribute to this discourse by presenting findings from a systematic analysis aimed at evaluating the degree to which programmatic changes were made, as documented in treatment plans when the “data indicate that desired outcomes are not being realized” (Behavior Analyst Certification Board [BACB], 2020, P.12). This symposium will first present data on a post hoc review of two hundred and nineteen treatment plans to evaluate the extent to which programming changes were made when data was not trending in the therapeutic direction and how often those changes were made. Additionally, survey data will be presented on the current practices and reported challenges behavior analysts face when conducting procedural integrity as a first step to evaluating programmatic barriers. Implications for training and support regarding errors of omission in our procedural integrity practices will be discussed alongside pinpointed solutions.

Target audience is behavior analysts who currently oversee applied behavior analysis services for individuals with autism. The audience can be beginner

Ongoing visual analysis of data to evaluate client progress is a tenant of applied behavior analysis ([ABA] Cooper et al., 2020; Behavior Analyst Certification Board, 2020). While there has been a growing interest in understanding how behavior analysts conduct a visual analysis of the data (Vanselow et al., 2011) and, in turn, how these results may impact programmatic decision-making (Kipfmiller et al., 2019), there is still little consensus across the field of what some consider variable data and in turn warrants a programmatic change. This variability is of concern when considering the BACB (2020) 2.18 ethics code, which outlines that “behavior analysts [must] engage in continual monitoring and evaluation of behavior-change interventions. If data indicate that desired outcomes are not being realized, they actively assess the situation and take appropriate corrective action” (p. 12). However, little is known about how often programmatic changes are being implemented when the data is not trending in the therapeutic direction. To evaluate this, the researchers conducted a post hoc review of treatment plans submitted to an ABA agency in the Southwest United States by 14 providers over two months (December 2023- January 2024). A total of two hundred and fifty-six reports were first identified, with two hundred and nineteen meeting the phase one inclusion criterion. Results will review the number of targets included in the analysis, targets not trending in the therapeutic direction, and how often those changes were made.

There are various instruments available for assessing natural verbal relations which have been employed within the behavior-analytic literature, including the implicit relational assessment procedure (IRAP) and multi-dimensional scaling (MDS). However, these two preparations have predominantly been used in a similar way to measures within mainstream psychology. That is, groups of participants have typically been exposed to only one or two instances of the IRAP or the MDS and analysed as such. Recently, however, attempts have been made to employ these procedures in a way that aligns more closely with traditional behavior-analytic research. Specifically, such research focuses on the extended behavioral stream of individual participants, involving multiple exposures to the procedures, sometimes across days and weeks. The current symposium presents three papers that speak directly to this agenda. Specifically, the three papers will consider (1) the use of the IRAP historically and recent attempts to refocus its use behavior-analytically; (2) initial experimental analyses of multiple IRAP exposures (across weeks and months) on the stability of single-participant patterns of responding; and (3) experimental analyses of behavioral stability through multiple exposures to the IRAP and MDS.

A basic background in behavior analysis is assumed

The IRAP has been compared in the literature to Frankenstein’s monster, a metaphor that appeals to the hubristic overreaching of a reckless scientist who inadvertently creates his own nemesis. In more concrete terms, the IRAP was originally developed as a tool for analysing relational responding in-flight, but was rapidly dominated focus on the mainstream concept of implicit cognition. In accordance with the mainstream approach, the IRAP was typically administered across just one or two exposures, and the data almost always analysed in the context of group designs. As a result, IRAP research attracted mainstream attention and although the literature rarely made explicit mentalistic claims, its effects were largely interpreted as revealing private events. Conceptually, therefore, the IRAP got sucked into the gravity well of mainstream psychology. Recently, however, a concerted effort has been made to employ the IRAP in ways that are more consistent with the behavior-analytic tradition. The current paper summarises the foregoing history and reflects on some of the recent attempts being made to refocus the IRAP as an effective behavior-analytic method for the experimental analysis of human behavior.

The implicit relational assessment procedure (IRAP) initially emerged within the beahvior-analytic tradition as a context for assessing the dynamics of arbitrarily applicable relational responding (AARR) “in flight.” However, use of the tool quickly became dominated by a focus on mentalistic psychological constructs. Recently, however, researchers have sought to refocus use of the IRAP as a context for analysing the dynamics of AARR. This avenue of inquiry has raised question about the stability of patterns of effects observed on the instrument across time. The current paper presents the results of six participants (with varying degrees of experience with the IRAP) that completed an ABA reversal design involving 60 exposures to the IRAP (20 exposures in each of the three conditions across multiple weeks). Results showed both stability and instability in performances within and across participants. Each participant demonstrated a significant difference between the A and B conditions in accordance with theoretically-based predictions. Performances from one participant highlighted an interesting accuracy-latency “trade-off” effect that would not be immediately apparent through single exposure IRAP implementations. Implications for using the IRAP in future research are considered in light of these findings. Finally, issues related to ergodicity are also discussed.

With increased emphasis on a process-based approach to human psychological suffering, some have suggested analyzing processes within clinically relevant behavior through Relational Frame Theory (RFT; Harte et al., 2023) and more specifically, by observing relational responding captured by the Implicit Relational Assessment Procedure (IRAP; Finn et al., 2016, 2018). Similarly, recent work has used a theoretical framework of relational density (Belisle & Dixon, 2020) and a statistical procedure, multidimensional scaling (MDS), for examining verbal events in psychological well-being (Paliliunas et al., 2024). Currently, it is unknown how the IRAP and MDS procedures as methods for analyzing relational responding may overlap or differ from one another. Thus, the current project exposed adults to an IRAP and MDS procedure, containing positive/negative valanced images, twice per day for 10 days. A second experiment utilized an ABA reversal design to manipulate specific patterns of responding on the IRAP and MDS procedures. Idiographic analyses of the performances, and potential interactions, are considered in terms of the relative dominance of the “semantic” (Crel) versus “emotional” (Cfunc) properties of the stimuli contained within the procedures. Finally, implications are discussed for the conceptual analyses of RFT and its contribution to a process-based approach.

Diversity, Equity, Inclusion, and Belonging initiatives have become a priority within the field of Applied Behavior Analysis. Specifically, sensitivity to DEIB issues has fueled discussions and been associated with strong calls to action for change within the field. There is convergence and consensus regarding the need for more attention to these matters. The field is at a critical juncture; it is time to move such aspirations into actions. In this panel, specific strategies for the integration of DEIB goals into clinical practice, teaching and training, supervision, and organizational practices will be reviewed. Specific attention will be given to the operational definitions of key terms, in order to facilitate the collection of objective data and the measurement of progress. Strategies will be reviewed within the lenses of cultural responsiveness and cultural humility; specifically, the panel will discuss how to embed such values into professional work. Panelists will share ways to assess individual skills and the climate of the organization, identify goals, determine progress, obtain social validity measures, and develop long-term strategic initiatives. Panelists will also share tools and methods for addressing obstacles, developing consensus, and ensuring authentic and sustainable change.

This panel is classified as intermediate instructional level. It is assumed that attendees have a basic understanding of cultural responsiveness and humility. It is best suited for those seeking to advance the integration of these values into professional practice in concrete ways.

Over 50% of the global population is bilingual or multilingual (Grosjean, 2019; Romaine, 1995). This symposium highlights recent studies that explored strategies for enhancing bilingual vocabulary acquisition across neurotypical and neurodivergent populations. Previous research has shown that sequential teaching (where one language is taught to mastery before introducing the other) is more effective than simultaneous teaching (teaching both languages at the same time). The first study built on this by comparing simultaneous and sequential teaching methods with college students. Few studies focused on strategies to facilitate discrimination between languages, particularly the "one-person, one-language" (OPOL; where each parent speaks a different language to the child) method—commonly recommended by professionals—and mixed-language method (where a parent uses both languages interchangeably to the child). The second study compared OPOL with a mixed-language approach. Finally, previous studies indicate that children with autism spectrum disorder (ASD) can learn a second language, though they may initially struggle with conditional discrimination. The third study investigated repeated tact instruction across multiple sets (i.e., within-subject replication) in monolingual and bilingual conditions with children with ASD. These findings have important implications for clinical practice and highlight the need for future research to optimize bilingual language instruction for diverse populations.

Intermediate- understanding of verbal operants

There are several strategies to teach children a vocabulary in two languages. For example, the one-person one-language (OPOL) approach (i.e., each parent speaks a different language to the child) is often suggested by professionals and parents. However, limited comparative research was conducted to support its effectiveness and efficiency while controlling for language exposure from both caregivers. We taught college students to tact pictures in two languages using the OPOL approach (e.g., one experimenter taught tacts in Mandarin, and the other one taught tacts in Japanese) and the mixing approach (e.g., a third experimenter taught tacts in both Mandarin and Japanese). In the 1st experiment, we taught tacts in Mandarin and Japanese. Because all the participants reported that learning tacts in Japanese was easier than in Mandarin, we taught Mandarin and Cantonese in the 2nd experiment. We also probed for the emergence of bidirectional intraverbals after the participants demonstrated mastery in tacts. Data indicated that both approaches were effective in teaching tacts and promoting untrained intraverbals in both experiments. The OPOL approach promoted quicker tact acquisition for 10 out of 14 comparisons. Future research should evaluate the external validity of this line of research with other populations, such as children.

Comprehensive behavioral interventions have demonstrated significant benefits for many children with autism, but individual response to treatment can vary greatly. This symposium features three presentations reporting on the use of standardized norm-referenced measures such as IQ and adaptive functioning to advance our understanding of what works for whom and what constitutes meaningful change for an individual client. The first presentation will describe a meta-analysis of 43 intervention outcome studies from nine countries examining how child variables (e.g., age, autism severity, and developmental level) and treatment variables (e.g., dosage and delivery agent) contribute to observed differences in intervention outcomes. The second presentation describes an outcome assessment tool and the derivation of a Meaningful Change Index that allows evaluation of individual progress during intervention. The final presentation describes the use of Mullen Scales of Early Learning to determine rate of developmental growth during treatment in an Australian EIBI program.130 of 154 children showed an increase in developmental trajectory during treatment.

Behavior analysts and Psychologists interested in assessment of treatment outcomes

A comprehensive understanding of specific factors contributing to variability in responsiveness of children with autism to interventions is paramount for making evidence-based clinical and policy decisions. This meta-analysis aimed to identify child and family characteristics, and aspects of intervention design, related to outcomes of behavioral interventions for children with autism. Literature searches identified 43 studies, published between 1987-2024, encompassing 3,663 children with autism and 1,347 independent effect sizes. Results revealed differential effects based on the intervention approach (Early Intensive Behavioral Intervention vs. Naturalistic Developmental Behavioral Interventions), delivery agent, and dosage. Pre-intervention child factors associated with stronger post-intervention effects, across intervention approaches, included higher intellectual and adaptive functioning and milder autism symptoms. However, child age at intervention onset, sex, and family socioeconomic status did not predict the strength of post-intervention outcomes. While study methodology and reporting quality were marginally associated with predictive strength, adjusting for these factors had minimal impact on the reported findings. The insights from this meta-analysis have significant implications for the development of personalized intervention models for children with autism. These models have the potential to optimize outcomes and offer critical guidance for decision-making in both the service and policy levels, ensuring efficient and equitable allocation of resources.

There is currently limited research on early, intensive behavioral intervention (EIBI) within Australia. The purpose of this paper was to provide a programmatic description and preliminary findings of an intervention approach which provides a high level of intensity of intervention to preschool aged children diagnosed with autism spectrum disorder (ASD). A total of 154 children with autism participated in the program from 2011 to 2022. At the group level, children who received 27 hr per week of intervention showed significant gains on standardized cognitive and adaptive behavior measures during an average one year of intervention. Further examination of the response to intervention at an individual level demonstrated that 130 of 154 children showed an acceleration in their rate of learning during intervention, with 52% more than doubling their rate of pre-treatment growth. Age predicted improvement in developmental trajectory, but intake cognitive abilities did not. In general, children who commenced intervention at a younger age made substantial improvements in their rate of learning, but children who commenced intervention at an older age made even greater improvements relative to their skills at commencement. The implications for addressing the needs of young autistic children in Australia will be discussed.

The increasing prevalence of head injuries among students has raised significant concerns regarding the long-term risks and consequences associated with traumatic brain injuries (TBI). Recent statistics indicate that approximately 4% of children and 12% of adolescents have experienced at least one significant head injury (Black et al., 2018), with 62% of moderate to severe cases resulting in disability (Centers for Disease Control, 2018). This panel will explore innovative approaches to addressing these challenges through community-based programs aimed at equipping school personnel with the skills to recognize and support students affected by TBI. Panelists will highlight strategies for enhancing community awareness about TBI, including pre-hospital interventions, school reintegration, and the establishment of concussion management teams within schools. These teams play a pivotal role in supporting students’ academic, athletic, and social success. Additionally, discussions will focus on strengthening the connection between schools, communities, and TBI-related resources, while advocating for legislative action to improve service access. The panel will emphasize the critical role of behavior analysts in fostering interdisciplinary collaboration across school and residential settings, ensuring comprehensive care for students with TBI. Behavior analytic interventions will be highlighted. This panel seeks to advance knowledge, promote advocacy, and foster impactful practices.

intermediate Participant should have a basic understanding of behavior analysis required of BCaBAs and BCBAs.

Severe Problem Behavior is a continuing focus of applied behavior analysis research and practice. It results in poor quality of life, limitations in interactions with the environment and learning, restrictive behavior management practices and increased service costs. Concern for severe problem behavior is reflected in the continuing evolution of research, practice and applied behavior analysis technology and efforts to translate research into practice. This symposium illustrates three facets of these efforts. The first includes developing more efficient and brief yet accurate methods of conducting functional analyses that result in reductions in client behavior and increases in client communication and self-management skills. The second is translational work to provide high quality applied behavior analysis services for severe problem behavior such as aggression in routine community settings for adults with developmental disabilities. The third is training caregivers quickly, efficiently and effectively to produce desired client outcomes. This Panel will present on these three inter-related topics. Caregiver training

Audience members should have a basic knowledge and prerequisite skills of applied behavior analysis typified by at least a Masters degree in applied behavior analysis.

Supervision is an essential component of becoming an ethical and successful behavior analyst. However, not every practitioner has the opportunity to learn from a knowledgeable and effective supervisor. For the field to move forward in a positive way, all behavior analysts should receive supervision that focuses on ethical, evidence-based practices that are mutually beneficial and productive. By modeling excellent supervision, we can ensure that meaningful supervision is ongoing. In this panel discussion, participants will learn key components of effective supervision from three highly experienced supervisors of RBTs and aspiring behavior analysts. Panelists will share their own supervision journeys and why, for them, supervision is important and rewarding. They will provide strategies for promoting a positive and productive supervisory experience and suggest tools and resources to support the supervisory experience. The panel will also offer recommendations for how to handle challenging supervision situations and answer questions from the audience. By the end of this panel discussion, participants will have a better understanding of how to provide high quality supervision that supports the growth and success of their supervisees.

