Association for Behavior Analysis International

The Behavior Analyst Editorial board members and prospective authors are invited to discuss the journal's past year and new directions.

This is the special interest group for those who have an interest in clinical applications of behavior analysis. Clinical behavior analysts work in both research and applied settings applying behavior analytic principles to just about any situation that may involve psychological distress. This is our annual meeting to discuss how to promote our work at ABAI and beyond. Members have the opportunity to network and discuss their areas of interest and work, training opportunities, research projects, conceptual struggles and developments, and plan activities for the next year. Everyone is welcome to attend and learn more about this exciting area of behavior analysis.

Business meeting

The Direct Instruction Special Interest Group (DI SIG) strives to coordinate and facilitate ongoing trainings and networking opportunities for all individuals interested in using this evidence-based instructional practice within the domains of academics, language, reasoning and problem solving. The purpose of this meeting is to update members and potential members on the activities of the DI SIG. We will also set goals for the coming year. All are invited to attend. You do not have to be a member to attend.

Modern behavior analysis must be consilient to prosper as a discipline. E. O. Wilson wrote, "The love of complexity without reductionism makes art; the love of complexity with reductionism makes science." Necessarily our science will profit from integrating reductionistic and artistic elements in the service of answering significant questions about behavior and addressing behavioral and other psychological challenges facing humanity. Over his career Dr. Thompson has been fortunate to use such strategies for basic theoretical matters concerning the integration of behavior, as well as applied problems in pharmacology, architecture, development of children with autism, and making the lives of people with disabilities better.

What started in the late 1920s at Harvard University as a small research project of a young graduate student involving several rats, some Rube Goldberg-like apparatus, and a handful of home-made food pellets is quite different today. Behavior analysis has grown in numbers, knowledge, and impact, and we have changed in composition. We have become, and continue to become even more of an international movement. This presentation comprises a brief historical analysis of some of the variables that have contributed to this internationalization of behavior analysis. They include seminal individuals crossing the oceans in all directions to bring and take behavior analysis to the four corners of the earth; scientific, conceptual, and application developments within the discipline; broader cultural events and technological developments; and personal contacts and exchanges of ideas among behavior analysts from different countries. The breeching of obstacles such as economic and resource limitations, perceived cultural incompatibilities with a behavior-analytic world view, language barriers, entrenched competing world views, and physical distance has required persistence, dedication, commitment, and ingenuity, but our internationalization has great momentum. Indeed this internationalization is essential to our future well-being.

Dr. Poling’s first publication appeared in 1976 and since that time he has conducted basic, translational, and applied research in several areas, resulting in publications in more than 50 different journals. This presentation will overview what he has learned regarding how to succeed as a researcher. Topics to be considered include selecting topics to study, being steadfastly pragmatic, persisting in the face of apparent failure, working successfully with other people, securing funds to support projects, writing well, publishing articles, and evaluating one’s own work.

We begin with a video example of children with autism in the 1960s, chained to their beds, receiving electric shocks, etc.; and then move on to a video example from modern times showing a child receiving a motivational pivotal response treatment. The emphasis here is on the power of programmatic research, with successive scientific findings building on each other to accomplish extremely dramatic results for improving the symptoms of autism. We will also discuss areas that still are in desperate need of research and intervention, such as parent stress, co-morbid disabilities, sex education, and employment.

Almost every major challenge in the world today can be seen as a failure to appropriately shape behavior, including chronic disease, economic inequality, violence and climate change. Why, then, isn't the proven science and practice of benignly shaping behavior widely embraced by the public and all our institutions? The problem is that the public clings to emotional appeal, and ABA bristles with data, evidence and rationalism. Therein lies a communications challenge on which rest not only the prospects for the field, but those for the human race.

Licensed psychologists, BCBAs, graduate students.

Causal categorisation arranges different fields within the ontogenetic level of behavioral science, psychology, in a system according to their causal and explanatory role, whether in terms of a distinction between or proximate and ultimate causes, mechanistic and contextual science, or final, efficient and material Aristotelian causal types. Although whether or not behavior analysis belongs to psychology is to some extent a semantic question, given that it does, it does not comprise the whole of psychology. It cannot replace neuroscience or perhaps even neurocognitve perspectives any more than evolutionary biology can replace genetics. Likewise, neuroscience or cognitive psychology cannot replace behavior analysis any more than genetics can replace evolutionary biology. The classical Mayrian distinction between proximate and ultimate causation in evolutionary biology confines psychology to the limited framework inherent in mechanistic causation (since proximal causal accounts are almost inevitably mechanistic in nature). Thus evolutionary psychology only cements a limited mechanistic psychology, in line with the dominating cognitivist paradigm. It is unfit to function as a unifying underlying theory of psychology and, more importantly, to charter interdisciplinary behavioral science. Evolutionary psychology is ripe with recent examples of unconvincing reduction of learning to mechanism. Another dimension that I identify, not forming an x-axis, as in level of selection, nor a y-axis, as in the causal categorisation between proximate and ultimate causation described above: Is level of reduction along a z-axis. Neurocognitivism is antireductionist relative to molecular and cellular neuroscience, which in turn is pro-reductionist relative to the former, forming a dimensional axis. A similar parallel dimensional axis arguably exists between atomic-molecular behavior analysis (pro-reductionist) and molar, or alternatively macro-molecular, behavior analysis (antireductionist). If all the pieces fall neatly into place the result should be a psychology that organises key fields along the lines of causal categorisation and levels of reduction, remedying both the causal categorical mistakes and classical Rylean categorical mistakes that continue to plague psychology, respectively. Or, in other words, psychology as the interdisciplinary behaviorist views it.

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 Symposium is meant to share the data from their services over the last 7 years.

This presentation will discuss the Ethical and Cultural considerations that should be in place when providing early intervention behavioral services to children with autism in various Spanish speaking countries.

Play and Social Skills are key necessary components to lead successful adult lives. This presentation will provide information regarding strategies that were found to be successful in teaching these skills to young children diagnosed in the Autism Spectrum in Peru.

The prevalence of children with developmental disabilities has been growing in the past ten years. As the Asian Americans becoming the fastest immigrant group recently, mental health services for Asian American families of children with developmental disabilities will be increasingly needed in the next 20 or 30 years. Families of children with developmental disabilities usually experience stress, grief, isolation, and other psychological symptoms. Asian American families may experience higher stress and other difficulties such as stigma due to their cultural background, discrimination, and different acculturation status. Studies of cognitive behavior therapy (CBT), behavior parent training (BPT) and structural family therapy (SFT) to treat families of children with developmental disabilities will be analyzed thoroughly. Culturally sensitive approach for Asian American families will be explored by analyzing related studies implemented to this population. The integration of CBT, BPT, and SFT along with the culture considerations for Asian American families will be proposed by using the Developmental and Research Utilization Model (DRU).

Behavior Analytic supports are typically delivered in the target environment within which problem behavior occurs. A triadic model of intervention is most common, whereby the clinician trains caregivers and educators on evidence-based intervention techniques as informed by a comprehensive behavior assessment. A dyadic model of treatment, characterized by the clinician directly implementing behavior-change interventions to the client, within an outpatient milieu, is less supported in the treatment literature. Potential confounds to successful outcomes within this model include questionable validity for observation of problem behavior, as well as limited generality of behavior change from clinic setting to home, school, or community environments. However, an outpatient clinic-based dyadic model of behavior intervention should be considered as a potentially viable method to effect meaningful behavior change for specific problems often addressed through the domain of Clinical Behavior Analysis. Three experimental analyses are considered: (1) Habit Reversal Training (HRT) was delivered to a female adolescent engaging in chronic eye-lash pulling; (2) Simplified Habit Reversal (SHR) treatment was provided to a 9-year-old male child engaging in repetitive, socially stigmatizing, hand movements; and, (3) Systematic Desensitization was implemented for a 6-year-old child displaying intense tantrum behavior in the presence of a dog.

In the age of the internet, organizations and business rely on a web presence for advertising. Companies post information on their websites including the type of services provided, the credentials of their owner and employees, and their contact information. Behavior analytic organizations are no different than any other business utilizing websites and social media websites (e.g., Facebook, Twitter, Instagram, blogs), in an effort to boost referrals. There is no harm in behavior analytic organizations and business in maintaining websites for advertising purposes unless the rights of consumers are violated with regards to confidentiality, disclosures, and a misrepresentation of practice. The Behavior Analysis Certification Board (BACB), the American Psychological Association (APA), and HIPPA all have codes of conduct and/or regulations for professional behavior; however, many behavior analytic websites are in violation of these codes. Crucial changes in social media content are required in order for the consumers of behavior analysis to be protected. This symposium reviews the regulation from the BACB, APA, & HIPPA related to confidentiality and social media. A review of behavior analytic websites is discussed with regards to ethical violations based on the BACBs Professional and Ethical Compliance Code for Behavior Analysis, followed by recommendations for avoiding future violations on behavior analytic websites.

It is essential for behavior analyst to understand the regulations that guide our profession and ethical practices with regards to social media including organizational and business websites, Facebook and Twitter accounts, and blogs. Many businesses and organizations use social media as a means to increase advertising for client referrals through the use of testimonials. A major concern with the use of testimonials is the lack of confidentiality related to testimonials. The Behavior Analysis Certification Board (BACB), the American Psychological Association (APA), and HIPPA all have codes of conduct and/or regulations for professional behavior. While many of the regulations are comparable, subtle variations across each exist. This presentation compares and contrasts the regulations of BACB, APA, and HIPPA regarding professional behavior and the use of social media, as well as examines our obligation to follow such codes of conduct. A review of confidentiality standards is included, particularly around the use of written and video testimonials on websites.

Gambling disorder is more common in military veterans than in the general population, but little is known about how military experiences affect gambling behavior. The present study investigated relationships among military service factors, problem gambling, and functions of gambling behavior in veterans. Veterans of Operation Iraqi Freedom, Operation Enduring Freedom, and Operation New Dawn (n=738) completed the Deployment Risk and Resilience Inventory which measured environmental factors and experiences pre-, peri-, and post-deployment, and other clinical assessments. A subset (N=156) completed the Gambling Functional Assessment (GFA). Approximately 4.2% of veterans indicated at-risk or probable pathological gambling (ARPG) and showed greater probabilities of escape-related conditions including post-traumatic stress disorder, substance dependence, panic disorder, and depression. For service experiences, those with ARPG reported higher general harassment during deployment, and lower social support and more stressful life events post-deployment. The GFA most frequently identified attention and tangible functions for gambling, and the rate of escape-maintained gambling mirrored the rate of ARPG. The study suggests problem gambling is a significant concern among veterans is related to several aspects of veteran experiences. How behavior analysis can contribute to treatment in this population via functional analyses and function-based interventions will be discussed.

To date there have been 327,299 diagnoses of traumatic brain injury (TBI) since the wars began in 2001 (Congressional Research Report, 2015). Current methods of assessing TBI include neuropsychological assessment batteries which adequately reveal areas of deficit in language functioning. Yet these methods are not closely tied to the therapies used during rehabilitation, which include: speech and language pathology services; rest, relaxation, and avoidance of stress and substances. By contrast, verbal behavior assessments have been used to measure the functioning of operant learning channels in other populations and yield more specific information about possible interventions for rehabilitation. Given the absence of verbal behavior assessment and intervention tools for typically developing individuals, the authors present data on the first phase of development of the Verbal Operant Channel Assessment of Learning for Military and Veterans (VOCAL-MilVet). The authors connect current neuropsychological diagnostic terms with verbal behavior terminology. Next, the authors explain the results of administering the pilot instrument to a sample of veterans with and without TBI, while presenting specific items which characterize the various channels assessed by the instrument. Finally, implications for future instrument development and intervention for TBI are discussed.

Police force occurs in less than 1.5% of police-citizen contacts (Miller, 2015). Yet, high profile deadly force incidents such as the Michael Brown and Freddie Gray shootings have sparked national debates and public outcry. Applied behavior analysis (ABA) includes the human behaviors of media consumption and opinion formation, which bear social relevance on other behaviors such as voting, political activism, and other social behavior (Cooper, Heron and Heward, 2007). This study examines the recent trends in media coverage of lethal use of force and the known patterns of police lethal use of force using the standard celeration chart. The authors contend that media reports of lethal conflict between law enforcement and suspects are discrepant from the raw data of these trends. These same relationships are observed on celeration charts as many media reports erroneously portray these lethal encounters as unlawful. The authors discuss the negative impact that these media reports bear on the social exchanges and overall perception between the police and the public (Bolgiano, Banks, and Patterson, 2015). The authors suggest several behavior analytic solutions to improve perceptions, encourage objective assessment of media coverage, and improve relations between police and the community at large.

Steeply discounting the value of delayed outcomes is robustly correlated with addictions and poor health decision-making. Longitudinal studies suggest that this form of impulsivity precedes and predicts acquisition of substance use, and animal studies reveal a similar pattern. Despite the evidence that delay discounting is a trait, this tutorial will review studies that have discovered methods for decreasing impulsive choice. We will discuss procedures that produce acute, context-dependent effects (e.g., framing effects), and when these may prove useful in positively influencing human decision making. We will also discuss learning-based procedures that have proven effective in humans (e.g., delay fading and working memory training) and nonhumans (e.g., interval-timing or delay-exposure training) in reducing impulsive choice. Finally, we will discuss practicality issues that will need to be addressed if learning-based approaches are going to impact human behavior. We will not discuss effects of drugs or neurological manipulations on impulsive choice.

Licensed psychologists, certified behavior analysts, graduate students.

Previous research has suggested the efficacy of various classroom behavior management procedures for decreasing disruptive behavior and increasing appropriate behavior in classroom environments. In this symposium, three research studies will be presented that extend research on some of these common classroom procedures including the Good Behavior Game, descriptive praise, and token economies. Christopher Rubow will present research on procedural variations of the Good Behavior Game to increase intervention efficacy, treatment integrity, student engagement, and acceptability of the intervention. Bertilde Kamana will present research comparing the efficacy of and preference for descriptive and general praise for teaching new skills to young children. Erica Jowett Hirst will present research evaluating the influence of net token opportunity within the context of differential reinforcement versus response cost token economy procedures.

The Good Behavior Game is an effective classroom behavior management procedure, and procedural variations may make it more feasible and effective. In five second- to sixth-grade classrooms in an alternative school for students with emotional/behavioral disorders, we investigated the effects of the standard Good Behavior Game (Barrish, Saunders, & Wolf, 1969) and the Good Behavior Game with procedural variations that involved training staff to implement the Game using a free online/mobile classroom behavior management platform, ClassDojo. Additionally, we added a merits component to the Game to increase student engagement. Results indicated the Good Behavior Game reduced disruption, increased teacher praise, and reduced teacher reprimands, but had little impact on student engagement; however, engagement increased when we added merits to the Game. For teachers using the standard Good Behavior Game, implementing the Game via ClassDojo significantly improved treatment integrity and outcomes. Treatment effects maintained throughout the entire school year for both classrooms that participated from September through May. Social validity measures from both teachers and students indicated strong preferences for ClassDojo and merits over the standard Good Behavior Game. Data from all classrooms strongly suggested the Good Behavior Game plus merits, implemented via ClassDojo, was the most effective and preferred intervention.

Delivering praise for correct responding is common practice in behavioral instructional programs (e.g., Gable & Shores, 1980; Goetz & Bear, 1973). Descriptive praise refers to praise in which the individuals behavior is explicitly identified (Polick, Carr, & Hanney, 2012), whereas general praise refers to the mere affirmation of correctness in an individuals responding (Brophy, 1981). Descriptive praise is often recommended over general praise with teaching both typically developing children (National Association for Education of Young Children [NEAYC], 2009) and children with intellectual and developmental disabilities (IDD; Sandall, Hemmeter, Smith, & McLean, 2005). Therefore, we extended research by isolating the type of praise delivered in the context of acquisition of novel tacts in preschool-age children and comparing the effects of these different types of praise. Results showed that descriptive praise was somewhat more effective for several participants; however, for the majority of participants, similar rates of acquisition occurred across the two types of praise. In these latter cases, results suggest that mere exposure to the correct response may have influenced acquisition. Finally, we assessed child preference for the different types of praise; preliminary results suggest no different preference for the two types of praise.

Results regarding the efficacy of and preference for differential reinforcement (DR) and response cost (RC) within token economies have been inconsistent (e.g., Brent & Routh, 1978; Donaldson et al., 2014; Tanol et al., 2010). Therefore, it is possible that certain variables may influence the efficacy of and preference for the two procedures. The purpose of the current study was to evaluate whether varying the opportunity for net tokens influences the effectiveness of or preference for these procedures. Results showed that when the opportunity for net tokens was equal, DRA and RC were similarly effective for increasing on-task behavior for the majority of preschool-age participants, and preference was idiosyncratic. When the opportunity for net tokens was unequal, all participants engaged in similar increases in on-task behavior. However, when DRA resulted in more opportunity for net tokens, all participants preferred DRA; whereas, when RC resulted in the opportunity for net tokens, preferences were idiosyncratic.

This symposium presents two studies that examine aspects of reinforcement in Organizational Behavior Management. The first study investigates the effects of different payout percentages in lottery systems. The second study examines the effects of delayed reinforcer delivery on responding. Issues related to applied reinforcement systems for employees will be discussed.

Lotteries are a commonly used intervention in Organizational Behavior Management. Although common, there are many permutations of lotteries used in the literature and they are often combined with other interventions. One key variable that may influence the effectiveness of lotteries are the odds that the lottery will pay out to those who earn entry. Experiment 1 in the current investigation extended literature concerning how thin the odds of winning could become while maintaining responding. Experiment 2 used the results from the analog setting of experiment 1 and applied the lowest effective percent chance of winning to an applied problem faced by a human service organization.

Starting with the Olmstead decision of 1999, and accelerated by the nationwide transition to Managed Care, mental health institutions across the country are shuttering. States are under increasing pressure to move individuals out of such institutions and into community-based settings. If an individual engages in severe challenging behavior, executing this transition can be prohibitively difficult and dangerous. In 2014, one New York City agency was awarded a federal grant to integrate advanced care coordination and ABA-based practices into adult residential services. The agency applied this grant to assist the state of New York in the closure of a large mental health institution. Board Certified Behavior Analysts and Registered Behavioral Technicians were tapped to support the work of a newly-assigned interdisciplinary clinical team. In many cases, results were immediate; Challenging behaviors that had persisted for decades under the mental institution's previous auspices were drastically reduced in both frequency and intensity. Over the course of the next 15 months, the individuals in this facility were gradually moved to community-based housing. The discussants will reflect on the strengths and pitfalls of this approach to transition, as well as the overall potential for generalizing these results to other treatment settings.

As a philosophy of psychology, and particularly as a philosophy of mind, radical behaviorism is inescapably bound to analyze and provide answers to ontological and epistemological issues that originate as a result of the advancement of the science of behavior, or as a result of its debate with other philosophies of mind and of psychology and the questions that they raise either as attacks or counter-arguments to radical behaviorist views. Issues and questions about the nature of knowledge, about the extent and limitations of induction and deduction, about the ontology of behavioral events, and the treatment of unobservables, and about truth criteria, will continue to arise in radical behaviorism. This symposium will be devoted to the analysis and discussion of some of these topics, both to track the philosophical roots of these views to their antecedents in American pragmatism, and to explore what role, if any, can radical behaviorism play in illuminating the debate between scientific realism and relativism in the philosophy of science

Philosophical issues are sometimes viewed as playing a foundational role in the rule-governance of scientific practices such as assumptions, methodology, and explanation. Physics, chemistry, biology, and behavior analysis, however, began not with philosophy but with inductive exploration, measurement, and experimentation, expanding scope and power as the analysis progressed in often unpredictable ways. Traditional philosophical perspectives on ontology continue to arise in behavior analysis, either as incidental assumptions on theoretical issues or as programmatic work in attempts to incorporate or resolve formal ontological positions with radical behaviorism. This presentation argues that (i) ontology is a product of traditional mentalistic and representationalist perspectives in philosophy, and (ii) ontology serves no useful purpose for science, but it can be a source of confusion in scientific verbal behavior. Radical behaviorism has been shown to have strong roots in philosophical pragmatism and connections to phenomenology, both of which enable behavior analysis to dispense with contrived and insoluble verbal problems in philosophy in favor of a comprehensive functional analysis of the behavior of organisms. Further, it may be possible to apply the science of behavior to a functional analysis of ontological verbal behavior.

The distinction between public and private events has played a central role in Skinners radical behaviorism. According to Skinner, private events occur within the skin and are accessible only to the individual in contact with them. Despite the considerable influence of Skinners conception of privacy in the behavioral community, not everyone accepts it. One issue in dispute is the assumption of privacy in principle: although everybody admits the existence of private behavioral phenomena, not everyone accepts a private world inaccessible to third parties forever. Another issue in dispute is the relevance of private events for a science of behavior. Even when accepting the privacy in principle assumption, some authors deem private phenomena of little or no relevance for a science of behavior. This presentation will examine a further issue in this debate: Mixing the subjective-objective (S-O) distinction with the public-private (Pu-Pr) distinction is a mistake. The Pu-Pr distinction describes the fact that it is possible to restrict the access of third parties to what a person does. In contrast, the S-O distinction describes a conception about knowledge, and is an instance of epistemological dualism. As previously stated, it is a conception. Nobody can deny the fact that behavioral phenomena occur somewhere in a private-public continuum, but not everybody has to admit the epistemological subjective-objective assumption. This paper will explore whether Skinner made this mistaken identification in his definition of private versus public events, and the implications of mixing the private-public distinction with the subjective-objective dichotomy, as this can shed light on the issues in discussion. Further, William James' notion of experience, as developed in his famous "Does 'Consciousness' Exist" will be offered as an exemplar of an alternative view that deals with privacy but eschews epistemological dualism.

Functional (e.g., Skinnerian) and cognitive approaches in psychology are often seen as competing and mutually exclusive. We argue that although both types of approaches have fundamentally different aims, they are situated at different levels of explanation and can therefore be mutually supportive. More specifically, whereas functional research on the environmental determinants of behavior can help constrain cognitive theories about the mental processes that mediate environment-behavior relations, cognitive research can highlight new empirical phenomena that could help functional researchers to refine behavioral principles and their conceptual or theoretical analyses. We then highlight two implications of our framework for psychotherapy and research on human cognition. First, the framework clarifies the relation between behavior therapy, cognitive behavior therapy, and acceptance and commitment therapy. Second, it sheds new light on the study of rule-governed behavior.

Licensed psychologists, certified behavior analysts, graduate students.

There are multiple prompting methods with which a teacher can use to teach children diagnosed with autism to correctly label pictures. These can include, but are not limited to, full physical, partial physical, gestural, and reduction of the field prompts. Teachers can also utilize positional prompts to promote correct responding by placing the correct target closer to the learner. Positional prompts have been described by professionals in curriculum books and explored within various clinical studies. Despite the widespread use of positional prompts several professionals have recommended against their use citing the possibility of establishing faulty stimulus control. The current study evaluated the effectiveness of positional prompts to teach six children diagnosed with autism receptive labels (i.e., nine cartoon or comic book characters). The results of a multiple baseline across behaviors indicated that positional prompts were effective for some participants and ineffective for others. The potential variables responsible for the outcomes will be discussed when analyzing the data collected for each participant. Both practical implications and future areas of research will be described.

This symposium includes four papers on the assesssment and treatment of problem behavior in individuals with Autism Spectrum Disorder without the use of extinction. The first presentation by Clelia Deltour describes the assessment and treatment of problem behavior during activity transitions using differential reinforcement of appropriate behavior without extinction. The second presentation by Zoe Newman will describe a comparison of positive and negative reinforcement of approrpiate requests in the treatment of problem behavior maintained by escape from social situations, without extinction. The third presentation by Rebecca Schulman will describe an evaluation of the effects of within activity choices on escape-maintained problem behavior, without the use of extinction. The fourth paper by Chelsea Fleck will describe the treatment of meal refusal by manipulation of meal preference and modified protective equipment. Dr. SungWoo Kahng will serve as discussant.

Children with autism often present with difficulties during transitions (Davis, 1987). It is therefore important to develop procedures for assessing and treating problem behavior during transitions. The purpose of the present study was to replicate McCord, Thomson, and Iwata (2001) by developing and conducting an assessment and intervention for the transition-related problem behavior of two participants with disabilities. Following some pre-assessment analyses, we conducted a functional analysis of problem behavior during transitions between activities. The results suggested that problem behavior occurred in transitions involving a worsening in activity preference, for example terminating a preferred or neutral activity and initiating a non-preferred activity. Finally, we examined the effectiveness of an intervention consisting of differential reinforcement of alternative behavior without extinction on the problem behavior occurring during the transitions identified as problematic. The results suggested that differential reinforcement of alternative behavior without extinction effectively decreased problem behavior in all targeted activity transitions. Future directions will be discussed. Interobserver Agreement (IOA) was collected for at least 30% of all trials and averaged over 90% for all scored responses.

Some individuals diagnosed with autism and related disabilities engage in dangerous behavior when presented with social demands. We compared the efficacy and social validity of differential positive and negative reinforcement in the treatment of problem behavior maintained by escape from social interactions. We conducted latency functional analyses of aggression in a 16-year-old male individual diagnosed with autism and Landau-Kleffner syndrome. The results of the initial analogue analysis were inconclusive, therefore we conducted a modified analysis that included a control and test for verbal attention and physical proximity. After determining aggression was maintained by social avoidance in the form of physical proximity, we compared the use of positive reinforcement (requests for food) and negative reinforcement (requests to be alone) using a reversal design. Results indicate both procedures were equally effective in reducing rates of problem behavior to zero without the use of extinction. Social validity was assessed through surveys of caregivers and the participant's preference, and caregivers were satisfied with the procedures and the results. Generalization of treatment effects was assessed by extending the procedures to caregivers using a multiple-baseline design, and effectiveness of treatment was replicated across all caregivers. Overall, subject was able to engage in appropriate social interactions in order to access functional and arbitrary reinforcers as an alternative to aggression.

A typically developing 2 year old would be saying sentences with 2 to 4 words. A 4 year old would have a vocabulary of over 1000 words and be able to put together sentences of 4 or 5 words (Mannheim, 2015) . Significant proportions of children with autism do not acquire functional speech and remain non vocal even until age 9 or later. The studies in this symposium demosntrate effectiveness of specific behavioral technologies, namely sign mand training with prompts with and without delays and intraverbal training in inducing first instances of speech and in increasing vocal responding in children with autism. An additional study assessed tact-mand transfer in 7 early learners with autism, established this abstract relation in participants for whom it was initially absent, and concluded that functional independence (absence of tact-mand transfer) may often be a temporary aspect of an early learner's repertoire.

The current study spanning 5 years examines the effectiveness of sign mand training with vocal prompts and intraverbal training in inducing first instances of speech in non-vocal children on the autism spectrum. These technologies leverage the power of motivating operations. A total of 91 non-vocal children between the ages of 1.5 to 13 years participated in the study that uses several multiple baseline design sub-studies across subjects. The interventions were carried out in 6 centers across 4 cities in India. 81.6% of children below the age of 6 years became vocal and the success rate was 87% in children between 6-13 years. Vocals emerged as mands, echoics and intraverbals in 23%, 24% and 21% respectively of the 75 who acquired vocals. 64% of the children acquired their first vocal within 180 days. Both the technologies were effective in inducing first instances of speech in 82.4% of the participants. The time to vocalization and the stimulus conditions under which they emerged are explored.

