Association for Behavior Analysis International

The decision to implement new technology platforms in schools requires a financial investment, commitment to change, and time to learn and implement a new program. Stakeholders have priorities of student growth outcomes but also must be concerned with teacher engagement and fidelity of program use in which they have invested. Finding the time, financial and staff resources, and ongoing support continues to be a challenge in educational settings across the country and beyond. Research shows that using a train the trainer approach is an efficient and effective model in developing the professional repertoire of large groups of staff working in schools. The session will look at strategies to develop a train the trainer protocol, discuss the implementation process within school support frameworks, and address outcomes from current models used with a specific platform within the United States. The session will use both quantitative and qualitative data to share successes and continued needs in developing this training method to engage staff and increase the use of applied behavior analytic practices effectively and with success in school settings.

Starting a business in any field can be a scary proposition and often times evokes overwhelming questions like: Am I ready for this? Can I afford this? What if I fail? These questions can be amplified in emerging industries like Applied Behavior Analysis (ABA) where the field itself is already on shaky and unstable ground. Moreover, starting a business in a booming field like ABA can be very tempting, especially since demand for services exceeds supply. It is easy to see why so many people want to start an ABA business. However, being prepared for successfully building an enduring and ethical enterprise is a critical set of skills for those brave ABA souls who endeavor to realize their most passionate ambitions. This panel will answer some of the most important questions about starting a business in ABA from ethics to finance to marketing and even OBM as it relates to starting and running a business in ABA.

Conclusions derived from current functional assessment practices heavily rely on indirect methods for gathering data (e.g. FAST, MAS). When a function is experimentally tested, current practices pose ethical, practical and theoretical concerns. Both approaches are problematic in that indirect data produces inaccurate and imprecise data, and experimental methods are typically not driven by a hypothesis, directly reinforce problematic behaviors, and do not involve simultaneous establishment of appropriate alternative behaviors. The first presentation will focus on a comparison between two indirect and one direct data collection method to generate hypothesis regarding function that is more accurate and efficient. The second will propose alternative experimental methods to test a subset of hypothesized functions and involve teaching alternative responses and do not reinforce problematic behaviors. The symposium will conclude with an argument to support (1) direct observation of consequences be used in place of indirect data to develop hypothesis and (2) use of use of alternative experimental methods such a free-operant and trial-based functional analysis procedures. The proposed methodology provides a more ethical, conceptually systematic, and practical assessment of function.

Indirect data obtained through interviews such as the Functional Analysis Screening Tool (FAST) and Motivational Assessment Scale (MAS) are commonly used to develop hypothesis regarding function of problematic behavior despite the known inaccuracies produced by indirect data. While researchers use the FAST and MAS as a simple way to raise hypothesis, such use can be problematic if (1) the instrument fails to include the actual function as part of the hypothesis (miss) and (2) does not filter enough possibilities (false alarms). Those outcomes may mislead or waste assessors’ and clients’ time and efforts. The current research aimed to compare the FAST and MAS to a direct observation of consequences that follow problematic behaviors (Beacon Consequence Analysis Form - BCAF). Data from twelve children whose function of problematic behaviors were confirmed by a trial-based or free-operant functional analysis were used in this study. A comparison of the instruments hypothesis and confirmed function was conducted and rates of hits, correct rejection, misses, and false alarms calculated. The results supported the use of the BCAF which had the highest rates of hits (100%) and correct rejections (93.3%) and lowest rates of misses (0%) and false alarms (6.7%) to raise hypothesis regarding potential function.