Intermediate - BCBAs who are supervising RBTs or aspiring behavior analysts or who are considering supervising others

Behavioural interventions are pivotal in enhancing the quality of life for individuals with autism and developmental disabilities. This symposium explores how quality-of-life domains, as outlined in Schalock and Verdugo's model, can be translated into measurable behavioural procedures. The first presentation focuses on teaching collaborative skills during medical procedures, such as blood sampling. This aligns with the Physical Well-Being domain and contributes to Self-Determination by fostering cooperation skills. The second presentation addresses pain recognition by teaching individuals to identify private events associated with tactile stimuli. This intervention promotes body awareness and self-monitoring, fitting into the Physical Well-Being and Personal Development domains. The third and fourth presentations tackle pica behaviours (intake of non-edible substances) and eating disorders in individuals with ASD and intellectual disabilities. These interventions reduce health risks, improve emotional regulation, and enhance social inclusion and interpersonal relationships by breaking barriers to social interaction. Together, these presentations illustrate how behavioural procedures can operationally translate quality-of-life constructs into interventions that are not only evidence-based but also socially meaningful, improving outcomes across multiple domains

This symposium is intended for professionals with a foundational understanding of Applied Behavior Analysis (ABA) and experience in designing or implementing behavioral interventions. Familiarity with Schalock and Verdugo’s quality-of-life domains and an interest in interdisciplinary approaches will enhance engagement with the topics discussed. Participants should be comfortable addressing complex issues like medical collaboration, pain recognition, pica, and eating disorders, with an awareness of the ethical considerations involved. This session offers an opportunity to refine skills and apply advanced strategies to improve quality-of-life outcomes.

This study evaluated the effectiveness of a Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT) framework (Hanley et al., 2014) combined with demand fading to reduce problem behaviors and teach alternative responses during medical procedures for an adolescent with a history of severe problem behaviors associated with blood draws. Following the PFA, a functional communication response (FCR) was taught, allowing the participant to request a temporary pause in the session, alongside tolerance responses for instances when the request was denied. Once these alternative responses were reliably established, a gradual demand fading procedure was implemented, introducing successive approximations of the blood draw while maintaining high collaboration and zero occurrences of problem behavior. The intervention concluded successfully, with the participant tolerating the full blood draw procedure. The findings highlight the utility of using PFA and SBT to create conditions under which demand fading can be introduced effectively when it may not be feasible as an initial intervention. These results demonstrate the value of this approach in designing ethical and effective interventions for problem behaviors in adolescents within challenging medical contexts. Implications for practice and directions for future research are discussed.

This study’s primary objective was to replicate and extend the work of Rajagopal et al. (2021), focusing on teaching children with autism spectrum disorder (ASD) to tact private events, such as tactile sensations paired with body parts. Using a multiple baseline design across participants, we evaluated the impact of prompting, fading and differential reinforcement on the percentage of correct, independent tacts of sensation-body part combinations. Participants were trained to tact three sensations paired with body parts, followed by generalization probes with novel body parts, objects, and sensations. Although participants responses successfully generalized to new body parts and objects, they did not generalize to novel sensations. To address this, we introduced a generic response (e.g., "I feel something on [body part]") for untaught sensations, which generalized successfully. These results highlight the potential of combining specific and generic responses to improve communication of private events in individuals with ASD, with important implications for clinical intervention and improving quality of life.

Pica disorder represents an extreme form of dysfunctional behavior as even a single incident could potentially be fatal. This disorder, characterized by the persistent consumption of non-nutritive substances, poses significant challenges in treatment and management. For a long time, and in some ways still today, interventions for pica have exclusively focused on controlling living environments (restricting movement and person's mobility, empty environments, hypercontrol of access to stimuli) and/or treatments managing consequences (penalization and hypercorrection). These traditional approaches, while somewhat effective, often compromise the individual's quality of life and autonomy. This contribution compares three innovative procedures related to antecedents: competitive equivalent stimuli, response blocking and redirection, and Differential Reinforcement procedures teaching an exchange between pica stimuli and competitive gustatory stimuli. The implementation of these non-invasive treatments was carefully monitored and documented over multiple sessions. Data show a reduction to zero emission of pica behaviour in session, demonstrating the potential effectiveness of less restrictive interventions. This work aims to represent one of the first interventions on cigarette butt pica applied in a residential setting in Italy, offering promising implications for future treatment approaches and research in the field of pica disorder management.

Food selectivity/avoidance is common in children with autism spectrum disorder and developmental disabilities. Some children only consume a few foods, completely avoiding entire food groups, putting them at risk for malnutrition, growth issues, and medical conditions (e.g., constipation). Depending on the severity and history of food selectivity, children may avoid gatherings or events that revolve around mealtimes leading to social isolation and negatively impacting quality of life. Extreme food selective behavior can also often put financial strains on families required to purchase specific food items to ensure sufficient intake. Behavior analytic approaches have been successful in reducing levels of selectivity and increasing consumption. Case examples will be presented demonstrating the use of behavior analytic strategies (including children having choice in targeted foods) to increase the variety of foods consumed. The impact of increased food variety in improving physical wellbeing and the extension of the treatment gains to settings that promote social interaction will be discussed.

The Self & Match System, is a manualized self-monitoring intervention enriched with an accountability component. Grounded in established self-monitoring literature, this system has demonstrated practical efficacy in promoting positive behavioral, social, and academic outcomes. The Self & Match System equips individuals with tools to independently monitor and regulate their behavior, fostering meaningful and lasting change. The objective of this symposium is to investigate the developing research of the Self & Match System presenting dynamic applications of this intervention within the context of investigating which behaviors have demonstrated greatest success with the intervention, optimizing intervention effectiveness, and expanding the utilization to improve employee performance. First, an overview of the Self & Match System will be presented to provide the foundation for the demonstration of the application of the intervention. There will be a review of existing literature on the Self & Match System to explore trends of effectiveness based on target behavior. Next, the focus is centered on supporting individuals with moderate to severe disabilities in developing prerequisite skills for self-monitoring utilizing discrimination training and video-modeling. Finally, this session will explore the impact of incorporating a Self & Match system on increasing the frequency of fidelity checks conducted by paraprofessionals to sustain behavior change.

Beginner

This single-subject, alternating-treatment experiment explores the use of the Self & Match System with elementary-aged individuals in a non-public school setting who have moderate to severe disabilities impacting awareness, communication, behavior, and cognition. Participants were selected due to a lack of prerequisite self-monitoring skills, such as making binary discriminations and accurately recalling actions. While the Self & Match System has been valuable for educators in communicating expectations and providing feedback, self-monitoring and reporting often remain unchanged without targeted interventions. To address this, the study implements a hierarchy of tiered interventions, including 2-D conditional discrimination training, video self-modeling with feedback, and momentary time-sampling, both immediately and following a delay. The Self & Match System Considerations Guide will be used to tailor the intervention to individual needs and improve implementation effectiveness. Dependent variables include participants’ accuracy in self-monitoring and reporting, as well as meeting individualized behavioral expectations. Data will be collected using a personalized Self & Match System form and represented as daily percentages on an equal-interval chart. This study aims to develop systematic scaffolding strategies to teach self-monitoring skills, enabling meaningful and sustained behavior change.

This case study follows a 5th-grade student in a Hawaii public school, diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and receiving special education services under IDEA eligibility for Other Health Disability (OHD). Despite receiving services since second grade, this student faced ongoing challenges with focus, impulsivity, completing assignments, and forming positive peer relationships. High-frequency and intensity verbal and physical aggression further impacted their ability to participate in a general education environment, requiring innovative behavioral interventions. In the 2024-2025 school year, the student’s plan integrated Skills-Based Treatment (SBT) with the Self & Match self-monitoring system. This dual approach helped their reduce problem behaviors while building self-regulation and engagement skills. Initially supported by a modified 3 day schedule and two-on-one assistance, the student progressed to four full school days and increased peer engagement during electives. Intervals for Self & Match were successfully thinned and SBT strategies expanded to include generalization of skills. This discussion will explore the synergistic impact of SBT and Self & Match, demonstrating how these evidence-based interventions supported the student’s academic and behavioral success. Practical insights and data-driven applications for educators and behavior analysts will also be shared.

Previous studies showed the effectiveness of the Go/No-go procedure with compound stimuli to produce the emergence of reading comprehension. However, these studies did not pre-tested for trained relations to verify whether emergent relations were actually produced by training. The aim of the present study was to verify whether this procedure would generate emergent conditional relations to attest reading comprehension, even when the relations to be trained are not attested in pre-tests. A procedure similar to the one implemented by Gueiros and Debert (2020) was used, with the addition of AC pre-tests (dictated word and printed word), to obtain a greater experimental control compared to this previous research. A multiple baseline across words sets design and a multiple probe design were used. The stimuli used were dictated words (A), pictures (B) and printed words (C). Five preschool children were exposed to AC, BC, CB and CD Pre-tests, AB and AC Train, and BC, CB and CD Post-tests. All participants showed the emergent relations in the Post-tests only after the AB and CA training. So, the Go/no-go procedure with compound stimuli was effective to establish reading comprehension.

Children acquire vocabulary at an exponential rate between the ages of 2 and 3, often without direct reinforcement. Laboratory studies have struggled to demonstrate whether echoic verbal responses play a role in the emergence of tacts when children simply hear adults talk about objects present in the environment. This study used an adapted alternating treatment design to examine the emergence of tacts in four typically developing children exposed to the simultaneous presentation of pictures and their names. The conditions required an echoic verbal response, an incompatible response, or a quiet condition. For three of the four participants, 100% accuracy on tact probes occurred more rapidly in conditions that allowed echoic verbal responses than in conditions that restricted echoic verbal responses. These findings support the facilitative role of echoic verbal responses in tact acquisition and have important implications for practitioners designing interventions to promote language development in populations with communication deficits.

Recent research has highlighted the significant intersection between gender incongruence (GI) and autism, challenging conventional paradigms in neurodevelopmental and gender identity studies. While autism is characterized by persistent challenges in social communication and restricted, repetitive behaviors, GI arises from a distressing incongruence between one’s experienced gender and assigned sex at birth. Emerging evidence indicates that autistic individuals may exhibit higher rates of gender diversity compared to the neurotypical population (Dewinter et al., 2017; Warrier et al., 2020). This panel synthesizes findings from key studies to examine the prevalence, lived experiences, and clinical challenges at the autism-GD intersection. Key topics include the unique social and emotional stressors faced by these individuals, the role of neurodiversity in shaping gender identity, and the need for tailored, interdisciplinary clinical interventions (Strang et al., 2018). Ethical considerations—such as balancing autonomy with caregiver involvement—and systemic barriers to gender-affirming care will also be discussed (Turban & van Schalkwyk, 2018). The panel advocates for the integration of inclusive, neurodiversity-affirming approaches within the behavior-analytic community and emphasizes the need for research-informed training. A call for longitudinal studies and practical frameworks will underscore the importance of bridging research and practice, promoting a nuanced understanding of the experiences of individuals navigating multiple marginalized identities.

Board-Certified Behavior Analysts (BCBAs) Board-Certified Assistant Behavior Analysts (BCaBAs) Registered Behavior Technicians (RBTs)

Individuals with intellectual and developmental disabilities face a significant risk of trauma (Didden & Mevissen, 2022). Existing research predominantly examines Trauma-Informed Care (TIC) from staff perspectives, often overlooking the lived experiences of this population (Rich et al., 2021). To our knowledge, no tools co-created with individuals with lived experience currently exist to evaluate service alignment with TIC principles (i.e., safety, trustworthiness, choice, collaboration, and empowerment; Keesler et al., 2023). In addition, staff often lack adequate training, and the literature offers limited guidance on fostering organizational shifts toward TIC (Cook & Hole, 2021). To address these gaps, Bethesda Services in Ontario, Canada, partnered with Indiana University to a) evaluate TIC principles in care by co-developing a TIC measurement tool with individuals with lived experiences, (b) explore correlations between TIC tool outcomes and emotional wellness among service users, and (c) assess whether the TIC training package enhances staff understanding of TIC principles in service delivery. The project utilized participatory research, administering TIC and emotional wellness questionnaires via Qualtrics. Training effectiveness was evaluated through a quasi experimental pre-post test design. Findings show an inverse relationship between emotional wellness and TIC principles, with training outcomes showing improved understanding. Clinical, individual, and organizational impacts will be discussed.

It is not uncommon to enter a room full of behavior analysts or therapists without hearing the word assent. However, our field is increasingly being called to reflect on how we approach treatment, particularly with regard to respecting participants' choices and preferences. The most recent edition of the Ethics Code emphasizes assent as an essential component of ethical and socially valid treatment. In this presentation, we will define assent, distinguish it from consent, and explore its role in honoring participants' preferences for treatment. We will also note that refusal to engage in treatment may serve multiple functions and can reflect a lack of skill, proficiency, exposure or language. Therefore, building skills, fostering self-efficacy, and increasing learning opportunities are key factors to consider in treatment, as they enable individuals to make informed choices and express preferences. Through real-world scenarios, participants will examine how assent applies across diverse settings, learner types, and behaviors. By the end of the session, participants will understand how to initiate treatment within an ethical framework that prioritizes respecting individuals' choices, while also acknowledging the role of skill-building in enabling those choices.

Behavior analysts, practitioners, supervisors, educators, mental health professionals

Function-based interventions support positive outcomes for students and teachers. Yet little is known about the factors that improve the quality of functional behavior assessments (FBAs) and behavior intervention plans (BIPs). In this study we present a descriptive record review of 304 functional behavior assessments (FBAs) and behavior intervention plans (BIPs). In brief, the research team analyzed each record using a standard rubric. In this study, we conducted a secondary data analysis of a sample of FBA-BIP records. All data were provided by the district. This included the student demographic data (i.e., gender, race/ethnicity, grade, disability eligibility category) and key dates (i.e., date FBA completed, date BIP completed). Preliminary findings indicate that frequently reviewing FBA and BIPs together as the members of the BIP team enhance the accuracy of the FBA and increase the effectiveness of the BIP. The team is currently analyzing a second set of FBA-BIPs from a small rural district. Together these findings will be shared with implications for improving the quality of the FBA-BIP process.

While low intensity classroom-level interventions foster positive outcomes for students and teachers, many teachers need additional support to implement practices to fidelity. Evidence-based training approaches such as behavior skills training (BST) can enhance teacher implementation fidelity. However, teachers in rural/under resourced schools may not have access to quality professional development approaches. In this non-concurrent multiple baseline study, the researchers utilized technology-based training procedures that align with BST to address these training barriers. We explored whether five rural educators’ implementation fidelity (i.e., dosage, quality) of two classroom management practices improved after participating in a technology-based professional development training aligned with the components of BST. The training package included a multi-media video model of the practices, asynchronous video analysis, and feedback delivered via an online platform. Direct observation data indicated four of the five teachers’ implementation fidelity increased. Teachers also perceived the package positively. These findings suggest technology-based training packages may strengthen teacher implementation fidelity, extending the evidence-base for innovative approaches to practitioner skill development. Limitations and future research directions are discussed.

Quality applications of applied behavior analysis (ABA) pride themselves on proactivity. Developing prerequisite skills, arming underserved caregivers and educators with tools for child success, and laying the groundwork for self-driven social-emotional health gains, all highlight antecedent interventions. This symposium explores such applications of ABA-based methodologies to children's academic, behavioral, and social-emotional growth across diverse contexts. The first presentation examines a training program in Czechia using Behavioral Skills Training to enhance parental competencies in supporting their autistic children, demonstrating improvements in parental and children's skills. The second presentation evaluates a Czech social-emotional learning curriculum integrating acceptance and commitment therapy with ABA, showing enhanced psychological flexibility among primary school students and their teachers. The third presentation investigates a hybrid telehealth/in-person training model for practical functional assessment, comparing delivery formats for educators in Montana and Czechia to identify optimal approaches for underserved regions. The final presentation explores building verbal behavior developmental cusps in school readiness, presenting findings on how observational learning, naming, and generalized imitation impact educational outcomes, along with protocols for inducing these learning capabilities. Together, these studies demonstrate the effectiveness of systematic, behaviorally-based approaches in building support systems for fostering children's educational success and access to least restrictive learning environments.