Some reports estimate that approximately one-third to one-half of individuals with autism do not use speech functionally (National Research Council, 2001). The high incidence of non-vocal persons with autism has lead parents, educators, and clinicians to search for procedures that may facilitate the development of vocal responding and potentially lead to effective vocal verbal behavior repertoires. The purpose of this study was to determine the effect of manual sign mand training combined with time delay and vocal prompting procedures on the production of vocal responses in non-vocal children with developmental disabilities. A multiple baseline design across participants was used to verify the effectiveness of this intervention. All participants showed increases in vocal production following the implementation of the independent variables.

The present study replicated and extended Hall & Sundberg (1987) by first assessing tact-mand transfer in 7 early learners with autism (4 vocal, 3 signing plus vocal), ranging from 3.6-5.8 years of age. All participants met VB MAPP entry criteria of tacting at least 4 items and manding at least 4 visible, but 0 missing items via the interrupted chain procedure. For each participant, the study targeted 3 tact-mand response forms for each of 3 chains of behavior (9 total) and probed mands after all tacts were trained to criterion. If 0/9 untrained mands emerged, a participant was considered nave with respect to tact-mand transfer and received mand training on targets previously trained as tacts--a version of multiple exemplar instruction. After each mand was trained, remaining untrained mands were probed to assess the point of transfer. Results showed that untrained mands emerged after direct mand training on 4-5 targets with 2 participants, 1 target with 3 participants and 0 targets with 2 participants. Findings from participants requiring multiple exemplar instruction replicate those of Hall & Sundberg, and suggest that functional independence (absence of tact-mand transfer) is a temporary aspect of the learners repertoire rather than a static entity.

A variety of technologies such as Echoic training, Shaping, Antecedent Rapid Motor Imitation sequence, Stimulus Stimulus Pairing (SSP) procedures and Mand training with and without time delay continue to be studied for their effectiveness in increasing vocalizations in children with autism. Intraverbal fill-in training with rhymes, fun and contextual fill-ins builds anticipation and excitement creating opportunities for vocals to be emitted under the control of specific verbal stimuli. In the current study spanning 5 years involving simultaneous administration of sign mand training with vocal prompts and intraverbal fill in training to children with no vocal-verbal repertoire, the latter was found valuable in inducing first instances of speech in non-vocal children with autism. Of the 91 children, each serving as a single subject, first instances of speech were induced successfully in 75 and of these, 51 had at least one vocal emerge during intraverbal training. 16 participants had vocals emerge predominantly under intraverbal fill- in training. Inter observer agreement was taken for every specific vocal acquired for every participant and was at 100% throughout the study. The role of motivating operations in intraverbal fill-in training and comparisons with vocals emerging as echoics and mands during implementation of intervention package are explored

This symposium will present investigations that incorporated findings from basic research to design evaluations of clinical interventions with individuals with autism. Findings from basic research have recently begun to be recognized as valuable sources of information to researchers interested in applied problems. Procedures and results from basic research are interpreted in ways that further the conceptual understanding of behavior change. Using procedures from basic research may allow translational and applied researchers to determine how to increase the effectiveness of clinical interventions. The first investigation incorporates basic-research findings on token and tandem schedules of reinforcement to compare methods of increasing compliance and decreasing escape-maintained problem behavior. Two investigations in this symposium incorporate basic-research findings on resurgence to investigate methods to decrease the likelihood that problem behavior will recur following successful implementation of FCT. The fourth study incorporates basic research on lag schedules of reinforcement to increase the variability in vocal mands. The importance of translational research will be highlighted throughout.

Reinforcement of operant variability may have clinical utility in the treatment of repetitive and stereotyped behavior (RSB). For example, studies have shown lag schedules of reinforcement can replace RSB with variability in the verbal and play behavior of children with autism spectrum disorder (ASD). The need for additional work in this area is highlighted by recent advances in the behavior analytic conceptualization of RSB as a problem with invariance and calls from researchers in behavioral neuroscience for more translational studies of operant variability. This study is a translational extension of lag schedules to vocal mand training. A multiple baseline across behaviors with embedded reversal design was utilized to evaluate the effects of a procedure consisting of a combined lag schedule of reinforcement and progressive time delay on operant variability of otherwise repetitive vocal mand topographies of children with autism. Two participants have completed the study. The procedure replaced topographically repetitive patterns of vocal manding with topographically variant vocal manding. Some limitations of the current study and implications for future research will be discussed.

Treatments for problem behavior often include teaching an alternative response to access a functional reinforcer (i.e., functional communication training; FCT), while simultaneously withholding reinforcement for problem behavior (i.e., extinction; Tiger, Hanley, & Bruzek, 2008). Initially, the individual is immediately prompted to engage in the alternative response, thus limiting their exposure to the relevant establishing operation (EO) for problem behavior. DeRosa, Fisher, and Steege (2015) compared rates of problem behavior and the rate of acquisition of the functional communication response (FCR) when participants used either a vocal or card-based (e.g., exchange, touch) FCR. Use of the card-based FCR resulted in quicker acquisition of the response, less bursting in rates of problem behavior, as well as larger and more rapid reductions in problem behavior. DeRosa et al. proposed that these differences were likely the result of limited (card-based FCR) and extended (vocal FCR) exposure to the relevant EO for problem behavior. In the current study, we extended the findings of Derosa et al. by comparing limited versus extended EO exposure during FCT across one response topography (i.e., a card touch). Results suggest that limiting EO exposure can result in a larger and more rapid reductions in problem behavior during FCT.

Noncontingent reinforcement (NCR) is a function-based treatment often used to reduce problem behavior. We evaluated a specific application of an NCR procedure which involved providing three subjects with continuous access to the functional reinforcer initially and slowly increasing the amount of time subjects experienced the unavailability of the reinforcer (i.e., extinction). Periods of extinction were signaled with a colored card, and a rule about the card was presented at the beginning of each session. This procedure relates to FCT because the signaled extinction period is analogous to those used in multiple-schedule FCT research. Results show immediate and substantial reductions in aggression for all three subjects.

Individuals with Autism Spectrum Disorders and Intellectual Disabilities often require an explicit, systematic approach to reading in order to acquire literacy skills. Recently, a handful of studies have explored Headsprout@ Early Reading and Headsprout Reading comprehension to teach literacy skills to individuals with autism, developmental, and intellectual disabilities with promising results. The Headsprout programs are online behavior analytic programs that provide explicit, systematic reading instruction. The proposed session includes reports on four recent studies: (a) an investigation of Headsprout Reading Comprehension on answering comprehension questions by children with mild to moderate intellectual disabilities; (b) a study examining the effects of Headsprout Early Reading on early literacy skills of adult offenders with intellectual disability, (c) an investigation of contingent reinforcement and match-to-sample training on the fluency and independence of children with ASD using Headsprout Early Reading, and (d) a study exploring the use of contingent reinforcement plus physical prompting and prompt fading on progression through Headsprout Early Reading by children with ASD who were minimally vocal. Taken together, results of these four studies indicate that Headsprout Early Reading and Headsprout Reading Comprehension demonstrate promise as an approach to teaching early literacy and comprehension to individuals with autism and intellectual disabilities.

Headsprout Reading Comprehension (HRC) is an online program that teaches learners to answer reading comprehension questions in four categories: literal comprehension, inferential comprehension, main idea (summative) comprehension, and derived meaning (vocabulary) comprehension. These skills are notoriously difficult for many children who present with Intellectual and Developmental Disabilities (IDD). The present study evaluated and investigated the use of HRC with six children with IDD. The research used a single subject pre/post test design. A number of standardised tests were taken prior to and following HRC to assess the effects on the participants key reading repertoires, including reading comprehension and to assess possible links between improved reading comprehension and auditory comprehension. Results are discussed with reference to improved reading and auditory comprehension in this population and the practical strategies required to support children with IDD in order that they may benefit from the HRC program.

Headsprout Early Reading (HER) is an online program, developed for children, that teaches learners basic reading skills. Several studies have found HER to be effective with typically developing children and children with intellectual and developmental disabilities (IDD). The program has not yet been evaluated with an adult population. The present study evaluated the feasibility of using HER with two adult offenders with mild intellectual and developmental disabilities (IDD) in a secure hospital. The research used a single subject pre/post test design with two standardised literacy tests completed at baseline prior to HER, one during, and one following HER to assess the effects on the participants reading skills. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two treatment as usual control participants who were assessed at the same points but did not complete the program. Results are positive in terms of the feasibility of running the program and improved reading skills and self-concept scores for both treatment participants. Results are discussed in the context of the limitations with the current research design and challenges relating to the fidelity of implementation.

Many children with autism spectrum disorder require instructional programs that simultaneously address academic content, interfering behavior, and potential gaps in prerequisite skills for a given curriculum. This study examined the impact of an intervention package consisting of contingent reinforcement and match-to-sample training on the independent progression of 3 children with autism spectrum disorder through Headsprout Early Reading, a behavior analytic online reading program. A multiple baseline across participants design was used to examine the effects of the intervention package on participants' correct interactions per minute and total episodes completed. Transfer of training to oral reading of companion print books was also assessed. All participants demonstrated an increase in correct interactions per minute. Two participants learned to independently complete a Headsprout Early Reading episode each day and could orally read companion print books. The results suggest individualized behavior analytic programs can support the use of Headsprout Early Reading as a computer-based reading program for some children with autism spectrum disorders.

Recent research has indicated that children with autism spectrum disorder who are minimally vocal can independently access Headsprout Early Reading when provided with a token economy system for behavioral support. This study examined the effects of contingent reinforcement plus most-to-least physical prompting and prompt fading on progression through Headsprout by four elementary-aged children with autism spectrum disorder. A multiple baseline across participants design was used to examine the effects of the intervention package on the cumulative number of segments completed. Performance on Woodcock Johnson early reading tests were also assessed as pre- and post-test measures. All participants demonstrated an increase in number of segments completed per session. One participate was able to progress through Headsprout with contingent reinforcement only. Three participants required prompting for correct answers and two of these three were able to correctly respond with minimal-to-no support by the end of the study. All participants demonstrated an increased performance on the Woodcock Johnson assessments. The results suggest that some children with ASD may benefit from physical prompting for correct answers during Headsprout Early Reading. The range of responses across all participants suggests that a multi-tiered approach to support progression through Headsprout may be needed.

Trial-based functional analysis has been shown to be a viable method of identifying operant function. The TBFA is particularly useful when time is limited or the intensity of the response precludes conducting a more traditional functional analysis. In this symposium we explore several research questions surrounding use of TBFA. Two papers extend TBFA to home settings for the first time. Both Gerow et al. and Standish et al. trained parents to implement the TBFA. Gerow et al. used behavioral skills training to teach parents to implement the TBFA and matched interventions to results of the TBFA. All parents implemented the assessment with fidelity and documented a functional relation between intervention implementation and child outcomes. More specifically, FCT-based interventions were used resulting in reductions in problem behavior and increases in alternative responses. Standish et al. also trained parents to implement the TBFA using behavioral skills training. Standish et al. explored effects of different variations of TBFA seen in the literature including (a) segment duration, (b) use of control segments, and (c) number of trials conducted. Some variability was found however, in general, results support briefer (60 s) segments, use of a post-control only, and using stability criterion to determine when the TBFA is complete. Next, Sellars et al. explored methods for training residential care providers in implementation of TBFA with a particular focus on maintenance over time. They successfully trained direct are staff to implement the TBFA and, for five of six participants, skills were maintained after training however only one participant went on to use the TBFA. XXX Finally, Dr. Jennifer Austin will serve as discussant for this study, exploring ramifications of each study separately and directions for TBFA--and functional analysis more generally--in the future. .

Clinicians working with individuals with developmental disabilities frequently conduct functional analyses (FA) to determine the function of problem behavior and to facilitate the development of an intervention plan to reduce problem behavior. One version of FA methodology, the trial based functional analysis (TBFA), is a viable alternative to a traditional FA when resources are limited. Researchers have demonstrated that teachers and residential staff can be trained to effectively implement TBFAs. However, to date, no studies have looked at the maintenance of implementation following training, or if additional supports (e.g., added coaching/performance feedback, incentive systems) are needed to ensure sustained use of the skill. This study examined the effects of a post-workshop training performance management intervention package of goal setting with data reporting, coaching, and incentives on the implementation of trial-based functional analyses (TBFA) by behavior clinicians in adult residential and day settings. Five of the six participants demonstrated increased implementation of TBFAs only after the performance management intervention was introduced. One participant implemented TBFAs following the workshop training.

Elopement is a high-risk behavior, as individuals who run away may encounter life-threatening situations (e.g., getting hit by a car). Prior functional analyses of elopement reported in the literature have been conducted in a variety of settings ranging from highly-controlled settings to naturalistic settings such as the classroom or playground. However, assessments conducted in these settings have not been compared within the same individual to determine if similar results are acquired across settings. We conducted trial-based functional analyses (FA) of the elopement of 2 children diagnosed with autism in both naturalistic (i.e., a classroom, playroom, and general unit of a day treatment clinic) and contrived (i.e., 2 adjoining session rooms) using a latency measure. Results were compared across settings. Additionally, results of the trial-based FA were compared with a subsequent FA that used a rate measure similar to Piazza and colleagues (1997). Correspondence among assessment methods, limitations of each assessment, and implications of the assessment results for treatment will be discussed.

The purpose of this study was to assess the efficacy of a parent-implemented trial-based functional analysis (TBFA) in accurately identifying the function of challenging behavior in the home setting. Three young boys with autism and their mothers participated in the study. The mothers implemented a TBFA with coaching from a behavior consultant. TBFA procedures were adapted from Bloom, Iwata, Fritz, Roscoe, and Carreau (2011) to increase contextual fit and to capture typical parent-child interactions within home settings. With coaching, all parents were able to implement the TBFA with high fidelity. TBFA results were matched to a functional communication training (FCT) intervention and evaluated using a multiple baseline design across parent-child dyads. Following parent training, parents accurately implemented FCT, child challenging behavior decreased, and childrens use of the alternative communication response increased. These results speak to the promise of parent-implemented TBFA in identifying social functions of challenging behavior. Implications for research and practice will be presented.

Preference assessments were initially designed to identify potential reinforcers for use in behavioral programming. However, as these procedures have become more refined, researchers have begun asking questions of more subtle aspects of interventions that can affect the efficacy and social validity of interventions with the consumers who experience them. The current symposium provides four examples that investigate the role of client preference for reinforcer gain vs. loss, reinforcer distribution vs. accumulation, and the relative ratio of work to reinforcement (i.e., unit price). These studies combine translational and applied research approaches to inform practice applications.

We compared student preference for versions of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), in which students either earned points following infractions (positive punishment) or lost points following infractions (negative punishment) in an alternative education setting with four students during academic instruction. In the Point-Earning condition, students were required to have two or fewer points to win the game. In the Point-Loss condition, the students were required to keep at least four of six available points to win the game. We defined an infraction as the student leaving his designated space during the course of the game. We started with a phase of brief forced exposures to each condition. After each student had experienced each condition at least once, the teacher asked each student which version of the game he preferred to play at the start of each instructional period, and then implemented the selected game for the remainder of the instructional period. The teacher recorded out of area and inappropriate language. Only one student showed a strong preference for a reinforcer arrangement. There was an increase in game wins for three out of the four students when the teacher provided students with choices.

Differential reinforcement of compliance is a common treatment for children present with escape-maintained problem behavior. This treatment involves providing positive reinforcement following compliance with simple instructions. Although effective, practically this intervention is challenging in home and school settings when it is preferable for children to complete chains of responses (e.g., putting away all of their toys prior to consuming reinforcement rather than following each toy). However, engaging in multiple responses (which we will term massed work periods) results in increasing establishing operations for escape and greater delays to reinforcement relative to conditions that require a single response (which we term distributed work conditions), and thus could potentially result in greater problem behavior. In the current study, we exposed a child with escape-maintained aggression to both massed and distributed work conditions to assess the efficacy of both arrangements. We then assessed this childs preference for both arrangements using a concurrent-chains procedure. Massed and distributed work conditions both resulted in near zero levels of aggression, but the child demonstrated a robust preference for distributed work conditions.

Three experiments were conducted to evaluate the influence of unit price on self-control and impulsive choice responding exhibited by individuals with attention deficit hyperactivity disorder and autism spectrum disorder. In Experiment 1, unit price was altered via manipulations of reinforcement magnitude associated with the delayed option. In one condition, unit price favored the immediate option and in the second condition, unit price favored the delayed option. In Experiment 2, unit price was also altered via manipulations of reinforcement magnitude associated with the delayed option. In one condition, unit price favored the immediate option and in the second condition, unit price was equal for both options. In Experiment 3, reinforcement magnitude always favored one option, while unit price was manipulated via delay. In one condition, delay was held constant and in the second condition, the delayed option was associated with the larger reinforcement magnitude. Results of each Experiment demonstrated that self-control and impulsive choice responding was biased toward the more economical option. These results show that the application of behavioral economic principles in the form of unit price may provide a framework for the study and conceptualization of impulsivity and self-control choice responding.

Individuals with intellectual and developmental disabilities (IDD) are at a greater risk for having psychiatric conditions than their typically developing peers (Emerson, 2003). Furthermore, individuals with IDD who engage in severe problem behaviors (aggression, self-injury, etc.) are three times more likely be diagnosed with a psychiatric condition and provided medication as one aspect of clinical care than those who do not engage in severe problem behavior (Rojohn, Matson, Naglieric, and Mayville, 2004). The four studies presented here examined the effects and side effects of medication during the assessment and treatment of severe problem behavior. Hardesty et al. and Valdovinos et al. both examined the effects and side effects of medication on severe problem behavior during assessment in two different populations and using two different methods (collected case series and prospective analogues). Similarly, Maley and Bourret and Retzlaff et al. both examined the effects of medication during treatment for different target behavior and using two different methods (collected case series and applied treatment). Results of these studies suggest several interesting findings that are directly applicable to clinical care and new prospects for future research. In addition, Dr. Chris Newland will lend his expertise in behavioral pharmacology by serving as discussant.

Numerous studies have demonstrated drug specific (i.e., risperidone) effects on FA outcomes (i.e., Crosland et al 2003; Zarcone et al 2004); however, no descriptive studies examined how medication modifications may impact the clarity (i.e., differentiation) or results (i.e., masked functions) of subsequent FAs. The purpose of this study was to examine the extent to which psychotropic medication changes altered FA outcomes on an inpatient unit. A review of electronic medical charts was conducted between the years 1995-2014. In total, 12 FA cases (out of 81total) had sufficient evidence (i.e., multiple FAs, detailed medication changes) for further review. Participants were aged 7 to 21 years and were diagnosed with IDD. In each case, 2-4 FAs were conducted. Attending psychiatrists directed medication changes with the guidance of the interdisciplinary team, and those who collected data for FAs remained blind to changes. To determine differentiation, criteria were established similarly to Hagopian et al. (1997), and a quotient score was generated. In half of the cases, alterations to medication (dosage and/or type) led to different conclusions, while the other half did not. In 10 of the 12 cases quotient scores were improved following medication changes. Implications for practicing clinicians will be offered.

Psychotropic medications are often prescribed and used in conjunction with behavioral interventions to reduce challenging behavior in individuals with intellectual disabilities (ID). Functional analyses (FAs) are conducted to determine the conditions under which challenging behaviors are likely to occur and subsequent impact that psychotropic medications may have on challenging behavior function. Under-assessed, however, is the impact psychotropic medication side effects have on challenging behavior. The presence of adverse side effects (ASEs) are difficult to identify given the communication impairments those with ID may often possess. The present study used FA methodology to assess the impact of psychotropic medication adverse side effects on challenging behavior of five individuals diagnosed with IDD. Conditions were selected for assessment based on individual’s initial medication regimen. FAs were conducted when a participant began the study and two weeks after a change in psychotropic medication regimen. Results indicated different rates of challenging behavior during ASE conditions across medication changes for all participants, higher rates implying a more severe experience of specific side effects. These data demonstrate that this method of evaluation may provide feedback for informative decisions about psychotropic medication regimens that could improve quality of life for individuals with ID.

We used a telehealth model to treat one young girls sleep-related trichotillomania and trichophagia using a night-vision webcam placed in the girls bedroom. Data collectors recorded intervals with trichotillomania and trichophagia remotely from a university-based program using video footage of preceding nights, and the girls mother carried out all of the procedures in their home. We implemented a biobehavioral treatment package consisting of sleep-hygiene recommendations (e.g., a structured bedtime and wake time) in combination with the titrated use of melatonin, which decreased the girls trichotillomania and trichophagia and improved her sleep pattern, as depicted by both nightly and hourly analyses, and results maintained at a onemonth follow up. We discuss the use of behavior-analytic research strategies and tactics to evaluate treatments not commonly implemented by behavior analysts.

Psychotropic medications are often prescribed to individuals diagnosed with various mental illnesses. Physicians also prescribe psychotropic medication such as anti-psychotics, anti-depressants and psychostimulants to individuals diagnosed with autism spectrum disorder (ASD) to treat behavior problems. In this study, we sampled archival data on problem behavior for individuals previously or currently prescribed one or more psychotropic medications. Data were analyzed in terms of the probability of psychotropic medications of various categories producing decreases in problem behavior and the amount of change observed. In addition, dose response curves were plotted to examine dose-dependent effects. The findings are discussed in terms of implications for behavior analysts working with individuals who may be prescribed various forms of psychotropic medication.

We have initiated a programmatic line of research to apply and adapt the existing procedures to treating very young children who are at risk for developing autism or other developmental problems. Infant engagement responses such as vocalizations, eye contact, joint attention, and social referencing are critical developmental milestones that serve as prerequisites for early communication and social skills (Pelaez, 2009). The purpose of this symposium is to identify the early behavioral indicators of at-risk infants and to report operant-learning procedures shown to be successful in establishing early social-learning repertoires. The first presentation analyzes previous research on behavioral procedures used to establish infant eye contact using a synchronized reinforcement procedure. The second presentation reviews existing research on procedures using adult vocal imitation and motherese speech for improving early infant vocalizations in young children. The third presentation examines the establishment of joint-attention and social referencing via the operant-learning paradigm in infants and toddlers with developmental deficits. The fourth presentation will apply the behavioral systems approach (Novak & Pelaez, 2004) to the development of autism. Early behavioral interactional deficits in the development of autism will be identified. In sum, ongoing programs of research will be discussed.

Parents can successfully increase infant engagement behaviors such as eye contact and positive affect with young children at risk of developmental disorders. This reviews and discusses a synchronized reinforcement procedure, described by Pelaez and colleagues (1996), to strengthen infant eye contact. The procedure includes brief parental training where mothers are taught to contingently provide behaviors such as smiling, verbal praise, and rhythmic touch to reinforce infant eye contact in the natural environment. Establishing eye contact in young children may aid in the development of foundational skills required to build nonverbal and social communicative behaviors. The presentation stresses the importance of contingent mother and child interactions.

Differential reinforcement of alternative behavior (DRA) based treatments are commonly used approaches to suppressing problem behaviors. However, removal of alternative reinforcement following treatment often results in resurgence of problem behavior. The quantitative model of resurgence based on behavioral momentum theory proposed by Shahan and Sweeney (2011) predicts that larger magnitude alternative reinforcement should produce faster suppression of the target behavior but also greater resurgence following removal of treatment. To date, these novel predictions have not been directly tested. Thus, the present study assessed the effects of alternative reinforcer magnitude on response suppression and resurgence. Following baseline, rats responded for either a high- (5 pellets) or low- (1 pellet) magnitude alternative reinforcer during extinction of the target response. Resurgence was then assessed following removal of alternative reinforcers. High-magnitude alternative reinforcement was more effective in suppressing target responding compared to low-magnitude alternative reinforcement. Further, there was a greater increase in target responding following removal of high-magnitude alternative reinforcement but target responding did not increase following removal of low-magnitude alternative reinforcement. Thus, high-magnitude alternative reinforcement might produce more desirable effects than low-magnitude reinforcement during DRA-based treatment, but it may also produce behavior that is more susceptible to resurgence following treatment.

Little is known about effects of response effort on behavioral resurgence. In this translational study we evaluated rate of responding following reinforcement and extinction of two different responses. Six typically developing adults received points on a VI 3 s schedule for touching moving targets (R1 and R2) on a computer screen. To create disparity in response effort we manipulated the speed and size of the targets. Each session consisted of three phases: Establishment of R1, Differential Reinforcement of an Alternative Response (DRA), and a test for Resurgence (EXT for R1 and R2). Rate of responding in the Resurgence test was compared across three conditions: (a) R1 and R2 were the same size and speed (equal difficulty), (b) R1 was a larger, slower-moving target (easy response) and R2 was a smaller, faster-moving target (difficult response), and (c) R1 was the difficult response and R2 was the easy response. The order of conditions b and c was balanced across participants. In 9 of 12 cases, there was greater resurgence when the easy response was established first than when the difficult response was established first.

We evaluated the extent to which using clinically acceptable fixed-time schedules of reinforcement would prevent resurgence of protesting displayed by four elementary-aged children. Two of the four participants experienced thinning of a fixed-ratio schedule during the alternative phase, and two of the four participants experienced a variable-ratio 3-s schedule. Reinforcement rates during the fixed-time phase were yoked to reinforcement rates experienced by each individual participant during the last three sessions of the preceding alternative phase. Levels of resurgence during the fixed-time phase were evaluated in comparison to levels of resurgence during an extinction probe. Resurgence occurred to a lesser extent during the fixed-time phase than during the extinction probe for all four participants.

Social reinforcement is a topic of enormous conceptual and applied significance. The basic mechanisms of social reinforcement are not well understood, however. The goal of this session is to bring together several lines of research designed to assess the efficacy of social reinforcement across a range of species and different reinforcer types. Feuerbacher & Wynne will discuss research aimed at measuring the reinforcing efficacy of human social interaction for dogs, including analyses of reinforcer duration. Pinkston and colleagues will describe research on social/sexual reinforcement with rats, as a baseline against which to measure the response weakening effects of antidepressant drugs. Call and colleagues will present data comparing the relative efficacy of social and non-social reinforcers in autistic and non-autistic children, putting a sharper quantitative point on general methods for assessing social deficits in autism. Hackenberg and colleagues will discuss research exploring the effects of social familiarity on preference for social reinforcement in rats. Together, the work illustrates some promising methods for assessing and quantifying the efficacy of social reinforcement across species, settings, and reinforcers a first step in a comparative analysis of social reinforcement.