Skinner defined functional analysis as the identification contingencies of reinforcement responsible for the acquisition of maintenance of responses. Iwata et al (1994) introduced a procedure that involved direct manipulations of the antecedent and consequences in order to experimentally determine the function of the problem behavior. While its approach was and has been now widely accepted some ethical, practical and theoretical concerns may be raised. For example, the appropriateness of its wide use may be questionable in some situations due to its directly reinforcing specific topographies of problematic behavior, and it assumes an invariable relationship between antecedent conditions and the consequences maintaining problematic behavior (e.g., problematic behaviors occurring under demand conditions are always reinforced by escape) which is not always the case. For example, a demand condition may function as a discriminative stimulus that attention (follow through with the demand) will be delivered. The present study attempts to identify a trial-based and free-operant alternative to conducting a functional analysis that involves teaching functional communication responses rather than reinforcing problematic behaviors. This method will be described and examples concerning functional analysis of multiple topographies such as prompt dependency, aggressions, and tantrums will be reviewed.

Every student in a master's program in applied behavior analysis is required to take a course on ethics. Preparing these new practitioners is one of the most daunting aspects of a training program, yet there are few resources describing strategies to teach students to engage in ethical professional behavior. The purpose of this panel is to describe a process for talking about ethical issues that has been in use in a applied behavior analysis training program. The ethical decision making process will be described and different panelists will describe their experiences working with students as they implement the process.

As the number of behavior analysts practicing internationally grows, there is an increasing need for our field to navigate complex social and cultural differences while remaining in line with our fundamental philosophies and our professional and ethical guidelines. Across the United States and the world, differences abound in the acceptability of certain behaviors, the treatment of individuals with disabilities, the use of reinforcement and punishment, and the role of religious, educational, and governmental institutions. The expansion of our field into new markets and areas of practice has outpaced our ethics and compliance code, and many practitioners need to balance social validity and cultural sensitivity with professional guidelines. This panel discussion will bring together practitioners from around the world to share experiences in delivering behavioral services in an increasingly multicultural society. Topics to be addressed include the use of punishment, prioritizing treatment goals, selecting reinforcers, navigating religious and cultural beliefs, and legal and ethical compliance issues.

This panel is a continuation of previous presentations at ABAI on Behavior Analysts Behaving Badly. An ethicist is one who is sought after for ethical advice and counsel; For this panel we have brought together three such behavior analysis ethicists who are regularly consulted on a wide variety of complex cases concerning the practice of behavior analysis. Difficult cases covering: the use of evidence-based treatments, boundaries of competence, conflicts of interest, terminating behavioral services, conceptual consistency, gifting, supervisory competence and testimonials that have come through the ABAI Hotline as well as other sources will be discussed. To demonstrate the range of approaches used and opinions offered, recent cases will be tendered and each panelist will offer their guidance, we will then debate the merits of our various approaches. Toward the end of the session we will open the floor to questions from the audience and again each ethicist will respond so that the range of tactics and strategies will be apparent.

Functional analysis (FA) is the gold standard for the assessment of severe disruptive behavior. Researchers in this field are actively working to refine the assessment and methods of interpretation of FAs in an effort to improve client outcomes. In this symposium, we will discuss methods that may be used to enhance clinical practices by way of improved efficiencies and access to care. The first paper will review the use of exploratory data analysis (EDA) to increase the time efficiency and objectivity of functional analysis (FA) interpretation. The second paper applies the EDA method to interpret FA data and subsequently coach parents via telehealth to implement a FCT protocol to reduce challenging behavior in children with Fragile X syndrome. The third paper utilizes an automated telehealth messaging system to obtain electronic data to assess generality of child outcomes outside of treatment sessions. Finally, we will conclude with an overview of ethical considerations and guidance on the development of the clinical and business infrastructure for telehealth service delivery.