Intermediate; should have a basic understanding of verbal behavior.

In Czechia, parents of children with neurodevelopmental disorders (NDD) increasingly seek support in fostering their children’s socio-communicative development. However, parental training programs grounded in the principles of applied behavior analysis (ABA) remain underutilized. To address this, a novel training program was piloted to enhance parental competencies in environmental organization, reinforcement use, and behavior shaping for children aged 0–4 years with NDD or suspected NDD. Four families participated in a 12-week intervention, incorporating weekly in-person sessions using Behavioral Skills Training (BST) and video feedback, supplemented by structured daily home practice. Using a multiple-baseline design across parental behaviors, the study assessed changes in parents’ implementation of targeted strategies, while also assessing at multiple timepoints changes in their children’s socio-communicative and imitation skills. Through video recordings, data were collected on parental behaviors using fidelity checklists, with additional measures of parent-reported self-efficacy, stress, and program social validity. Preliminary findings indicate increased parental adherence to ABA-based strategies and improvements in children’s targeted skills. This pilot study highlights the feasibility and social validity of an ABA-based parental training model for early intervention, providing actionable insights for scaling up such programs to better support families of children with NDD in underserved regions.

Assessing school readiness is an important aspect of behavior analytic service provision. There are likely essential prerequisite and requisite skills critical for a learner’s success in a school-based setting. These skills may indeed be necessary but not sufficient as we work towards preparing children so they can benefit from a variety of instructional delivery formats. The acquisition of verbal behavior development cusps appears to increase the likelihood children will be equipped to learn indirectly through observation and incidental exposure. When these cusps are not present, learning may be more difficult and require numerous tactics. We report some initial findings related to children who entered or re-entered a school setting with and without observational learning, Bi-directional Naming and generalized imitation as verbal behavior developmental cusps and their learning outcomes in this setting. We also report evidenced based protocols to reliably induce these cusps and useful tactics for learner success in inclusive educational settings.

The utilization of Applied Behaviour Analysis (ABA) within community settings and child welfare is underrepresented but crucial to successful reintegration of youth into their communities. This symposium will emphasize culturally sensitive, trauma-informed care, caregiver support, contextual considerations, and clinician skill development. The first presentation will explore the PATHways program which was collaboratively developed with Huron-Perth Children’s Aid Society. This program underscores person-centered care for youth, supported by Board Certified Behaviour Analysts. Through behavioural interventions, the program has successfully enhanced community integration and has been replicated across other agencies. The second presentation addresses the challenges caregivers face, highlighting collaboration with mental health professionals to reduce burnout. This includes identifying systemic barriers and inspiring inclusive community practices. The third presentation advocates for incorporating socio-cultural and contextual factors into ABA programs to better reflect individual family values and improve engagement and outcomes. The objective of this section is for clinicians to take away strategies to develop comprehensive interventions. Finally, the fourth presentation emphasizes the development of non-clinical skills in supervision, such as communication and empathy, preparing clinicians to effectively address the needs of diverse populations. Attendees will gain insights and tools to ensure holistic, inclusive practice across various community-based contexts.

Necessary prerequisite skills and competencies of the audience for this presentation include one or more of the following: Individuals actively pursuing or have completed a graduate-level degree in Applied Behaviour Analysis (ABA) or similar, Board Certified Behaviour Analyst, Board Certified Assistant Behaviour Analyst.

The integration of Applied Behaviour Analysis (ABA) in child welfare is essential for meeting the complex needs of youth and their families. The PATHways program, a collaboration between the Huron-Perth Children’s Aid Society (CAS) and Anchor Rehabilitation Support Services, highlights the importance of trauma-informed, person-centered care led by Board Certified Behaviour Analysts (BCBAs). In its first year, PATHways served 49 youth and families using evidence-based tools, such as the Essential For Living Assessment, to inform innovative interventions. This model prioritizes partnerships with mental health professionals as well as caregiver and mediator coaching to support youth in their community. Awarded a 2-year provincial grant recognizing the success of this program, PATHways has been replicated across other agencies and continues to serve youth and families in different communities. This effort not only yields cost savings and builds organizational capacity but also serves as a blueprint for inclusive programs. As PATHways continues to grow, it stands as a testament to the power of data-driven, collaborative approaches in transforming child welfare practices.

While gaining popularity in recent research, the effective incorporation of culture, context and macro goal planning within Applied Behaviour Analysis (ABA), especially in the child welfare sector, is currently limited. By understanding how to consider broader socio-cultural and contextual factors affecting behaviour, Board Certified Behaviour Analysts can design comprehensive interventions that reflect families' unique values and set of circumstances. This approach increases client motivation to engage in programming and recommended strategies, the likelihood of goal attainment, and effectively plans for maintenance of skill acquisition and reduction of maladaptive behaviours. This presentation will: (a) briefly review the literature on current practices to consider socio-cultural dynamics in ABA, (b) highlight the positive impact of such practices on collaboration, client capacity-building, and socially significant goal achievement within child welfare system, and (c) discuss tangible strategies for clinicians to incorporate into their daily practice. This presentation underscores the essential role of bridging conceptual and practical gaps to refine ABA practices for more inclusive, effective service delivery using a big picture perspective.

Functional analyses (FAs) have transformed the assessment and treatment of challenging behavior, yet important questions about their application and broader implications remain. This symposium presents findings from large-scale analyses to address advancements, safety considerations, and gaps in research and practice. The first presentation reports on data from 116 FAs, revealing large-scale patterns of responding indicative of acquisition across conditions. These findings offer critical insights for refining FA procedures and minimizing unintended behavioral outcomes. The second presentation examines trends in safety measures through an extensive review of FAs for self-injurious behavior (SIB), showing a significant increase in reported protective safeguards to enhance safety during assessments. The third presentation highlights the challenges faced by autistic adults, calling for greater research efforts and tailored interventions based on a systematic analysis of behavioral challenges and unmet needs. The final presentation extends Pelios et al. (1999) by analyzing decades of data on reinforcement- and punishment-based treatments for SIB and aggression, uncovering trends in treatment publication and identifying differential associations between topographies, functions, and interventions. These large-scale studies collectively advance our understanding of behavioral assessment and intervention, promoting safer, evidence-based practices across diverse populations.

Understanding of fundamental procedures for determining behavioral function of challenging behavior.

The functional analysis procedures described by Iwata et al. (1982/1994) have been widely used to determine the variables maintaining problem behavior, and the information gathered from these assessments has proven useful in guiding function-based treatments. However, a frequently mentioned concern with the use of functional analysis is that repeated exposure to the contingencies during test conditions, particularly in the tangible condition, may generate false-positive results or induce a novel function (i.e., an iatrogenic effect). We conducted a consecutive controlled case series of 116 functional analysis applications, within the same treatment facility, that included socially mediated conditions and examined patterns of responding associated with acquisition. The results suggested that patterns of responding consistent with acquisition were identified in the tangible, attention, and, to a lesser extent, the escape condition. Additionally, an outcome consistent to automatically reinforced behavior was not strongly associated with iatrogenic effects. Clinical implications for functional analysis practices will be discussed.

Pelios et al. (1999) examined the impact of functional-analysis methodology, specifically the publication of Iwata et al., (1982/1994), on the publication of reinforcement- and punishment-based treatment for self-injurious behavior (SIB) and aggression in individuals with intellectual or developmental disabilities. We extended the analysis conducted by Pelios et al. to include the years between 1998 and 2022 and analyzed individual participants in terms of demographics, topographies displayed, and assessment and treatment types used. We found that publication of reinforcement-based treatments for SIB and aggression has decreased from a peak in 1997 but remained elevated since Pelios et al. completed their review. The number of publications including punishment-based treatments has decreased more recently but remained low, averaging between one and two articles published yearly since 1968. Regarding individual datasets, we found that specific topographies of behavior were differentially associated with particular behavioral functions. Similarly, we also observed that treatment type was differentially associated with particular topographies, assessment types, and functions. We discuss these outcomes in terms of variables affecting publication, research on punishment-based treatments, and potential areas for further research.

The field of behaviour analysis has become increasingly accessible in Australia, particularly in providing support to individuals with disabilities. This growth has been significantly influenced by the National Disability Insurance Scheme (NDIS), which has expanded access to behavior intervention and behavior support services across the country (Cowden & McCullagh, 2021). However, the rapid expansion of these services has exposed gaps in the service-delivery models within the Australian context. To address these gaps, the Association for Behaviour Analysis Australia has enacted country-specific self-regulation aligning with Australian laws, values, and practices (ABA Australia; Haberlin et al., 2023). While there is growing evidence in the Australian context (e.g., McKinnon et al., 2024), there are still gaps in knowledge across different domains of practice. In this panel presentation, three practitioners from diverse domains of behavior analysis in Australia (i.e., behavior support, schools, and early intervention) will discuss the growth of the field of ABA, challenges with advocacy in our field, and adaptations to meet the needs of Australian participants. A discussion of ethical considerations, in diverse contexts will also be provided.

Behaviour analysts in international settings

The field of behavior analysis is poised for significant growth and innovation, driven by the demand for skilled practitioners to address diverse societal needs. As the field of behavior analysis continues to evolve, the cultivation of the next generation of behavior analysts becomes an important area of focus. This panel presentation will explore the strategies and initiatives essential for developing the next generation of behavior analysts in a global world. The panelists will highlight the integration of collaboration, technology, mentoring, professional development, service to the field and ethical practice to prepare behavior analysts to become the leaders in our field. Research and evidence-based practices must be at the core of training programs, with an emphasis on staying up to date with literature, scientific advancements, and new methodologies. Through these efforts, the panelists aim to inspire educators and practitioners to collaborate in shaping a vibrant and resilient community of behavior analysts ready to lead the field into the future.

Those attending will either have experience as a supervisor, BCBA Supervisors and Managers, Clinical Directors, Program Coordinators, Those who oversee the work of newly certified practitioners or supervise trainees. These individuals will benefit from strategies to elevate their supervisory practices beyond clinical skill-building, focusing on leadership and ethical clinical decision-making. Experienced BCBAs Interested in Mentorship: Seasoned practitioners looking to contribute to the next generation of ABA professionals will benefit from learning effective mentorship techniques that emphasize professional growth.

The language skills of a typically developing toddler accelerate rapidly between 18and 36 months of age. At the root of this language burst is an effect Wittrock(1974) termed generative learning. Wittrock suggested that toddlers are active learners who generate linguistic meaning and understanding by integrating new information with their existing cognitive frameworks. A behavioral interpretation (Skinner, 1957) of this important linguistic effect suggests that the contingencies of reinforcement establish generative linguistic meaning and understanding for a toddler. However, some children with autism or other intellectual disabilities have trouble acquiring new language skills through generative learning. For these children, an assessment of the various types of generative learning may reveal that a child is missing a prerequisite or component repertoire of a generative learning skill or that there is some other cause of the problem. The first presentation in this symposium will describe the development of a generative learning assessment tool based on Skinner’s (1957) analysis of verbal behavior. The next two presentations will focus on applying the assessment results to developing intervention programs that can help establish generative learning repertoires for those who fail to acquire them.

Practitioners

Assessing the repertoire essential for language generativity requires a precise examination of specific skills and their behavioral components. Each skill should be conceptualized from a behavior-analytic perspective and assessed based on the foundational behaviors that comprise a broader domain. This process involves a thorough review of both conceptual and empirical literature, alongside the establishment of clear criteria for analyzing each domain. Another key aspect is ensuring the feasibility and practicality of the assessment, which demands clear operational definitions of observable behaviors and a detailed technical description of the assessment procedures. The development of the VB-MAPP Generative Language Assessment (GLA) entails a comprehensive and meticulous analysis of each generative domain. This includes the creation of guidelines for direct assessment of the component skills within each domain, a detailed description of assessment procedures and scoring criteria, and the collection of feasibility and predictive validity data. In this presentation, we will provide examples of the outcomes of this process as applied to different GLA domains, such as joint attention and bidirectional naming. We will present specific information on the key aspects of the assessment for each domain.

Challenging behaviors exist along a continuum and may be conceptualized as externalizing behaviors producing significant impact on the individual, others, or the environment that can impact participation in home, school, and/or community activities. Referrals related to assessment and intervention for individuals with profound autism are common for behavior analysts; however, applying principles of behavior to these referral concerns can be complex. This panel, comprised of board members from the Applied Behavior Analysis International Challenging Behavior Special Interest Group, will discuss evidence-based practices related to assessment and intervention of challenging behavior for persons with profound autism spectrum disorder. Panelists will be prepared to discuss other considerations impacting care for this complex population including (a) staff, client, and stakeholder safety, (b) assent, consent, and compassionate care, (c) quantification of meaningful outcomes, and (d) increasing success in generalization settings. Last, the panel will discuss future considerations across the life span. Panelists will leverage lived work experience providing services for children and adults in partial hospitalization, clinic, school, and residential settings.

Behavior Analysts Psychologists

Resistance to change can be defined as emotional responses triggered by changes in routines, changes in the environment, or exposure to novel stimuli (Joseph et al., 2013; Richler et al., 2010). Change-resistant feeding behavior is a common symptom of pediatric feeding disorders, and practitioners consider this in the development of effective treatments. Escape extinction is a frequently used intervention for pediatric feeding disorders. However, this may not be efficacious for all children. Functional analyses of mealtime behavior can help develop interventions that reinforce appropriate behaviors, such as bite acceptance, rather than inappropriate behaviors. Preference and reinforcer assessments incorporate choice to inform reinforcement-based procedures. In the first study, researchers evaluated the efficacy of function-based interventions designed to increase bite acceptance while minimizing emotional distress. In the second study, a choice-based, low-intensity intervention was examined as an alternative approach to enhance food consumption. In the third study, preference and reinforcer assessments were conducted to inform treatment packages to increase self-feeding. Together, these studies highlight the importance of functional assessments and choice-based strategies in addressing feeding disorders and considering positive behavioral change.

Individuals attending this symposium should have interest and prior knowledge in feeding disorders, choice-based interventions, functional analyses of mealtime behavior, and reinforcement-based interventions. The target audience are practitioners who are interested in learning about alternative interventions to escape extinction for individuals feeding difficulties or varying intensity. Additionally, researchers who are interested in the direction of this line of research will be a target audient

Previous research on the treatment of self-feeding has not evaluated reinforcement before their manipulations to response effort (Kerwin et al. 1995) and bite sequences (Rivas et al., 2014). Lalli et al. (1999) compared reinforcement in a non-feeding context and found positive reinforcement without the use of escape extinction to be effective. This study aimed to extend current research on self-feeding by evaluating the effects of presenting tangible items versus removing self-feeder bite presentations contingent on self-feeding. This study involved three children attending an intensive day-treatment pediatric feeding disorders program. The design included an alternating treatments and nonconcurrent multiple baseline across participants. During the condition consisting of contingent presentation of tangible items, self-feeding resulted in access to a preferred tangible item or reinforcer. During the condition consisting of contingent removal of self-feeding, self-feeding a programmed number of bites resulted in the remaining bites to be presented in a non-self-feeder format. All participants demonstrated variable levels of self-feeding in both conditions. These findings suggest providing a tangible or presenting the remaining bites in a non-self-feeder format contingent on self-feeding to be ineffective to increase self-feeding.