Whether human social interaction can function as a reinforcer for domestic dog behavior remains unclear, but is an important question for owners hoping to maintain desirable behavior in their dogs through social interaction. Previously, we demonstrated that brief human interaction did not function as an effective reinforcer for dog behavior. However, others suggested longer interaction might, although confounding contingencies prevented clear conclusions. Thus, we examined whether 30 s of social interaction would function as a reinforcer for dog behavior. We saw little effect and no difference compared to dogs that received 4 s of interaction. To investigate a transient response spike in some subjects, we provided some dogs 4 min of presession noncontingent interaction. This did not affect responding. Finally, we implemented a multielement design in which dogs alternated within and across days between abolishing operation (presession attention) and establishing operation (presession ignore) conditions. Half of the dogs showed a reinforcement effect of 30 s social interaction, although with little distinction between abolishing operation and establishing operation conditions. The other half showed no reinforcement effect. Our results suggest that for some dogs, longer social interaction can function as reinforcer for their behavior, but session spacing might be a critical variable.

There is growing support for the theory that disruptions in the degree to which social interactions are reinforcing may constitute a root cause of autism spectrum disorder (ASD). This paper will present studies that have attempted to develop methods for quantifying the degree to which social interactions function as reinforcers for children with ASD. This will include the results of a study that used PR schedules to compare the relative reinforcing efficacy of social attention and leisure items in children with ASD (n=8), Williams Syndrome (WS; n=4), and typically developing peers (n=9). Participants in the ASD group exhibited higher breakpoints and Omax for leisure items than for attention, whereas children in the typically developing and WS groups exhibited the opposite pattern. Results will be discussed in terms of how these methods compare to other approaches to quantifying the reinforcing efficacy of social interactions in children with ASD.

In a concurrent schedule procedure, female rats made repeated choices between two options, each of which opened into side compartments in a three-compartment apparatus. Responses on levers in the middle chamber opened guillotine doors separating the middle from the side compartments, permitting 45-s access to the side compartment adjacent to target lever. In baseline conditions, one side compartment contained a familiar female rat (the focal rats cagemate, with which it was housed outside the experiment), whereas the other side compartment was empty. In a second condition, the empty chamber was replaced with a new female rat, unfamiliar to the focal rat, thereby permitting a choice between a familiar and unfamiliar rat. This was followed by a return to baseline conditions, with choice between a familiar rat and an empty chamber. The focal rats showed a clear and consistent preference for the familiar rat over the empty chamber in baseline conditions, but reversed their preference in favor of the unfamiliar rat when pitted against a familiar rat. The methods show promise as an experimental paradigm for evaluating and quantifying preference between qualitatively different social reinforcers.

Functional Analysis is an integral part of determining challenging behavior. Often regarded as the gold standard in the field of Applied Behavior Analysis. Offering a different perspective on graphical analysis may provide information that can be useful in determining functions. Examining level and bounce the Functional Analysis Celeration Chart (FACC) may be a reliable tool in determining the function of challenging behavior. The use of the FACC has the potential to provide in-depth analysis and quantify the challenging behavior in exciting ways. By recharting data on to the FACC a precise quantification of level presented in a non-sequential view provides potential clarity in undifferentiated FAs. By measuring variability (i.e. bounce) control can be demonstrated. Additionally, presenting data in a sequential view allows for a proportional display of data regardless of frequency, reducing some of the variability. Participants will learn how to use the FACC and a discussion on potential benefits will take place.

Evaluating behavioral change In Single Case Design involves a variety of components including level, trend, overlap and immediacy. While visual analysis has been the hallmark of ABA, will this method alone continue to serve the field in the future? Comparing Single Case Design versus statistical outcomes has always been a major point of distinction/departure for ABA versus other disciplines. Finding a method of assessment of effects for ABA interventions that both supports the interventionists visual analysis and that could be compared with other interventions has been an ongoing effort. One possible solution currently available is overlap analysis. The paper will present an introduction to various overlap analysis procedures, a brief conceptual basis for the use of the Tau U (Parker, Vannest, Davis, & Sauber, 2011) overlap statistic, three Single Case Design applications utilizing both visual analysis and demonstrating a number of issues related to evaluating the results of Single Case Designs with Tau U, and estimating effect size of Single Case Design's via the Tau U statistic. Possible implications for current practice will be discussed.

Skinner (1938) wrote of his own work that It is a serious mistake to allow questions of ultimate application to influence the development of a systematic of a systematic science at an early stage (p.441). His analysis of verbal behavior (Skinner, 1957) has generated much applied research, but relatively little basic research. This symposium reminds us of the value of asking and answering questions which may not have immediate applied relevance, because they provide information about uniformities in verbal behavior which lead to practical benefit. Topics include studies on the parity hypothesis, grammar and production of novel prepositional sentences, the effects of blocking verbal behavior on joint-controlled sequencing and a direct replication of Skinners verbal summator experiment.

Skinner (1957) hypothesized that ones vocal pattern is automatically reinforced if it is similar to the vocal patterns of preferred individuals which results in borrowing verbal behavior from the community (p. 164). Palmer (1996) describes this process as parity which occurs when a speaker, who is a competent listener, differentially reinforces his/her own vocal verbal behavior to conform to that of the verbal community. The current study replicates and extends stvik, Eikeseth, and Klintwall (2012) by examining if English-speaking undergraduate students would alter their vocal verbal behavior to conform to an experimenters model of tacts in the passive voice in the absence of socially-mediated reinforcement. Undergraduate students were assigned to either the control group, which was never exposed to modeling; the waiting quietly group, which replicated previous procedures; or the vocal imitation group, which extended previous procedures by including echoic tasks during the wait interval. Participants in the control group had consistent grammatical forms of tacts across phases and rarely engaged in vocal verbal behavior with passive voice, whereas the majority of participants assigned to the waiting quietly or vocal imitation groups showed increased use of passive voice following modeling. However, the degree of change differed across participants. Verbal behavior theoretical implications and future directions will be discussed.

The verbal summator was a device created by B. F. Skinner to assess verbal behavior. Skinner's original 1936 verbal summator study was an early attempt to study echoic (originally termed imitative) and intraverbal (originally termed summative) behavior. Extensions of the original study focused on the use of the summator as a diagnostic or assessment tool rather than using it to study the function of verbal behavior. No previous studies have directly replicated Skinner's original experiment. For the current study, researches recorded new samples resembling Skinner's original audio recordings using modern digital recording technology. These samples, like the originals used by Skinner, were arrangements of preverbal sounds that were played slightly distorted at a low volume. During the experimental sessions, we presented random selections of these audio recordings to 30 subjects and asked to report what they heard. The audio samples were repeatedly presented until the subject provided a word or phrase describing what they heard. The resulting data analysis was conducted as described by Skinner (1936). Implications of these results and directions for future research will be identified. Data will be presented on the number of samples, organized by the number of syllables. In addition, data will be presented on the similarity of the collected responses to real speech, as described in Skinner (1936), through the use of Zipf's law analysis. Finally, responses were collected and ranked according to their frequency of occurrence.

When companies adopt Lean methods, they often conduct many "Rapid Improvement Events" also known as "Kaizen Events." Although many of these activities are conducted, and many process improvements are discovered, only a small percentage survive as standard operating procedure for the company operations. This means the time spent on these process improvement activities are "asted because the new methods are not used. The improvement gains are not sustained. In the analytical ABC model of Applied Behavior Analysis, these activities are "Antecedents," which last only a short time. In order to build these new methods into daily habits, Consequences are needed, specifically positive reinforcement. This presentation gives OBM practitioners and healthcare / company managers an ABA "preventive maintenance" methodology for sustaining gains called Process Behavior Maintenance (PBM). Participant learn about three skills for sustaining lean gains. These three skills can be added to their own Leader Standard Work (a concept in Lean / Toyota Production System) for maximum effectiveness.

Research suggests that individual instructional arrangements are highly effective with individuals with intellectual and developmental disabilities who display challenging behavior, however the resources necessary to provide intensive staffing to all students are rare (Kamps & Walker, 1990). Not only is intensive staffing often unrealistic, some research indicates that individual instructional formats hinder generalization of skills, eliminate the potential for observational learning, and require far more instructional time than do group formats (Favell, Favell, & McGimsey, 1978; Keel & Gast, 1992; Koegel, Egel, & Dunlap, 1980). The ability to follow instructions delivered to a group is essential to successful integration in school, vocational, and community settings. This symposium will explore ways to assess the ability to acquire novel skills and maintain existing skill repertoires in individual instruction, dyad instruction, and small group instruction. Additional information about instructional efficiency and the rates of challenging behaviors in these instructional formats will be discussed.

Fading intensive staffing is essential to the promotion of independence and successful transitioning to less restrictive settings. However, concerns about behavioral regression and slower rate of acquisition coupled with limited guidelines on the assessment of instruction arrangements often result in long term provision of individual instruction. Therefore, an instructional protocol was designed to assess a learners academic and clinical performance in individual and group instruction. Variables assessed included the ability to learn new material, levels of engagement in independent activities, rates of challenging behavior, and maintenance of mastered targets in individualized and group instructional arrangements. Initial data collected using this protocol demonstrate that a learner continued to learn novel skills while maintaining previously mastered skills in small group instruction. Data also demonstrate that the learner engaged in low level problem behavior while engaging in adaptive skills such as functional communication, leisure and waiting skills. Follow-up data will be shared with a focus on the expansion of this protocol for larger periods of the instructional day.

A series of studies exploring the impact of instructional ratio on learning will be described. The presentation will begin by reviewing various levels of staffing support provided to individuals with autism. The first study evaluated criteria to guide clinicians in moving students to group instructional formats. Targeted behaviors included stereotypy, engagement, active responding, and the presence of other challenging behaviors, and three different instructional content areas were evaluated. Criteria were set to guide clinicians in decisions to reduce the intensity of staffing along the various levels of support. Study two looked at skill acquisition in individual and dyad instruction, with an additional focus on observational learning opportunities. The final study looked at individual, dyad and triad instruction across learners, and evaluated how the size of the group affected rates of learning. The discussion will highlight individual differences in appropriateness for transitioning to group instruction, and will hypothesize about predictive variables.

Gender and sexual minorities experience stigma and discrimination in a number of domains, leaving them at an increased risk of psychological distress, mental health symptomatology, and risk-taking behaviors. Some GSM individuals are resilient, however, thriving even in the face of clear discrimination and subsequent distress. It may be that the impact of discrimination and distress depends on the psychological skills one applies. For example, both self-compassion and psychological flexibility have been shown to mitigate the impact of psychological stressors on well-being. The current study aimed to consider 1) the extent to which daily experiences of perceived discrimination lead to psychological distress and disruption of well-being in GSM individuals and 2) how psychological flexibility, self-compassion and other coping mechanisms might mitigate the impact of perceived discrimination on distress and well-being. Participants tracked their daily experiences of discrimination, their private reactions to those experiences, and functions of those reactions. Implications for interventions targeting discrimination-relevant distress and dysfunction will be discussed.

The Brain Injury Association of America has reported CDC estimates of 2.4 million Traumatic Brain Injuries (TBI) each year. Of those injuries 3-5% will result in chronic impairments of mood, function and cognition. ABA offers a significant addition to neurorehabilitation in terms of accountability, quantification and effectiveness. This panel will cover some of the more frequently encountered challenges and demonstrate the effectiveness of the behavioral approach within a multidisciplinary team. This panel will review effective treatment procedures and strategies that increase an individual's quality of life and reduce the burden for caregivers. The panelists will cover topics including: bowel and bladder training using an auditory cue vs. scheduled toileting, anger management utilizing massed practice of relaxation using cue card training, and timely intervention for adjustment problems including depression and anxiety that lead to improved participation and engagement in rehabilitation, which allow individuals to better accept their "new normal."

This talk focuses on the roles and responsibilities of behavior analysts in the dissemination of Applied Behavior Analysis and research through social media. The Professional and Ethical Compliance Code for Behavior Analysts explicitly states that it is the responsibility of all behavior analysts to promote the field through all available mediums, which includes social media. Behavior analysts and those seeking certification currently use social networks--such as Facebook, Twitter, and Pinterest--to seek advice on degree programs in behavior analysis, dissemination, and clinical practice. While it is common for behavior analysts to seek the advice of those with more experience or different expertise when developing treatments, it is important to ensure that confidentiality breaches, among other ethical issues, do not occur. The behavior of this verbal community is discussed to ensure that no harm is done to clients or to the field of behavior analysis. Enforcement of the compliance code, as of January 2016, calls for a review of acceptable practices for dissemination of Applied Behavior Analysis through social media.

There is a crisis facing veterans today. Suicide among veterans is a large problem facing our country. Veterans suffering from PTSD or other service-related disorders are in need of behavior-based therapies provided by behavior analysts trained in the principles of behavior analysis. This panel will discuss various avenues for behavior analysts interested in supporting the veteran community. Each panelist will provide a brief overview of the work they are doing with the veteran community. Then the chair will facilitate a question-and-answer session between the panelists and the audience. The first panelist, Dr. Robert E. Wright will discuss his work providing behavioral skills training to service professionals that work with veterans through his company Behavioral Educational and Resource Services Inc. Then, Dr. Kent Corso will discuss his work developing behavioral health programs for businesses, organizations and hospitals that provide services for veterans. Thirdly, Dr. Abigail Calkin will discuss her work and recent publication that provides insight into the struggles that accompany veterans and their families.

Single-subject methodology and Skinner's caution against inferential statistics based on group averages have been very influential with researchers in behavior analysis. Here we review recent developments in the philosophy of science and methodology, including the "new statistics," and consider their implications for the quantitative analysis of behavior. We describe an account of scientific methodology—the Abductive Theory of Method (ATOM; Haig, 2005)—which details how empirical phenomena are detected and contribute to theory construction via inference to the best explanation, and show how it is relevant for behavior analysis.

Licensed psychologists, certified behavior analysts, graduate students.

Academic and behavior problems are highly co-morbid, yet little more is known about the relation between the two. Does one lead to the other? It is easy to imagine that as behavior problems persist and instructional time is lost to disciplinary procedures such as time-out and suspension, the lost instructional opportunities result in poor academic performance. However, it is also easy to imagine that as a young student's academic difficulties persist, school becomes increasingly aversive and socially reinforced behavior problems emerge. Effective interventions exist for both learning and behavior problems separately, but is it possible to implement intervention for one and achieve concomitant improvement in the other? If so, under what conditions is it possible to implement treatment that results in improvement in both academic performance and behavior? This presentation will begin with the question of the relation between learning and behavior problems and include data from several investigations of the influence of motivating operations, stimulus control, and reinforcement on academic performance and behavior.

Licensed Psychologists, certified behavior analysts, graduate students.

Programs prioritizing ?motivating Behavior Change? frequently fail to generate sustained engagement: over 80% of employees who attempt to create new, healthy behaviors still fail at continuing their training after just the first 30 days, and corporate lifestyle management programs return only $0.50 for every $1 invested (RAND, 2015). The CDC attributes 80% of chronic conditions to this inability to form successful wellbeing habits, resulting in almost $1 Trillion in lost productivity alone (CDC, 2009). The problem is not that people resist change, but they resist being changed. While health promotion can motivate employees to make episodic, temporary changes, when it comes to creating lasting results, learning the skill of creating new habits is what is vital for long-term Behavior Change. The reason: While motivation may get you started, habit keeps you going. Developed by licensed, clinical psychologists from Yale and the University of Washington, this session covers best practices in the design of sustainable Behavior Change systems that have led to the successful training of unconscious, daily habits, derived from more than eight years of clinical testing of evidence-based research from over 100 behavioral researchers. Habit Design has trained more than 500 companies and 100,000 employees - from UnitedHealthcare, Humana, Aetna, Kaiser Permanente, Stanford Medical School, Boeing, Google, The White House, and many others.

Past research comparing brief and lengthier functional analyses has generally shown high rates of correspondence. In 1995, Vollmer, Marcus, Ringdahl, and Roane, proposed an assessment model that progressed from brief functional analyses to lengthier functional analyses following undifferentiated results. This study sought to examine the proposed model by comparing the results of brief functional analyses and lengthier functional analyses conducted according to procedures from Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) with participants from a day treatment program for severe problem behavior. Results showed low correspondence between the brief and lengthy functional analyses across 22 comparisons indicating possible false positive or false negative results. Low correspondence may be due to the various differences between assessments or the particulars of the participants and behaviors included in the study. Past research has shown both assessments have demonstrated successful treatment development. Therefore, future research is necessary to evaluate correspondence between assessments in other settings and with other types of participants.

This symposium contains three presentations regarding improving social functioning for children with autism by teaching them important skills. The first paper involves teaching basic skills of understanding perspective taking. The second presentation is teaching the identification of false-belief tasks, which are commonly used by developmental/cognitive psychologist to test the ability of "theory of mind." The third presentation uses an evaluation form along with video modeling to train parents how to teach their children with autism.

Previous research has reported that the inability of children with autism to discriminate between the reality and non-reality of events may contribute to their difficulties in understanding others perspectives. The purpose of this study is to use behavior analytic approach to teach children with autism to tact mental vs. physical state of verb. A seven year-old child with autism, who had advanced speaker and listener repertoires, participated in this study. A multiple probe across three behaviors design was used. Three target behaviors included (a) discrimination of physical and mental states of events (e.g., Tony takes a train in his hands. Kevin is thinking about the train. Who has the train?) (b) discrimination of reality and imagination (e.g., Mary locked the door. Tim wanted to lock the door. Who indeed lock the door?), and (c) discrimination of reality with and without evidence (e.g., John saw the candy on the table. Helen heard that the candy is on the table and believes the candy is on the table. Who can get the candy for sure?) Multiple exemplar teaching strategy with picture stimuli along with verbal instructions were used during training. Data showed that the rate of correct responses was increased after training. The skills were also generalized to novel scenarios.

Children with autism often have difficulty taking others' perspective--a developmental capacity commonly observed in typically developing children, termed the theory-of-mind (ToM). Teaching the children to tact other's belief is the fundamental skill in ToM. The purpose of this study is to use behavior analytic approach to teach children with autism to identify false-belief tasks. Two children, age 6-7 diagnosed with autism, who had advanced speaker repertoires, participated in this study. A combination of multiple probes across subjects and behaviors was used. Ten scenarios with pictures illustrating the stories were created as instruction materials. The teaching procedure included showing the scenario with drawn pictures, and asking questions regarding the belief of each person. Two target behaviors included:(a) tacting other's belief, (e.g., John is looking for his pencil box. Pencil box may be on the shelf or dining table. John thinks that it should be on the shelf. Where is John going to find his pencil box? Why?) (b) tacting other's false belief (e.g., John is looking for his pencil box that he left on the dinning table. Mary has put John's pencil box on the shelf. Where is John going to find his pencil box? Why?) Both children showed positive results for the acquisition and generalization of the tasks.

The study was conducted in an Early Intensive Behavioral Intervention (EIBI) program of a public children's hospital in the Seoul city. Three mothers whose children were receiving the EIBI service participated in the study. A multiple baseline across participants design was used in the study. During the baseline, a behavioral skill training package was implemented in which lecture, written instruction, modeling, coaching, role-playing, and feedback were provided to the parent during DTT sessions. During the intervention phase, parents were required to watch their performance video scoring their own performance with TPRA forms. Percent of trials which were delivered without errors and rate of delivery of correct trials were measured using TPRA, and overall performance during DTT were evaluated using "Performance Checklist" throughout the study. The results showed that video self-monitoring using TPRA forms were effective in improving parents' performance during DTT with their children with ASD. The improved performance of parents during DTT was maintained during follow-up sessions.

Emerging research supports the psychological benefits of engaging in values-consistent patterns of behavior (e.g. Crocker, Niiya, & Mischkowski, 2008). In psychology, multiple definitions of values have been proposed. However, most of these definitions include terms that are not useful for scientific analysis and application. It is important to remember that behavior analysis "does not insist upon truth by agreement and can therefore consider events taking place in the private world within the skin" (Skinner, 1945). Given the occurrence of "values" in popular culture and in our scientific discussions, it seems appropriate to delineate a behavioral definition and discuss the potential benefits of examining interactions between the environment and values-consistent behavior(s). The aim of this panel is to discuss behavioral analytic definitions of values and the roles that values can play in behavior analysis in practice. Panelists will discuss the function of values in behavior analysis, Acceptance and Commitment Therapy (ACT), Relational Frame Theory (RFT).

Delay discounting describes how the value of an outcome is affected by how quickly it is delivered. How rapidly reinforcers are discounted differs across species as well as individuals, and this phenomenon has been widely studied over the past 30 years using a variety of procedural assays. Despite methodological differences, many methods of assessing discounting have impressive internal reliability and external validity. The current study assesses the validity of several abbreviated measures to examine how quickly discounting rates can be determined. In a counterbalanced order, rats experienced several discounting procedures. These included an adjusting delay procedure, in which amounts to a larger reward were manipulated across conditions, and several increasing delay procedures, in which the delay to the larger reward was manipulated either across days or within trial blocks in a session. Post-hoc analyses examined validity across measures and also whether reliable results could be attained in time spans as short as one week. Ideally, such results can lend confidence in using abbreviated discounting assays when examining potential correlates with other time-sensitive variables in behavioral, pharmacological, or aging research.

It is often a good strategy to "stand in the other person's shoes" to see a situation from a different perspective. People frequently attempt to infer what someone else would recommend when no advisor is available to help with a decision. The aim of our study was to determine if we can change participant's intertemporal and risky decisions by asking them to take the perspective of a peer, an expert or an entrepreneur. To test whether we can change participant's choices we have measured the behavior of 227 participants in Study 1 and 186 participants in Study 2. In out studies University students made choices using computerized multiple staircase discounting task. In a series of two experiments, we found that taking the peer's perspective made participants behave more impulsively and more risk aversely in relation to the participants' own perspectives. Taking the peer's perspective made participants behave more impulsively and more risk aversely in relation to an expert's or entrepreneur's perspective. Taking an expert's or an entrepreneur's perspective did not change participants' own intertemporal and risky decisions.

The purpose of the present study was to examine a relation between delay discounting and texting while driving from a behavioral economic perspective. A sample of 64 college students completed a survey to assess how frequently they send and read text messages while driving. Based on this information, groups of students who frequently text while driving and students who infrequently text while driving were identified. The groups were compared on the extent to which they discounted a putative social reinforcer obtained through exchanging text messages. In a novel discounting task using a hypothetical scenario in which students receive a text message while driving, they rated their likelihood of replying to a text message immediately versus waiting to reply for a certain period of time from 30 s to 6 h. The results show that the rate at which the likelihood to wait decreased as a function of delay was greater for students who frequently text while driving than students who infrequently text while driving. The results also show that the decrease in the likelihood to wait is well described by a hyperbolic delay-discounting function, which has descriptive and predictive utility in understanding texting while driving and other impulsive behaviors.

Impulsivity predicts obesity and binge-eating disorder (Thamotharan, Lange, Zale, Huffhines, & Fields, 2013; Pearson, Zapolski, & Smith, 2015); however, not everyone with binge-eating disorder is overweight, and many overweight individuals do not meet the criteria for binge-eating disorder. Obesity and binge-eating have also been demonstrated to occur independently in a rat model (Boggiano, Artiga, Pritchette, Chandler-Laney, & Eldridge, 2007). In the current experiment, 10 male Wistar rats completed three conditions in counterbalanced order: (1) binge-eating measured by consumption of intermittently available Double Stuf Oreo cookies, (2) diet-induced obesity proneness measured by weight gain when provided with a sweet high-fat diet ad libitum for 2 consecutive weeks, as well as (3) impulsivity assessed with a delay discounting task. Findings indicate that impulsivity predicted binge-eating but not diet-induced obesity, and that binge-eating and proneness to diet-induced obesity were unrelated to each other. Binge-eating disorder and obesity are serious, unresolved societal issues; a more complete understanding of the psychological, physiological, and behavioral components of these conditions is needed in order to develop more effective and targeted treatments.

Previous research showed that delay discounting is a unique predictor of obesity in young adults, as measured by body-mass index (BMI). Outside of impulsivity, eating and overeating occurs in a social setting spanning close friends and relatives, along with a larger cultural context. Social discounting is a measure that is related to impulsivity, but also uniquely measures aspects of sharing as a function of social proximity. A total of 804 college students completed both demographic and discounting measures across two online studies. Table 1 shows the Pearsons r correlation coefficients for the relationships between measures. Unlike previous research, neither study showed a relationship between delay discounting and BMI. Likewise, there was no direct relationship between social discounting and BMI. However, consistent with previous research, there were significant relationships between delay and social discounting, and age and BMI. In addition, BMI was sensitive to self-reported exercise patterns, suggesting that BMI was a valid predictor of obesity in the current study. We discuss why there may have been discrepancies between our results and those that had previously shown a relationship between BMI and discounting measures.

The gambling literature suggests a relation between how one answers discounting questions (assessments of risk and impulsivity) and the degree one is identified as having problems with gambling. One area of skilled gambling, poker, may defy conventional wisdom in that poker players may be potentially identified as being problem gamblers, given their commitment and investment to the activity, even though their actions may be risk-averse and non-impulsive. This study seeks to start a series of investigations into the relation between poker players' discounting assessments and measures with respect to problem gambling as a function of their level of expertise. This will be accomplished through several measures and poker scenarios delivered in an online format, and measures of delay and probability discounting. The discounting questions cover a variety of topics, and the poker scenarios a variety of in-game situations. In this initial study a relationship between answering the poker questions correctly and discounting is suggested.

We has been studying on the relation between response cost and reward amount in a self-control task. Tajima (2007, 2014) reported the need for the schedule thinning procedure to increase high-cost high-reward choices over low-cost low-reward choices. But in our last experiments, all participants continued to choose high-cost high-reward alternative from the beginning (Baba & Mochizuki, 2015). In this experiment we removed the forced choice trials to equalize the procedure to Tajima's experiment, and tried to replicate Tajima's results. University students experienced five sessions of concurrent-chains procedure. The concurrent-chains has two alternatives and they were different in fixed-ratio (FR) value and reinforcement amount. The schedules of terminal links were concurrent (conc.) FR 5 (5) FR 40 (60) in the first session and changed to conc. FR 20 (20) FR 20 (20), conc. FR 16 (16) FR 24 (36), conc. FR 10 (10) FR 30 (45), and conc. FR 5 (5) FR 40 (60) (Values in parentheses show reinforcement points which was exchangeable for money). Three of four participants always chose high-cost high-reward, and only one showed gradual increase in high-cost high-reward choice. Experiment is ongoing with more participants and some other values of FR and reinforcement points.

Gambling persistence can be considered as the duration an individual continues to gamble after the gambling activity no longer produces wins. Factors that increase gambling persistence are important to identify for understanding maladaptive gambling behavior. The purpose of this study was to determine the effect of response-independent food and drink delivery on gambling persistence with a focus on single-subject analysis. Six female undergraduate students from a Midwestern university each attended two sessions and participated in two of three conditions. The participants played on a simulated slot machine which only produced wins during the first 30 plays, afterwards all plays only produced losses. As the participants began their 30th play they were informed of the status of food and drink delivery for that session, as well as given food and drink if applicable. Participants were able to eat and drink as per their leisure, and were informed they could leave at any time. All four participants who compared food and drink conditions to the no food and drink condition persisted longer when food and drink were available, and the two participants who completed food and drink conditions in both sessions persisted longer when they consumed more food and drink.