Functional analysis (FA) is a well-established assessment procedure designed to facilitate the selection of function-based treatments for problem behavior. Despite recent efforts to improve the objectivity of FA data interpretation, visual analysis of FA data requires applying a large set of complicated decision rules and subjective judgments that could result in interpretation errors and compromise subsequent treatment selection. In this article, we examined whether a common data analysis procedure employed in other areas of scientific inquiry - Exploratory Data Analysis (EDA) - could enhance the efficiency and objectivity of FA data interpretation. We first demonstrate how EDA plots can be generated from FA data using an example dataset. We then devise operational definitions to identify differentiated outcomes, the highest condition, and downward and upward trends, to facilitate the interpretation of the EDA plots. Finally, we generate EDA plots from the example FA datasets presented in Roane et al. (2013) and use the operational definitions we developed to interpret each FA. In each case, outcomes were consistent with those reported by Roane et al. Importantly, EDA plots significantly reduced the number of data points to be examined, allowing the FA data to be interpreted more efficiently and objectively. EDA techniques could therefore be employed as an adjunct or alternative to other visual analysis approaches designed to augment FA data interpretation. Continued refinement of the methods by which FA data are interpreted will likely result in improved treatment selection and greater acceptance of FA procedures by the wider scientific community in general.

Many individuals with fragile X syndrome (FXS), a rare genetic disorder associated with Autism Spectrum Disorder (ASD), commonly show severe problem behaviors such as self-injury and aggression that can be extremely distressing to families and can severely impact the child�s quality of life and educational placement. Although pharmacotherapies are commonly prescribed to treat problem behaviors in this population, evidence suggests that social-environmental factors play a significant role in the development and maintenance of these behaviors. We therefore evaluated whether targeted function-based behavioral treatments for problem behaviors in FXS, conducted via telehealth, could reduce problem behaviors in this disorder. Following in home assessments to identify the function of disruptive behaviors, caregivers received daily coaching via telemedicine to implement function-based treatments over a 12-week period. Preliminary findings suggest that telehealth behavioral treatment is an effective model for reducing problem behavior in children with FXS. This study will therefore help inform treatment decisions and aid clinicians in determining the appropriateness of pharmacotherapies in genetic conditions such as FXS.

Generalization is essential to the social validity of effective intervention. However, it is difficult to evaluate the generality of therapeutic gains across all facets of a clients life because therapists are not available to collect data at these times. One solution is parent report; however, ensuring consistent and accurate data without presenting undue burden to family is challenging. In our study, we employed an automated texting system to send parents daily individualized-behavioral questions at prescribed times during all phases of intervention (i.e., assessment through discharge). Responding remained high throughout the investigation, suggesting texting may be a viable reporting option (although questions about reliability/accuracy remain). Importantly, obtained data indicate that problem behavior persisted outside of therapeutic sessions for the duration of the study; even after it had been eliminated during these sessions by parents who were trained to fidelity via behavior-skills training. These results suggest a greater focus on generalization is merited.

Telehealth service delivery models have become increasingly popular in the provision of behavior analytic services. Telehealth provides an opportunity to enhance care by providing clinicians and consumers with the ability to bridge issues related to geography by improving access to behavioral healthcare and reducing health disparities between urban and rural populations. As technology advances, this raises for consideration ethical challenges that may arise within this new model. Further, changes in the clinical and business infrastructure may be warranted to ensure safe, effective, and quality treatment for consumers. This paper explores ethical concerns when designing a telehealth service model within a behavior analytic organization. Recommendations related to the development of clinical and business infrastructure are provided to guide clinicians and organizations to promoting ethically sound services.

Evidence-based practice can be characterized as a framework for decision- making. The presumption is if practitioners base their decisions on the integration of best available evidence, professional judgment, client values and context, then this framework can be a basis for all decisions practitioners must make in their professional practice. The four presentations in this session reflect how this framework can be applied across very different contexts.. The presentation by Susan Wilczynski discusses methods for training practicing applied behavior analysts to fully utilize the evidence-based practice decision-making model. The presentations by Larry Maheady and David Forbush consider challenges to training education professionals to adopt aspects of the evidence-based practice decision-making framework. Maheady will speak to issues in preparing pre-service teachers to adopt a data-based decision making process. Forbush will speak to issues in developing a statewide professional development program for educators. The presentation by Wayne Fuqua addresses issues of training applied behavior analysts to detect and troubleshoot treatment failures All presenters will highlight the relationship between the evidence-based practice decision-making framework and the Behavior Analysis Certification Board?s Professional and Ethical Compliance Code for Behavior Analysts.