Resistance to change can be defined as emotional responses caused by changes in routines, changes in the environment, or exposure to novel stimuli (Joseph et al., 2013; Richler et al., 2010). The purpose of this experiment was to replicate and extend the findings of Crowley et. al (2020). This choice-based intervention was adapted to a lower level of intensity of procedures with the goal of increasing the consumption of a variety of foods for individuals displaying feeding difficulties. An intervention evaluation was conducted across the following conditions: structured baseline, free choice, asymmetrical choice, single choice. A multiple baseline design across target foods with an embedded reversal design was used to display experimental control. Results indicated that the structured baseline condition was effective in increasing consumption for 4 of the 6 target foods. The single choice condition was effective at increasing consumption for the two remaining foods. Limitations and implications for future research are discussed.

This symposium explores how technological advancements in data analytics, AI, and robotics address critical challenges in behavioral interventions. By enhancing decision-making, measurement precision, and clinical training, these innovations improve outcomes for clients and clinicians alike. The first presentation highlights how data visualization and analytics tools empower applied behavior analysis (ABA) practitioners by delivering real-time insights into learner progress and staff performance. These tools enhance decision-making by identifying treatment targets requiring attention, optimizing teaching opportunities, and supporting proactive program modifications, ultimately driving better adherence and outcomes. The second presentation examines the potential of AI-driven tools and environmental monitoring technologies to revolutionize sleep measurement. By capturing comprehensive physiological and environmental data, these tools inform individualized behavioral interventions, reduce reliance on medications, and improve adherence to non-invasive treatments, particularly for neurodivergent populations. The third presentation showcases the use of humanoid robots as innovative tools for training and assessing behavior technicians. Robots demonstrated effectiveness in teaching differential reinforcement procedures and evaluating treatment integrity, offering scalable solutions for improving clinical skills and ensuring fidelity. Together, these studies illustrate how technology can transform behavior analysis by enhancing decision-making, improving measurement, and advancing training practices, paving the way for more effective and scalable interventions.

Leadership and supervisory level staff

Behavior Technicians and Behavior Analysts face significant challenges in managing and evaluating clinical data to optimize treatment outcomes. This study aims to assess how clinical data visualization and analytics tools can enhance responsiveness and efficiency by enabling real-time insights, identifying areas needing immediate attention, and supporting data-driven decision-making to improve treatment effectiveness and learner progress. Using a Comparative Interrupted Time Series (CITS) design and implementation research, we evaluate these tools’ effectiveness in identifying treatment targets and goals requiring additional attention, improving dosage adherence, and increasing learning opportunities across sessions. The study emphasizes real-time insights into trials-to-criterion, the number of teaching opportunities per session, and the facilitation of proactive program modifications. Staff metrics dashboards will also be explored to support better outcomes for learners. Furthermore, we will assess the tools’ feasibility, adoption, fidelity, and acceptability to demonstrate their ability to optimize clinical decision-making and establish a new standard for ABA therapy.

Accurate and valid measurement of environmental variables influencing sleep is essential for improving sleep treatment. Current sleep data collection methods, such as self-reports and actigraphy, often neglect critical environmental factors like light, sound, and activity levels. This gap is particularly impactful for children with neurodivergent conditions or chronic pain, where poor sleep exacerbates problem behaviors, impairs cognitive function, and worsens health outcomes. Despite the efficacy of behavioral therapies in addressing sleep disturbances, pharmaceutical interventions remain the primary approach due to inadequate measurement tools. In this study I examined the integration of emerging technologies, such as AI-driven tools and sensor fusion, to capture comprehensive sleep and environmental data. I will share results from a product and literature review identify existing measurement tools and explore how enhanced data collection can inform individualized behavioral interventions. Preliminary findings suggest that leveraging AI and environmental monitoring technologies can improve adherence to non-invasive treatments, reduce reliance on medications, and transform sleep health outcomes.

Ongoing staff training and performance evaluation are necessary for any behavior intervention plan to succeed. With advances in technology, behavior analysts are equipped with additional tools that can be used to change and evaluate behavior. In the first of two studies, a humanoid robot was used to train behavior technicians to implement differential reinforcement procedures. Using a multiple baseline across participants design, we demonstrated that the robots successfully implemented differential reinforcement to train the participants. In the second study, robots served as confederates to evaluate treatment integrity across two types of behavior intervention plans. A randomly selected group of participants implemented a behavior intervention plan depicted in narrative format on a confederate robot. A second group of participants was randomly assigned to implement the same behavior intervention plan depicted in a flowchart format. The results indicated that behavior technicians implemented the procedures with 20% greater accuracy with the flowchart. These findings indicate that robots can serve as effective confederates to teach and evaluate behavior technician’s clinical skills. However, current hardware limitations prevent fully autonomous functionality and future research is needed to evaluate autonomous functionality.

On average, womxn (i.e., cisgender women, transwomen, and nonbinary individuals assigned female at birth) are significantly underrepresented in leadership roles compared to men (Bertrand, 2018). This is true for those who are self-employed or working for a company. The challenges womxn face in starting independent projects, businesses, or service lines are varied, but differ compared to those faced by men (Keller et al., 2023). This symposium seeks to highlight the experiences of womxn in behavior analysis in leadership and entrepreneurship roles. It will focus on ethical and intentional decision-making when creating a new business or project, with the aim of guiding participants in meeting their professional goals while still adhering to ethical standards. Through three interconnected presentations, participants will learn to transform their ideas into reality, starting with an initial concept, engaging in thorough research and networking, and culminating in a successful launch. Barriers to success and practical solutions will also be discussed. The presentations will reference the BACB ethics code, with a focus on Responsibility in Practice and Responsibility as a Professional. Key takeaways for attendees include the importance of engaging with stakeholders, reflecting on personal values, and committing to lifelong learning. As Applied Behavior Analysis (ABA) continues to evolve, this symposium offers crucial insights for professionals seeking to navigate these changes ethically and effectively.

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Womxn writers have a long history of facing obstacles to publication when compared to men, both in academia and mainstream contexts (Sidhu et al., 2009). Gender discrimination in publishing can lead to increases in self-doubt for womxn looking to publish their work or start a new written project. Specifically, research indicates that imposter syndrome presents at higher levels in womxn authors compared to other professions (Hengel, 20107). Imposter syndrome, or when individuals experience high levels of self-doubt despite their achievements, is also disproportionately experienced by high-achieving womxn, and can lead to delays completing desired projects (Ling, Zhang, & Tay, 2020). This presentation will discuss real-life strategies for success for those wishing to write and publish in behavioral health. Previous research in this area will be reviewed, and recommendations for combating imposter syndrome, as well as a discussion of common challenges and ethical considerations will be discussed through the context of the author’s own experiences with publishing.

The debate about quality of life (QoL) for people with developmental disabilities (DD) has evolved as key topic for the practical evolution of persons with DD and the construction of services and support policies. However, for people with moderate to severe DD, while it seems possible to obtain a relatively accurate indirect measure of meaningful dimensions of quality of life, it can be challenging to have a direct measure of their perception of quality. This symposium will try to align the scales related to Schalock and Verdugo's framework (2002) (Personal Outcome Scale) with observable behaviors of people with moderate to severe DD that lead to obtaining an effective, socially valid measure of changes in the quality of their lives. Behavioral analytic-based interventions that focus on teaching required repertoires within and across relevant contexts (Essential For Living, McGreevy, Fry 2012), as well as solving for challenging behavior (Skill Based Treatment Hanley et al 2012), have demonstrated a significant impact on improving the QoL for individuals with moderate to severe DD and their families. During this symposium, the presentations will discuss and begin to confirm the relationship between targeting required repertoires and challenging behavior and improvements in quality of life as measured by identified instruments.

attendees should possess the following prerequisite skills and competencies: Foundational Knowledge of Behavior Analysis: Understanding of basic principles and concepts in behavior analysis, including reinforcement, punishment, and behavior measurement. Experience with Functional Behavior Assessment (FBA): Familiarity with conducting FBAs to identify the functions of challenging behaviors. Understanding of Sensory Impairments: Awareness of the unique challenges faced by individuals with sensory impairments, particularly deafblindness, and how these challenges impact behavior and learning. Competence in Designing Behavior Intervention Plans (BIPs): Ability to develop and implement BIPs based on assessment data to address challenging behaviors. These competencies ensure that participants can effectively engage with the material and apply the strategies discussed in the presentation. Please note that this presentation is intended for behavior analysts and related professionals;

Essential for Living (EFL) is a treatment model that assesses essential skills needed for independent, functional daily living. This intervention aims to analyze the alignment between the skills acquired through EFL and improvements in the quality of life (QoL) of students with moderate to severe disabilities. The sample consisted of 10 students diagnosed with autism, aged between 5 and 10 years. Each participant was assessed using EFL, focusing on areas such as functional communication, autonomy in daily activities, and social interaction management. QoL was measured through questionnaires completed by parents and practitioners, as well as direct observations in various daily contexts (home, school, social settings). The results showed a positive alignment between progress in functional skills and perceived improvements in QoL. Participants who improved in functional communication and daily autonomy reported higher family satisfaction, reduced problem behaviors, and greater social participation. Specifically, enhanced communication and increased independence were key factors contributing to emotional well-being and overall QoL. These findings highlights the importance of an integrated approach that considers both functional development and its overall impact on psychological and social well-being, significantly contributing to participants' QoL.

High-quality behavior analytic services rely on consistent, evidence-based practices to improve client outcomes and quality of life. This symposium highlights findings from two studies demonstrating the impact of systematic performance improvement strategies. The first study used the Performance Diagnostic Checklist-Human Services (PDC-HS) to implement a non-indicated intervention—written and verbal performance feedback—to improve the documentation of session notes by Registered Behavior Technicians (RBTs®) in an autism clinic. A non-concurrent multiple baseline design showed that the intervention significantly increased the completeness and objectivity of session notes. The second study focused on a quality control and auditing process developed by a service provider in Brazil. Independent audits assessed clinical supervisors’ compliance with documentation standards and technicians’ fidelity in implementing behavior programs. Results revealed improvements in procedural fidelity, documentation quality, and supervisor performance. Together, these studies illustrate the effectiveness of structured performance feedback and systematic auditing processes in enhancing service delivery. Practical applications and strategies for maintaining long-term service excellence will be discussed.

Audience will need to be aware of basic supervisory practices (e.g., feedback, monitoring, reinforcement). Audience will have to have some familiarity with typical ABA service delivery goals andarrangments.

High-quality behavior analytic services ensure evidence-based and person-centered interventions for individuals with autism and other developmental disabilities. The consistent delivery of behavioral services is crucial for meaningful progress in clients' intervention outcomes and quality of life. Ensuring excellence involves monitoring all aspects of the client experience, tracking progress, and guaranteeing service integrity. Large agencies serving multiple clients may implement structured quality control strategies to maintain high standards. To achieve these outcomes, a systematic quality control and auditing process was developed by a service provider in a metropolitan city in Brazil. The first phase of this process focused on the performance of clinical supervisors and technicians. Periodic independent audits with direct measurements, were conducted to assess supervisors’ compliance with technical documentation and technicians’ fidelity with the implementation of behavior programs. This presentation will explore the effects of quality audits on service delivery, emphasizing the importance of systematic and comprehensive technical documentations, supervisor performance enhancement, and procedural fidelity improvements. Additionally, areas identified for further development and preventive strategies for maintaining long-term service excellence will be addressed.

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an empirically supported assessment that has been used in diverse human service settings to determine an effective intervention to improve employee performance. In this study, we used the PDC-HS assessment to determine an indicated and non-indicated intervention to improve the completeness and objectivity of session note documentation completed by Registered Behavior Technicians (RBTs®) in an applied autism clinical setting. Using a non-concurrent multiple baseline design across participants, the participating RBTs® all showed an increase in the percentage of required components of complete and objective session notes during implementation of the non-indicated intervention of performance feedback (written and verbal). The results suggest that the PDC-HS non-indicated intervention might also be effective in improving RBT® performance in completing session note documentation. Further research should be conducted to evaluate the impact of the indicated versus non-indicated intervention on improving employee performance potentially taking into consideration the specific skill being assessed.

Open Science Practices (OSP) are reshaping how data is synthesized and analyzed, offering significant benefits to clinicians in ABA. By emphasizing practices such as preregistration of studies, open data sharing, and collaborative data synthesis, clinicians can enhance the reproducibility, reliability, and utility of single-case design outcomes. This symposium will highlight the Many Labs replication framework, a collaborative initiative designed to test the replicability of findings across diverse contexts. Many Labs provides a roadmap for clinicians to evaluate the generalizability of interventions and tailor evidence-based practices to individual clients with greater confidence. Attendees will gain knowledge about using open-data repositories to access and contribute to transparent datasets, structured visual analysis tools to interpret data more objectively, and synthesis frameworks to aggregate findings across studies. We will illustrate how OSP empowers clinicians to not only improve their own practice but also contribute to the broader scientific community. We will also provide a forward-looking perspective on the integration of OSP into ABA. By the end of this symposium, participants will leave equipped with actionable strategies to apply OSP in their own clinical settings, ensuring that their practices are not only effective but also aligned with the highest standards of scientific rigor and transparency.

In this panel we will discuss conceptual and experimental issues that remain unclear in the precursors of derived stimulus relations, transformation of stimulus functions, and rule-governed behavior. TOF occurs when the functions of one stimulus alter or transform the functions of another stimulus in accordance with the derived relation between the two (Dymond & Rehfeldt, 2000). Similarly, rule-governed behavior is influenced or modified by the functions of verbal rules that specify contingencies without the need of subjects to experience the direct consequences of their behavior, and often in juxtaposition of direct contingencies (e.g., Catania & Shimoff). This generativity effect has been demonstrated for more than three decades in many studies of stimulus equivalence, derived stimulus relations like bidirectional naming, using different experimental preparations (Conditional Discrimination, Multiple Exemplar Training), applying instructions/rules (Pelaez & Moreno), and in different populations. The panelists will outline a number of conceptual issues and methodological problems that range from basic units of analysis and developmental precursors of verbal behavior to complex behavior and networks of stimulus relations.

intermediate

Perhaps the single most important predictor of behavior analytic treatment durability is the meaningful participation and correct implementation of procedures by stakeholders. Procedural fidelity is central to the establishment of a functional relationship between dependent and independent variables. Understanding the predictors and mediators of procedural fidelity is essential to ensuring that stakeholders can be adequately trained to implement treatment procedures. In the first presentation, Dr. Chunta will provide a granular analysis of caregiver acquisition of treatment procedures, highlighting the benefits of early identification of caregiver skills deficits. In the second, Dr. Lent will present data on correspondence between challenging behaviors targeted for reduction and their caregivers’ mastery of critical treatment procedures. In the third, Dr. Picardo will discuss strategies to improve caregiver procedural fidelity through increasingly intrusive prompting. Collectively, these studies seek to highlight the factors that influence mastery of treatment procedures and provide remediation strategies for poor procedural fidelity.

Board Certified Behavior Analysts, Licensed Psychologists, Applied Researchers

Behavioral skills training (BST) is effective for promoting skill acquisition in caregiver-mediated treatments for problem behavior. However, there is limited research on systematically improving caregiver procedural fidelity (CPF) when poor performance is identified. While most-to-least prompting is accepted as the gold standard strategy for supporting rapid and durable skill development in children, the effectiveness and acceptability of this strategy for promoting caregiver skill acquisition is unknown. The purpose of this exploratory study is to evaluate the effects of hierarchically implemented skill remediation procedures following caregivers’ failure to meet mastery criteria during probes of procedural fidelity. In this study, CPF probes occurred following teaching (i.e., clinician led) and coaching (i.e., parent led) trials in each assessment and treatment phase. Failure to meet mastery (defined as correct implementation of procedures at 90% of opportunities or greater) resulted in implementation of one of four strategies, implemented hierarchically based on caregiver performance: 1. Rehearsal with clinician; 2. Immediate feedback from clinician; 3. Self-monitoring; and 4. Bug-in-ear coaching. Preliminary results indicate support for the effect of least-to-most remediation strategies on caregiver fidelity and raise questions about tiered intervention for caregiver skill acquisition.