The Powerball lottery has been available for over two decades, producing significant income for its 47 participating member states (over $2 billion in 2014) with jackpots sometimes exceeding $600 million. To assess the association of jackpot size and ticket demand, sales and jackpot records were collected for all Powerball drawings held between April 1992 and May 2015 (n=2393). With each successive occurrence of the same prize level, per capita sales attracted by all prize levels tended to decline, and this public discounting of prize value was greatest for the largest prizes. Jackpot devaluation exceeded that of inflation, as measured by the consumer price index (CPI-W). At the same time, very large jackpots (>$150M), once claimed, were associated with induction of demand for the subsequent game, even though its jackpots were reset to beginning levels (e.g., $20-40M). While demand tended to increase as prizes rose above $50 million, time series suggest that first-instance jackpot sizes of $151-175M, $226-250M, and $276-300M commanded the highest break and run sales. Overall, ever-larger jackpots are needed to maintain demand for lottery games.

Single-case research methodology was used to evaluate short term outcomes from parent- implemented literacy instruction for children with intellectual disabilities. The present study investigated the impacts of a parent-implemented direct instruction curriculum on phonological awareness and phonics of children between the ages of 4 and 12 who were diagnosed Down syndrome. Additional behavioral measures of were used to identify potential collateral effects of the intervention on home behaviors. The study included 12 parent-child dyads and was implemented over 18 weeks. 33% of participants showed significant increases on decoding (nonsense word reading and oral reading fluency). Those who showed significant progress on decoding also improved on phoneme segmentation and rapid picture naming. All children improved on at least one literacy skill during the intervention. Overall, the intervention study presented here demonstrates that the same components of reading in children with typical development, also apply to individuals with Down syndrome. This study contributes to the literature in several ways. First, it demonstrated that parents can implement reading interventions with fidelity that are effective for this population. Second, it demonstrated that improvements on minimal verbal repertoires (i.e., phonemic awareness) contribute to decoding. These results will be discussed in further detail during the poster presentation.

Brief experimental analysis (BEA) utilizes single case design methodology to test drive interventions in order to select an effective intervention for an individual student (Burns & Wagner, 2008). Used in this way, BEA can guide intervention selection for learners who have failed to respond to standard instruction (Coolong-Chaffin & Wagner, 2015). This project examined how BEA procedures could be used to identify potentially effective skill and/or performance-based interventions targeting reading fluency for 12 students (grades 2-7) who demonstrated inadequate reading performance during the school year. In addition, an extended analysis was conducted to determine the effectiveness of the indicated intervention over time when used within the context of a comprehensive reading instructional package delivered during a summer reading program. Results indicated that a promising intervention was identified for each participant. In addition, the intervention led to large gains in words read correctly per minute during the reading program on intervention passages. Variable results were seen on generalization passages. These results extend the literature on BEA by demonstrating its use with interventions utilizing skill and/or performance-based interventions. The results also demonstrate how BEA-indicted interventions can be used within the context of a comprehensive instructional package for struggling readers during the summer.

The use of self-questioning strategies with prompt fading is examined as a way to support at-risk third graders in comprehending expository text. Self-questioning strategies are designed to aid children to monitor their understanding of text, to recognize elements of text, and to make inferences about text (Crabtree, Alber-Morgan, & Konrad, 2010). Explicit instruction of comprehension strategies, such as self-questioning, has been linked to learners' development of comprehension skills and improvement in assessment-taking skills (Chall, 1983; Goldman & Rakestraw, 2000; Kintsch, 2005; Pearson & Johnson, 1978). Prompt-fading techniques are used with self-questioning strategies to promote independence and prevent prompt-dependence. The purpose of this study is to examine the effects of a structured self-questioning strategy on the reading comprehension of third graders at-risk for academic failure due to reading comprehension difficulties.

Despite the fact that Iceland spends more on the educational system than most of the neighboring countries the need for special education is rising. Most students that receive special education need reading instruction. It is important to use methods that are effective and accelerate learning. Direct Instruction (DI) and Precision Teaching (PT) have been shown to be very effective with English-speaking students. In this study multiple baseline across participants and changing criterion design was used to assess the effects of using DI and PT in reading instruction with Icelandic students who had reading difficulties. The participants, 5 students aged 8 to 13, had reading skills below the average of their age. Most of them had been in special education in reading for some time without showing much progress. Every participant showed progress when DI and PT were used. These results indicate that these methods are effective in reading instruction with Icelandic speaking students.

Response to Intervention (RtI) is a general education initiative, however, general education teachers may not have extensive training or knowledge about the systematic interventions characteristic of Tier 2 or the systems approach to assessment and intervention within RtI (Spear-Swerling & Cheesman, 2012). We will share an intervention study of one private elementary school that began implementing an RtI model, with a focus on the delivery of a standard protocol Tier 2 reading intervention (e.g., student intervention data, teachers social validity data). Participants included first- through sixth-grade students with learning disabilities or who were at risk for reading failure. Data revealed greater effectiveness for students who were at risk. Social validity data from the teachers revealed benefits regarding student independence, interest and choice, and concerns with individualization and time for the general curriculum. These results point out the need for general education teachers to receive sustained support in their efforts to implement interventions and monitor student progress (Richards, Pavri, Golez, Canges, & Murphy, 2007). The intervention data also suggest that certain methods may be more effective with at-risk students as opposed to students with learning disabilities. Teachers must provide these learners with effective, evidence-based interventions to improve student outcomes.

Language and behavioral disorders tend to be highly comorbid in students with mild/moderate disabilities (Hollo, Wehby, & Oliver, 2014). One intervention shown to be successful at remediating communication-based problem behavior is functional communication training (FCT). FCT is typically utilized for individuals with moderate to severe developmental or intellectual disabilities; however the core components of FCT (i.e., functional assessment of problem behavior and differential reinforcement of a functionally equivalent communicative replacement behavior) are often utilized in intervention packages for students with EBD. This poster will present the results of a literature review of functional assessment based interventions for students with and at risk for high incidence disabilities to determine the extent to which these interventions address language based behavioral concerns using techniques aligned with FCT.

The purpose of this poster is to present a review of published research along with a current study that explores the effects of implementing a systematic process of de-intensifying interventions using most to least prompt procedures as students achieve performing tasks independently. For instance, a current study will be presented on exploring the effects of a most to least verbal plus visual prompt procedure using sound box to teach preschoolers to segment phonemes. Most to least prompt procedures consisted of modeling, guided practice, and corrective feedback while using sound boxes and then systematically removing modeling and guided practice and then subsequently the sound boxes as students approximated mastery. A multiple probe design was used to evaluate the effectiveness of the most to least prompts using sound boxes on the acquisition, maintenance, and generalization of the preschoolers� phoneme segmentation performance. Findings are displayed on a graph, and they revealed that all children improved their performance on phoneme segmentation tasks during the implementation of sound box intervention over and above their performance during baseline conditions. Results also showed that all children were able to maintain their high phoneme segmentation performance levels after prompts were systematically removed.

This study examined the effects of positive peer reporting on social interactions of two socially withdrawn children as part of a larger study. The study was conducted in two 4th grade general education classes using a multiple baseline design across participants. All children in the classes (65 children) participated in the intervention, and in this study we analyzed social interactions of two girls who rarely interacted with peers. We used an event recording procedure to record the girls social interactions during 10-min recess. After the baseline, the positive peer reporting was introduced as the intervention. At the beginning of the intervention phase, teachers conducted a review session about what are good behaviors. Children were told to find each others good behaviors in the school and report it by writing a card. The teachers collected the cards and read them in front of the classes at the end of a day. The teachers praised children who wrote cards as well as children who practiced good behaviors. During the intervention, both girls wrote and received cards, and their social interactions increased. We continue to observe if the girls social interactions are maintained after the formal withdrawal of the intervention.

This study implemented and evaluated a training program for students acquiring field supervision hours toward their BCBA certification, specifically in conducting effective supervisions (effective use of didactic, modeling, feedback, and performance management systems). The study identified the behavior of the supervisor as well as the para-professional charged with implementing behavioral procedures (including both currently credentialed Registered Behavior Technicians and who had not completed the RBT training). The students, each paired with a technician/trainee and a preschool-aged child (2 1/2 7 yr old), were each trained to criteria on a set of supervision objectives for implementation following a Supervision Skills Checklist (including both in-vivo observation of implementation and direct competency assessment). Each item of the implementation skills checklist identified were evaluated in baseline for the technicians, and both pre and post-training implementation treatment fidelity was measured. A multiple-baseline design across subject pairs (BCBA Student/Technician) demonstrated that after direct training of supervision skills with BCBA students both completion of supervision tasks and treatment fidelity increased, and maintenance of target skills occurred with ongoing supervision.

The prevalence of Autism Spectrum Disorder (ASD) is approximately 1 in 68. In many cases, the number of individuals requiring treatment surpasses the availability of service providers, such that children must wait to receive treatment. The purpose of my study is to develop and evaluate the effectiveness of a self-training program intended to teach basic reinforcement techniques to parents of children with ASD who have been placed on a waitlist. The self-training program will be available through an online Computer-Aided Personalized System of Instruction (CAPSI), and will consist of 2 modules that will include: (a) reading materials, (b) demonstration videos (c) study questions, (d) practice exercises, and (e) direct observation sessions. A multiple-baseline design across training modules will be used, with evaluations at baseline, training, post-training, and follow-up. I predict that scores from the study questions and direct observation sessions will improve from baseline to post-training, and that the improvements in study question scores will maintain at follow-up.

The purpose of this research was to provide an data-basedl method of gauging candidate progress through a teacher special education preparation program. A vocabulary assessment was created and is framed with the CBE and RtI models that have a 30-year research base. Curriculum-based measures were used in order to monitor the progress of candidates as they proceeded through the special education program. Further, the technology appears to hold promise for identifying candidates who were likely to need support; the results showed a difference in candidate acquisition of vocabulary from the beginning of the program to the end of the program. The assessments also accurately identified candidates within the program who were experiencing academic difficulty with program content.

Though the dairy industry in California is an extremely important component of the state?s agriculture, it is faced with significant financial hardships. Our preliminary study conducted in 2015 shows that dairy farmers intended to reduce cost risks and to maintain a price over cost margin. However, farmers were found lack of knowledge about risk management instruments. In this study agribusiness researchers developed an interactive online teaching course in November 2015. The course is pre-tested with 135 agribusiness college students and the discrete choice model results suggest that: 1) senior students who have previously taken an online course tend to rate low for the online learning experience. 2) Female students are found to be less likely to rank high for the online course because they feel the course required more work and more time. And 3) participating students believed the online coursework is more difficult than a face-to-face course. The revised course should focus on the development of interactive course activities; should provide additional course work help to female participants; and should propose appropriate instructive methods to better explain risk management concepts.

Organizational Behavior Management (OBM) has become a highly sought after area of interest in the field of Applied Behavior Analysis, and for good reason. The majority of behavior analysts have careers in which they make their impact on consumers through the coaching and management of others, a skill that is enhanced substantially through OBM Training. However, only 21 out of 291 BACB approved course sequences offer graduate training in OBM and even fewer offer a hands-on learning, or practicum experience. This situation is unlikely to improve, as there are few faculty positions in behavior analysis programs that call for an OBM background. This poster will review options that behavior analysts have for obtaining training in OBM. A case study of a new course at Florida Institute of Technologys online ABA program that blends distance learning with hands on experience in OBM will be featured. The potential for programs such as these to bridge the educational gap in OBM for behavior analysts will be explored.

Behavior Analysis Concepts are commonly cited in academic and scientific environments, usually under control, but there is little information on introducing basic concepts in a mid-size company with over 800 employees that attends the control of transit in a 400,000 inhabitants city (an uncontrolled environment, in this case). The trigger of the study was an accident with one of the transit agents, that turned into a strike of the formers, that showed a need to change the paradigm of simply training the agents and other staff personnel into a Behavior Oriented paradigm because of the number of variables involved, from media people, urban population to employees (agents and staff). The environment was very dynamic (many transit situations every day and the media news promoting reactions inside the company and in the relation to towns population). A series of encounters were conducted at different levels within the company to introduce Behavioral Concepts, to establish empirical correlations with the facts common to their daily work and to change behaviors from transit agents to staff. The learning evaluation was made as the company members produced real time in the company responses based on the new operants produced instead of the respondent concepts.

Supervisors must provide training and supervision that results in the accurate implementation of behavior analytic practices. The present study is designed to investigate the effects of interdependent group contingencies on the generalization of behavior analytic skills to treatment settings. A multiple baseline design will be used to evaluate the generalization of Discrete Trial Training (DTT), Natural Environment Teaching (NET), and prompting. A trained observer will observe eight staff members working in school for children with developmental disabilities. All staff members are currently pursuing Registered Behavior Technician (RBT) certification. Data will be based on the percent completion of a predetermined number of steps the participant implemented in the naturalistic environment. Interdependent group contingencies will be implemented across behaviors utilizing a 90% group average criterion for three consecutive days to access reinforcement. If the group criterion is not met for 4 consecutive days a second phase of intervention utilizing modeling and daily performance feedback daily until 90% implementation is reached for 3 consecutive days at which time fading will begin. The results from the present study can be applied to the generalization and maintenance of behavior analytic techniques in a school-based, treatment environment. Data is currently being collected.

Although time-out is a widely used term and technique in behavior analysis and in the culture at large, its origins and evolution have not been accurately or completely described. According to the Oxford English Dictionary (OED), its origins lie in turn-of-the-20th century vernacular use such as “the suspension in play” in sports and “an imperative, calling for a break.” These are accurate. The OED’s first behavior-analytic use is “a period of enforced seclusion, or of withdrawal of a stimulus…as a means of modifying behavior,” which it attributes to Ferster (1957). This is inaccurate. Based on original research, we describe the first documented use of time-out (a) as a term and a method in basic behavior-analytic research with nonhumans (e.g., to reduce schedule interactions; see Ferster, 1954), (b) as an aversive stimulus in basic research with nonhumans (see Herrnstein, 1955), (c) as an aversive stimulus in basic research with humans (see Baer, 1960), and (d) as a term and an intervention in applied behavior analysis (see Wolf, Risley, & Mees, 1964). After describing time-out’s origins and evolution, we address alternative claims (e.g., Staats’s use of the term and the intervention in childrearing) and priority claims in general.

Child raising practices adoption based on empirical evidence to community places promise antisocial behavior prevention in Mexico. The goal of the study was to describe the relationship between implementation level of the child raising practices promoted by psychologist in community settings and the parental behavior and reports of their behavior and their children in public health institutions. We worked with 18 psychologists with a 32 years old mean that worked too with 128 parents from 8 Mexican republic entities. We used psychometrical instruments for the parental and children behaviors reports and a direct observational system for the children raising practices implementation assessment (categories: identifying, correction, interaction and stimulus control). The study consisted in three phases: activities programming in Moodle platform, Distance psychologist training on child raising practices, and implementation phase. A factorial design of two (before and after assessment) per two (low and high implementation) was used. The results suggest parental behaviors changing in function of higher implementation of the child raising practices are praising, social interaction and instructions following. Higher implementation also was associated with less punisher reporting, more ignoring technique, problems solving, rules establishment and academic social interaction reporting.

Bumblefoot, or pododermatitis, is a bacterial infection of the foot that commonly occurs in captive birds, including penguins (AZA, 2014). The lesions, or bumbles, occur from excessive pressure on the plantar surface and have been linked to many factors in penguins, including sex, weight, enclosure substrate and behavioral factors (Erlacher-Reid, et al., 2012). Recent research has found that bumblefoot lesions can be reduced through the use of environmental enrichment (Reisfield, et al., 2013). This research validates the efficacy of behavioral interventions in decreasing or eliminating lesions, but fails to provide any behavioral data. The goals of this research are to quantify the behavioral changes necessary in order to decrease or eliminate bumblefoot lesions, as well as determine the necessary behaviors in order to prevent its re-occurrence. Five Little Blue penguins (Eudyptula minor) suffering from bumblefoot will serve as subjects. Behavioral measures include the daily amount of time spent swimming and standing on various substrates. Physical measures include the diameter of lesions (Reisfield, et al., 2013). Using a multiple baseline design, different lengths of daily swim bouts will be implemented for each penguin while lesions are measured daily. Results pending.

Gastrointestinal (GI) complications are common in children with autism spectrum disorder (ASD) and are often accompanied by several aversive symptoms including, but not limited to, abdominal pain, constipation, and vomiting (Molloy & Manning-Courtney, 2003). In the current study, a 16 year-old male with ASD and enteral tube dependence had a history of excessive vomiting due to a GI lesion. He was admitted to an inpatient pediatric feeding disorders program to decrease spitting and drooling of saliva and it was hypothesized that an aversion to vomiting facilitated the patients avoidance of orally consuming food, drinks, and saliva into his stomach. The present study evaluated the effects of differential reinforcement of closing and clearing his mouth of saliva (i.e., swallowing) (DRA) and differential reinforcement of other behavior (DRO) to decrease spitting behavior. The treatment was gradually implemented throughout the day until no spitting or drooling was observed during all waking hours. Drink and food were successfully introduced using a similar DRA/DRO procedure. The volume of food and drink were increased to meet his daily caloric needs and all enteral tube feedings were discontinued. The present study supports the use of reinforcement-based behavioral interventions to treat maladaptive spitting/drooling behavior.

This poster will focus on highlighting prior research on Quality of Life (QoL) between 1990-2016 with an aim to identify predictors and patterns in QoL in individuals with Autism (ASD). Our aim is to be able to propose future directions in research in this field and derive suggestions to ameliorate QoL in individuals with ASD. The World Health Organization (1997) defines Quality of Life as the individuals perception of their position in life, in the context of culture and value systems in which they live, and in relation to their expectations, standards and concerns ranging from the persons physical health, psychological state, level of independence, social relationships, personal beliefs, and their relationships to salient features of their environment. Adolescence is a period in which it might be expected that a person with ASD would be likely to be able to evaluate aspects of their life experiences as well as integrate peer evaluations of social competence as a predictor of successful integration. As a result of their difficulties in the area of social interaction, adolescents with ASD may be expected to be particularly vulnerable to poor integration and social outcome, which may be expected to affect perceptions of QoL. These patterns are expected to continue into adulthood.

Despite ample research on evidence-based practices for children with autism spectrum disorder (ASD), there is limited empirical evidence of best practices for training therapists who implement manualized interventions. Passive training (self-directed reading) is a commonly used strategy, which often leads to an ability to report vs. perform intervention procedures. Therefore, additional active strategies (behavioral rehearsal) may be required to implement procedures accurately. We conducted a modified multiple baseline design across three pairs (n=6) of graduate student therapists recruited to implement a manualized intervention for youth with ASD. Therapists first completed 3 hours of passive learning (self-directed reading) followed by 3 hours of active learning (Behavioral Skills Training). Trained observers coded therapists' performance in each phase on two outcome measures: (1) fidelity, scored as percent correct on session checklists (IOA M= 95.76%, R= 86.67%-100%); and (2) quality, rated on a 5-point Likert scale (IRR M= .92 R= .84-.99). Five of the six therapists demonstrated an increase in fidelity after active training (M = 4.76% change, R= -1.57-8.77%), and four of the six therapists showed an improvement in session quality (M=0.30 change R= -0.20-1.28). Evaluation of training strategies that lead to increased fidelity and quality of evidence-based interventions for individuals with ASD is highly warranted.

Pain and discomfort associated with physical illness mediates the presentation of serious problem behaviors. Nonverbal children with autism often have pain that is ignored or under-treated (ref). Inability to report and describe pain results in improper treatment. Pain can also be a setting event for problem behavior. Self-injury may be a clue that there is pain and provide information on where the pain is located. Patterns of self-injury can be used to help determine if pain is present, where it is located and how it impacts the individual. The Non-Communicating Children Pain Checklist is a measurement tool used to identify pain behavior in nonverbal children with intellectual impairment. In the current study, the reliability and validity of the checklist was evaluated in a residential treatment facility by completing the checklist by two simultaneous observers following a 2 hour observation period. The pain scale data were compared to graphs of self-injurious behavior, medical exams, and direct observation of behavior at regularly scheduled intervals and when pain was hypothesized. Although the scale completion by some observers were consistent with pain identified by medical professionals, the interobserver agreement was very low.

Adults with developmental disabilities are significantly more likely to be in fair or poor general health status when compared to the general population (Sullivan et al., 2011). One of the main reasons is the lack of preventive health services within the developmental disabilities population (Yen et al., 2014). Many studies that have used behavioral treatment package to increase medical compliance involved children (Cuvo et al., 2010; Allen et al., 1992), but very few were with adults. The first purpose of the present study was to investigate the use of a behavioral treatment package that included choice-making, chaining and shaping with percentile schedules to increase physical health exam compliance in adults with developmental disabilities. The second purpose was to investigate whether or not carry-over effects were present across physical health exam components when training two physical health exam components simultaneously. Last, it evaluated whether generalization of physical health exam compliance occurred across time and settings. The physical health exam components included blood pressure, body temperature, ear, heart and lung, height, glucose, mouth/throat, and weight. The present study found that the behavioral treatment package was successful in increasing physical health exam compliance in adults with developmental disabilities.

There is increased use of off label psychotropic medications to treat behavior challenges for individuals with intellectual and developmental disabilities (Crystal, et al., 2009; Williamson, & Martin, 2012). Although the treatment efficacy is not promising (Crystal, et al., 2009; Deb, et al., 2007; Mandell, et al., 2008; Matson, & Neal, 2009; Tyrer, et al., 2000), the use of psychotropic medications is one of the common treatments for the population. Although On the other hand, other evidence based treatments such as behavioral interventions have been underutilized despite of previous studies demonstrating successful outcomes to reduce behavior challenges (Brosnan, & Healy, 2011; Hanly, et al., 2005; Matson, 2007; Matson, & Neal, 2009). This trend also changed the regulation for services in special education and behavioral health industries. In the current study, 128 adults were separated into two groups (with or without behavior reduction procedures prior to 2009) and the number of psychotropic medications prescribed for them before and after the removal of behavior reduction procedures was analyzed. It was found that there was a statistically significant increase in the number of psychotropic medications after the removal of behavior reduction procedures for the group with those procedures.

Previous research has demonstrated that manipulating the response effort associated with eating may increase appropriate feeding behaviors (e.g., acceptance, swallowing) and decrease inappropriate mealtime behavior. For example, Kerwin, Ahearn, Eicher, and Burd (1995) decreased the response effort associated with eating by decreasing the volume of food on the spoon. Wilkins, Piazza, Groff, and Vaz (2011) showed that decreasing the response effort associated with swallowing and increasing the response effort for expulsion by implementing a chin prompt to close the childs mouth during drink deposits decreased rates of expulsion in 4 children diagnosed with a feeding disorder. We extended the findings of Kerwin et al. (1995) and Wilkins et al. (2011) in the current study by using a bolus manipulation (i.e., 2 cc vs. 4 cc) and a chin prompt as antecedent interventions to treat the liquid expulsion of a 14-month-old girl. Use of the chin prompt effectively decreased expulsion for both bolus sizes relative to baseline, but the largest decrease in expulsion was with the smaller bolus size. We discuss the results in terms of changes in response effort associated with swallowing.

Background: Approximately 69-95% of children with Prader-Willi syndrome (PWS) engage in chronic skin picking (Morgan et al., 2010). Habit reversal training (HRT) is an effective treatment for skin picking in a variety of populations. There is limited information on the implementation of HRT for reducing skin picking in individuals with PWS. HRT involves self-monitoring and reinforcement of competing responses to decrease the target behavior. Competing responses sometimes become problematic and a more socially valid replacement behavior must be identified; there is little guidance on the procedures to do this. Methods: The current study focused on identifying an alternative competing response for a child with PWS and skin picking in an outpatient setting. HRT was previously successful and led to high rates of the competing response (crayon peeling); however, crayon peeling became socially inappropriate. A Competing Stimulus Assessment (CSA) was used to identify a more socially appropriate competing response. Functional assessment data indicated skin picking was maintained by automatic reinforcement. Results: A traditional CSA (Piazza et al., 1998) was ineffective in identifying a competing response and further modifications are needed. Future data collected will clarify the most appropriate method to identify new competing responses. Limitations and clinical considerations will be discussed.

Children with severe feeding problems engage in a variety of refusal behaviors to avoid or escape food and or liquids. This often results in parents engaging in a variety of unconventional methods and utensils in order to increase their childs food and/or liquid consumption such as syringes, bottles at inappropriate ages, dream feeds, walking around, etc. However, this may lead to long meal durations in which the child consumes food and/or liquid for the majority of waking hours which impedes caloric intake and nutritional needs. Furthermore, long meal durations with one aspect of eating such as drinking may leave less time for other aspects such as solids. The purpose of this study was to decrease the duration of milk consumption by comparing the effects of a escape extinction and positive reinforcement procedures between two different drinking utensils (straw bottle and open cut-out cup) in an intensive interdisciplinary home-based feeding program for a 15-month-old girl diagnosed with pediatric feeding disorder, failure to thrive (FTT), ventricular septal defect (VSD), gastroesophageal reflux disease (GERD). A multiple treatment reversal design was used to evaluate the treatment protocols. Results found that escape extinction and positive reinforcement paired with the open cut-out cup was the most successful procedure for increasing milk acceptance and decreasing the duration of milk consumption. Since duration of milk consumption decreased there was more time for solid intake. Furthermore, since all nutrition was obtained via solids and liquids multivitamins and iron supplements were no longer necessary. These data are discussed in relation to the importance of meal duration as a dependent variable and how it relates to overall health.

There is evidence to support that behavioral interventions result in significant improvements in feeding behavior in children with pediatric feeding disorders (Sharp et al., 2010; Williams et al., 2007). Despite increase in empirical evidence supporting the role of behavior analysis in treating severe feeding problems, evaluation of interdisciplinary program outcomes have been somewhat limited. The purpose of the current study was to evaluate the treatment outcomes of an interdisciplinary feeding program for 23 children diagnosed with pediatric feeding disorders. A retrospective chart analysis indicated these children were treated successfully overall with high levels of parent satisfaction. The program was found to be cost-effective when compared to the cost of outpatient therapy or long-term supplemental feeding.

With the growing number of adults suffering from aphasia every year, having effective treatment methods that improve quality of life and help regain communication abilities is highly important. Aphasia is an impairment of language that affects all language modalities (National Aphasia Association, 2011) and leads to loss of communication abilities and reduced life quality (Beeson & Bayles, 1997; Groher, 1989). Applied Behavior Analysis presents principles that are used for analyzing and modifying communicative behavior, which makes it an ideal foundation for aphasia rehabilitation (Goldfarb, 2006). Some of the behavioral treatment methods that have been used with aphasia are precision teaching, fluency training, and errorless learning. Precision teaching evaluates the effectiveness of teaching strategies (Chapman, 2005), fluency is a measure of speed and accuracy of responding (White, 1986), and errorless learning is a technique that focuses on decreasing the number of errors during skill acquisition (Fillingham, 2006). These behavioral techniques have shown to improve skills associated with aphasia, including the generalization of those skills (Ayers, 1975; Chapman, 2005; Sigurardttir, & Sighvatsson, 2006, 2012). This poster will provide an overview of the small body of research on the above mentioned behavioral techniques as effective treatments for aphasia, describe specific areas for further research, and provide guidelines for practice.