The evidence-based practice of ABA (EBP of ABA) decision-making model effectively integrates relevant sources of information that have historically been important to behavior analysis. For example, data on treatment effectiveness gleaned from the literature, our behavioral principles, and the clients history must be combined with issues of social validity and treatment feasibility to identify a treatment that is most likely to produce favorable client outcomes. This presentation addresses how the field of applied behavior analysis can bring the EBP of ABA to scale. To meet this goal, training must occur at several levels. For example, graduate training programs must offer training and continuing education units must be offered at conferences. But the greater emphasis in this presentation is on how to help practicing behavior analysts understand that the EBP of ABA decision-making framework provides a guide to practitioners in how to integrate our historic emphasis on variables such as treatment acceptability, treatment integrity, social validity, and client repertoire with data on client outcomes. A personalized system of instruction (PSI) will serve as an example of how to demonstrate how these variables can be integrated to select, retain, adapt, or reject treatments throughout the decision-making process.

This paper describes two inter-related efforts to improve evidence-based decision-making skills among novice general and special education teachers. The first approach utilized a two-course research design sequence to generate applied data sets from single case studies conducted by small groups of novice teachers. These data sets, in turn, are used blindly by other teams of novice teachers in a graduate assessment course to make ongoing data-based decisions. Novice teachers in the assessment course meet weekly to review individual data sets that are presented sequentially (i.e., one phase at a time A-B-A-B), and respond to series of decision-making questions. Assessment team members graph data sets for their target classes and two different individuals each week. They independently write responses to phase-specific, data-based questions, share them in weekly team meetings, and make recommendations for how to proceed instructionally (i.e., continue, adapt, or abandon interventions). Individual teams then present their respective evidence-based practices and data-based findings to the entire class. Organizational and pedagogical challenges to preparing novice educators to adopt aspects of an evidence-based practice decision-making framework are discussed.

Evidence-based practice (EBP) is a multi-component process in which practitioners select, refine and deliver clinical services based on a) the best available scientific evidence, b) unique client and contextual features, c) training and competence of the practitioner, d) ongoing clinical progress monitoring and decision making and e) early detection and trouble shooting of treatment failures." Developed initially in medicine, EBP has been extended to the delivery of applied behavior analysis (ABA) services and is considered an essential feature of ethical and high quality ABA service delivery. This presentation will offer practical advice for ABA practitioners who wish to incorporate EBP strategies into their clinical services and thus improve the quality and accountability of ABA and clinical behavior analysis service delivery. Objectives (at least 3): Attendees will 1) identify the essential features of evidence based practice in ABA 2) select and use behavioral data and visual displays to monitor clinical progress 3) describe strategies to detect and trouble shoot treatment failures

The functional analysis and treatment of problem behavior involves the identification of the reinforcers maintaining problem behavior, and the development of a function-based treatment whereby those same reinforcers are presented contingent on appropriate behavior. When working with children who exhibit severe problem behavior, the safety of those involved (patient and therapist) is of the utmost concern. Often times, modifications to assessment and treatment procedures can be made to ensure (a) the functional analysis, a context intended to evoke problem behavior, is as brief as possible and (b) those components which could potentially worsen problem behavior are eliminated. The first study evaluates the efficacy of a 5-min functional analysis as a tool to inform the development of a treatment intended to reduce the evocation of problem behavior. The following two studies in this symposium evaluate the manipulation of reinforcer dimensions in treatments where extinction cannot be implemented due to the severity of problem behavior. The results of these studies support the use of multiple modifications that could improve the safety for all those involved with the functional analysis and treatment process.