Programming of conditions to develop behaviors (PCDB; Kienen et al., 2013) is a teaching technology derived from Skinner's Programmed Instruction that has been successfully applied in different domains, such as higher education and leadership training. However, limited research exists on its application for parent training of children with developmental disabilities, including autism. The present study examined the effects of a PCDB-based parent training program on the levels of instructions delivered by parents and compliance demonstrated by children. Participants included three parent-child dyads, with children aged 2 to 10 years diagnosed with autism. Parents participated in weekly 90-min training sessions across 6 weeks. Training topics included observing and analyzing target behaviors, formulating clear and attainable instructions, implementing a three-step guided compliance procedure, and delivering appropriate consequences for compliance. Results showed considerable improvement in parent skills relative to baseline. Children's compliance levels also increased after PCDB-based parent training. The outcomes of the current study contribute to the development of effective PCDB-based parent training programs. We will discuss the implications for selecting relevant behavior and developing effective parent training programs, along with recommendations for future research.

The profession and certification in the field of Applied Behavior Analysis (ABA) is unique in two significant aspects. First, it allows for a pre-certification candidate to complete all their supervision remotely, or with the help of an off-site supervisor. Second, models have been primarily western-based, specifically the United States, where online programs provided by universities make it accessible for international candidates to complete formal pedagogy of this science. While global access to training is a boon for resource-constrained countries, it also poses several challenges and unique problems that can affect the overall quality, and effectiveness of supervision as well as professional development of behavior analysts. This panel will focus on a robust and data-based discussion of relevant topics, including a comparison of experiences of off-site and on site- supervision of individuals residing in non-U.S. countries, including the role of the BACB and QABA, addressing cultural differences, incorporation of ethical and regulatory standards across global boundaries, evaluation of the role of technology for providing ongoing professional development, advocacy and navigating academic and professional landscapes to promote high standards of supervision in behavior analysis in these countries. The panel experts will share some directions and recommendations for those looking to provide and also seek international supervision.

The target audience for this panel will be supervisors providing remote supervision to candidates or current certificants within ABA. This will be an intermediate to advance level panel.

As the field of Applied Behavior Analysis and the need for services continue to grow, clinicians and staff will increasingly work with individuals and families from diverse cultural backgrounds. Integrating diversity, equity, inclusive, and accessibility (DEIA) practices allow clinicians to better serve the needs of diverse clientele by addressing disparities to service access and improving health quality and outcomes. Initiatives aimed at increasing cultural responsiveness not only improve client outcomes but also foster a more inclusive and positive workplace environment. Starting in 2027, the BACB will require clinicians to complete CEUs on cultural responsiveness and diversity connected to ethical practices and DEIA-focused initiatives. This symposium addresses the importance of DEIA initiatives in behavior analytic organizations and their relevance to global professional practices. Speakers will provide organizational leaders and associates with strategies to incorporate cultural considerations into their practice across all levels of the organization. Speakers will highlight opportunities that exist within organizational leadership and staff to ensure that practitioners are equipped with knowledge of cultural humility and considerations in their interactions with co-workers and clients. Finally, lived experiences that can contribute to understanding and addressing workplace inclusion challenges will be shared.

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Implementing Diversity, Equity, Inclusion, and Accessibility (DEIA) practices in the workplace creates an environment in which associates feel supported, respected, and empowered. Organizational DEIA practices aid in addressing and reducing biases and increasing cultural responsiveness within the workplace and in clinical practice. Other positive outcomes resulting from DEIA initiatives include better communication and collaboration among staff, an environment that promotes psychological safety, and higher job satisfaction and retention. Ultimately, fostering an inclusive and positive workplace environment results in better outcomes for those receiving services from the organization. This talk will provide a framework for ABA organizations seeking to create impactful DEIA programs for their associates to work towards a more inclusive workplace environment. We will provide actionable plans to implement DEIA programs including career advisement and counseling, mentorship, and trainings to celebrate diversity and increase cultural humility. Implementing DEIA initiatives results in a more diverse workforce, associates who feel supported in their academic and professional pursuits, and clinicians who are more culturally responsive to the diverse needs of their clientele and connected to their co-workers.

Centering human rights in behaviour assessment and support for individuals with challenging behaviour represents a pivotal shift in the field of applied behaviour analysis. This symposium examines the intersection of human rights and behaviour support, offering guidance to practitioners seeking to align their practices with contemporary rights-based frameworks. Drawing on the principles outlined in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), this session underscores the ethical and practical imperatives of prioritising autonomy, dignity, and safety in behaviour support practices. Presenters will provide actionable recommendations to help behaviour analysts develop and implement plans that uphold the rights of individuals, include the voices and choices of individuals in the design and delivery of their own behaviour support services, navigate the balance between duty of care and dignity of risk, and apply non-aversive strategies during crisis situations. The presentations aim to equip participants with the knowledge and skills to embed human rights into their service delivery models, fostering a culture of ethical and compassionate practice that respects the individual values, needs and preferences of those they support.

Participants should have an intermediate understanding of functional behaviour assessment and behaviour support planning for people with intellectual and developmental disabilities. Participants should have experience conducting functional behaviour assessments and developing behaviour support plans.

Support teams face significant challenges in supporting individuals with complex behaviour support needs, particularly in balancing community safety, client empowerment, and rehabilitation. When this balance is not achieved, risk management often overshadows treatment and support, leading to reliance on restrictive practices that disempower clients, hinder skill development, and compromise their rights. This presentation explores rights-affirming approaches to risk assessment, emphasising the human rights model of disability and the importance of balancing duty of care with dignity of risk. We will examine how therapeutic environments responsive to individual needs—addressing trauma, skill deficits, and motivation—can foster autonomy and participation. By effectively engaging individuals in their own risk management, more meaningful outcomes and empowerment within ethical and therapeutic frameworks may be achieved. Participants will gain practical strategies for conducting risk assessments that prioritise dignity and safety while respecting individuals’ rights to take risks as part of a fulfilling life. By adopting these approaches, behaviour analysts can promote growth opportunities, reduce challenging behaviours, and create environments that uphold human rights.

Reactive strategies are often necessary when addressing challenging behaviour, yet traditional approaches (extinction and punishment) can undermine the dignity and rights of individuals. This presentation highlights the importance of adopting non-aversive approaches to foster trust, reduce the use of restrictive practices, and improve overall quality of life for individuals receiving support. Through data-based case examples, participants will explore how the use of non-aversive reactive strategies can rapidly reduce the rate and magnitude of challenging behaviour. Examples of ways to measure both rate and episodic severity, defined as the measure of intensity or gravity of a behavioural incident, will be provided. Episodic severity is an under-reported but potentially useful dependent variable in behaviour analysis research and practice. Emphasis will be placed on evidence-based practices that reduce harm and preserve the individual’s dignity during crises. By embedding these strategies into their practice, behaviour analysts can ensure that their responses to challenging behaviour are respectful, humane, and trauma informed.

Research has found equivalence-based instruction (EBI) to be effective and efficient, with recent research extending these finding to individuals diagnosed with autism spectrum disorder (ASD). EBI has also been compared with more traditional approaches to teaching, such as traditional lectures, reading assignments, and video lectures. However, the we are unaware of any comparisons of EBI to other similar behavior analytic approaches such as discrete trial teaching (DTT). This presentation will discuss two experiments. The first experiment compared EBI to progressive DTT using an adapted alternating treatments design with typically developing adults. Experiment 2 compared the two teaching methods with children diagnosed with ASD. The teaching approaches were evaluated with respect to mastery of trained relations, emergence of untrained relations for the EBI condition, and participant preferences. Results of the two experiments found that both teaching methods were effective, progressive DTT was found to be more efficient for six participants, EBI was found to be more efficient for two participants, and overall progressive DTT was found to be more preferred by participants.

Research on EBI for children diagnosed with autism spectrum disorder and other developmental disabilities has demonstrated the teaching methodology to be efficient and effective. Although EBI has been found to be effective, the teaching procedures implemented often vary widely across the research. Maguire and Allen (2023) developed a practical guide and lesson plan for best practice recommendations for the implementation of EBI. The purpose of this study was to extend the previous research comparing EBI to other instructional methods. This study compared EBI using the recommended guidelines provided by Maguire and Allen (2023) to progressive DTT using the guidelines provided by Leaf et al. (2016) to teach three three-member stimulus classes to four children diagnosed with neurodevelopmental disorders. The teaching approaches were evaluated with respect to the mastery of relations taught and the emergence of untrained relations. Additionally, the efficiency of each teaching approach was evaluated. Results of the study found that the progressive DTT condition was effective for all participants. The EBI condition was effective for three of the four participants. In terms of efficiency, the progressive DTT condition was found to be more efficient across sessions and teaching time to mastery across all participants.

The term "neurodiversity" (ND) was first introduced by Singer in 1998, an Australian sociologist and a self-identified autistic woman (Singer, 1999). This resulted in an advocacy movement that raised awareness of social injustices in the autism community and lead to a surge of clinical providers eager to deliver ND-affirming treatment. At this time, however, the peer reviewed literature is sparse and much information is presented in social media. As a result, descriptions of this care are sometimes idiosyncratic and conflicting. Additionally, some recommendations include a total disregard of selected interventions (e.g., Applied Behavior Analysis, social skills interventions). As SLPs and Behavior Analysts are often members of autism support teams, it is important that the two disciplines are able to effectively collaborate. This presentation will provide an overview of the literature on ND affirming practices. Particular focus will be on those recommendations that appear conflicting with strategies and recommendations for both SLPs and BA. In the end, a goal of this presentation is to open a thoughtful dialogue about this topic between SLPs and BA to guide clinical practice and research.

no prerequisites

In Applied Behavior Analysis, effective interventions depend significantly on strong collaboration with clients, families, and stakeholders. This symposium introduces behavior analysts to Motivational Interviewing (MI), an evidence-based approach aimed at enhancing client engagement and minimizing resistance to intervention strategies. Participants will learn how MI fosters respectful dialogue, shifting the focus from directive communication to active collaboration with clients and their families. Attendees will be introduced to the Transtheoretical Model of Change, a framework for assessing clients' readiness and aligning intervention strategies accordingly. Through practical applications and real-world scenarios, behavior analysts will develop the necessary skills to improve client cooperation and engagement, ultimately leading to better outcomes. This symposium is designed to equip behavior analysts with effective MI tools, promoting successful therapeutic relationships and facilitating meaningful behavior change in their practice. Join us to enhance your skills and integrate MI principles into your behavioral work for improved client interactions and results.

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We walk the walk, but do we talk the talk? As clinicians, do we speak WITH parents or TO them? Is it effective in motivating them to engage in interventions or do you find that sometimes they inhale and exhale at the sight/sound of parent coaching(training) sessions? Although Behavior Analysts offer empirically validated strategies and successfully change behaviors, it can be difficult for parents to follow the treatment. Resistance (“discord”)is evoked by an antecedent stimulus (clinician's confrontational language), which is reinforced by escape of the aversive stimuli. Motivating Operations have a behavior/value altering effect in that they make "escaping" the stimuli (clinician) by engaging in resistant behaviors more or less reinforcing. Motivational Interviewing (MI) is an empirically proven intervention that has shown substantial success in the literature in changing addictive behaviors in substance misuse population, medication adherence and developmental disabilities. During this workshop, I will present the proven strategies and techniques of MI to decrease resistance and increase cooperation between parents and clinicians. The Transtheoretical model (stages of readiness) which helps identify parent’s level of resistance will also be introduced. Attendees will build skills in assessing parents’ level of resistance, measure change talk (most indicative of changed behavior) and learn to use MI procedures to successfully increase "Buy in" from parents and while effectively establishing and maintaining rapport.

Gaining assent from primary consumers, particularly learners with disabilities, is widely recognized as essential in behavior analysis. However, in educational settings, educators serve as vital secondary consumers whose engagement is crucial to intervention success. Motivational Interviewing (MI) functions as a motivating operation (MO) for educators, producing both value-altering and behavior-altering effects. By enhancing the value of behavior interventions aligned with educators’ own values and beliefs, MI increases the likelihood of educator commitment and follow-through, transforming passive acceptance into active collaboration. This session provides an introductory overview of MI, demonstrating how it can function as an MO to drive meaningful, sustained improvements in both student outcomes and classroom environments through educator engagement and value-driven buy-in. Ultimately, fostering a culture of collaboration around MI principles can empower educators, enhance their overall effectiveness, and lead to better outcomes for all students involved in the learning process, thereby creating a more inclusive and supportive educational environment.

The nationwide rollout of Positive Behavior Support (PBS) funding under the National Disability Insurance Scheme in Australia presents substantial opportunities for behavior analysts to expand practice beyond traditional autism services into diverse settings such as supported living, vocational services, mental health, aged care, and out-of-home care. However, this expansion faces significant barriers, including fragmented state policies, inconsistent PBS definitions, and workforce limitations. Many PBS practitioners lack formal training and mentorship opportunities in behavior analysis, and the application of applied behavior analysis outside autism remains constrained by limited evidence. These challenges hinder the consistent delivery of high-quality services and the broader dissemination of applied behavior analysis in Australia. This paper explores how our organization addresses these challenges by developing new service models and applying principles from organizational behavior management. We demonstrate how Israel Goldiamond’s Constructional Approach and Tom Gilbert’s accomplishment-based human performance technology are integrated across service departments to overcome operational hurdles, enhance staff development, and deliver proactive, client-centered support. Recommendations for other organizations include adopting systemic frameworks, continuously evaluating service quality, and leveraging performance engineering to sustain effective behavior analytic practices in diverse environments.

The BACB’s announcement to suspend certification for individuals residing outside of the United States provided the antecedent conditions necessary for internationally based behavior analysts to develop action plans. France was notable in the strides taken to develop and implement qualification standards in applied behavior analysis. A consensus obtained through an initial survey targeting all levels of professionals working in the field of ABA in France, regardless of certification status, led to the founding of ONPAC, a National Organization for the Professions of Behavior Analysis. Five-year assessment of results of the work of ONPAC highlight the development of a Job Task Analysis, three levels of certification in ABA, Professional Codes of Conduct, a Knowledge and Skills Repository, a certification examination, guidelines and a curriculum for supervised practice. An overriding goal in all tasks is to ensure quality standards attaining cultural correspondence with France and adhering to the defined values of integrity, benevolence, efficacity and responsibility. Certified members of ONPAC has increased from 18 to 163 over four years. The challenges and accomplishments experienced by ONPAC can be beneficial in guiding other professional organizations in similar endeavors.

The field of applied behaviour analysis (ABA) is fast evolving around the world. Development of the field internationally has been accelerated by a number of factors. Firstly, critics of ABA have called into question the social validity of professional practice based on the science of behaviour analysis, leading to a collective response within the field to reflect on the centrality of this concept in both research and practice. Professional skills for effective practice, beyond mastery of behavioural technology, have also been proposed as essential for behaviour analysts in response to criticisms. Secondly, the Behavior Analysis Certification Board (BACB) decision to revise their international focus in December, 2019 led to substantial efforts worldwide to develop country specific standards for training and practice in ABA. This, along with criticisms of the field, has resulted in efforts to develop values-driven, contextually appropriate frameworks and standards for training and practice. The first presentation in this symposium will reflect on criticisms of ABA as well as key values and perspectives in the field. The second presentation will communicate the results of qualitative research investigating behaviour analysts’ perspectives of core values and ethical frameworks essential for practice in Ireland.