The visual scanning patterns of 5 Mother-Infant dyads (4 biological; 1 adopted) were assessed while attending to pairs of face stimuli. The infants ages were 4 months (n = 2), 7 months (n = 1), and 10 months (n = 2). Each stimulus pair were of the same face, however one of the faces was manipulated so to represent infantile schema features (e.g., larger, more round). There were 6 stimulus face pairs; 2 adult male, 2 infant, and 2 inanimate faces. For the Mothers, each stimulus pair was presented for 5 seconds whereas for the Infants each stimulus pair was presented until the infant accumulated 5 seconds of attending to either or both of the faces. Although individual differences between the infants and between mothers were evident, there was a significant relationship between the Mother-Infant dyads scanning patterns. The number of fixations and the number visual shifts, within and between face stimuli, were correlated within the mother-infant dyads. It is argued that the similarity of an infants visual behavior to that of its mother is a function of what mother attends to in the environment, interprets, and transfers, via verbal and overt behaviors, to the infant during dyadic interactions.

There is a direct relationship between multiple parents characteristics and their context, such as stress in parenting, parents and children interaction, marital conflicts, poverty, unemployment, single parenthood, social exclusion and low educational levels (Salles & Ger, 2011) which determine disruptive behavior of children. The aim of the study is to compare the disruptive behavior of children in relation to parents characteristics, as socioeconomic status (poverty, poor class, lower middle class, middle class, upper class and wealthy class), scholar level (No education, Elementary school, Junior High School, High School and University) and sex. 332 caregivers between 18 and 71 years old participated. Participants answered the Child Behavior Inventory (CBI). The results show that parents without education report higher amount of aggressive behavior on their children (M: 26.6) compared to parents with university degree (M: 18.9). Parents without studies report children with many problems in school (M: 29.9) compared to parents with university degree (M: 18.3); moreover, the parents with extreme poverty reported children with less severe problems in school (M: 15.5) unlike rich class parents (M: 41.6). Therefore, sociodemographic variables can be interacting in more complex forms, it�s important to extend their study.

The purpose of this study is to determine if there are differences in stage and Holland interest between researchers who are currently Principal Investigators (PIs) and those who aspire to be Principal Investigators, such as Postdoctoral fellows and Graduate Students. We hypothesize that there would be significant differences between researchers, who become PIs and those that dont. We further hypothesis that these differences would be detectable even at an incipient stage. We hope to investigate these differences by examining the reasoning and perspective taking skills of these researchers and their Holland interests. The relevance of such a study is manifold. Understanding the unique combination of the variables of what it takes to be a successful Principal investigator would help graduate students make better life choices, hone their tangential skills and significantly improve their planning as well as long and short term goal setting. Furthermore such knowledge would enable companies to build products that would help researchers achieve fulfilling careers, both in and outside academia.

Behavioral Developmental stage is shown to interact with how discounting value of reinforcers works. Before the age of three and when children enter the preoperational behavioral stage 6, children will choose 1 M&M over getting 5 a few minutes later. At the preoperational stage, children will wait 5 minutes to get 5 M&M's as opposed to getting one immediately. This because they comprehend a two part story with one part being the not wanting the outcome of just 1 M&M and the other part being the waiting and getting 5 M&Ms. This demonstrates transition from Sentential Behavioral Stage 5 to Preoperational Behavioral Stage in children. This observation allows for understanding of a key transition between Stages. By understanding behavioral developmental stage and value of reinforcers, it can be possible to observe all sorts of key behaviors that indicate the successful completion of a Stage. Using this methodology can lead to better understanding of one's place in a behavioral development sequence and an increased ability to train new behaviors.

While children seem to progress with relative ease from rudimentary counting to true counting, the literature on animals suggests that even primates struggle in this transition and may not ever progress to true counting. Due to the manner in which studies on animals have been conducted, it is difficult to ascertain the Stage of different species. Whether or not any species besides humans has the capability of true counting is unclear, but a review of the evidence indicates that there is nothing that suggests that they can. The difficulty lies with the fact that they cannot get to big numbers. Illiterates can also not count high, which demonstrates that there may be a correlation between symbolic language use and counting to high numbers. One point that will be addressed is at what behavioral development stage can human children count to higher numbers. This will help understand the behavioral developmental stage that other animal species have reached.

Abstract: The present study examined the effects of manipulating establishing operations on teaching children with Autism to mand using how? Methods: A multiple baseline across activities was implemented, while one activity was in mand training the rest remained in baseline. Data was collected on independent mands how? Across all conditions of the experiment. Which were baseline, initial mand training, 5s delay of prompt, 5s delay of partial prompt and generalization probe to novel people. Results: Results show that manipulating establishing operations did have an affect on the participants learning to mand using how?. Both participants learned to mand how? independently even though they only received direct training for two out of the five activities. Generalization to novel people also occurred for both participants. Discussion: Some of the limitations were: - There was no baseline data on the occurrence of independent mands how? when the participants mother ran the session. - The number of participants was a slight increase from original study (only 2 original had 1) - A minor limitation was the time between one session and the next was not constant.

Children with autism who do not fully develop speech are often taught to use speech-generating devices (SGDs) as an alternative communication mode. Intervention with SGDs often begins by teaching the child to mands for preferred object. To date there is limited research investigating the use of speech-generating devices to make advanced mands. The current study aimed to extend the literature on teaching advanced manding skills by evaluating methods for teaching mands for actions using an iPad-based SGD. Using behavior chain interruption strategy, we taught three nonverbal children with autism to mand for actions. We also assessed for generalization to a novel stimulus. Specifically, a behavior chain interruption (blocking assess format) was used to contrive the motivating operation. A multiple probe across participants design was used to evaluate the effectiveness of this intervention. All three participants acquired the target mand, however generalization to a novel stimulus only occurred for one participant. These results suggest that mands for actions can be taught to children with autism using SGDs and the behavior chain interruption strategy.

Children with autism spectrum disorder (ASD) exhibit deficits in appropriate functional play as well as social communication during play. Studies show typical play skills can foster social interactions with peers (Pierucci, Barber, Gilpin, Crisler, & Klinger, 2015). Without intervention play of children with autism is often ritualistic and void of social engagement (Wing, Gould, Yeats, & Brierly, 1977). The current study used script fading as a method of prompting item-specific spontaneous vocal initiations during play. Three play activities each with 4 toys items that were categorically related (i.e. Doctors Kit: thermometer, stethoscope, syringe, and plessor) were selected. For each toy item within the play activity, 3 vocal responses were selected and included the name of the item, a feature of the item, and the function of the item. The toy items and the vocal responses were arranged in a matrix resulting in 3 matrices (i.e., play activities) each consisting of 4 items and 3 vocal response types. During baseline, vocalizations were recorded during play with the play activities. Following baseline, intervention for Matrix 1 was conducted. The diagonal targets were taught, as together they a contained a component of every response. Following mastery of the diagonal targets, the non-diagonal targets were probed to measure emergence of non-targeted vocal initiations during play. Next the untrained Matrix 2 and Matrix 3 were tested. Results demonstrated emergence of untrained vocal responses in all 3 matrices.

The current pilot study aimed to directly assess the communication repair strategies of a 6-year-old girl with autism spectrum disorder in the context of a communication breakdown. The child had previously been taught to use an iPad-based speech-generating device to mand for preferred foods and was also able to request by speaking approximations of words (e.g., snack, please). After preferred snacks were presented to the child, repair strategies were assessed across conditions where the child either did, or did not have access to the speech-generating device under varied schedules of reinforcement. The assessment included three types of trials presented in a random order: (a) the childs initial mand form, which, was reinforced immediately (T1), (b) the experimenter requested clarification once and then reinforced the first mand form that occurred after that request for clarification (T2), or (c) the experimenter requested clarification twice and then reinforced the first mand form that occurred after the second request for clarification (T3). The results suggest that across both phases, the childs response class hierarchy was comprised of primarily response modifications where the individual combined modalities of communication (e.g. speech-generating device activation with speech, or prelinguistic communication with speech) to repair initial mands.

Individuals with Autism Spectrum Disorder (ASD) often have limited speech abilities and may require the use of alternative communication systems in order to effectively communicate with others. A few studies have compared different communication modalities in an effort to determine which form of communication may be most effective when teaching requesting skills (Tincani, 2004; Barlow, Tiger, Slocum, & Miller, 2013). The current study is a replication and extension of the comparison study conducted by Barlow and colleagues in 2013 and consists of a multiple probe design across behaviors (mands) with an embedded alternating treatments design. In this study, experimenters simultaneously taught the modified sign and picture touch for one preferred item while two additional items remained in baseline. Once mastery criteria were met for a mand item a post-test consisting of correspondence checks between the indicating response (i.e., pointing to preferred item), mand, and item consumed was conducted for all three mand items. Preliminary data suggest mands taught using picture touch may be acquired more rapidly than modified sign, are discriminated from other mands, and generalized this skill with untaught items. These data and their clinical implications will be discussed.

Tact training is a common procedure in early intervention programs for children with autism. Previous research has compared tact training with and without a supplemental question (e.g., What is it?) on the number of tacts acquired and has found that results are idiosyncratic across individuals with autism. The current study replicates previous research by comparing two tact training interventions and extends the literature by including a naturalistic pre and post probe to determine if the different procedures have an effect on tacts emitted in a naturalistic setting (i.e., during play). A repeated acquisition design was used to evaluate two instructional procedures on percentage of correct tacts during discrete trial training. In addition, each participant completed discrete trial and naturalistic pre and post probes for sets of stimuli to determine if the instructional procedures had an effect on rates of spontaneous tacts during a play condition with a therapist. Implication for clinical practice and potential collateral effects of different procedures to teach tacts will be discussed.

Sport psychologists claim self-motivation is key to becoming a successful athlete. Plus, behavioral scientists have found that perceptions of autonomy, competence, and relatedness enhance self-motivation. Question: How does the verbal behavior of coaches benefit or stifle the self-motivation of college athletes? We explored empirical answers to this question by systematically observing verbal interactions between college wrestling coaches and wrestlers during practice and during inter-collegiate competition. We have developed and applied a behavioral checklist to categorize a coach's statements as potentially increasing or decreasing a wrestler's perception of autonomy, competence, and/or relatedness, and used a semantic differential to assess wrestlers� perceptions of autonomy, competence, and relatedness, as well as their overall self-motivation before and after practice and a competition. Preliminary data after just two weeks of observations show that 65% of coaching feedback is corrective and of the 35% supportive feedback behaviors, 68% were general rather than behavior-based feedback. We believe more data and an in-depth analysis of our findings have potential to show connections between coaching behavior and self-motivation is worthy of an ABAI poster presentation and interactive discussion with conference attendees.

In order to better understand the possible relationship between tacts and intraverbals, a systematic review of the existing literature on the use of tact interventions to establish intraverbal response skills was conducted. There were seven articles identified. The articles found were then analyzed to determine the types of prompts or training that had been implemented. Studies designed to compare the effectiveness or efficiency of different intraverbal training procedures were also identified and analyzed. The existing literature shows that tact prompting (transfer of tact stimuli) is the most common tact intervention used to produce emergent intraverbals. When compared to the efficiency and effectiveness of other styles of intervention, including echoic prompting, cue-pause-point prompting, textual prompting, and prompt delay, the results are inconclusive. Furthermore, no articles were found that compared tact prompting to tact training. More research is needed in this area to better establish the potential role of tact interventions for intraverbal response skills.

Imitation is a prerequisite skill which is often necessary to prompt and teach more complex behaviors. The goals of the current study were to (a) teach a 5 year-old child diagnosed with an autism spectrum disorder (ASD) the prerequisite skill of imitation; (b) teach fine motor, gross motor, and object targets across structured and unstructured teaching environments simultaneously; and (c) replicate the teaching model of Striefel (1974) using a most-to-least prompting hierarchy. The components of Striefels protocol were replicated: assessing and teaching prerequisite skills for imitation, selecting training targets, presenting the predetermined targets, choosing the order in which targeted will be trained, and training the chosen targets. In addition, two sets of generalization probes were presented to determine if the imitation skill had generalized to nontrained targets. This study was completed within a multielement design between trained targets and generalization probes. Data were collected on correct responding per trial and mastery criteria were 80% correct responding. Results demonstrated that the training program was effective in teaching the trained imitation targets (n=84) when compared to untrained targets (n=30). After training targets to mastery, the child began engaging in the nontrained targets across all types of targets and across teaching environments.

Individuals who engage in escape-maintained problem behavior may find specific aspects of demands aversive, such as the type of feedback given. Over the years several procedural modifications within functional analyses have been described to best capture problem behavior during demands (Beavers et al., 2013; Hagopian et al., 2013). The current study explored an assessment to determine if corrective feedback was the aversive factor maintaining problem behavior. Two individuals aged 7 and 12-years-old, admitted to an inpatient unit for the assessment and treatment of severe aggressive behavior, participated in this study. Error correction and no error correction conditions were evaluated in either a multi-element or reversal design. In both demand conditions, a subjective task (i.e., folding clothes, sweeping) was selected to minimize teaching inaccuracy and 30 s of escape was provided for problem behavior. During error correction sessions, regardless of whether the response was accurate, the participants were told that a mistake was made (i.e., nice try, but fold it this way). During the no correction condition, only verbal prompts were delivered. Reliability data were collected for 43% of sessions and interobserver agreement averaged 99%. For both participants, problem behavior was observed when corrective feedback was delivered. Treatment implications will be discussed.

Individuals with intellectual and developmental disabilities (IDD) may exhibit noncompliance or avoidance behaviors in the presence of specific events or stimuli. The occurrence of problem behavior may impact completion of health-related tasks, such as brushing teeth, haircuts, clipping nails, and wearing glasses or hearing aids. The purpose of the current study was to evaluate progressively more intrusive interventions to increase passive compliance during health-related tasks. Levels of problem behavior and passive compliance were measured during noncontingent reinforcement (NCR), NCR with escape extinction, and differential negative reinforcement of other behavior (DNRO). NCR resulted in decreased problem behavior and increased passive compliance during toothbrushing compared to baseline, but not to clinically relevant levels. NCR with escape extinction resulted in increased problem behavior and similar levels of passive compliance. Next, the use of DNRO will be evaluated to increase passive compliance during toothbrushing. Implications of results for practitioners will be discussed.

Restrictive and repetitive behavior (RRB) is a core feature of Autism Spectrum Disorder, which can interfere with functioning across several contexts. The current study evaluated the occurrence of RRB across academic and leisure contexts in eight individuals admitted to Inpatient-Neurobehavioral Unit (IP-NBU) of the Kennedy Krieger Institute. Thirty minutes of each context were video-recorded and scored by trained observers. In 75% of cases, RRB was most likely to occur in the leisure context when the individual had physical contact with a toy (mean= 90.93%). Of those cases with high rates of RRB during toy contact, 50% demonstrated a decrease RRB, although still elevated, once engaging with the item. In the academic context, three out of eight individuals engaged in high levels (>50%) of RRB during demand presentation, and 75% of cases engaged in higher levels of RRB during demand presentation compared to their mean RRB during academics. In 25% of cases, high levels of compliance (mean=84.46) were observed despite elevated rates of RRB (mean=66.4) during the demand presentation. These data demonstrate the variability of restricted and repetitive behavior across leisure and academic contexts, in addition to the ability of toy engagement and academic demand presentation to compete with such behavior.

Functional Communication Training (FCT) has been shown to be an effective treatment for problem behavior engaged in by individuals with developmental disabilities by teaching them to make a functionally equivalent communicative response (Carr & Durand, 1985). However, FCT is often not a practical treatment for long-term use by families if the individual requests reinforcement at a high rate. Hanley et al. 2001 demonstrated that multiple schedules effectually thinned schedules of reinforcement while maintaining low rates of disruptive behavior. The current study examined the use of multiple schedules as a schedule thinning methodology for two participants diagnosed with autism who engaged in severe disruptive behaviors. For both participants, a functional behavioral assessment (FBA) was completed via interview or functional analysis and positive reinforcement was identified as maintaining disruptive behaviors. Subsequent to the FBA, FCT was evaluated using an ABAB design. Following replication of the treatment effects, a multiple schedules arrangement was used to thin the schedule of reinforcement from 10 seconds to 180 and 200s respectively while maintaining low rates of disruptive behavior. These results partially replicate previous research on methods to thin reinforcement schedules following FCT to make the treatment implementation practical for care providers

The purpose of the current investigation was to evaluate one 6-year-olds preference for dimensions of reinforcement to inform a token economy. Inter-observer agreement was above 80%. A functional analysis showed noncompliance was maintained by negative reinforcement. During Experiment 1, conducted within a concurrent schedules design, a paired stimulus preference assessment for rate, immediacy, quality, and magnitude of reinforcement occurred. Results showed the participant most preferred a high rate of token delivery and high-quality reinforcement. In Experiment 2, conducted within an ABAB reversal design, the more-preferred token economy was compared against a less-preferred token economy. The more-preferred token economy delivered tokens according to a high rate of reinforcement to earn a high-quality reinforcer for 2 min (low magnitude) after a 5-min delay (delayed reinforcement) The less-preferred token economy delivered tokens according to a lower rate of reinforcement to earn a lower-quality reinforcer for 6 min (high magnitude) immediately after finishing work (immediate reinforcement). Results showed elevated levels of noncompliance when the less-preferred token economy was implemented. Near zero levels of problem behavior occurred when the more-preferred token economy was implemented. Task completion was higher for the more-preferred token economy. Results will be discussed to assist practitioners when developing token economies.

Dr. Wayne Fuqua, Ph.D., BCBA-D and Dr. Stephanie Peterson, Ph.D., BCBA-D are co- investigators of the Autism Center of Excellence (ACE) grant funded by the Michigan Department of Health and Human Services to enhance services for children, adolescents, and adults with autism spectrum disorder. The field of applied behavior analysis continues to emphasize the need for finding effective training methods for behavior analytic practitioners (e.g. RBT, BCaBA, BCBA) in evidence-based practices. As part of the grant initiative, Western Michigan University has developed a series of video interviews with supplemental materials from national experts in applied behavior analysis (ABA), autism, and behavioral pediatrics. These practitioner resources are designed to enhance the ability of practitioners and students in training them to better understand and implement behavior analytic assessments and evidence-based behavioral interventions (EBBIs). Viewing data from the practitioner resource video interviews will be reported.

The Challenging Behavior Service (CBS) is a 6-year project in which the Iowa Department of Education contracted with experienced behavior analysts at the Center for Disabilities and Development (CDD) at the University of Iowa Childrens Hospital to consult with and train school-based challenging behavior specialists to independently conduct experimental analyses and preference assessments. Across the years of the project, trainees have increased their use of these assessments. Given the increase in valid behavioral assessments in the schools, school referrals to CDD behavior clinics often involve more complex analyses of problem behavior that go beyond standard functional analyses. We present a case example to illustrate. Lucy, an 11-year-old girl diagnosed with autism and intellectual disability, exhibited self-injurious behavior (SIB). A structural analysis and a functional analysis conducted by the CBS Team yielded undifferentiated results. She was then seen at the CDD BioBehavioral Day Treatment clinic for an extended analysis. A four phase functional analysis was conducted to determine the specific environmental variables mediating Lucys SIB. Results indicated that Lucys SIB was automatically maintained, however, physical attention modulated the rate of SIB. This case provides an example of the partnership occurring between school-based consultants and clinicians following an extensive state training initiative.

While there is substantial research on various interventions to reduce maladaptive behavior in individuals with autism, fewer studies focus on how to successfully fade such interventions. The purpose of this study was to evaluate the effects of systematically fading the Differential Reinforcement of Low Rates (DRL) component of a multi-component behavior reduction procedure on the rates of noncompliance in an adolescent with autism across his school day. This procedure was initially teacher-monitored and required the use of a rule board containing three stickers and a timer which were visible to the student at all times. Low rates of the target behavior were reinforced with access to a highly preferred activity at the end of each time interval. Data were collected in three-minute partial intervals across the school day. Over the course of more than 24 months, the DRL procedure was successfully faded to a student-monitored system in which the student wears a watch containing a single sticker and the time interval has been incrementally increased while target behavior has maintained at near zero rates. Data suggest that systematic strategies can be used to successfully fade a restrictive behavioral intervention in a school setting.

The prevalence of autism has risen significantly with as many as 1 out of 68 children are diagnosed with an autism spectrum disorder. The underlying cause of stress or post-traumatic stress symptoms experienced by parents is not clear but some evidence of these symptoms can be found in reports of strain, pressure, and tension revolving around the task of day to day parenting a child with autism, a lack of support by professionals, receiving a diagnosis, communication difficulties with the child, inappropriate behaviors exhibited by the child, and an over reliance on maladaptive coping strategies incorporated by parents can also impact the amount of stress. The participants in this study consisted of 83 fathers of children diagnosed with autism from across the United States. The current study isolated respondents to only fathers in an effort to determine if the results of the 2012 Casey et al study (1 in 5) would hold true with a larger N consisting of only fathers. Such clarification may help to potentially differentiate therapies for such fathers and to examine the methods used to provide services, education, and therapies to them. To ensure replication, the LASC was the selected instrument, recruiting efforts, and on-line format was utilized so that comparisons could logically be made from this study to the 2012 study. Data specifically on how the diagnosis impacts fathers may help to potentially differentiate therapies and increase the quality and/or scope of the treatment methods used to provide services, education, and therapies to the dads in the childs life. Results from the LASC show that seventeen (21%) of the fathers scored moderate to extreme in all three subscales: re-experiencing trauma (Category B), avoidance and numbing (Category C), and increased arousal (Category D). Results also show that twenty-two additional fathers (27%) experienced moderate to extreme stress in at least two of the categories mentioned above. The findings from the study noted that fathers in the non-stress group have difficulties keeping a job, exhibit pervasive disgust, are easily fatigued, show marked self-consciousness, have difficulty with keeping friends of the same sex, and show signs of depression. Implications for practice for caregivers, therapists, and medical personnel are discussed to further help fathers of children diagnosed with autism who maybe experiencing stress or post-traumatic stress symptoms.

Increased rates of students with Autism Spectrum Disorders (ASD) are documented throughout the world. In Turkey, there are currently 100,000 students under the age of 14 with ASD and increasing each year by approximately 5,000 students. As a result of the current population and increased prevalence, special education and general education teachers are providing educational services and supports to increasing numbers of students with ASD. The purpose of this study is to examine teachers perceptions of students with ASD. The Autism Attitude Scale for Teachers (AAST) was administered to 117 general education (n= 53) and special education (n= 63) teachers in 19 Education Centers for Children with Autism in Turkey. Results indicate that both groups are receptive to students with ASD, but special education teachers have more positive perceptions of students with ASD. Implications for teacher certification programs and continued professional development initiatives are presented.

It is apparent that society views employment as a highly valued outcome. Being able to provide for your self and add meaningful work to a community is viewed as a key component to being an independent individual. Despite the apparent need for tactics and procedures to teach quality job skills to individuals with autism there is a paucity of empirical data. This study evaluated behavioral skills training, in a multiple baseline across behaviors design, for teaching four employable restaurant skills to an 18 year old individual diagnosed with autism. The restaurant skills were taught in the natural environment of a fully functioning and open restaurant. The four skills including setting up and running a commercial dishwasher, polishing and rolling silverware, cleaning a bathroom, and bussing a table were selected based on feedback provided from the restaurant as being the most difficult skills to teach. The present study demonstrated that behavioral skills training was immediately effective in teaching the participant all four restaurant skills.

Federal legislation calls for educators serving students with autism spectrum disorder to use evidence-based practices, however it is increasingly demanding for educators to access capacity-building professional development required to implement such strategies with high fidelity. The assessment in the current study evaluated the perception of 535 special educators in preschool through high school settings on the importance and level of preparedness across instructional areas, use of instructional practices, access to training or resources on evidence-based practices, and perceived comfort implementing these practices before and after professional development. A survey was emailed on the frequency of usage of evidence-based practices as defined by the National Professional Development Center on Autism Spectrum Disorder, sources of training on these practices, factors influencing the selection of practices, and instructional skills. The preliminary results indicate educators recognize the importance of instruction in core content and non-academic areas for students with autism spectrum disorder, but indicate inadequacy in preparation and access to training and resources. Reported levels of confidence decreased immediately after receiving training indicating educators may not be implementing with fidelity or accurately understand implementation of strategies. Results strongly indicate the need to provide ongoing training and support is crucial.

A within-subject multiple baseline probe design across skills was used to evaluate the efficacy of lesson plans designed for teaching foundational skills. Nineteen students at a behavior-analytic school for children with autism served as participants. Three skills were selected for each participant from the New England Center for Children-Core Skills Assessment (NECC-CSA), and corresponding lesson plans were sourced from the Autism Curriculum Encyclopedia (ACE). Lesson plans specified teaching formats (e.g., discrete trials, task analysis), contexts (location and stimuli), and steps for implementing and fading prompts. Weekly probe sessions were conducted over approximately 15 weeks. Daily teaching sessions for the 3 skills began in weeks 2, 6, and 10. Performance improved in 2 or 3 skills for 16 participants. These results demonstrate the efficacy of the teaching strategies employed and the study serves as a potential model for experimental evaluation of curricula. Approaches for troubleshooting areas of slow progress are discussed.

This report chronicles lessons learned in the integration of Applied Behavior Analysis (ABA), early childhood education, special education, and early intervention paradigms for children with Autism Spectrum Disorder (ASD) or Social Communication Disorder (SCD). Early Learning Support for Children with Autism (ELSA) emerged as Easter Seals Childcare Development Center in the District of Columbia harmonized their ongoing inclusive program with early intervention services (under IDEA Part C) for their children with autism. Easter Seals added ABA to their in-house therapeutic services to provide 2:1 ABA support for children with autism 6 hours per weekday to reap the benefits of inclusion. ELSA children access the general curriculum rather than have 1-on-1 pull-out sessions to address skill deficits or be placed in special segregated classrooms. ELSA combines evidence-based therapies for Naturalistic Teaching Strategies, Pivotal Response Training, transdisciplinary delivery, multidisciplinary collaboration, and parent coaching under the early intervention paradigm that emphasizes routine-based intervention and capacity building among caregivers. This hybrid approach uses push-in strategies to encourage functional communication, engagement with activities, social interaction with others, and achievement of smooth transitions. Intervention program outcomes are measured through aggregate and individual success, anecdotal comments indicating generalization of skills, and improvements across therapies and domains.

An impaired development in social skills is one of the core-defining characteristics of Autism Spectrum Disorder (ASD). In clinical practice, behavioral interventions are widely used as a treatment for increasing social skills for successful everyday interactions and the development of meaningful friendships. The current study employed a multiple-baseline design across behaviors to evaluate the use of Model Me Kids' to teach social skills to five children with a diagnosis of ASD. Model Me Kids' is a social skills curriculum that employs video modeling and role-play to teach behaviors imperative to a child's social development. Results of the current study show increases in knowledge and demonstration of targeted social skills across all five participants, with some evidence of generalization to natural contexts. The findings of the current study indicate that, in clinical practice, supplemental procedures that program specifically for generalization may be necessary to enhance the practice of acquired skills in the natural environment. Such procedures could increase the attainment of individuals who avail of the curriculum.