Functional analysis can often be a lengthy process requiring time and resources not readily available to practitioners working with children who exhibit severe problem behavior. The interview-informed synthesized contingency analysis (IISCA) was recently developed as an alternative functional analysis format that improved analytic efficiency by requiring only 25 min to conduct (Jessel, Hanley, & Ghaemmaghami, 2016). Furthermore, in a reanalysis of 10 analyses, Jessel et al. (2016) found that a within-session analysis could reduce the process to as little as a single 5-min session. We extended this previous research by conducting what was termed the single-test IISCA with two boys who exhibited severe problem behavior. A function-based treatment package, including reinforcement thinning, informed by the results of the single-test IISCA nearly eliminated problem behavior for both participants. We suggest that the single-test IISCA could be a viable alternative to other functional analysis formats when time is limited.

Although escape extinction is often included as a treatment component for children with problem behavior, it may not always be feasible to implement in many cases. Thus, the purpose of this study was to evaluate the extent to which manipulating dimensions of the reinforcement for the alternative response (i.e., compliance) influenced rates of problem behavior in the absence of escape extinction. Specifically, we compared the effects of manipulating the quality and magnitude of reinforcement for the alternative response. Additionally, we evaluated the most effective treatment under leaner schedules of reinforcement to further evaluate treatment efficacy. Results from the study suggested that manipulating the quality of reinforcement produced more robust results during treatment comparison for escape-maintained problem behavior. Further, as the schedule of reinforcement for alternative responding was thinned, lower levels of problem behavior were maintained at increasingly lean schedules when alternative responses resulted in the delivery of a high-quality reinforcer.

Previous research indicates that manipulating dimensions of reinforcement during differential reinforcement of alternative behavior (DRA) for situations in which extinction (EXT) cannot be implemented is a potential approach for treating problem behavior. Therefore, we replicated and extended previous research by evaluating the effects of DRA without EXT for escape-maintained problem behavior by determining (a) the conditions under which DRA without EXT was effective for decreasing and maintaining low levels of problem behavior and (b) whether intervention effects would maintain while the token exchange schedule for the alternative response (i.e., compliance) was thinned. Results showed that effective treatments were developed in the absence of EXT by manipulating the magnitude and quality of reinforcement for compliance for all four participants and maintained when reinforcement schedules were thinned for three of the four participants. Implications and future directions related to manipulating dimensions of reinforcement for alternative responding without EXT for problem behavior maintained by social-negative reinforcement and schedule thinning are discussed.

Professionals working on the Behavior Analysis field in Latin America come together to share their experience and objetives for the future.

Alcanzando is a not for profit organization that provides educational services based on the principles of applied behavior analysis to children with autism around the Spanish speaking world. This presentation is meant to share the data from their services over the last 8 years, to discuss ethical and cultural issues that had been encountered, as well as the solutions that have been and continue to be implemented. Data regarding acquisition of skills by students as well as staff will be shared.

Manos Unidas Peru is a registered Peruvian non-profit organization founded in 2008 as the first and only private/non-for-profit school for special education in Cusco, Peru. Today Manos Unidas Peru consists of three programs: ?Camino Nuevo? el Centro de Educacion Basica Especial Particular (est. 2009), The Inclusion Project for children in traditional classrooms (est. 2011), ?Phawarispa? vocational training program (est. 2014). This presentation is meant to share data regarding the obstacles encountered as well as roads to success built in these 8 years. Pre and post data of our students will be shared.

Centro Enigma is the first educational center founded in Ecuador to provide behavior analytic services to children in the Autism Spectrum. This presentation will discuss the Ethical and Cultural considerations as well as barriers we have encountered when providing services en Ecuador. Data from the programs for our students as well as staff will be shared.