Individuals at all levels involved in the provision of ABA services - RBT's, BCaBA's, BCBA's.

Behaviour analysis has been subject to considerable criticism in recent years. This paper sets out to discuss key values, concepts and perspectives in the field that are essential for current behaviour analytic practice, while highlighting and acknowledging necessary improvements for practice and training. These include the importance of behaviour analysts (BAs) focusing on social validity outcomes; the value of consumer opinions, alongside collaborative and relationship-based practice; the importance of proactive, function-based interventions that take into account learning histories; and the use of system-wide, quality of life interventions, including capable environments. This paper highlights areas where behaviour analysis needs further focus to ensure adherence to the underpinning values of the science and to continue to evolve as a science of behaviour grounded in clear and modern humanist values. This paper additionally reflects on the later development of behaviour analysis in the UK and Ireland and the influence of positive behavioural support (PBS) in graduate teaching and service application to develop values-based practice.

Challenging behavior (e.g., aggression, property destruction, and self-injury) and communication difficulties (e.g., limited communication repertoires) are common among individuals with intellectual and developmental disabilities (Davies & Oliver, 2016). Individuals who engage in challenging behavior may have limited access to reinforcing and less restrictive environments (Lecavalier et al., 2006). Therefore, behavioral interventions are often required to decrease challenging behavior and promote appropriate communication, such as functional communication training (FCT; Carr & Durand, 1985). This symposium highlights research on function-based interventions for challenging behavior. The first presentation will describe procedures for an assessment to establish a preference hierarchy for communication modalities during FCT and its effects on resurgence of challenging behavior. Our second presentation describes an evaluation of immediate reactive prompting following challenging behavior during FCT. Finally, our last presentation extends previous research by evaluating the prevalence, latency, and persistence of ABA and ABC renewal across implementer, setting, and task changes using data from an intensive outpatient clinic for challenging behavior.

Functional analyses Function-based intervention Resurgence and renewal Functional communication training

Treatment options to reduce challenging behavior exhibited by individuals with intellectual and developmental disabilities include communication-based approaches. Functional communication training (FCT) represents an example of an effective function-based intervention that reduces challenging behavior by teaching individuals more appropriate ways of communicating their needs and wants. Researchers have evaluated various prompting strategies designed to bring about the functional communication response (FCR) at the outset of FCT-based interventions. These prompting methods include prompting the functional communication response (FCR) immediately after challenging behavior occurs (immediate reactive), implementing a time-out (delay) before prompting the FCR, or prompting immediately after disrupting access to reinforcers (pre-emptive). The current study evaluated the effects of immediate reactive prompting following challenging behavior during FCT for two individuals with autism spectrum disorder who engaged in challenging behavior maintained by postivie reinforcement. The results of this study indicated that immediate reactive prompting reduced tangible-maintained challenging behavior to low levels and was shown to increase the acquisition of FCRs. Further, the study found no evidence of response chains developing during the course of FCT with immediate reactive prompting.

Behavioral renewal is the return of previously extinguished behavior following a return to a context previously associated with reinforcement (ABA renewal) or a novel context (ABC renewal). Recent retrospective analyses in clinical settings serving individuals with challenging behavior have shown that renewal is relatively common following changes in setting or implementer. However, studies have yet to evaluate renewal following task changes or differentiate between types of renewal (i.e., ABA vs. ABC) in their analyses. This study aims to extend previous research by evaluating the prevalence, latency, and persistence of ABA and ABC renewal across implementer, setting, and task changes using data from an intensive outpatient clinic for challenging behavior. Preliminary analysis of data across 98 patients indicates a similar prevalence of renewal to previous studies, with task changes producing renewal at levels comparable to those seen with implementer and setting changes. Only minor differences were observed in the prevalence of ABA and ABC renewal, which may be contrary to findings from basic research laboratories. The clinical implications of these findings, as well as suggestions for future research, will be discussed.

According to the U.S. Department of Health and Human Services (2022), over 600,000 youth were served in the child welfare system the previous year. Youth in child welfare can have a variety of placements including foster family homes with relatives or non-relatives, group homes, or residential facilities. Running away is a problem across different placements and can be defined as an event where a youth disappears from their caregiver’s custody (Administration for Children’s Services, 1992). Currently, for youth that chronically run away from their child welfare placements, interventions are placement changes and/or counseling type therapy. The Functional Assessment Interview for Runaways (FAIR) is a semi-structured interview to be used for developing individualized behavior support plans for youth who frequently run away from alternative living settings (Crosland et al., 2020). The current study used an online training to teach case managers to use the FAIR and monthly online consultation meetings to create individualized interventions to address runaway behavior of youth in child welfare. FAIR results for youth and subsequent individualized interventions that were implemented by child welfare personnel will be described.

Human trafficking involves the involuntary commercial exchange of sexual activity or labor services of a vulnerable individual through the use of force, fraud, or coercion. While the specific circumstances may differ, for youth in foster care, victimization often corresponds with their history of maltreatment and certain risk factors (e.g., running away). Traffickers exploit these vulnerabilities using targeted strategies, or lures, to manipulate or entice a person to a situation or to engage in a behavior that will likely result in their entrapment or exploitation. Research suggests that vulnerability to trafficking changes by (a) the prevalence of certain risk factors, (b) the trafficker-used lure, and (c) the environmental conditions at the time of victimization. This paper will discuss a theoretical framework for the functional relationship of the cumulative risk factors that increase the likelihood of victimization and vulnerability to exploitation of youth in foster care in relation to a trafficker’s commonly used lures. Identifying a functional relationship may provide insight into the mechanisms of human trafficking and inform prevention efforts. Understanding how traffickers adapt their lures to exploit specific vulnerabilities of youth in foster care can inform the development of targeted interventions aimed at reducing victimization.

According to recent demographic studies, emergency physical restraints (PR) are still widely used, with prevalence rates ranging from 11%–78% across service sectors (Fitton & Jones, 2020). Behavior analysts may recommend PR when severe challenging behavior (CB) poses significant safety risks (e.g., intense aggression causing severe tissue damage; Behavior Analyst Certification Board, 2020; Vollmer et al., 2011). Most PR literature features inpatient psychiatric populations despite the prevalence of restraints among individuals with intellectual and developmental disabilities. The current study partnered Rutgers University and Brock University. The multilevel analysis was informed by retrospective outpatient data (N = 12) from children and adolescents with intellectual and developmental disability who required emergency PRs. The study aimed to a) examine participant and restraint application characteristics and trends, and b) determine if CB severity at intake predicted latency to restraint application. Descriptive analysis results suggested most participants were experiencing polypharmacy, received moderate to high scores on the partnering agency’s CB severity tool, and primarily exhibited tangible or multiply controlled CB. Regarding restraint characteristics, the average restraint rate was 0.091 per hr. Regression results indicated that the median CB severity score significantly predicted latency to the first restraint applications. Clinical implications will be discussed.

Translational research examines the generality of laboratory-based principles to novel clinical applications such as new subject populations or new clinical procedures. The research presented in this symposium focuses on lines of research that impact the treatment of challenging behavior in youth with developmental disorders. The first presentation describes data from non-human animals observed during periods of extinction and illustrates how the inclusion of novel stimuli at the onset of extinction might mitigate an extinction burst. The second presentation builds on the first by further examining how dimensions of reinforcement (e.g., magnitude) might impact extinction bursts for youth with challenging behavior. The third study examined the role of communication modality preference during functional communication training on the persistence of communication when faced with treatment disruptions. The final study described a randomized control trial of a novel caregiver training intervention for behavior problems and showed that the intervention reduced the occurrence of challenging behavior relative to a control condition, while preliminary data revealed that those youth whose caregivers received training were less likely to show signs of treatment degradation during periods of extinction. The translational link among these investigations and suggestions for future research will be discussed.

The target audience is new and seasoned BCBAs and licensed psychologists working with youth with developmental disabilities. Attendees would be expected to have basic familiarity with schedules of reinforcement, extinction, dimensions of reinforcement, and differential reinforcement as a treatment for challenging behavior. More advanced concepts include matching law, behavioral momentum theory and variables impacting treatment relapse and response persistence.

Modality selection during functional communication training (FCT) has a recent history of emphasis in the behavior-analytic literature. Researchers have evaluated modality related variables such as novelty and efficiency. In general, research has shown FCT to be efficacious regardless of these variables, with some aspects such as efficiency producing quicker therapeutic outcomes. Relatedly, Ringdahl et al (2018) reported a general relation between communication modality preference and resistance to extinction. Specifically, participants demonstrated greater persistence of high-preferred communication modalities, relative to low-preferred communication modalities. The study demonstrated this general finding across FCT and mand training interventions. The purpose of the current study was twofold: first, we sought to replicate the findings related to the impact of response preference on persistence; second, we sought to enhance the history of reinforcement for low-preferred (communication modalities to increase their persistence relative to the high-preferred response modality. Results showed that the relation between response preference and persistence was a replicable phenomenon. However, enhancing the reinforcement history for the low-preferred response did not lead to greater persistence. The results are discussed with respect to implications for modality selection during communication-based interventions, as well as the apparent robust nature of preference as a variable that impacts response persistence.

Several group-based parent training programs have been developed to address behavioral concerns in young children with and without developmental disorders. Typically, these programs have been designed to address core symptoms of autism spectrum disorder (ASD: e.g., the Incredible Years for ASD) or broad coaching to address parent response to child misbehavior (e.g., Parent-Child Interaction Therapy). Despite the efficacy of these programs, they have limited application to the most common forms of challenging behavior that occur within the ASD population. This presentation describes the outcomes of a randomized control trial of a 6-week group-based parent training curriculum to specifically address high-frequency challenging behaviors among children with ASD: aggression, feeding difficulties, and sleep dysfunction. Data were collected across a range of standardized measures are three time points. An overview of the curriculum and outcomes for the experiment group relative to the control group will be provided. Secondary analyses on caregiver behaviors (e.g., depression symptoms) will be discussed. In addition, preliminary data will be shown from a subsequent examination of the extent to which the parent-training curriculum mitigates treatment relapse.

The effectiveness of early intervention is well known. Social and language deficits are core deficits associated with Autism Spectrum Disorders. As such, it is especially important to develop skills in socialization and language at early stages of development. Recent work (e.g., Neimy et al., 2020; Pelaez et al., 2018; Shillingsburg et al., 2022) has highlighted the effectiveness of behavioral interventions using contingent responding to increase early social and communication skills. In this symposium, research will be presented on the use of these interventions with young children diagnosed with or at risk for autism. Presenters will discuss the comparative effects of contingent vocal imitation and parentese on the rate of child vocalizations and the development of echoic skills. Discussion will include data on corollary social variables (eye contact and affect) and extensions of this work using similar procedures to build manding repertoires and joint attention. Across all presentations, the focus will be on the improvement of pivotal skills in early childhood development using behavioral procedures. Procedures to integrate caregivers and train professionals in these procedures will also be emphasized; social validity measures will be discussed. Clinical implications of these findings will be outlined; suggestions for future research directions will be shared.

Audience members will possess general knowledge of child development, basic verbal operants, and social skills including joint attention.

We expand on previous studies that compare the use of different operant social reinforcement procedures to promote early vocalizations among infants with a high likelihood of autism. In the present studies, we extend across caregivers, in both single and bilingual speaking households, all delivered in a telehealth format. The results from these cases confirm findings from previous research that contingent reinforcement procedures are more effective than non-contingent reinforcement, including the use of “motherese”/”parentese” and vocal imitation (Neimy & Pelaez, 2021; Pelaez, Borroto, & Carrow, 2018; Neimy et al., 2020). Additionally, implications from these cases further support and illustrate: (a) the efficacy of systematically arranging the social consequences delivered by caregivers within the natural environment, (b) how to promote early communication repertoires using contingent reinforcement, (c) methods for identifying idiosyncratic preferences of the infants, and (d) the importance of adopting culturally sensitive and client-centered therapeutic practices that engage multiple caregivers. Implications for future research and ethical practice, including considerations for prevention, optimal infant-caregiver environmental arrangements, misplaced contingencies, and establishing caregivers as potent social reinforcers.

Contingent responding to infant vocalizations is a promising intervention for increasing spontaneous vocalizations and echoics in young children. The purpose of the current study is to extend the work of Neimy et al. (2020) by examining the impact of contingent parentease (“babytalk”) speech, contingent vocal imitation (CVI), and noncontingent speech (a control condition) on rates of vocalizations of infants with and without known risk for Autism Spectrum Disorder (ASD). Infants (ages 6-14 months) at risk, i.e., those with an older sibling diagnosed with ASD, and infants without known risk and their parents/caregivers (three per infant) will participate. Caregivers will be trained to implement each of the three strategies using Behavioral Skills Training (BST). A nonconcurrent multiple baseline across caregivers (with embedded alternating treatments design) will be used to evaluate effects on rate of infant vocalizations. Data on auxiliary variables (infant echoics, infant and caregiver eye contact and smiles) will also be collected for further analysis. Expert judges (speech language pathologists) will examine vocalizations and code phonetic quality to determine emergence of new sounds during the intervention. Results of this study may have implications for providing caregivers with simple yet effective teaching strategies to boost early language development in their children.

The rapid rise in autism spectrum disorder (ASD) diagnoses underscores the critical need for effective early intervention strategies targeting communication and language development. This study examined the impact of contingent vocal imitation (CVI) on mand acquisition in young children with ASD or those at risk of ASD. Building on established research, CVI has been shown to enhance vocalizations in infants and toddlers across various populations, yet its application to functional language, such as mands (requesting), remains underexplored. Using an ABCACB reversal design, the study compared the efficacy of CVI, parentese, and vocal modeling in increasing the frequency and accuracy of mand vocalizations. Six child-therapist dyads participated, allowing for counterbalancing of all conditions. The results identified the most effective intervention condition, advancing the understanding of CVI as a tool for fostering mand acquisition in children with ASD. The findings can inform future research questions and allow for CVI to be used as a piece of early intervention packages to treat young children with ASD effectively.

Deficits in social engagement are among the core diagnostic criteria observed among children with autism spectrum disorders (ASD). In particular, joint attention is a critical skill for developing more complex social interactions and occurs at a lower rate in those with ASD. However, behavioral strategies and brief parent-infant engagement training have successfully taught joint attention. The current presentation reviews and extends previously published procedures for training joint attention modeled after Pelaez and colleagues’ (2012) operant. Data will be presented, showing the acquisition of responding to joint attention and subsequent emergence of initiating joint attention in the natural environment over telehealth, using caregivers as therapists, learning paradigm with data from toddlers with an older sibling with ASD as well as with ASD. A model for expanding previous findings to the natural environment with a younger population at a higher likelihood of qualifying for an autism spectrum disorder diagnosis due to familial history is proposed.

There is a long history of individuals with extensive support needs (ESN) being sterilized without their knowledge and consent. Additionally, contextually inappropriate sexualized behavior (CISB) is fairly prevalent among individuals with ESN; estimates suggest that 18% to 28% of individuals diagnosed with intellectual or developmental disabilities (IDD) engage in these behaviors. Part of the reason this occurs is a lack of comprehensive sex education (CSE), limited awareness of individuals’ with ESN sexual development, and a lack of interventions to address sexual behaviors and build skills related to self-determination or informed decision-making. Panelists will discuss multiple aspects of addressing and supporting the sexuality of individuals with ESN, including identification of barriers to access, collaboration with other stakeholders, and proactive and reactive behavior analytic interventions to support individuals with ESN throughout sexual development. Based on their experiences as practitioners, researchers, and trainers, panelists will offer guidance on how to address specific barriers and implement individualized behavior analytic interventions effectively and ethically.