Two Dyads comprised of one child with autism and one typically developing peer were exposed to three conditions in order to observe effects on communication and engagement. Preschool age peers were trained using a peer mediated intervention protocol and paired with a child who had autism. Three conditions were employed to observe the relationship between the materials and communication of the dyads. The first condition involved a shared active surface, which functions like a large tablet for multiple and simultaneous users. The device uses touch point user interface and can accommodate 40 simultaneous touches (i.e., 4+ users). The shared active surface device allows for multiple children to simultaneously interact with digital content in ways that traditional tablets and mobile devices do not. The device was set to run an art application that allowed for free/non-directive exploration and expression by the users. The second condition involved giving each participant in the dyad a tablet computer and seating both children immediately next to each other. Both apps were set to run an art application similar to the app used in the shared active surface condition. Controls were customized to prevent users from leaving the app during the session. The third condition involved peers standing at a kidney table with art materials (paint, oversized paper, brushes, water) that allowed for free painting. Dependent variables were operationalized and sessions were video recorded for 10s partial interval data collection. Results indicated participant 1 had higher rates of communication during the shared active surface condition, but engagement during shared active surface and tablet conditions were similarly higher than during traditional paint. Participant two showed no differences in engagement across the three conditions, but the tablet condition yielded lower communication when compared to the remaining two conditions. The main finding is that a self-directed art activity on a tablet correlated with lower peer communication. One implication is that tablet computers may interfere with social communication of children with autism, even when peer-mediated intervention is activated.

Parents homeschooling children with autism spectrum disorder (ASD) largely do not implement evidence-based practices and reported concern with increasing their childs on-task time and independent work completion (Simmons & Campbell, 2014). No published study has applied self-management for on-task behavior with individuals with ASD in the home or included parents as interventionists. This study employs a single-case A-B-A-B withdrawal design across three participants to evaluate the effect of a self-management intervention implemented by homeschool-parents, including participant self-monitoring and self-evaluation, on on-task time during independent work. The intervention addresses an established difficulty for individuals with ASD and an identified challenge to homeschooling this population. Furthermore, this study extends the use of live video technology for parents to collect data during intervention. Correspondence between caregiver and participant ratings is assessed. Results indicate that parents implemented intervention procedures with high fidelity, intervention led to increased on-task time across participants, parents and children rated procedures as high in social validity, and video technology resulted in high correspondence between parent and child ratings. Visual analysis methods were modified to incorporate a mechanism to control for Type I error (i.e., masked visual analysis) to increase the internal validity and scientific credibility of this single-case design study.

A literature review of studies targeting the effects of diverse alternative therapies, including animal-assisted, music, sensory integration and art therapy, on the behavior of children with ASD was conducted. Accessible databases were searched for peer-reviewed articles using specific key terms. Only data-based articles identified were scored according to the 21 quality indicators outlined by Horner, et al (2005) for single-subject design studies. The search resulted in over 120 articles identified as data-based and specifically related to animal assisted therapy, music, sensory integration, art and Autism Spectrum Disorders. Only 85 of these articles could be scored for quality indicators with 100% agreement by two independent reviewers. Reviewers scored and compiled the articles into a database with reliability and were deemed acceptable if the article included between 18 - 21 quality indicators (including all internal validity criteria). Articles that did not meet these criteria were deemed not acceptable (i.e. 17 or fewer quality indicators). The results varied for each therapy; only three empirical articles investigating animal assisted therapy, 12 articles investigating music therapy, 24 articles investigating sensory integration, and two articles investigating art therapy with individuals with an Autism Spectrum Disorder were found to be acceptable, according to the Horner, et al. guidelines for evidence-based practices. These results suggest that there is some emerging empirical support for some of these therapies with individuals with an Autism Spectrum Disorder. However, there are many issues that need to be addressed in future research including; issues in diverse methodologies, what constitutes therapy versus an activity, and similar dependent variables.

Preference assessments have been extensively researched for children with autism. Less research has been conducted regarding childrens preferences for staff. Since children with autism spend a large part of their day with teachers in school or therapeutic environments, it seems fitting that they would develop a preference for teachers. If this occurs, it would also make sense that these preferences may have an effect on the students behavior. Two students with autism and their everyday teachers participated in this study. A multiple-stimulus without replacement preference assessment using pictorial presentation established a hierarchy for the students preference for particular teachers. Teachers were ranked as either high or low preference for each student. The effect of each student's preference for a particular staff member on the students behavior was compared in an alternating treatment design. Participants worked in a 1:1 instructional setting for 5 minute intervals. A 10-second partial-interval recording method was used to document the occurrence of problem behavior. As hypothesized, both students engaged in lower rates of problem behavior while working with their highest preferred teacher. Further research is necessary to elucidate the cause of this relationship.

The purpose of this study is to extend the research investigating the impact of session length on the outcome of functional analyses. Hanley, Iwata and McCord (2003) indicated conducting brief functional analysis with10 minute sessions, is considered best practice within the field of applied behavior analysis. Wallace and Iwata (1999) showed that the efficiency of functional analyses could be increased with little loss of clarity when conducting sessions as brief as 5 minutes in length. The current study is a post-hoc analysis of the within session data from functional analyses conducted using 10 minute sessions. The within session data was analyzed to determine whether conducting 1 minute, 2 minute or 5 minute sessions could establish the function of the target behavior more efficiently than 10 minute sessions. The data from the tangible and escape conditions that had previously been determined to serve as the function for the target behaviors were utilized for the purpose of this study. This study extends previous research by utilizing reversal and pairwise designs, in addition to data from standard functional analysis. The results of this study indicate functions of the target behavior could be determined using session of lengths of less than 10 minutes.

Discrete trials teaching (DTT) is one of the most commonly used teaching technologies in early intensive behavior intervention (EIBI) programs. Despite the clinical utility of DTT and their use in the research literature, surprisingly little is known about the relative efficacy of different DTT teaching methods (e.g. massed-trial and task interspersal). The present study adds to the literature by conducting an analysis of the archival data for two young children with autism enrolled in an EIBI program. Specifically, trials to acquisition and performance in maintenance and generalization programming will be evaluated for responses taught using three different DTT methods: 1) Progressive, in which a single target response passes through three phases of instruction that gradually introduce increasing amounts of mastered responses, 2) Modified, in which multiple target responses are taught simultaneously to accuracy before adding mastered responses, and 3) Distributed, in which single target response is taught in isolation and then presented randomly and unpredictably throughout the treatment session. The terminal mastery criterion was the same across methods. Preliminary results suggest that the Progressive method consistently required the most trials to mastery while Distributed required the least. Additional analysis on archival maintenance and generalization data will be conducted.

Children with autism spectrum disorders (ASDs) find it difficult to acquire deictic verbs. Recent research in Relational Frame Theory has developed an analysis of deictic relations in regards to I-You, Here-There, and Now-Then. The purpose of this study was to examine whether training based on complexity of deictic relations promotes acquisition of deictic verbs. The participant was Kena 5- years- and 10- months- old boydiagnosed with ASDs. He was required to walk to a teacher, and give or receive the object in response a certain type of sentence; the sentences were classified by three levels of relational complexity. For example, Ken gives/receives an apple to the teacher. was presented as simple relations. The teacher gives/receives an apple to Ken. was presented as reversed relations. Reversed relations reverse the relations between verbs and Kens behavior. Moreover, sentences used in simple and reversed relations were randomly presented as multiple relations. ABCDA design was used, with A representing pretest/probes of multiple relations, B representing training of simple relations, C representing training of reversed relations, and D representing training of multiple relations. The results demonstrated that the participant learned all types of complexity of deictic relations.

Rapid eating is exhibited by both typically developing persons as well as individuals with developmental disabilities and is considered to be a potentially dangerous and socially inappropriate behavior (Favell, McGimsey, & Jones, 1980). The rather limited behavior analytic research on rapid eating has demonstrated that the use of verbal prompts and vibrating pagers (MotivAider) may be an effective intervention package in the reduction of eating pace (Anglesea, Hoch, Taylor, 2008; Echeverria & Miltenberger, 2013). This study evaluated the effectiveness of a vibrating pager combined with a rule for reducing the pace of eating in one adolescent female diagnosed with autism in a multiple probe design across two different settings (clinic and home). The primary dependent variable was inter-response time between bites. Results indicated that inter-response time did not increase from baseline levels until after a verbal prompt was introduced. The participants pacing quickly came under control of the vibrating pager and prompts were naturally faded from the treatment package. Implications for promoting autonomy in individuals with developmental disabilities are discussed.

Sleep problems affect many individuals with autism spectrum disorders (ASD), but little has been researched regarding its behavioral treatment in adolescents with ASD. In this study, 20 adolescents, ages 11-18 years with sleep onset delay and/or night wakings received intervention through 2 sessions and 2 follow-up phone calls. Sessions focused on antecedent strategies of researched components of successful sleep, relaxation, and distraction, and consequence-based strategies of extinction and differential reinforcement. Through actigraphy data, significant improvement was observed in sleep latency (p=0.007) and efficiency (p=0.030). In parent and adolescent reports of the Adolescent Sleep Wake Scale, significant improvement was seen in total score (p<0.001 and p=0.006) and all subscales. In parent and adolescent reports of the Adolescent Sleep Hygiene Scale, significant improvement was seen in total score (p<0.001) and 4 of 5 subscales. Significant improvement in total score was seen in adolescent report of the Modified Epworth Sleepiness Scale (p=0.002). 50% of the sample was contacted 3 months later and gains were maintained for all based on verbal report. Parents reported high satisfaction, understanding, and comfort regarding the intervention. Findings offer promising results in improving sleep for adolescents with ASD through a brief intervention.

With ABA services unavailable or misunderstood in many parts of the world, it is of great importance that accurate and updated information is disseminated to allow for effective interventions for all individuals with autism. To address the lack of services, specialists and information available in Ust-Kamenogorsk, Kazakhstan, the primary researched completed a two month service project on site. The objectives of this trip included training the parents in the basics of ABA and providing a framework to addressing problematic behaviors. PECS was introduced and after a 4 hour group training session, nine mothers successfully taught their children to communicate with PECS. A nine question 5 point Likert Scale Social validity questionnaires demonstrate a high satisfaction rate with PECS and indicated that the mothers will continue to use and promote this intervention in the future. This project revealed that despite cultural and language differences, ABA was accepted by the parents and very successful in application.

Previous studies have examined training effect for speech intelligibility in children with autism. Further studies, however need to evaluate the effect. The purpose of this study was to examine whether nonvocal child with autism improved speech intelligibility through using imitation training. Participant was one boy who was 8 years 11months old (MA: 2years 4months old). We used multiple baseline design across behaviors to evaluate treatment effect for speech intelligibility. Target behaviors were (1) widely mouth open, (2) speech loudness, and (3) sustained sound. In baseline, experimenter modeled target behavior and provided verbal praise and some snacks after child all response, regardless of correct or incorrect. In training, experimenter conducted shaping and was taught to imitate target behaviors. When child response correctly, experimenter provided verbal praise and some snacks. Follow up was same procedure as baseline. Prior to training and post, experimenter showed picture cards to child and elicited to say the name of the card. The result showed that correct responses of training and follow up were increased compared to baseline phase. Child also improved speech intelligibility in post assessment. The result suggested that three of target behaviors were the necessary conditions for promoting speech intelligibility in child with autism.

Functional analysis (FA) procedures have become the gold standard of behavioral assessment of severe and challenging behavior (Vollmer, Roane, and Rone, 2012). With an increasing demand to identify evidence-based practice through randomized clinical trials, a multi-site NIH-funded study is currently underway to determine the efficacy of FA procedures for reducing problem behavior in children with autism. The main objective of this study is to establish the most efficient way for families to reduce problem behavior in their children with autism spectrum disorder (ASD) by establishing validity of FA procedures. Participants are children, 18-83 months of age, with a confirmed ASD diagnosis, and have severe and/or challenging behavior. Participants in this study are randomly assigned to receive an FA and functional communication training (FCT) tied to the FA results or a pragmatic assessment with corresponding FCT. This poster presents a preliminary comparison between the standard FA and the pragmatic FA results for one of the sites. Both packages were implemented by parents in their homes within multi-element designs. Coaching was provided via telehealth. IOA was collected on 30% of sessions and averaged 80%.The results of this comparison will be discussed, as well as future implications of the assessment of children with autism.

Individuals who engage in severe problem behavior may engage in differentiated rates of problem behavior depending on the caregiver that is present. Previous research has indicated that higher and more clearly differentiated rates of problem behavior may be observed when the primary caregiver is present compared to times when clinical staff members are present (Kurtz et. al, 2013). It may be difficult to generalize treatment effects to the primary caregiver when the individual engages in significantly higher rates or more intense levels of problem behavior in their presence. The current study includes 2 participants, a 5 year old male diagnosed with Autism and a 4 year old female diagnosed with Smith-Magenis Syndrome. For each participant, rates of problem behavior increased significantly each time the primary caregiver was introduced in to the treatment evaluation sessions. Thus, caregiver fading procedures were initiated so that the primary caregiver implemented treatment procedures for systematically increasing durations during the sessions. Lower and more stable rates of problem behavior were observed when the primary caregiver was gradually and systematically introduced into the treatment sessions across time.

Individuals with autism spectrum disorders often engage in stereotypical behavior, such as mouthing or consuming inedible objects. The empirical literature has indicated that the use of competing items and response interruption and redirection (RIRD) can be effective for addressing these forms of behavior (e.g., Horner et. al., 1991; Piazza et al., 2000; Zhou et al., 2000). In the current investigation, we assessed the use of an alternative item (bracelet) and RIRD for a 15 year old adolescent male diagnosed with ASD using a reversal design. The student engaged in high levels of object mouthing throughout his school day during baseline. During intervention, the student was given continuous access to an alternative source (silicone bracelet) and was taught an alternative response (biting the bracelet) with RIRD in place in the event that mouthing occurred. The implementation of the alternative item reduced mouthing non-edible objects to approximately 80% from baseline.

This study compared no-no prompting (delayed prompting) and errorless learning (simultaneous prompting) error correction methods on maintenance responding of previously taught skills with three children on the autism spectrum. An alternating treatments design (ATD) with baseline and best treatment was used to compare the effectiveness and efficiency of each prompting system on maintenance responding. Previously acquired skills that had dropped below acquisition criteria due to off-task behaviors were used as training targets during discrete trial training sessions. IOA averaged 98% (range=95-100% for both occurrence and non occurrence) for all three participants. Treatment fidelity also was high averaging above 98% across all participants with TF IOA also averaging near 100%. Results indicated that both prompt methods increased independent correct responding; rate of acquisition was varied across participants. No-no prompting resulted in more independent correct responding without any response prompts provided as well as more stable correct responding on future trials. Off-task behaviors were decreased more significantly with the use of no-no prompting for all participants. Staff and participants reported a preference for the use of no-no prompting with previously taught skills except for one participant who reported a preference for errorless learning.

We present data from a 13 year-old boy diagnosed with autism spectrum disorder referred to a partial-hospitalization program for the assessment and treatment of inappropriate vocalizations occurring at school. Inter-observer agreement was calculated for 16% of sessions and was 100%. A functional analysis of inappropriate vocalizations showed attention as the maintaining variable for inappropriate vocalizations. Within an ABAB reversal design, we evaluated the effectiveness of a functional communication training (FCT) program. During baseline, inappropriate vocalizations were reinforced with adult redirection and, often times, peer attention, in the form of laughter. During FCT, a functional communicative response (FCR) for attention was reinforced following a period of appropriate behavior. That is, the participant would need to participate in independent or group activities for a predetermined period before the FCR would result in reinforcement. Results showed elevated rates of inappropriate vocalizations during baseline sessions and near zero rates of inappropriate vocalizations during FCT. We gradually thinned the schedule of reinforcement for the FCR to 20 minutes. Results will be discussed in terms of their influence on the treatment of problem behavior in a classroom setting.

Children who are diagnosed with autism spectrum disorder (ASD) appear to be at higher risk for obesity than the general child population (Hill, Zuckerman, & Fombonne, 2015). This pattern may be due to children with ASD having selective eating habits and the therapists and parents use of food as a reward (Hudson & DeMyer, 1968). In the present study, a multiple baseline design across nine participants was used to assess the effects of stimulus novelty introduction upon childrens snack choices. Baseline consisted of a presentation of typical snack choices based on child and parent desirability reports (chips, cookies, juice, etc.). Intervention included healthy snacks (i.e., butter free popcorn, graham crackers and water) embedded in the presentation of the previous snack choices on the snack tray. During baseline, participants were consistent in their choices and did not request a healthier selection. To date, preliminary results indicate that one child displayed an increase in healthy choices following the introduction of healthy options. This study will be concluded by the time of the conference. The observed shift in choice may be due to stimulus novelty. With obesity on the rise, it is important to provide and promote healthy alternatives to high risk groups.

Although international best practice guidelines state that phonics instruction should be, in part, direct and systematic in its delivery, current Western Australian educational curricula and practise does not reflect this in relation to teaching phonics to children with autism spectrum disorder (ASD). As such, there exists a large reading gap between children with ASD and their same age neurotypical peers; a gap that may start off relatively small at school entry but widens significantly over the course of primary schooling. It was therefore of interest to investigate whether children with ASD could learn phonics when taught using well evidenced direct, systematic techniques based on the principles of applied behaviour analysis. A multiple baseline with multiple baseline across participants (with concurrent measurement). 10 primary school children aged between 5-13 were recruited and split into three groups: Phonics, Numeracy and Control. 4 children were allocated to the phonics group and received discrete trial training (DTT) with progressive time delay prompting (PTD) over an 8 week period to teach phonics, while 4 children were allocated to the numeracy group and taught numerals in the same manner. 2 children were allocated to the control group and received treatment as usual (exposure to the pre-existing classroom curricula to learn phonics or numerals. Results indicated that all participants in the numeracy and literacy groups acquired stimuli as a function of exposure to DTT and PTD, as evidenced by change in level and trend during intervention following a stable low level baseline period. Further, 3 our of 4 participants in the literacy group also demonstrated an ability to transfer their mastered phonemes to the ability to blend consonant-vowel-consonant (CVC) words. All skills mastered spontaneously generalised to people, time and place during probe sessions, and skills were maintained over a 4 week period. Participants in the control group acquired significantly less stimuli over a significantly longer period of time, and were not able to transfer their learned stimuli to blending CVC words. These results indicate that a) current classroom curricula is not effective in teaching core literacy and numeracy skills, b) children with ASD are capable of learning core literacy and numeracy skills when taught in a systematic, evidence based manner and c) learned phonemes can transfer to the ability to blend CVC words in children with ASD.

The shortage of opportunities to access effective intervention to autism in developing countries is a major concern. The advancement of parentimplemented intervention seems to be critical. We evaluated the efficacy of a parent-implemented intervention program offered to low-income families in Northern Brazil. We systematically tracked the evolution of childrens performance and integrity of implementation by their parents. The data show positive impact of the program on skill acquisition by the children and confirms the potential for parent-implemented autism intervention programs.

For individuals with Autism Spectrum Disorder and significant communication and behavior challenges, finding and sustaining community-based employment is a daunting challenge. Traditional pathways to employment that have proven successful for individuals with other developmental disabilities are not able to meet the challenges faced by those with Autism Spectrum Disorder. We describe an inclusive program designed to systematically build social and employment skills for adolescents with Autism Spectrum Disorder in community settings. The goal of this program is permanent integrated employment for all participants. Data will be presented on the impact of the inclusive program on targeted social skills for one adolescent with Autism Spectrum Disorder. Program elements include video-modeling, task-analyses, and prompting hierarchies. We will use a multiple baseline across settings to evaluate the effects of the intervention on verbal initiations, responses, and continuations. The findings from this study will contribute to the growing body of evidence for best practice in the support of adults with autism in inclusive employment settings.

Research exists reporting the prevalence of inappropriate sexual behavior (ISB) by people with autism and intellectual disability. Currently, a lack of research exists suggesting how to manage this problem behavior in school settings. This problem behavior creates a barrier in accessing the community, and ethical considerations in treatment should be considered. Consistent with the field, reinforcement based strategies should be implemented first. At a private day school, two students were selected to participate in the current study. Both students were diagnosed with intellectual disability and one was also diagnosed with autism. Both students engaged in ISB in the form of masturbation frequently throughout the day. Blocking and redirection were unsuccessful and represent the baseline in this study. After the implementation of a differential reinforcement of other behaviors (DRO) program, ISB decreased substantially. Staff were able to systematically lengthen the DRO interval while maintaining low levels of problem behavior. Staff report that the procedures were easy to implement and effective. This study shows a reinforcement-based approach to decreasing ISB in school settings.

Noncompliance is one of the most frequent and troublesome behaviors exhibited by students. Students who are noncompliant with teacher directions are at risk of not benefiting from academic instruction. In addition, teachers must spend valuable instruction time redirecting students who do not comply with directions and rules. Schools and teachers need proactive, success based strategies to increase the rate of compliance in noncompliant students. One such strategy is Errorless Compliance Training (ECT). Unlike other strategies that use punishment to decrease compliance, ECT focuses on establishing and strengthening compliance with reinforcement only. Although previous research demonstrates that ECT can increase the rate of compliance in formerly noncompliant participants, generalization to individuals other than the trainer does not always occur and generalization to other settings has not been assessed. The current study used a multiple baseline across subjects design to examine the impact of ECT on compliance and to assess generalization of the intervention to non-training settings. ECT was administered to four participants with severe developmental disabilities. Overall, compliance and consistency of compliance to previously low-probability requests increased. Results were mixed with respect to the generalization of the ECT intervention to settings other than the training setting.

Early numeracy skills (e.g. numbers, counting, and simple addition) are crucial for higher math skills and generalization of math skills to life settings. However, children with autism may often have limited early numeracy skills (Jimenez & Kemmery, 2013). The flash card is a convenient, and popular format for presenting discrete stimulus items (e.g. numbers) (Kupzyk, Daly, & Anderson, 2011). Among the flash cards interventions, the Incremental Rehearsal (IR) was the most effective one (Varma & Schleisman, 2014). However, there is limited research that has examined the effectiveness of IR on letter recognition of children with autism as well as other disabilities, such as ADHD and Intellectual Disabilities. Thus, the purpose of this is to examine the effect of the IR on number identification of a child with autism, ADHD, and ID. The intervention results showed that the IR improved participants number identification dramatically. The percentage of nonoverlaped data was 100%, which indicated that the intervention was very effective. As for the progress monitor, the student achieved mastery level in his instructional level.

What are some challenges faced by children and youth with an autism spectrum disorder attending public school? What causes heightened senses of anxiety in the school setting? What can teachers do to be proactive in setting up their classroom or transition times to best support those with an autism spectrum disorder? This poster provides an opportunity to learn from a sample of verbal youth experiencing this world on a daily basis. This qualitative study investigated the perspectives of 10 children in middle and high school concerning what causes sensory arousal in the general education environment. Children were interviewed about their experiences and then data were coded for themes and trends. Findings revealed those on the spectrum struggled the most with sights, sounds, noises, smells, and dealing with the behaviors of typical peers. Specific episodes and occurrences are expanded upon in this study and will be presented on the poster. Participants were also eager to share effective practices that have helped them in the school setting.

Physical guidance is a common component in many instructional strategies; however, for some individuals with autism spectrum disorder (ASD), physical guidance may be aversive, thus evoking problem behavior that may directly compete with skill acquisition. The current study evaluated three strategies to teach chained tasks to an eight-year-old male with ASD in a day treatment clinic for individuals with severe problem behavior. A multiple baseline across tasks was used to compare: (a) a multiple opportunity probe with noncontingent reinforcement, (b) three-step guided compliance with differential reinforcement, and (c) a single opportunity probe with noncontingent reinforcement. Tasks were equally matched in number of steps, difficulty level, and completion time. Data were collected on percentage of steps completed independently, completion time, and frequency of problem behavior. Preliminary results indicated that the multiple opportunity probe was the only strategy that led to task acquisition (i.e., 3 out of 4 sessions >80%). When this procedure was applied to the other two tasks, similar trends in acquisition were observed. Performance maintained with both acquired tasks. The current evaluation demonstrated: (a) an efficient procedure for evaluating alternative strategies for acquisition and (b) showed that alternative strategies may be preferable for clients when physical guidance evokes aggression.

Hanley, Jin, Vanselow, and Hanratty (2014) proposed functional analysis procedures in which multiple contingencies, based on interviews and observations, are tested in a single pair of test and control conditions. The purpose of the current series of analyses was to systematically replicate the assessment procedures in different settings and with a range of problem behavior. Ten participants who engaged in problem behavior participated in the study. Participants were nine to 14 years old and were diagnosed with an autism spectrum disorder. All sessions were conducted in the participants typical daily environments. An experimenter delivered the putative reinforcers for problem behavior during test conditions. Reinforcers were different for each participant depending on the outcome of the interview and initial observation (e.g., unique tangible items or escape from experimenter interaction). Reinforcers were delivered non-contingently during control conditions. Each analysis was conducted quickly (average of 8 five-minute sessions) and all analyses demonstrated control over problem behavior. This study supports the procedures proposed by Hanley et al. (2014) and extends the generality of these procedures to additional settings, problem behavior, and types of reinforcers.

Repetitive and stereotypic motor movements or vocal behavior are one of diagnostic characteristics of autism spectrum disorder (ASD). Motor stereotypy can interfere with the acquisition and demonstration of many adaptive skills. Additionally, the occurrence of repetitive motor behavior in young children with ASD may socially stigmatize individuals and limit the development and maintenance of peer relationships. The current study evaluated the effects of a differential reinforcement procedure used to establish control over motor stereotypy in one instructional context in a childs home. The child was given a bracelet to signal that reinforcement was available only if motor stereotypy did not occur during the specified activity. Once control over motor stereotypy was established in the training condition (playing with an IPad while wearing the bracelet), its use was then expanded to non-training conditions. The data indicate that the procedure was effective in decreasing the occurrence of motor stereotypy across all evaluated settings. However, motor stereotypy continued to occur at a low level and was not completely eliminated by the procedure. The findings are discussed in terms of function of behavior as well as establishment and transfer of stimulus control.

Rumination is defined as the chronic regurgitation, rechewing, and reswallowing of previously ingested food and is estimated to occur in 6 to 10% of individuals with developmental disabilities (Rast, Johnson, Drum, & Conrin, 1981). Rumination that occurs over long periods of time can result in serious health risks including, malnutrition, weight loss, dehydration, tooth decay, choking, gastrointestinal bleeding, and even death (Starin & Fuqua, 1987; Winston & Singh, 1983). Previous research has demonstrated the effectiveness of non-contingent juice, supplemental feeding, gum, flavor spray and chew rings as a treatment for rumination in children with developmental disabilities. The current study compared these interventions as treatment for a 9-year old boy diagnosed with autism who exhibits post-meal rumination. The results suggested that the majority of these treatments effectively decreased rumination to lower levels. However, juice was shown to increase rumination up to 50%. This study not only discusses the effectiveness of these treatments, but also their social significance.