This presentation addresses some of the most common ethical issues behavioral practitioners encounter when providing home-based and school services. As the numbers of BCBAs have grown over the last few years and ABA services funding increased, behavior analysts are increasingly exposed to ethical dilemmas that may jeopardize their certification or license. The presenter shall complete a data based overview of some of the most common ethical complaints encountered by related human service professionals enforced by state regulatory boards. The presentation also highlights survey data based on ethical challenges experienced by practicing behavior analyst. The presenter will also provide analysis of state behavior analyst licensing regulations cross referenced to the BACB compliance code. Finally, the presenter shall provide strategies for dealing and responding to ethical issues commonly encounter by practicing behavioral professionals. This workshop addresses a variety of ethical and best practice issues: in-field supervision of paraprofessional staff, appropriate discharge/termination of cases, fraudulent billing, school consultation, documentation of services, informed consent, misrepresentation, punishment as intervention, and maintaining of clinical records.

Licensed BCBAs, graduate students.

While sexual behavior is not inherently problematic, contextually inappropriate sexual behavior can be harmful to both clients and communities. The purpose of this symposium is to present perspectives of those who have worked in the areas harmful or problematic sexual behavior, and to examine data-based decision making and ethical considerations for the clients and communities they serve.

A multi-component behavioral intervention (MCBI) was associated with a reduction in severe problem behavior, including harmful sexual behavior in some young people attending a residential program in a rural area of the UK. Those young people who adhered to the program earned access to the internet and social media and also participated in staff supported community-based activities such as attending college and work experience. These young people were also allowed to travel further from the school to go to, for example, the cinema, sports events, and restaurants. Those young people who did not adhere to the program by not demonstrating consistent levels of safe and appropriate were denied access to some of these activities. The ethical considerations of denying young people access to age-appropriate activities will be discussed.

Providing effective ethical treatment to clients with autism and/or other developmental disabilities across the lifespan requires collaborative interdisciplinary teamwork between parents, teachers, behavior analysts, and other service providers. Specifically, practitioners who work in diverse settings may need to understand different organizational cultures, relevant laws, applicable policies, perspectives, and procedures from others who do not come from a behavior analytical framework. Behavior analysts who are knowledgeable of how various environmental stimuli contribute or negate to collaborative efforts are in a unique position to contribute to the success of the collaborative effort. This symposium will provide an overview of the various entities that can potentially impact cooperation amongst teams across various settings (e.g., school based special education settings, home-based applied behavior analysis settings, residential adult service settings) and how these influence interdisciplinary team members perspectives. The application of the ethical code and generalization of ethical behavior and skills will be discussed in relation to relevant ethical scenarios.

Positive collaboration among educators and parents is a vital component when developing a successful Individualized Education Plan (IEP) for students receiving special education services. Parents of students diagnosed with an Autism Spectrum Disorder (ASD) report overall negative perceptions of educators in terms of adequate preparation and knowledge of their childs unique disability. The breakdown in this partnership can be attributed to a lack of communication initiation from teachers, insufficient teacher knowledge, and differences in attitudes and opinions regarding the needs of the individual child/student. With the rapid increase in the prevalence of ASD in todays classrooms, it is highly probable that both general and special education teachers will encounter multiple students with ASD each year; however, most teachers receive minimal preparation in evidence-based practices for students with ASD. This presentation will provide recommendations for how the partnership between teachers and parents of students with ASD can be mended through high-quality training opportunities under the principles and guidelines of Applied Behavior Analysis (ABA).

The field of behavior analysis acknowledges our responsibility to ethically provide services that support the autonomy of and maximize reinforcement for our clients, while also maximizing benefit to the community at large. Perhaps in no arena is this responsibility more pertinent than in that of sexual behavior. Cognizance around ethical issues as well as potential legal implications is of highest importance, especially in situations in which our clients have developmental disabilities. This panel will serve as a sounding board for common issues faced in the field as behavior analysts who address potential behavior change surrounding sexual behavior. Panelists will provide anecdotal information to inform best practices, surrounding the ethics of consultation and intervention, and the ethical considerations of each. Past Risky Business panels will serve as a brief touchpoint for this panel, as our panelists continue to bring us new and relevant information in the realm of sexual behavior.