Individuals should have an understanding of basic ABA concepts and the application of behavior analytic interventions across multiple contexts. Individuals should also understand the different aspects related to collaborating with different stakeholders.

Autism intervention staff training has been the focus of numerous publications in the applied behavior analytic literature. Although recent publications have focused on behavior skills training (cf., Parsons et al., 2012), the work of Mont Wolf and his colleagues (Wolf et al.,1995) was seminal articulating the steps of a teaching interaction found to be effective for working with adjudicated youth. ASAI agency members have been operating from the elements of those teaching interactions (cf., McClannahan et al.,1982; Leaf et al., 2015) for decades, teaching staff at all levels to use them with colleagues to celebrate praiseworthy performances and to instruct on performances that need to be different. These teaching interactions have also been at the core of ASAI agency member’s parent training and home programming services. This paper will present 6 months of data from the five international ASAI members quantifying the display of these dimensions by staff while they provide hands-on training to teachers employed at ASAI member agencies, staff evaluation data, and home programming data. The data will be discussed in terms of their generality to educating autism interventionists and future research questions in need of answers.

This symposium addresses the critical need for structured, adaptable, and culturally responsive supervision practices in Applied Behavior Analysis (ABA). As the field of ABA expands worldwide, supervisors are tasked with balancing rigorous competency development with ethical and culturally sensitive practices to meet the needs of diverse populations. The panel features three expert presentations that collectively highlight innovative strategies for optimizing supervision systems, offering a comprehensive view of modern supervision practices. Topics include the establishment of supervision frameworks in new ABA businesses, the integration of ethical decision-making, and the promotion of cultural competency through impactful mentorship. Presentations emphasize evidence-based methodologies such as Behavioral Skills Training (BST), performance-based competency assessments, and the use of digital tools to streamline supervision documentation and enhance efficiency. Panelists will share real-world applications to illustrate how these practices improve skill acquisition, uphold international ethical standards, and support the professional growth of practitioners across various contexts. Attendees, including company owners, program directors, and supervisors, will gain actionable insights for implementing scalable supervision systems tailored to global demands. The session equips participants to foster ethical decision-making, build culturally competent mentorship programs, and ensure the sustained development of confident, skilled behavior analysts in diverse practice settings.

Company owners and administrators in ABA organizations Supervisors overseeing BCBA/BCaBA/QSP trainees or ABAT/RBTs Program directors and educators responsible for competency development in practitioners

This panel highlights the urgent need for culturally adaptable supervision processes to support new behavior analysts in acquiring and documenting essential competencies. As Applied Behavior Analysis (ABA) continues its global expansion, supervisors must navigate the dual challenge of ensuring rigorous skill development while honoring the unique cultural contexts in which they work. Panelists will present innovative strategies for designing supervision systems that integrate cultural responsiveness with international ethical and professional standards. The session emphasizes the use of evidence-based methodologies such as Behavioral Skills Training (BST), performance-based competency assessments, and digital tools, all tailored to meet the specific needs of diverse populations. Practical examples will illustrate how culturally sensitive supervision practices can bridge gaps in understanding, build trust, and enhance the professional growth of practitioners across varied cultural settings. Attendees, including company owners, supervisors, program directors, and educators, will gain actionable insights to implement scalable, culturally relevant supervision systems that promote ethical decision-making and competency development. This panel equips participants with tools to adapt supervision frameworks for global applicability, ensuring inclusive, high-quality mentorship. By addressing the cultural dimensions of supervision, this session reinforces the importance of diversity, equity, and inclusion in sustaining the growth and success of ABA professionals worldwide.

As the demand for Applied Behavior Analysis (ABA) services continues to rise in emerging markets, new ABA businesses face the unique challenge of creating effective supervision systems that support both operational and clinical excellence. This presentation offers a comprehensive guide to developing structured, competency-based supervision frameworks designed to train ethical and highly skilled practitioners while fostering sustainable growth. Participants will gain access to actionable tools for implementing efficient documentation processes, rigorous competency assessments, and well-defined training pathways. Panelists will provide insights into overcoming common challenges faced by ABA startups, such as balancing resource constraints with the need for high-quality services. Through real-world examples and data-driven approaches, attendees will explore strategies for bridging the gap between business operations and clinical integrity. This session emphasizes the importance of integrating supervision systems that align with ethical standards and evidence-based practices, ensuring the development of competent practitioners who can deliver exceptional care. By addressing the specific needs of ABA businesses in emerging markets, this presentation aims to equip company owners, supervisors, and administrators with the knowledge and tools necessary to establish scalable, high-quality supervision systems that promote organizational success and elevate the standards of service delivery in diverse settings.

Therapies based on applied behavior analysis (ABA) are be effective for improving outcomes for individuals with autism spectrum disorder (ASD; National Autism Center, 2015). However, autistic self-advocates argue that ABA-based therapy does not include the patient themselves in the treatment planning process, violating the autonomy and self-determination of the patient (e.g., Wilkenfeld & McCarthy, 2020). The Behavior Analyst Certification Board (BACB) recently elaborated the consent requirements for therapeutic services within their Ethics Code for Behavior Analysts to include assent procedures (BACB, 2020). Despite the acknowledgement that patient assent should be a critical feature of ABA-based therapy, there is minimal research demonstrating assent-based therapy methods that are both effective and practical. Without evidence-based procedures to assess and obtain assent from patients, and procedures for guiding therapeutic decisions when clients withdraw assent, practitioners are at risk of violating patient autonomy. The purpose of the current research is to conduct practice-based research using a qualitative analysis of how applied behavior analytic practitioners working with autistic children implement assent-based procedures. Preliminary data analysis has resulted in the construction of an over-arching framework for assent procedures in the context of practice and an operationally defined pathway for building assent procedures into ABA-based therapy.

Interventions based on applied behavior analysis (ABA) are widely practiced with people on the autism spectrum. However, a growing perspective within the Autistic community suggests that ABA may diverge from the neurodiversity movement, which advocates for celebrating and accepting autism. This sequential mixed-methods two-part study aimed to explore and amplify autistic voices by asking them to share their experiences with ABA practices and autism-related research to gain insights into potential improvements in the field. The study involved a mixed-methods survey completed by 18 autistic adults, followed by interviews to enrich their understanding of their experiences. A range of opinions and experiences were expressed, where positive perceptions of ABA coexisted with voices expressing challenges and concerns. Recommendations underscored the significance of individualized, neurodiversity-affirming approaches and client-centered, compassionate services prioritizing well-being and autonomy. Furthermore, involving autistic people as co-creators of research aligns with the shift towards neurodiversity in autism-related studies. This research adds to the growing body of literature advocating for a more inclusive and empowering approach to supporting autistic people.

Involvement of parents in interventions for their children is a key component in the overall effective-ness of behavior analytic treatments (Hayward et al., 2009; Morris et al., 2021). Recent developments in the field of behavior analysis have seen increased attention paid to the role of parents in child-focused interventions, moving from a focus on parent adherence, to concepts such as parent en-gagement, concordance, and collaboration. Despite these conceptual shifts, little empirical research exists to explore the perspectives and experiences of parents who access behavior analytic interven-tions. This research utilized qualitative methods to explore how parents understand their involvement in behavior analytic interventions for their children, and what factors facilitate, or hinder, collaboration between parents and behavior analysts. The findings of these qualitative studies are discussed in light of advances in the field around compassionate, collaborative, and participatory approaches to behav-ior analytic research and practice. Implications of the findings for behavior analysts working with par-ents are considered, alongside directions for further research in this area.

Card-playing aficionados typically consider stacking the deck as a form of cheating. However, when developing instructional methods, stacking the deck allows instructors at every level to prepare instruction with the best possible student outcomes. Applied Behavior Analysis (ABA) provides multiple methods for stacking the instructional deck for teaching graduate students definitions, foundations, and applications of ABA. However, very little guidance is provided through research on how to stack the deck in ethics instruction in university training or in supervised fieldwork. This symposium provides methodological background on how to build a solid house of cards (i.e., a simulated ethics instruction method for graduate students), how to prepare your cards before showing your hand (i.e., preparation for conversations about unethical behavior); and how to play a good hand (i.e., how to teach the components of having conversations about ethics and the results of replications across 4 universities). Attendees will be provided with processes and results related to stacking the deck for designing ethics instruction and supervision.

The target audience covers all behavior analyst levels, basic-intermediate.

When a behavior analyst observes someone cheating (acting unethically), the behavior analyst may initially want to ignore or avoid the aversive situation. However, ignoring or escaping may result in significant risks for stakeholders, behavior analysts, and the field. “Showing Your Hand” through addressing the situation, confronting someone, or changing the situation typically requires preparing your cards before showing your hand. This symposium presentation addresses how to prepare your cards before showing your hand. We will review preparation, examples, and results of methods used within our researched ethics instruction including, (a) identifying the specific ethical issues, (b) determining risk of the ethical issues for stakeholders, (c) determining competence and related risk for the individual for addressing the issue, (d) analyzing possible functions of why people engage in unethical behavior, and (d) preparation for possible responses the behavior analyst may encounter. By properly preparing your cards before showing your hand, addressing ethical issues may go more smoothly and result in a winning hand.

Once a behavior analyst prepares their cards, it is time to show their hand to address ethical issues in conversations with other behavior analysts and stakeholders. With proper preparation of a good hand, an ethical conversation may have a higher chance of impacting and changing behavior. This symposium presentation addresses the replicated results from Schreck and colleagues (2023). The replication involved ethics instruction across four university-based applied behavior analysis graduate programs. Within all courses, students were taught to (a) evaluate scenarios for ethical code issues, (b) prepare for a conversation with an offending behavior analyst (OBA), (c) conduct a conversation with the OBA following scripted conversation components, and (d) record documentation and follow up information. Results indicated a significant improvement across students in their correct implementation of the scripted conversation components. With this type of ethics instruction, students can be taught how to conduct conversations about ethics and play a good hand.

Behavior analysts increasingly provide consultation for patients with dementia, a population requiring specialized competencies not emphasized in current training. This conceptual paper proposes a framework for developing behavioral skill and knowledge competencies to prepare behavior analysts for this role. Key skills include conducting functional assessments adapted to cognitive decline, collaborating with caregivers, and addressing ethical considerations unique to dementia care. Knowledge competencies focus on understanding dementia progression, its impact on behavior, and evidence-based intervention strategies. By integrating behavioral science, gerontology, and applied practice, the framework aims to enhance training programs and professional development for behavior analysts working with this population. These competencies were evaluated by behavioral gerontologist, professionals who work with dementia, and people with dementia through cognitive interviews. Additionally, the paper highlights implications for certification standards and suggests areas for future research to support improved outcomes for patients and caregivers. Attendees will gain information to enhance their ability to provide effective, compassionate care for individuals with dementia and their caregivers.

Children with moderate to severe disabilities (e.g., autism, intellectual disability) have complex needs that often require significant support over different stages of their life and across settings. Evidence from the literature suggests that to provide effective and sustainable supports for these individuals, it is critical to involve people who are typically present in the child’s natural environment, such as caregivers and educators. This symposium aims to highlight current scientific evidence generated from single case research and randomized controlled trials (RCTs) that demonstrated the effect of innovative coaching programs designed for caregivers and educators of individuals with significant support needs. The first paper of the session will present the outcome of a narrative-informed intervention that actively involved a caregiver to address the chronic challenging behavior of an adolescent female with autism in their home. The second paper of this session will present the findings of a waitlist-control RCT that evaluated the effect of a telehealth-based caregiver coaching program on the autistic child’s target skills, social communication, adaptive behavior, and parent stress. The third paper of this session will showcase findings from a RCT that examined a coaching program for paraeducators on the paraeducators’ skills in delivering instruction and student outcomes.

Researchers, educators, BCBAs, RBTs, practitioners with basic knowledge and experience coaching parents/caregivers and educators/paraeducators

Socially-valid interventions are integral to the success of applied behavior analysis (ABA) programming. However, social validity is most often assessed post-intervention and models for embedding considerations of social validity throughout treatment programming (including the planning phase) have not been established in the field. The purpose of this single-case study was to evaluate the effects of a narrative-informed ABA-based intervention on the chronic challenging behavior of a 13-year-old female with autism using an AB single-case research design. An AB design was selected due to the severity and harm of the challenging behavior and considerations for intervention acceptability. The narrative-informed intervention involved care coordination, person-centered intervention planning, and caregiver training. The result of this study showed that the narrative-informed intervention led to significant and consistent reductions in challenging behavior. Overall, the family reported high satisfaction with the intervention and the narrative process for developing the intervention. Limitations and implications for research and practice are discussed.

Students with moderate-to-severe developmental disabilities (MSDD) have complex educational needs that require individualized support such as Evidence-based practices (EBPs). When EBPs are implemented with high fidelity, students have an elevated likelihood of achieving better student outcomes (e.g., academic, behavior, and functional skills). One natural change agent that supports students with MSDD are paraeducators. Paraeducators need to implement EBPs with high fidelity, so students can benefit from them. Practice-based coaching (PBC) is a coaching model focusing on the collaborative relationship between the coach and coachee. ParaImpact is a professional development package that includes online modules on EBPs and PBC with teachers-as-coach to increase paraeducators’ EBPs implementation. This study utilized a randomized-controlled trial with a treatment and control condition to evaluate the effectiveness and accessibility of ParaImpact. The sample included 24 students and 21 paraeducators. Six students and paraprofessionals were randomly assigned to the treatment group. Pre-post measures were used to examine teacher-paraeducator partnership and student’s IEP achievement while social validity data on the use of ParaImpact was collected from the treatment group. Results indicated higher rates of improvement in targeted outcomes for paraeducators and students in the treatment group were statistically significant (p = <.001).

Effective teaching strategies for individuals who struggle in standard environments require adapting interventions to meet learners' unique needs. This symposium presents three data-based studies emphasizing flexibility in intervention design. The first study examined independent group contingencies after dependent group contingencies failed to increase reading behaviors in adolescents with ASD. Adjusting the intervention based on group dynamics improved engagement and skill acquisition. The second study investigated Web-Based Instruction (WBI) for teaching arbitrary matching-to-sample tasks to children with autism. When Boom Cards' automated trial-and-error teaching was ineffective, the intervention shifted to Seesaw, which enabled teacher-mediated prompting and feedback. This change led to significant improvements in stimulus relations and generalization. The third study compared goal-setting strategies for teaching math to elementary students, focusing on percentile reinforcement schedules to shape correct responding rates. Findings highlighted the importance of considering reinforcers and entry repertoires when selecting goals. These studies demonstrate the value of data-driven decision-making and adaptability in designing effective interventions. They offer practical insights for educators and practitioners aiming to optimize teaching strategies through individualized approaches that respond to learner needs and contextual factors.

Familiarity with concepts such as reinforcement, extinction, shaping, and contingency management. Basic understanding of group contingencies and how they are implemented in behavioral interventions. Competence in collecting, analyzing, and interpreting behavioral data. Ability to use data to make informed decisions about intervention modifications. Knowledge of how to design and deliver instructional content through web-based platforms. Familiarity with percentile reinforcement schedules and their application in setting and evaluating goals. Understanding of precision teaching principles, including frequency building and performance tracking.