Positive behavior support (PBS) is an applied science that uses educational and systems change methods (environmental redesign) to enhance quality of life and minimize problem behavior. (Carr, Dunlap, Horner, Koegel, Turnbull, Sailor, Anderson, Albin, Kern Koegel, & Fox, 2002). The objective of this multi-tiered support system (MTSS) is to arrange the environment to be conducive to teaching and learning (Sugai, 2015). PBS consists of three tiers and the present study was intended to evaluate the effectiveness of a Tier 1 system in reducing behavior problems and teaching adaptive social and life skills to 4 adult females with a diagnosis of autism spectrum disorder living in a community residence and 2 females and 7 males with a diagnosis of autism spectrum disorder working in a day habilitation program. Behavior expectations unique to each setting were established based on baseline observations of the individuals problem behaviors (e.g., physical aggression) and general requirements of the setting (e.g., wash hands after going to the bathroom). A motivation system was established in each setting for adhering to behavioral expectations and all staff persons were instructed in behavior skill training to teach replacement behaviors to individuals when they did not display behavior expectations. Finally, person centered input is provided through scheduled meetings at the residence and the day program with individuals and staff to discuss problematic issues among the individuals, encourage choice making decisions, and improve peer relations. Interval data collected on behavioral expectations are reviewed by the full PBS team monthly. Initial results indicate an increase in the individuals adherence to behavior expectations and a decrease in problem behaviors in the Day Program but considerable variability in the Residential Program(see attached graph). Since this is the first attempt at a PBS intervention with adults with autism in a residential setting and a day setting additional interventions will be explored in both settings

The rock-paper-scissors game (RPS) is a zero-sum game that is widely played by children in Japan. Although most children acquire the skills of playing RPS before school age, some children with autism spectrum disorder (ASD) show certain peculiar responses in RPS beyond the school age. For example, once children with ASD form a certain shape with their hand, they change their shape to match that of the other person. This study aimed to reduce this inappropriate imitation in RPS in a 10-year-old boy with ASD, by differentially reinforcing certain incompatible alternative behaviors (DRA). First, the participant was required to discriminate among the three RPS elements by interacting with two hand shapes presented on a computer. After the participant acquired some basic skills of RPS (e.g., participant could respond appropriately after being presented with scissors and paper and asked, "Which is the winner?"), backward chaining and DRA were introduced to actual RPS behavior. Finally, the RPS-matched contingency was introduced to a RPS game between the participant and the therapist. The interim results show that reducing inappropriate imitations in RPS games requires more than understanding the rules of the game and that it is necessary to modify the actual behavioral chain.

Valid assessments are needed to develop individualized behavioral treatment. The latency-based functional analysis is an expedited functional analysis of challenging behavior. Length of the latency-based functional analysis is predicated on the amount of time required to evoke and reinforce challenging behavior until differentiation is replicated between one or more test conditions and the control condition. Within a randomized controlled trial assessing for potential cost-benefit of behavior analytic services within inpatient hospital settings, we conducted latency-based functional analyses of the challenging behavior of 18 children and adolescents diagnosed with autism exhibiting varying communicative abilities. Patients utterances were rated based upon observations by behavior analysts during interviews, assessments, and informal observations within the hospital. Patient expressive language was sorted into two categories: limited vocal or fully vocal. We evaluated the degree to which expressive language rating predicted the number of series needed to evoke challenging behavior within the functional analysis using a point-biserial correlation. Results indicated expressive language rating was positively correlated with the number of series needed to evoke challenging behavior (rpb = .58). Higher verbal ability predicted a higher number of series, although these findings represent preliminary evidence that further inquiry may be warranted. Limitations and future directions are discussed.

Deficits in derived relational responding experienced by individuals with autism may explain some of the behavioral and intellectual deficits that are co-morbid with this neurodegenerative disorder. The present study evaluated the derived relational abilities of 46 children with autism and compared the assessment results with participants autism severity and intelligence. Each of the participants were assessed using the Promoting the Emergence of Advanced Knowledge Equivalence pre-assessment as a measure of their relational abilities, the Gilliam Autism Rating Scale Second Edition (GARS-2) as a measure of autism severity, and the Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV) as a measure of intelligence. The results of the study suggest a strong correlation between the PEAK-E pre-assessment, the GARS-2, and the WISC-IV, suggesting that there is a relationship between derived relational responding, autism severity, and intelligence. The results have implications for the treatment of both problem behaviors and intellectual deficits experienced by this population.

The NGO Children of Georgia in the country of Georgia-Sakartvelo, together with James Madison University in the USA, examined the effectiveness of communications technology for distance training and coaching of ABA therapeutic skills. Within a multiple baseline design across participants, it was demonstrated that distance coaching increased the use of therapeutic skills by the therapists and improved verbal operants by children with autism. With grant support from the Society for the Advancement of Behavior Analysis and the Georgia-Sakartvelo Ministry of Science and Education, this research became a model for developing ABA services in underserved remote areas in the country of Georgia-Sakartvelo. Three teachers in two public schools in a small town in western Georgia received training where they learned the basic principles of Applied Behavior Analysis. Subsequently, these teachers were supervised and coached on practice skills via communications technology incorporating classroom-based tablets and internet connections with Children of Georgia consultants in Tbilisi.

Parent-implemented interventions are cost-effective and ecologically valid means of increasing access to evidence-based intervention for children diagnosed with Autism Spectrum Disorder (ASD). Parental satisfaction is critical for treatment fidelity and the subsequent success of parent-implemented interventions. The purpose of this study was to evaluate parent satisfaction with two adjunctive, parent-implemented treatments for ASD, Applied Behavior Analysis/Verbal Behavior Approach(ABA/VB) and Relationship Development Intervention (RDI). Eleven parents received 16 in-home sessions in which they were taught to implement the assigned intervention. Parents were provided with a survey that contained 29 questions using a 5-point Likert scale to evaluate their satisfaction with the intervention and the outcomes for their child. At the end of treatment, parents reported moderate satisfaction with both RDI (range 3.6-4) and ABA/VB (range 2.8-3.8) with parents receiving the ABA/VB intervention reporting slightly lower and more variable ratings. After the 3-month follow-up, parents in the RDI condition reported an increase in satisfaction (range 3.8-4.4) while parents in the ABA/VB condition reported lower ratings than parents in RDI and from the previous assessment with the exception of an increase in use of and speed of learning spontaneous speech. All parents reported that they would recommend the study to other parents.

Differential reinforcement of lower intensity (DRLi) and higher intensity (DRHi) are procedures developed to address problems in decibel levels of vocalization in individuals with autism. A reversal design was used to test the effectiveness of each of the developed protocol across six children with autism. Protocol involved a visual decibel meter (VDM) that measured the decibel level of speech. Red marks were placed on the VDM to indicate appropriate range. Prior to baseline, researchers demonstrated and modeled how the meter worked. In addition, the researchers modeled reinforcement procedures. The reinforcement procedures consisted of access to preferred items when vocalizations were within the appropriate decibel range per vocalization. Preferences were identified using a multiple stimulus without replacement assessment and confirmed during free operant observations. Data were gathered and the mean vocalization decibel level per 30-minute session was plotted. Data indicated that the implementation of the DRL resulted in a decrease of the vocalization decibels to within the range of typical conversations. In addition, the DRH procedures resulted in an increase of the vocalization decibels to within the range of typical conversations.

Autism spectrum disorder (ASD) is characterized by repetitive behaviors and lack of symbolic play. For children with ASD, video modeling is a promising method for promoting symbolic play, often with an adult or typically developing play partner (MacDonald, Sacramone, Mansfeld, Wiltz, & Ahearn, 2009; Nikopoulos & Keenan, 2007; Reagon, Higbee, & Endicott, 2006; Taylor, Levin, & Jasper, 1999). However, there is a limited research on the utility of video modeling training when all participants have ASD. The current study employed a multiple probe design across behaviors (pretend play scenarios) to evaluate the effects of video modeling training for two pairs of children diagnosed with ASD. During all sessions, thematically relevant vocalizations and play actions were scored for both participants in the pair. Following baseline, video modeling treatment was simultaneously provided to each pair. Maintenance probes were conducted to evaluate play in the absence of video modeling. Results indicate that video modeling led to an increase in scripted and unscripted play for all participants. Further, video modeling led to increased variety in unscripted vocalizations for all participants. These results extend the video modeling research by demonstrating that the intervention can successfully be simultaneously provided to two children with ASD.

Every day, individuals with developmental disabilities are asked to complete multiple transitions across environments, from school programs to home settings, home settings to the community, and the community to vehicles. By being able to complete these transitions without challenging behavior, individuals gain access to a larger variety of areas including less restrictive placements and more frequent community access. Through systematic evaluation, clinicians can identify the functions of challenging behavior during transitions and teach functionally-equivalent behaviors. Following treatment, students may be able to transition more successfully, therefore, increasing their access to more settings including the community. When in the community, challenging behavior may bring about different risks including potential police involvement, less support staff, vehicle safety concerns, and negative interactions with bystanders. Frequently the first response is to limit the students access to the community following challenging behavior. In doing so, teaching opportunities are decreased and the individuals activities are more restricted. By evaluating effective treatments in the community, individuals regain access to a variety of settings therefore increasing the individuals overall quality of life. Evaluating and treating challenging behavior which may impact an individuals ability to transition is essential for increasing access to social opportunities via their school or community.

One component of an intervention package for aggression maintained by avoidance of physical contact would be to remain out of arms reach of the individual engaging in aggression. However, for an individual with severe physical impairments who requires staff to be within one foot of him when walking, that type of environmental manipulation is impossible. This research aimed at reducing the rate in which an individual engaged in aggressions while walking throughout a school building. Data showed that the rate of aggressions decreased when a gait trainer was introduced which allowed the student to walk next to someone without making physical contact. Interobserver agreement was assessed during 50% of baseline sessions and 50% of treatment sessions. Average agreement for the occurrence of aggression was 83% during baseline sessions and 90% during treatment sessions. These data provide practitioners with an antecedent-based intervention strategy to reduce aggressive behavior for an individual with physical impairments who needs support while walking. This intervention allowed the student to navigate not only throughout the school building with minimal staff assistance, but also throughout the community.

An alternating treatment design was utilized to evaluate the effectiveness of two reinforcement systems in the community as a treatment for non-compliance across multiple individuals. All participants had a history of challenging behavior in the community including non-compliance, stealing, aggression, and elopement which had impacted their ability to access the community. All participants were admitted to a Residential Treatment Facility at the time of treatment. General locations in the community were identified for each participant prior to treatment to establish a schedule of systematic access. The reinforcement systems evaluated were individualized for each student based on the students interests, related components of their current treatment plans, and functions of challenging behavior. The more effective reinforcement system was then utilized during generalization training and adapted into the students treatment plan. Effective reinforcement systems were identified for all participants with a decrease in challenging behavior and increase in compliance while in the community. These examples show multiple ways in which to systematically reintroduce individuals into the community and increase their ability to access less restrictive settings.

Health promotion research often includes randomized control trials (between-groups design); however, in practice, clinicians may utilize single-subject designs (within-subjects design) to evaluate the efficacy of an intervention. Within-subject experimental designs may provide additional information that cannot be gleaned from group designs (i.e., individual trends in responding); however, group designs control for many of the variations that cannot be controlled in a single-subject design (e.g., demographic variations). There are advantages and disadvantages in utilizing each type of experimental design. The purpose of the panel discussion is to review differences in within-subjects and between-groups experimental designs, discuss the strengths and limitations of each design, and make recommendations for conducting research using either methodology.

The topic of gender has traditionally been relegated to the field of biology due to its assumed correlation with sex or at best, it has been investigated by social psychologists. Rarely have members prescribing to the science of behavior analysis dedicated many, if any, resources to investigating or talking about the culturally relevant topic of gender or gender roles. After all, gender is perceived to be just another demographics category in large-n, statistical studies, right? No, this is not the way in which gender and gender issues ought to be approached. The culmination of research from several fields in the natural and social sciences suggests that gender is not dependent upon sex nor is it static for particular individuals even within their own lifetime. For these reasons, this paper will argue the study of gender can benefit from a behavior analytic perspective. Furthermore, even before behavior analytic research on gender is published, we can teach the topic from a behavior analytic perspective.

Recent advances in Relational Frame Theory (RFT) and the Implicit Relational Assessment Procedure (IRAP) have aimed to expand the basic account of human language and cognition. To this end, the validation of the IRAP as a measure of relational responding has become paramount. As such, the current series of papers were designed to systematically manipulate the relational features of the IRAP using non-clinical samples. Paper 1 manipulated the rule order presentation of IRAP blocks, and found differential effects for each rule order presented. Paper 2 assessed the degree to which instructions for responding on the IRAP (i.e., specified responding, non-specified responding and response-focused instructions) influenced effects. Specifically, it was found that instruction type influenced the strength and direction of IRAP effects. Paper 3 manipulated the presentation of relational coherence indicators (RCIs, for example true and false) versus relational contextual cues (Crels, for example, similar or different) as response options. Results demonstrated that when participants completed an IRAP with Crels first, their effects became non-significant when they completed an IRAP with RCIs, suggesting that response options are not functionally equivalent. Overall, the symposium offers systematic analyses of the IRAP, which not only informs IRAP effects, but relational responding more generally.

The importance of the effects of rules and instructions on human behaviour have long been identified as important in the psychological literature. However the number of experimental studies that have tested this suggestion is limited. The Implicit Relational Assessment Procedure (IRAP) was employed and manipulated the order in which rules for responding were presented in a Self-esteem IRAP. Forty-one undergraduate students were divided into two conditions with differing starting rules. This sought to determine whether the simple order in which the rules are presented influenced patterns of relational responding on the IRAP. The results indicated that patterns of responding differed somewhat between conditions. The findings supported some existing evidence which suggests that rules influence relational responding. At the time of writing, a second study was to commence using a new methodology designed to address similar questions. From preliminary analyses, it can be suggested that rules exert varying degrees of influence over relational responding.

Early studies using the Implicit Relational Assessment Procedure (IRAP) involved using relational contextual cues (Crels) as response options. A large number of IRAP studies, however, have also employed relational coherence indicators (RCIs), the two most common being True and False. The untested assumption was that the nature of the response options should have no impact on IRAP performance. The current study addressed this gap in the literature. Undergraduate participants were exposed to two IRAPs, one employing the Crels Similar and Different and the other employing the RCIs True and False. When participants first completed an IRAP using the Crels and then completed a second IRAP using the RCIs there was a significant reduction in the effect and it also became non-significant (from zero). This finding indicates that Crels versus RCIs should not be considered functionally equivalent and the use of different types of response options requires careful and systematic analysis.

This panel presents experimental research on two selection levels: operant and cultural. A common feature of the different studies was the manipulation of both 1) contingencies on individual responses and reinforcers (operant contingencies) and 2) coordination of participant responses in small groups and their environmental effects (macrocontingencies and metacontingencies). The first two presentations will report on studies based on a procedure in which participant received points for adding numbers in relation to computer-presented numbers (operant contingency) and the coordination of numbers chosen by all participants (metacontingency). The first one will present a comprehensive analysis of a series of manipulations using this procedure such as type of cultural consequences (analogous to positive or negative reinforcement), schedule of cultural consequences and other manipulations such as group size, participant position change, variability requirements, verbal interactions, etc. The second presentation will be about two experiments on the involvement of antecedent stimuli in the process of cultural selection. In the first experiment the background colors were different according to the experimental condition, while in the second experiment the colors were maintained equal across conditions. The last presentation will be on an investigation of the relations among operant contingencies, macrocontingencies and metacontingencies. A conflict situation was programmed in which participants could produce larger magnitudes of gains for group behavior with less individual gains. The results of this conflict are discussed in terms of ethical self-control. The tree presentations combined may contribute to the debate regarding selection on different levels by demonstrating investigation methods and empirical data related to different processes and selection levels.

A series of experiments were conducted on behavioral and cultural selection within an experimental metacontingency preparation with small groups of 2 to 4 undergraduate students. The task consisted of choosing numbers in relation to randomly generated numbers or chosen by other participants. Two contingencies were isolated in the task: one for the relation with the random numbers and the other for the coordination of choices between participants. Participants were able to produce individual consequences as well as shared consequences for the group according to those contingencies. Metacontingencies manipulated were analogous to different arrangements of operant contingencies: for instance varying ratio schedules, negative or positive reinforcement, discrimination training, etc. Other parameters manipulated were not analogous: increasing number of participants, changing participant positions, allowing or blocking verbal interaction, etc. Participant choices demonstrated processes leading to variation and selection of both individual patterns and inter-related patterns. A summary of those results and an evaluation of the analogies between operant and cultural selection will be presented.

The aim of this study was to investigate if antecedent events take part in the culturants selection. In Experiment 1 six undergraduate students performed a task in two small groups. Contingencies and metacontingencies were programmed. Operants were characterized by choosing numbers in a row. Culturants were characterized by relation for the coordination of choices between participants. Two conditions were set in an ABAB design. On A condition, only individual consequences were available. On B, individual and cultural consequences were available. There were different backgrounds colors in each condition. In Experiment 2, another six students participated in two groups. The task and conditions were similar, but the background had the same colour between conditions. Results show that operants and culturants were selected in Experiment 1. In Experiment 2 the triad 1 did not produce culturants selection, hence the group was finished at first condition B. Triad 2 did not reach the stability criteria at second exposition to condition B, and was finhished too. We discuss questions about procedures that can explain the absence of culturants selection in Experiment 2.

The study of cultural practices in the experimental analysis of behavior, along the last decade, has provided important discussions concerning the relation between operant level analysis and cultural level analysis. This presentation discusses the difference and pertinence of cultural level and operant level analyses. We discuss data collected in an experiment that assessed the effects of a cumulative result of functionally independent operant responses over the behavior of participants in a laboratory microculture, when individual consequences were concurrent with the production of consequences more favorable to the culture. Individual consequences and cultural consequences differed in nature. Individual choices of even rows produced a school item to be donated to a public school (cumulative effect) plus one token exchangeable for money (individual consequence of lower magnitude), while odd rows produced three tokens exchangeable for money (individual consequence of higher magnitude). Results showed the effectiveness of the cumulative effect in the shaping and maintenance of self-control responses. Along the microcultures' exposure to the macrocontingency, a metacontingency relation emerged and recurred, in which participants alternated choices of odd and even rows. We discuss this data regarding operant selection and cultural selection, arguing for the pertinence of a cultural level analysis.

Resurgence is the reoccurrence of a previously reinforced response, typically following (conventional) extinction of an alternatively reinforced response. Resurgence is both of research interest and applied relevance. Presenters in this symposium will discuss variations on resurgence procedures in both laboratory and applied contexts. In the first presentation, presenters will describe an animal model for studying resurgence of punishment-suppressed behavior using rats, and theoretical and applied implications of results will be discussed. In the second presentation, a human operant arrangement will be presented that investigated the effects of varying density of reinforcement and the addition of an aversive auditory stimulus during Phase 2 on subsequent resurgence. Basic and applied implications will be discussed. In the third presentation, researchers will present an evaluation the use of noncontingent reinforcement (NCR) to attempt to mitigate the resurgence phenomenon in a clinically relevant context. Results will be discussed in the context of previous research showing similar effects with NCR as a disruptor and its comparison to traditional extinction as a disruptor.

Treatment relapse refers to the return of an unwanted condition that has previously been successfully treated. One such treatment relapse phenomenon is called resurgence. Resurgence occurs when a previously extinguished response returns following extinction of an alternative response that has been reinforced. It is commonly produced by a three-phase procedure: 1) a target behavior is reinforced until responding is steady, 2) the target behavior is placed on extinction and an alternative behavior is reinforced until responding is steady for both, and 3) both behaviors are placed on extinction. If the initial target behavior re-emerges in the final phase, it is called resurgence. Most applied and basic studies have used "traditional" extinction during the disruptor phase; that is, the behaviors are not met with reinforcement. However, more recent studies have been evaluating the use of noncontingent reinforcement (NCR) to attempt to mitigate the resurgence phenomenon. In this study, two participants with a history of communicative difficulties and socially maintained problem behavior experienced the three-phase procedure in which participants were exposed to NCR during the final disruptor phase. One participant demonstrated mild resurgence of problem behavior, whereas resurgence of problem behavior did not occur for the second participant. Results are discussed in the context of previous research showing similar effects with NCR as a disruptor and its comparison to traditional extinction as a disruptor.

The study of delay discounting, or valuation of future rewards as a function of delay, has contributed to understanding the behavioral economics of addiction. Accurate characterization of discounting can be furthered by statistical model selection given that many functions have been proposed to measure future valuation of rewards. This tutorial will present a convenient Bayesian model selection algorithm that selects the most probable discounting model among a set of candidates chosen by the researcher. The approach assigns the most probable model for each individual subject using an asymptotic approximation to model probability based on the Bayesian Information Criterion. Importantly, effective delay 50 (ED50) functions as a suitable unifying measure that is computable for and comparable between several popular functions, including both one- and two-parameter models. Software to execute the combined model selection/ED50 approach is illustrated using empirical discounting data collected from a sample of 111 undergraduate students with five discounting models proposed between 1937 and 2006. The work this tutorial is based upon was published in the January, 2015, special issue of the Journal of the Experimental Analysis of Behavior studying experimental manipulations of delay discountingand related processes.

Licensed psychologists, certified behavior analysts, graduate students.

Prior knowledge has been a key construct for theories of memory, comprehension, and learning. And traditionally prior knowledge has been identified as a resilient source of information, standing strong in the face of even the most compelling refutations and evidence. In the current talk I describe experiments that call into question this characterization of prior knowledge. Work from my lab shows that well-worn expectations appear malleable (and sometimes even non-existent) when people are confronted with contradictory arguments and facts. Across a variety of demonstrations involving the presentation of text content containing potential misinformation, people subsequently rely on encoded inaccuracies leading to problematic and surprising demonstrations of ignorance. Even obvious misinformation, which individuals should know better than to fall for, can influence subsequent problem solving and decision making behaviors. This talk will identify the consequences of exposure to misinformation, as well as highlight important boundary conditions for when and how people might be encouraged to engage in more critical evaluation in the service of successful comprehension.

Educational researchers, practitioners

For a field that capitalizes on the utility of feedback and motivation to influence behavior, behavior analysts working in service delivery may be able to improve the way that they manage the performance of employees who provide direct behavior analytic services. Applied behavior analysis has been accepted as the most effective treatment for deficit and excessive behaviors associated with Autism Spectrum Disorder. As a result, there is a dire need for therapists trained in the principles of behavior to provide one-on-one therapy to children diagnosed with autism. Unfortunately, qualified therapists are limited in number and potentially difficult to retain for long employment durations. In theory, those who have been extensively trained in the principles of behavior should be the most effective in performance management, however, this may not be the case. This panel will discuss how those working in behavior analytic service delivery are currently doing with respect to the management of employee behavior, how they could improve, and practical explanations for why constraints exist.

Rural behavior analysts face many issues. This panel will bring together three practitioner-researchers who are working within the scope of these issues. Panelists will present issues pertinent to ethical practice in small communities, reviewing telehealth and telepractice constraints, and issues related to remote supervision of behavior analysts, assistants, students, and RBTs.

There is little behavior analytic research on teaching social, self-advocacy, and job-related skills to adolescents and young adults with autism spectrum disorder (ASD). The current symposium includes four papers directed toward filling this gap in the literature. In the first paper, the authors piloted an assessment for evaluating job-related socials skills that are important for individuals with ASD to succeed in work environments. In the second paper, the authors evaluated the effects of behavioral skills training to increase the social play skills of adults with ASD who were teaching social play skills to children with ASD. In the third paper, the researchers evaluated the effects of a text prompt with a time delay on the self-advocacy of an adult with ASD. In the fourth paper, the authors examined the effects of teaching a problem-solving strategy to adolescents with ASD on solving common job-related problems.

Adults with autism spectrum disorder (ASD) have deficits in social skills that may impede their success on the job. As part of a vocational training program, three adults, aged 21 to 27 years, with autism spectrum disorders (ASD) and no intellectual disabilities were taught to increase the social play skills of children with autism. Behavioral skills training (BST) was effective in increasing social play skills of the adult. Additionally, social engagement of the children increased. Probes conducted throughout the study evaluated whether the play skills training impacted a measure of rapport between the adult and child. These rapport probes showed that play skills training increased levels of proximity, our measure of rapport, between the adults and children. These findings extend previous work on using BST to teach adults with ASD to implement behavioral procedures with children with autism and suggest that this type of training is potentially valuable for the future employment of individuals with ASD who desire a vocation as a behavioral technician.

Little research has explored procedures for teaching adults with autism to make self-advocacy statements. The present study used a multiple probe design across stimulus categories to evaluate the effects of using a text prompt and time delay procedure on the acquisition and generalization of self-advocacy responses. A twenty-five year old adult with autism participated in the study. The participant was presented with situations that required a self-advocacy response (e.g., he asks for a soda and the instructor gives him water instead). During baseline, if the participant responded correctly, the instructor corrected the situation, and if the participant errored, the instructor did not correct the situation. During intervention, a text prompt was used to prompt a self-advocacy response for each situation, and upon a correct response, the instructor corrected the situation and provided reinforcement on the participants motivational system. Results extend the literature by showing an effective procedure for teaching an adult with autism self-advocacy responses. The percentage of independent self-advocacy responses increased for the participant when the text prompt and time delay procedures were introduced across the three baselines. Results also showed generalized responding to novel examples and materials for each situation presented. Future research should investigate these procedures with additional participants as well as explore teaching more advanced self-advocacy responses to adults with autism.

The purpose of this study was to evaluate the effects of teaching a problem-solving strategy on the independent completion of vocational tasks by four adolescents with autism spectrum disorder. The strategy was presented as a textual activity schedule in a binder and it was evaluated across three types of problem situations (missing items, broken items, mismatched items) and non-problem situations. Use of the problem-solving strategy in these situations was assessed with a multiple-probe-across-participants design. None of the participants were able to complete the vocational tasks when a problem (e.g., stapler missing when stapling packets) arose during baseline. Following introduction of the problem-solving strategy all four participants completed the tasks during problem scenarios and use of the problem-solving strategy generalized in the presence of vocational tasks not associated with teaching.

This symposium will include four data-based presentations on establishing conditioned reinforcers. The first presentation will report on two experiments with rats. The first experiment compared pairing and operant discrimination training to condition a cue light as a reinforcer, but the results were equivocal. The second experiment clearly demonstrated overshadowing effects. Results suggested that the pairing procedure creates overshadowing or blocking effects. The second study compared two pairing conditions (pair-with-one and pair-with-four) to establish praise as a conditioned reinforcer with five children with autism. Results indicated that although both pairing procedures increased responding, pair-with-four tended to have higher levels and more maintenance. The third study extends the research on using a discrimination training procedure to establish praise statements as conditioned reinforcers for three children with autism. Results indicated that previously neutral praise statements functioned as conditioned reinforcers while nonsense words did not for all participants. The fourth (on-going) study compared the effectiveness of stimulus-stimulus and response-stimulus pairing to condition neutral visual stimuli as reinforcers for four adolescents with autism. Discrimination training was also investigated when the pairing procedures were ineffective or there was no differentiation between S+ and S- stimuli. Results will be discussed in terms of optimal pairing techniques.