For individuals with autism spectrum disorder (ASD), developing independent reading skills and reading fluency is critical for promoting academic success. Increases in reading fluency require frequent practice, and interventions that increase children’s independent engagement in reading can be beneficial to establish fluency. The current investigation evaluated the effects of two types of group contingencies on increasing independent reading duration using an ABAB reversal design. A dependent group contingency was evaluated first, followed by an independent group contingency. Two adolescents with ASD participated. The duration of reading was measured during a structured free-choice period and any time the participant chose to read throughout their therapy appointment. Participants earned stickers for time allocated to independent reading. The accumulated stickers contributed to individual or group-based reinforcers when the participant met their reading goal. For both participants, the independent group contingency was more effective than the dependent group contingency for increasing independent reading duration.

Relational Frame Theory (RFT) represents a functional-analytic approach to human language and cognition, offering valuable insights into the analysis of complex human behaviors in which derived relational responding plays a central role. This symposium is dedicated to exploring and analyzing various complex behaviors, such as altering avoidance functions, time perception, hierarchical categorization, and humor behavior, within the framework of personal values. The first study investigates the impact of personal values on modifying avoidance responses, shedding light on how these values shape behavior. The second study aims to provide an in-depth description and discussion of the historical and contemporary contexts that influence the experience of time. The third study examines the conditions under which hierarchical categorization is established in controlled laboratory environments. Finally, the fourth study focuses on the emergence of humor behavior in laboratory settings, analyzing the specific conditions that contribute to its expression. All of the data gathered in these studies are analyzed through an idiographic approach, with each case being considered individually. The findings will be discussed within the context of the experimental conditions under which these behaviors were observed, offering a comprehensive understanding of the factors influencing human cognition and behavior in the context of RFT.

Experimental and applied researchers, Practitioners conducting applied research

One goal of clinical interventions is to increase the number of value-based reinforcing actions that clients carry out, especially when they have to face aversive functions. Previous experimental research has shown that personal values can transform avoidance into approach when approaching one aversive stimulus was valuable. However, what could happen if other stimuli with different functions were present as well? The present experiment studies the effect of examples of personal values on altering an avoiding tendency in a context where three functionally different options are competing with each other. Three functionally different behavioral classes served as within subjects control comparisons. Results showed that participants changed their tendencies and approached the valuable-aversive class, while maintaining the avoidance to the non-valuable-aversive class and maintaining the approach to the appetitive class. Furthermore, when the three classes were competing with each other, the valuable-aversive class was the one preferably selected. No changes in tendencies were found between Test I and Test II in the participants in the no-intervention comparison group. These results show that the personal value function altered the avoiding and approaching tendencies established experimentally, influencing the behavior over other direct aversive or appetitive functions.

Since the dawn of experimental psychology, the enigma of human time perception has captivated researchers. Over the years, the interplay between time perception and emotion has emerged as a fascinating area of study, driven largely by cognitive approaches. However, the diversity of experimental methods and emotional manipulations has complicated the synthesis of overarching conclusions. This study that shifts the paradigm by adopting a functional- analytical perspective to investigate time perception in tasks with aversive or appetitive functions. Utilizing a robust intra-subject design, we engaged seven participants in a sequence of four 18-minute experimental conditions: a variable task, a repetitive task, a repetitive task paired with electric shocks, and a repetitive task with electric shocks amplified by personal significance. Time perception was assessed through participants' estimates and qualitative valuations, while emotional states were meticulously analyzed. Results reveal the following: tasks involving electric shocks, perceived as highly aversive and inducing significant nervousness, led participants to perceive time as longer. Conversely, variable tasks and shock-free repetitive tasks elicited calmer emotional states and shorter time perceptions. Strikingly, when personal significance was added to the aversive tasks, participants perceived time as even longer, suggesting a complex interplay between emotional salience and temporal experience. This study not only deepens our understanding of how aversive and meaningful experiences shape time perception but also opens new avenues for research at the intersection of emotion, cognition, and behavior.

Hierarchical responding is defined as a response in which a class of stimuli such as "living organism" includes subclasses of stimuli such as "plants" or "animals", and each of these subclasses includes sublevels. Relational Frame Theory (RFT) conceptualizes a hierarchical network as a type of arbitrarily applicable relational response (AARR), where specific words (is part of, more than...) denoted as “relational cues” are learned through exposure to multiple examples with non-arbitrary relations between stimuli, which are later applied to stimuli with arbitrary relations. The present study aims to investigate the non-arbitrary training that allows the establishment of hierarchical relational cues. A total of 12 adults participated in the study. First, a coordination ("is the same") and a hierarchical relational cue ("includes") were trained, second, these cues were used to train arbitrary networks and functions were assigned to some stimuli of the network, finally, a test was conducted to explore derived responses in these networks. The results showed that most participants responded according to coordination and hierarchy in the respective networks.

Humor is a complex behavior, and there is no consensus regarding under which conditions it emerges. The present study aims to isolate part of the processes that might hinder the emergence of humor, mostly focused on derived relational behavior according to RFT. Four protocols have been promoted: One condition was a mix of perspective-taking and discomfort functions applied to some of the characters in the typical joke. The second condition manipulated only the perspective-taking. A third condition involved applying only the discomfort function. Finally, a fourth condition involved the manipulation of the joke through a desliteralization protocol. Moreover, two control conditions were implemented without any manipulation in the jokes. Fifty-eight participants were distributed among five conditions (9 or 10 participants in each condition). In all conditions, the jokes were presented successively in the same order differing in the type of manipulation implemented. Results show the mix and the desliteralization protocols, resulting in the higher reduction of humor responses. These findings are discussed according to the contextual components defining each experimental protocol and highlight the functions that might be derived according to the interaction between the manipulation and the participants’ histories of relating events.

This symposium is necessary and important because families of children who have a diagnosis of Autism Spectrum Disorder from countries such as Mexico, Morocco, Armenia, and India are extremely understudied and little is known about the impact Applied Behavior Analysis parent training has on parents in real life. The purpose of the symposium is to explore and compare how parents of children with Autism Spectrum Disorder in different countries describe their experience and application of Applied Behavior Analysis parent training in life outside of treatment sessions. After attending this symposium, attendees can offer practitioners data on how families from different countries experienced Applied Behavior Analysis Parent Education training and as a result practitioners will improve the treatment delivery based on parental needs and treatment outcome. Leaders of Applied Behavior Analysis agencies will also benefit from the results of this study as they will be able to allocate resources needed depending on parental need. Social validity in clinical treatment, meaning soliciting opinions from the parents who receive support, and modifying services accordingly, are of upmost importance to leaders in the ABA field.

The prerequisite skills is to understand that each treatment plan and family services, has unique needs and values. When clinicians begin working with a family, it is very important that they go with an open mind to understand them and be willing to work together no matter the cultural differences.

This qualitative descriptive study was necessary and important because families of children who have a diagnosis of Autism Spectrum Disorder from countries such as Mexico are extremely understudied and little is known about the impact Applied Behavior Analysis parent training has on parents in real life. The purpose of this qualitative descriptive study was to explore how Mexican parents of children with Autism Spectrum Disorder described their experience and application of Applied Behavior Analysis parent training in life, in Southern California. Eleven participants located in Los Angeles County participated in this study. The research questions asked how Mexican parents of children with Autism Spectrum Disorder described their experience and application of Applied Behavior Analysis parent training in life. The significance of this study is that knowing how Mexican parents of children diagnosed with Autism Spectrum Disorder experience and apply Applied Behavior Analysis techniques in real life, professionals can cater their programming to ensure parents get the best possible experience to support them and their children through the Applied Behavior Analysis treatment process.

This qualitative descriptive study was necessary and important because families of children who have a diagnosis of Autism Spectrum Disorder from countries such as Moroccan are extremely understudied and little is known about the impact Applied Behavior Analysis parent training has on parents in real life. The purpose of this qualitative descriptive study was to explore how Moroccan parents of children with Autism Spectrum Disorder described their experience and application of Applied Behavior Analysis parent training in life. The research questions asked how Moroccan parents of children with Autism Spectrum Disorder described their experience and application of Applied Behavior Analysis parent training in life. The significance of this study is that knowing how Moroccan parents of children diagnosed with Autism Spectrum Disorder experience and apply Applied Behavior Analysis techniques in real life, professionals can cater their programming to ensure parents get the best possible experience to support them and their children through the Applied Behavior Analysis treatment process.

Behavior Skills Training (BST) is a highly effective method in Applied Behavior Analysis (ABA) for teaching parents and staff essential skills to support children with autism spectrum disorder (ASD) or other developmental disabilities. This structured training approach, which includes instruction, modeling, rehearsal, and feedback, empowers caregivers and professionals to implement evidence-based interventions with greater fidelity. Research has demonstrated that BST enhances the acquisition of specific behavioral techniques, leading to improved outcomes in child behavior and parent satisfaction. By equipping parents with the necessary tools and confidence, BST helps foster consistency in interventions across both home and clinical settings. Moreover, its focus on practical, real-world skills makes it a scalable and sustainable option for training both parents and staff. As BST continues to gain traction in ABA practice, its potential to increase the effectiveness of parent training programs is clear. Ultimately, BST offers a promising solution for promoting long-term positive outcomes in the care of individuals with ASD and other developmental disorders. The evidence supporting its efficacy highlights its relevance in contemporary ABA practice.

Parents of neurodiverse adults often experience significant stress that can hinder their happiness and their ability to achieve personal goals. Conventional treatment strategies frequently focus on addressing problems through medication, talk therapy, functional behavior assessments or other cognitive therapies. Behavior analysts can alternatively concentrate solely on building solutions using the constructional approach (Goldiamond, 1965, 1984, 2002; Layng et al., 2022; Liden & Rosales-Ruiz, 2024). This study explores the application of the constructional approach in improving the relationship between a mother and her 22-year-old neurodiverse son. The coaching process included identifying desired outcomes, maintaining logs to know current repertoires, setting achievable sub-goals, and collaboratively implementing interventions to achieve those goals. Weekly coaching sessions were held. Over 18 weeks, problematic behaviors such as nagging, aggression, and inappropriate messages were eliminated. Notable improvements in communication, positive interactions, and initiative-taking were observed during the final two weeks. The son exhibited clear, measurable progress, and the coaching fostered the development of a constructive and nurturing relationship. The findings highlight the potential of the constructional approach in promoting positive family dynamics. Detailed data and outcomes will be discussed.

Outside of the United States, regions are plagued with applied behavior analysis (ABA) misinformation, fragmented ABA knowledge, and questionable behavioral practices. As a result, locally-driven projects are developing. This symposium explores such innovative approaches for disseminating and implementing sustainable ABA-based practices across diverse international contexts. Specifically, three distinct models for expanding access to high-quality behavioral services in traditionally underserved regions are explored. The first presentation examines the Ready4School Training Program, which enhanced preschool educators' competencies in supporting autistic children's school transitions across European countries through culturally-adapted ABA-based strategies. Results demonstrate improvements in educator knowledge and self-efficacy. The second presentation evaluates the P.E.rfect Training Package, which equipped physical education teachers in Czechia with ABA-based skills for creating inclusive environments for autistic students. Data suggest positive outcomes in teacher competencies and attitudes. The final presentation investigates a multi-component supervisory training program in Australia focused on enhancing behavior analysts' application of social validity principles. Findings indicate improvements in supervisees' ability to develop socially meaningful interventions. Together, these studies illustrate effective models for disseminating ABA-based practices through home-grown approaches with high standards of implementation. The symposium contributes to our understanding of strategies for sustainable capacity building in behavior analysis across diverse contexts.

This presentation will use terminology and examples that should be accessible to all attendees.

This study evaluated the effectiveness of a locally-driven applied behavior analysis (ABA)-based Ready4School Training Program, developed through an EU Erasmus+ project across six European countries. The training program aimed to enhance preschool educators' competencies in supporting autistic children's transition to school through ABA-based assessment and intervention strategies. Following a two-day train-the-trainer workshop, the package was piloted with 20 inclusive pre or inservice preschool educators across ABA-impoverished locales in Czechia and Cyprus. The program was supported by a freely-accessible online educational kit containing culturally and linguistically adapted materials, including a digital assessment application and lesson plans. Using a pre-post design with follow-up, the study assessed changes in participants' knowledge of autism and ABA and self-efficacy in providing education to autistic students via the Autism Self-Efficacy Scale for Teachers (ASSET). Additionally, feasibility and acceptability were evaluated post-intervention through social validity questionnaires. Data analysis incorporated descriptive statistics for comparisons and social validity assessment of the training package. This pilot study, being replicated across partner countries, contributes to the dissemination of ABA-based strategies for use by inclusive educators in areas often plagued with a lack of ABA-based services and empirically-validated learning resources for supporting school transitions for autistic children.

In Czechia, autistic children are being supported in the inclusive physical education (PE) classroom at increasing rates. However, educators are increasingly underprepared to provide meaningful instruction grounded in the science of applied behavior analysis (ABA). As a result, the ABA-based P.E.rfect Inclusive Physical Education Practitioner Training Package, developed through an EU Erasmus+ collaborative project across seven European countries, was piloted aiming to enhance physical educators' ABA competencies and attitudes in including autistic children in PE settings. Eleven participants completed the program, which consisted of an in-person workshop supplemented by a freely-accessible website containing culturally and linguistically adapted ABA-based inclusive PE materials. Using a pre-post no-control design, the study assessed changes in participants' knowledge, self-efficacy, and perceived challenges through quantitative measures administered before and after the main training session. Training satisfaction was evaluated post-intervention through questionnaires, while selected follow-up interviews provided qualitative insights into participants' attitudes and experiences. Data analysis incorporated descriptive statistics for pre-post comparisons, alongside thematic coding of interview responses to identify and quantify primary attitudes expressed by participants. Overall, this pilot study shares strategies for disseminating ABA-based training in underserved regions while evaluating physical educators' capacity to create inclusive PE environments for autistic students.

Education is undergoing a seismic shift. As Artificial Intelligence (AI) transforms how knowledge is accessed and applied, traditional models rooted in passive knowledge transfer are losing relevance. For behavior analysts, this mirrors a core principle: environments shape behavior. As AI reshapes the educational environment, we must rethink the contingencies maintaining our systems of learning. This panel discussion will explore the profound implications of AI on education broadly and its specific impact on behavior analysis, asking: How do we maintain relevance in a world where “knowing the right answer” is no longer enough? Panelists will engage in a dynamic exchange about how education must transition from teaching answers to fostering inquiry and critical thinking. Drawing on parallels between traditional intraverbal training, Socratic instruction, and mand-based learning, the discussion will focus on how education’s new mission should equip students to ask the right questions. Using a case study of a European postgraduate program, the panelists will demonstrate how AI enhances behavior analysis education, fostering critical thinking, ethics, and real-world problem-solving with international relevance. Attendees will leave with insights into how AI challenges traditional pedagogical methods and practical strategies for reimagining education in behavior analysis.

This panel is being submitted in the "intermediate" instructions level. Below are a set of prerequisite skills and competencies for the audience: 1. Knowledge of Instructional Design in Behavior Analysis: Awareness of teaching strategies such as intraverbal training, mand training, and precision teaching. 2. Educational Reform and Technology: General knowledge of traditional educational practices and their limitations. 3. Ethical Considerations in Behavior Analysis: Understanding of the BACB ethics code, particularly in areas related to technological advancements and their implications for practice. 4. AI Basics and Applications: A general understanding of how AI works and its potential applications in education and behavior analysis. Some familiarity with examples of AI tools currently used in education or clinical practice. 5. Professional Competence in Behavior Analysis Education: Experience teaching behavior analysis concepts to students or supervisees.