Praise and other forms of attention may not function as a reinforcer for the behavior of children with autism. Previous research showed that pairing praise with an established reinforcer contingent on a response increased the rate of that response when only praise was delivered as the consequence. There were two purposes of the present study. First, we replicated the previous research on the effects of contingent pairing on responding with praise alone using a multiple baseline design across the 5 participants with autism. The second purpose was to use a reversal design to compare pairing praise with one reinforcer versus pairing praise with four reinforcers. After each phase of 105 pairings, we compared responding with praise and no programmed consequence conditions to test the effects of the two pairing conditions and control for antecedent discrimination. Compared to the pair-with-one condition, data in the pair-with-four condition showed higher levels, more increasing trends, and more maintenance. The pair-with-four condition may be more effective in increasing and sustaining responding under praise conditions as it establishes praise as a generalized conditioned reinforcer freeing responding from a single establishing operation. Further analysis of the conditions under which praise becomes a reinforcer is warranted.

Research has demonstrated that for some children with autism social stimuli often do not function as reinforcers. This lack of social stimuli as reinforcers is problematic for children with autism because praise is one of the most commonly used educational reinforcers, is naturally maintained, and readily available in a multitude of environments. Unfortunately, there is currently no clear research-based technology for establishing social stimuli as conditioned reinforcers. This study used a concurrent multiple-baseline design across stimulus/response sets to evaluate the discrimination training procedure for establishing praise as a conditioned reinforcer for three children with autism. Two praise words and two nonsense words, determined to be neutral, were chosen for each participant. During discrimination training, praise words were established as SDs and nonsense words were established as S?s. During pre-tests and post-tests, each stimulus was delivered as a consequence for new responses. Results demonstrated that previously neutral praise statements functioned as conditioned reinforcers, and nonsense words did not function as conditioned reinforcers for all three participants.

Few studies have directly compared the effectiveness of pairing procedures to establish a novel stimulus as a conditioned reinforcer with humans. A technology for establishing conditioned reinforcers is particularly important for individuals with autism due to limited reinforcing effectiveness of social stimuli and age-appropriate activities. The current study is the first to compare the effectiveness of stimulus-stimulus pairing and response-stimulus pairing procedures to establish a neutral visual stimulus as a conditioned reinforcer for four adolescents with autism. Discrimination training procedures will be implemented if stimulus-stimulus pairing and response-stimulus pairing are both ineffective. Two different visual stimuli and one response are assessed during each condition; one visual stimulus is paired with a high-preference item and the other visual stimulus is not to serve as control. Results of this (on-going) bridge study will be discussed in terms of optimal pairing techniques for adolescents with autism; directions for future applied research on conditioned reinforcement will be suggested.

The continuation of responding in the face of disruption (i.e., response persistence) is a desired outcome in many situations. For example, one goal of early intervention is to ensure that skills acquired in the clinic or home setting generalize and maintain when the student transitions to school. Conversely, persistent responding may be problematic if destructive behavior maintains when treatment is introduced. The presentations in this symposium focus on the factors that contribute to or mitigate against behavioral persistence in applied contexts. Dr. Joel Ringdahl will present on one way to increase the persistence of social skills exhibited by adults with developmental disabilities. Stephen Ryan will discuss reinstatement of appropriate communication responses following periods of extinction. Valdeep Saini will present on the effects of discriminability on persistence of responding during and following the use of time-based reinforcement schedules. Katherine Lichtblau will discuss differential levels of resurgence of destructive behavior following two forms of differential reinforcement.

Several studies in the basic, translational, and applied literatures have demonstrated that the frequency with which reinforcers are delivered (i.e., reinforcement rate) can impact responses persistence. Additional reinforcer parameters, including magnitude of reinforcement, have also been demonstrated to impact response persistence. However, studies relevant to this topic have been conducted in basic laboratories using nonhuman (e.g., Nevin, 1974) and human (e.g., McComas, Hartman, and Jimenez, 2008) participants. Thus, the applied impact is unknown. In the current study, the effect of magnitude of reinforcement on the persistence of socially significant behavior exhibited by adults with mild disabilities was evaluated. Initially, a BST package that included a reinforcement component was used to teach conversation and job interview skills to young adults with developmental disabilities. Performance was scored in terms of percent of steps correct, according to task analyses. The BST packages were paired with either high magnitude of reinforcement or low magnitude of reinforcement, depending on baseline performance (i.e., high magnitude of reinforcement for the skill performed with relatively worse skill during baseline). Following acquisition of the skills, the BST package was discontinued, resulting in termination of the reinforcement contingency. Results indicated that the skill taught using the high-magnitude reinforcer persisted at relatively higher levels during the maintenance period (4 weeks of follow-up) for each participant, though performance remained above criterion regardless of reinforcer magnitude.

Using a human-operant preparation and guided by Shahan and Sweeneys (2011) model of resurgence based on behavioral momentum theory (BMT), we evaluated a refinement to noncontingent reinforcement (NCR) designed to reduce persistence of problem behavior during NCR and mitigate response resurgence during extinction following NCR. The refinement involved increasing the saliency and discriminability of the change from contingent reinforcement (during baseline) to NCR, which BMT predicts should lead to faster reductions in target responding and decrease the likelihood of resurgence. We present data on four subjects, all of whom responded in ways predicted by BMT to varying degrees. Our results are discussed within a translational research framework and broader context of strategies used to mitigate treatment relapse for severe destructive behavior, as NCR is one of the most commonly prescribed interventions for destructive behavior displayed by individuals with intellectual and developmental disabilities.

Nevin and Shahans (2011) Equation 7 of behavioral momentum theory (BMT) predicts that when all other variables are held constant, the rate of alternative reinforcement (Ra) predicts the degree to which responding recurs when disrupted. In the current investigation, we used extinction as a disruptor to evaluate levels of resurgence of problem behavior following two forms of differential reinforcement of alternative behavior (DRA) in which overall rates of reinforcement were equated. In one condition, reinforcement remained available for problem behavior, as well as for a communication response (i.e., DRA without extinction), whereas in the other condition, DRA was implemented with extinction, but we added noncontingent reinforcement to yoke the obtained rates of reinforcement to the DRA without extinction condition. Both DRA conditions suppressed rates of problem behavior with one individual, but we observed higher levels of resurgence following DRA without extinction. We discuss these results in light of BMT, as well as other treatments for problem behavior that do and do not involve terminating of the response-reinforcer relation.

Many children with autism fail to demonstrate echoic behavior as early as their typically developing peers. Some also make very limited vocal sounds in general, remaining mostly mute aside from crying or engaging in stereotypy. Echoic skills demonstrate auditory discrimination and matching, and function as a beneficial, if not necessary, prerequisite for many other vocal-verbal skills. The purpose of this study was to develop an alternative echoic training procedure for primarily non-vocal children who did not demonstrate auditory discrimination in baseline. The intervention consisted initially of sessions in which any vocal sounds were reinforced. Then reinforcement schedules were manipulated to increase the variety of sounds each child made. This was followed by a simplified echoic protocol to establish auditory stimulus control, beginning with high-rate vocalizations. Echoic skills were tested prior to and throughout the intervention. This procedure was able to produce an echoic repertoire in two out of three participants.

Simple and conditional visual and auditory discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills (Green, 2001). When auditory discrimination is not under instructional stimulus control it can result in delayed acquisition of new skills and limit academic progress. The purpose of this study was to teach auditory discrimination to children with autism who had little-to-no progress on classroom procedures that required auditory discrimination, such as selecting an object from an array when given the name of the object as the instruction. Auditory discrimination will be taught starting with teaching a particular motor response in the presence of an environmental sound, then slowly introducing other sound and response pairings. The procedure will use a variety of teaching methods based on the learner's progress. Trial-and-error, shaping, and physical prompts will be used to aid in the acquisition of discrimination skills.

Numerous everyday living skills rely on an individual having an extensive conditional discrimination repertoire. Some children with autism show difficulty in acquiring conditional discriminations, which can lead to delayed progress through classroom curricula. Green (2001) stated that it has been demonstrated that teaching simple visual discrimination tasks help cultivate the development of more complex visual discriminations. Even though some children with autism show difficulty in acquiring conditional discriminations, these individuals can acquire conditional discriminations after training on simple visual discriminations. The purpose of this study was to teach two individuals with autism simple and conditional visual discrimination tasks. Once the simple discrimination procedure was mastered, a conditional visual discrimination procedure was implemented. Both children had previously mastered classroom matching-to-sample procedures, but the skills failed to maintain. Simple and conditional visual discrimination were taught using trial-and-error and within-stimulus prompts.

The symposium includes four studies on programming for and assessing generalization in individuals with developmental disabilities. The first presentation evaluated the effect of teaching tolerance responses to children with autism spectrum disorder (ASD) following training a functional communication request. Generalization was assessed with stimuli, settings, and caregivers not associated with treatment and the effects of treatment maintained up to 6 weeks. The second presentation examined several stimulus conditions under which vicariously reinforced responding might emerge by embedding probes within an experimental arrangement that included multiple exemplars. The third presentation evaluated behavior skills training to establish generalized safety responding in children with ASD. Multiple exemplars were taught to program for generalization to stimuli and settings not associated with training. The fourth presentation taught children with ASD to tolerate medical and dental procedures and determined the extent to which tolerance transferred to settings not associated with training. Collectively these studies provide support for the value of programming for and assessing generalization for individuals with developmental disabilities across a wide range of skill areas.

We evaluated the effects of teaching tolerance responses on problem behaviors using a multiple baseline design across participants design with two young children diagnosed with autism. After identifying the function of the problem behavior by conducing a functional analysis, we taught the children simple and complex functional communication responses (FCR). Afterwards, we introduced delay and denial tolerance training. Our dependent measures were (a) problem behaviors, (b) tolerance responses, (c) simple FCR, (d) complex FCR, and (e) percentage of the delay the child was independently engaged in an alternative activity. Generalization was assessed with novel stimuli, settings and caregivers. Maintenance was assessed through a 6 week follow-up. Our results suggested that there was an inverse relationship between tolerance responses and problem behaviors. Additionally, after the children learned FCRs, they were able to accept delays or denials to reinforcement and spend the majority of the delay engaged in a less preferred alternative activity. The effects generalized to novel settings and stimuli and the results maintained at a 6 week follow-up.

Vicarious reinforcement refers to an increase in ones behavior as a result of observing reinforcement delivered to a model, but in the absence of direct reinforcement delivered for imitation of the models response. We examined several stimulus conditions under which vicariously reinforced responding might emerge by embedding probes for vicariously reinforced responding within an experimental arrangement that included multiple training tasks (multiple exemplars) maintained by direct intermittent reinforcement. Four subjects attending a school for students with intellectual and developmental disabilities participated. Data for one subject showed maintenance and generalization of vicariously reinforced responding across three different probe tasks. Data for a second subject showed maintenance of vicariously reinforced responding on the first probe but no generalization to a second probe. Data for the remaining two subjects showed initial vicarious reinforcement effects but did not show maintenance on any probe. Implications for the applied use of vicarious reinforcement arrangements are described.

Children have been taught to demonstrate a safety response when they encounter a dangerous stimulus using behavioral skills training (BST). However, little research has evaluated the usefulness of BST to teach safety skills to children with autism spectrum disorder (ASD). In the current study, we evaluated BST to establish a generalized repertoire of safety responding in children with ASD. Three categories of dangerous stimuli were identified and multiple exemplars were taught to program for generalization to stimuli and settings not associated with training. The three participants demonstrated an appropriate safety response after BST training across trained and untrained exemplars and settings. Additionally, responding to trained exemplars maintained up to four weeks following training. High levels of social validity were also found. These results suggest BST is a viable training approach for training individuals with ASD to demonstrate safety responding and results are discussed in light of previous studies.

Children with autism often engage in disruptive behavior (i.e., crying, refusal, aggression) at the doctor or dentist, preventing medical or dental personnel from completing routine procedures. Previous research has demonstrated that exposing clients to a hierarchy of systematic fading steps, while differentially reinforcing compliance, can effectively decrease disruptive behavior and increase cooperation with a variety of procedures, when conducted in a therapeutic setting. However, is it unclear if cooperation generalizes to the natural environment of the doctor or dentist. The purpose of this study is to teach children with autism to tolerate routine medical and dental procedures, without engaging in noncompliance or disruptive behavior, and determine the extent to which cooperation transfers to the natural environment of the childs primary care provider (i.e., doctor or dentist) via pre- and posttest.

When left untreated, pediatric feeding problems can result in poor weight gain, weight loss, malnutrition, dehydration, cognitive impairment, compromised immune function, and dependency on tube feedings (Cohen, Piazza, & Navanthe, 2006). Therefore, it is imperative that clinicians and researchers continue to develop effective treatment procedures and disseminate their findings to a larger audience. This symposium combines 4 data-based presentations on the assessment and treatment of pediatric feeding problems from 4 different programs: Munroe-Meyer Institute, University of North Carolina Wilmington, Marcus Autism Center, and University of Kansas. Following the 4 presentations, Dr. Cathleen Piazza (Munroe-Meyer Institute) will discuss the presentations and the implications of each presenters findings. The first presentation will focus on the use of applied behavior analysis to treat feeding problems in children with autism spectrum disorder. The second presentation will compare descriptive and functional analyses in the treatment of feeding disorders. The third presenter will discuss the use of alternative bite presentation methods in the treatment of expulsion and packing. The final presenter will discuss the use of response blocking to distinguish between motivational and skill deficits in pediatric feeding disorders.

Children with autism spectrum disorder (ASD) often display feeding problems, and food selectivity, defined as consumption of a limited variety of foods (Schreck, Williams, & Smith, 2004), is the most commonly reported feeding problem. Results of studies have shown that treatments based on applied behavior analysis (ABA) are effective as treatment for feeding disorders in the general pediatric population (e.g., Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Volkert & Piazza, 2012). Although ABA treatments have empirical support for feeding problems, and ABA also has empirical support for the treatment of the core symptoms of ASD, there are no ABA randomized clinical trials with a well-defined cohort of children with ASD and food selectivity. We conducted a randomized clinical trial of ABA treatment of food selectivity in children with ASD relative to a wait-list control group. We randomly assigned 3 children to ABA and 3 children to a wait-list group and compared the effects of treatment in a multiple baseline design across novel, healthy groupings of foods. Results demonstrated that ABA treatment increased acceptance of all food groupings for all six children who participated in the study.

Children typically gain the skills to appropriately feed themselves by the age of two years (Carruth et al., 2004). Those whose skills are delayed have statistically been shown to consume less nutrients (Carruth et al., 2004) and are at risk for both developmental and growth delays (Manikam & Perman, 2000; O?Brien et al., 1991). Though previous research has assessed a multitude of treatments for feeding delays and disorders (Cooper et al., 1995; Manikam & Perman, 2000; Piazza & Carroll-Hernandez, 2004), little research has evaluated whether such delays are maintained by motivational or skill deficits. The current study describes the treatment of age-inappropriate self-feeding skills for four children with developmental disabilities. Response blocking was used to determine whether the absence of appropriate self-feeding was a motivational or skill deficit. Results of response blocking for one child suggest a motivational deficit, whereas results for the other three children suggest a skill deficit. Results will be discussed in terms of response blocking as an assessment procedure as well as backward chaining as a procedure for increasing self-feeding skills.

The field of behavior analysis and related disciplines offer much to promote behavioral solutions to socially significant practices within large social units like cultures. Conceptual analyses have advanced ahead of empirical work and the field has many opportunities for research and development. The papers in this symposium aid organizational leaders to create and explore models for stewardship of communities and cultures. Exploration opens opportunities for innovation while social units adjust to growing social upheaval, technological advances, and environmental concerns, as well as crises in the global economy, health, education, and environment.

Cultural and organizational change involves unique configuration of events, complex interrelations between dynamic systems, and non-recurring interlocking behavior of individuals. Manipulating operant behavior is not sufficient to address these type of phenomena. Behavior systems analysts bring the scientific and philosophical environmental determinism foundations to the understanding and management of complex phenomena. In this presentation I will explore the difference between cultural cusps and metacontingencies and their implication for behavior analysis and complex cultural change.

One of the challenges faced by parents is objectively measuring treatment outcome. Currently, measurement methods are too cumbersome or rely upon subjective information. The current investigation aims to use a simplified measurement system to assess treatment outcome for problem behaviors exhibited by individuals with DD. Direct Behavior Rating (DBR) is an evaluative rating completed by caregivers at the time the behaviors occur and includes multiple, continuous observations over a period of time that yields a repeated, objective, and quantitative measure of behavior. The specific aim of this project is to demonstrate that DBR is maximally sensitive to detect behavioral changes. The participants were four female college students. Each participant viewed 12, 5-min videos of a child with autism under baseline and treatment conditions. After viewing each video, the participant used DBR to rate the severity of the problem behaviors. Our primary analysis compared DBR to systematic direction observation (SDO) across baseline and treatment phases comparing changes in level, trend, and variability. The results showed good correspondence between DBR and SDO in terms of changes in level across phases, trends, and variability. These preliminary data highlight a promising approach to evaluating treatment outcome in settings in which SDO is difficult.

A variety of sequential analysis methods exist to quantify operant contingencies from observational data. Results of a recent simulation study indicated a modified event lag method may produce more accurate and interpretable contingency estimates relative to other standard approaches (Lloyd, Yoder, Tapp, & Staubitz, 2015). Whereas the simulation study modeled zero contingencies, the current study extends this research by applying the same methods of sequential analysis to observations with programmed non-zero contingencies. We used Sniffy the Virtual Rat software to generate observational sessions with programmed reinforcement contingencies, then superimposed fixed time schedules of reinforcement to model variation in contingency strength. We evaluated the degree to which each method of sequential analysis produced contingency estimates that (a) approximated programmed reinforcement contingencies and (b) demonstrated sensitivity to changes in contingency strength. Results indicated that event lag methods produced closer approximations of programmed contingencies and demonstrated greater sensitivity to changes in contingency strength relative to interval-based and time window methods. In addition, consistent with the previous simulation study, our results suggest that interval-based and time-window methods have the potential to produce negatively biased contingency estimates.

Advancing technology allows behavioral observation and analysis to move beyond summaries of partial-interval data, to methods that preserve the time sequence of events. With these changes come questions about analysis of indices of association available in different software packages for understanding contingencies between caregiver and participant behavior. Within the context of a larger study evaluating the impact medication changes had on challenging behavior of 11 individuals, weekly, one-hour direct observations were conducted over a period of 2.5 yrs. Videos were uploaded into The Observer XT and coded for the onset and offset of environmental conditions (e.g., location, noise level, number of people in the room), participant behavior (e.g., challenging and adaptive behavior), caregiver behavior (e.g., demands made, attention delivered, etc.). Data from observations were aggregated and analyzed using two tools: the lag sequential analysis function in Observer which provides unadjusted conditional probabilities, and the freeware Generalized Sequential Querier software which provides indices of association adjusted for base rates of occurrence of the event sequences in question (Yules Q). The results obtained from these tools produced different conclusions for the same events (e.g., Table 1). The benefits and challenges of interpreting results within a behavioral analytic contingency framework will be discussed.

Latency-based functional analysis (FA) may be a viable alternative to traditional FA when evoking and reinforcing high rates of problem behavior is not advisable. We conducted 16 latency-based FAs of the problem behavior of 15 children diagnosed with autism in inpatient hospital settings. Concurrently, we conducted latency-based structured descriptive assessments (SDA) of four secondary response topographies. Latency-based FAs identified functional relationships for targeted responses during 50% (8 of 16) of assessments and latency-based SDAs yielded evidence suggestive of functional relationships for non-targeted responses during 50% (2 of 4) of assessments. Implications and future directions are discussed.

No research has used latency-based functional analysis (FA) outcomes as baseline data from which to evaluate the effectiveness of subsequent function-based treatments. This approach to analysis calls for the continued collection of latency-based measures for all targeted variables throughout all phases of treatment. We tracked client progress during treatment using latency-based, rate-based, and percentage-of-opportunity measures of relevant behavior and compared graphical representations of each. Visual inspection of all data indicates that changes in variability level, and trend of latencybased measures correspond well with said changes in more traditional measures.

Individuals engaging in problem behavior may also engage in milder, topographically different precursor behavior maintained by the same functional reinforcers as the more intense problem behavior. Identifying functionally related precursor behavior allows clinicians to implement interventions directly on precursor behavior, which may result in fewer instances of more intense problem behavior occurring during assessment and intervention implementation. Previous research conducted descriptive analyses to identify precursors, conducted functional analyses targeting the precursor behavior, and demonstrated that precursors were functionally related to the more intense topography of problem behavior. Researchers then demonstrated decreases in the targeted problem behavior by implementing interventions addressing the precursor behavior. The current study extended the application of this methodology to children under the age of five who had a history of engaging in problem behavior. Specifically, we conducted descriptive analyses to identify precursor behavior and subsequent functional analyses targeting the pre-identified precursor behavior to identify the function. A function-based intervention was implemented to address the precursor behavior resulting in decreased levels of precursor behavior and suppression of the more intense problem behavior.

Board Certified Behavior Analysts (BCBAs) have successfully demonstrated the use of telehealth in coaching parents to conduct functional analyses (FA) and subsequent functional communication training (FCT). We replicated and extended previous research by enlisting existing natural change agents to conduct FAs and FCT interventions via telehealth for children three years old and younger. BCBAs trained and coached the existing behavior specialist via telehealth, who in turn trained and coached parents to conduct FAs and implement FCT in the community clinic setting. The function of problem behavior was successfully identified for five participants. Two participants have completed FCT. Problem behavior reduced and the selected appropriate communication response increased for both participants. The remaining three participants have begun FCT interventions. This study demonstrates that BCBAs can provide coaching and training, via telehealth, to less trained behavior specialists to improve existing services provided through service programs, while minimizing potentially intrusive involvement of outside service providers.

The papers in this symposium review the current status of the literature with respect to treatment integrity and describe the outcomes of investigations of procedures to train caregivers to implement behavior change procedures with integrity. The extant literature was reviewed to identify 1) the number of studies in which levels of treatment integrity were manipulated systematically, 2) the types of errors investigated, 3) which parts of the intervention procedure were manipulated, and 4) the degree to which these errors affected participant behavior. The effects of a video modeling program to increase procedural integrity with graduated guidance to 3 direct care teachers were investigated, with results showing benefits in both treatment integrity and student outcomes. Two studies investigated the development, implementation, and evaluation of a large-scale behavioral skills training program in a large residential/training facility. Following initial development and establishment of a pyramidal training program, maintenance of trainer and direct caregiver skills were assessed and, when necessary, remedial training was provided. Procedures for assessing generalization of caregiver skills to natural environments were developed, implemented, and evaluated.

The purpose of the present investigation was to evaluate the effectiveness of video modeling as a teacher training tool to improve procedural integrity of graduated guidance. Additionally, the effectiveness of a prescribed graduated guidance procedure was assessed. The implementation of the video modeling training procedure was assessed with a non-concurrent multiple baseline design. Participants were 3 teenaged students diagnosed with autism and 3 direct care teachers. Narrated video models of the lead experimenter and a confederate were used to train the teachers to implement a graduated guidance procedure with their students for three house-hold chores. Results showed that the video models were an effective training tool and that increases in procedural integrity generalized to untrained tasks. Furthermore, the students learned the tasks with the prescribed graduated guidance procedure. The social validity of the video modeling training procedure was assessed with a participant completed survey. The importance of using effective training methods for both teachers and students are discussed. Data reliability was collected in 46% of sessions and range from 91% to 100% agreement.

Cooper, Heron and Heward (2007) define maintenance as the extent to which the learner continues to perform the target behavior after the intervention has been terminated. Maintenance is important because it ensures that long-lasting behavior change is occurring, and that gains were sustained following the termination of a treatment program. In addition, once it is proven that a learner’s skills have remained in the repertoire the assessment of generalization is possible. Previous literature in behavior skills training has assessed maintenance in a variety of settings and for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregiver’s skills following a training package used to teach behavior management skills at a large, residential facility as well as the maintenance of the professional staff’s skills in implementing the training package. The project developed, implemented, and evaluated procedures to assess the caregivers maintenance of the skills and, if needed, to re-establish those skills using 5-15 minute booster sessions.

In order for the benefits of a behavior management package to reach clients, the caregivers must use the behavior management package in the natural environment. Caregivers at a state residential facility were previously taught three behavior management tools to competency. Initial training and subsequent maintenance probes with booster sessions (2-22 months after training) were assessed through contrived role-plays. Generalization of behavior management tools in the natural environment is difficult to assess because opportunities to utilize the tools are not programmed by the researcher, rather they are contingent on client behavior. Therefore, the current project systematically defined opportunities to use the tools prior to assessing generalization. Generalization of the behavior management package was assessed by observing caregivers use of the tools when the opportunities arose in the natural environment. Training procedures included prompting the staff when to use behavior management tools in the natural environment followed by immediate feedback and using a constant prompt delay to teach staff to identify opportunities to use behavior management tools.

The methodology used by many studies in the social sciences and even behavioral science is severely lacking. This symposium works towards identifying flaws and offering suggestions for improving methodology in behavioral studies. The presentations in this symposium will include a critique on the methodology used in social science that includes composite variables and a lack of empirical evidence-based explanations. In addition they will offer a critique of a common method used for evaluating smarts, IQ tests, and offer an alternative behaviorally based method, behavioral developmental Stage. The effectiveness of instruments based on behavioral developmental Stage will evaluated in another presentation, as well as the benefit of using reinforcement and gamification to increase Stage of performance on these instruments. Finally a methodological study on charting behavioral progress will help to offer an improved manner to assess effectiveness of behavioral interventions. In total, the presentations in this symposium will help to foster a discussion on the methodologies used in behavioral analysis and beyond, and how they can be built and improved upon.

Even though social science and behavioral science are interconnected and both study organization of behaviors, there are some noteworthy differences between them in the level of scientific analysis and various dimensions of conduct. Social science is the study of the relationships between macro type variables, like culture and society, and micro variables such as how people behave in very well specified situations. Behavioral research, on the other hand, is the study of the dependent variable which is almost always some kind of relatively directly observable behavior. The independent variables are multiple single dimensionals that measure the environmental situation and other contingencies (Bush & Kennedy, 1985). There are some important distinctions between the two fields in terms of operationalization and the use of composite variables. Claims that social science is both theoretically informed and empirically driven, committed to developing evidence-based observations, descriptions and explanations through theoretical and empirical investigations does not hold true in the absence of true or quasi-independent non-composite variables. Social science can expand their social value by implementing research methods more like behavioral science. Further, behavioral science needs to expand its scope to take on social science issues.