Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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43rd Annual Convention; Denver, CO; 2017

Program by Invited Events: Saturday, May 27, 2017


 

Invited Paper Session #23
CE Offered: BACB

On Disseminating Behavior Analysis in an Anti-Behavioristic Environment: Behavior Based Safety in Germany. Why Radical Behaviorism is Essential for Organizational Behavior Management

Saturday, May 27, 2017
10:00 AM–10:50 AM
Convention Center Four Seasons Ballroom 4
Area: OBM; Domain: Theory
Instruction Level: Basic
CE Instructor: Christoph F. Boerdlein, Ph.D.
Chair: Douglas A. Johnson (Western Michigan University)
CHRISTOPH F. BÖRDLEIN (University of Applied Sciences Wuerzburg)
Christoph Bördlein is a professor of behavioral social work, general and clinical psychology at the University of Applied Sciences Wuerzburg-Schweinfurt in Germany. He earned his doctorate in psychology from the University of Bamberg in 2001. He worked in an institution for the occupational rehabilitation of visually impaired and blind adults and served as head of the Department of Occupational Health Management and Psychosocial Care at the Federal Court of Auditors in Germany. He is a consultant for Behavior Based Safety and authored the first textbook on Behavior Based Safety in German (Verhaltensorientierte Arbeitssicherheit, 2015). Dr. Bördlein is also known for his engagement in critical thinking in the German Skeptic's Society. He co-founded the German chapter of the Association for Behavior Analysis International (ABAI) and serves on the board of the European Association for Behavior Analysis (EABA).
Abstract:

Although it's one of the biggest economies worldwide, in Germany Organizational Behavior Management (OBM), the application of behavior analysis to behavior in the workplace, is virtually nonexistent. The reasons for this situation are manifold; the nearly complete lack of research and teaching in behavior analysis being the most significant. The background for this situation is a total ignorance of radical behaviorism, the philosophy of the science of behavior. On the other hand, effective OBM applications like Behavior Based Safety (BBS) are attractive to German companies. Consultants without any background in behavior analysis try to bridge this market gap with half-baked or "cognitive" versions of these applications, ignoring their foundations in radical behaviorism. But one cannot have the success of OBM applications without consideration of radical behaviorism and basic behavioral principles. Christoph Bordlein describes his efforts to promote the scientific basis for Behavior Based Safety in an environment that lacks institutions and structures for behavior analysis.

Target Audience: OBM scholars and practitioners, ABA practitioners
Learning Objectives: oUnderstand the importance of the philosophy of a science of behavior, radical behaviorism, for practicing in Organizational Behavior ManagementoUnderstand the obstacles of practicing Organizational Behavior Management in an environment without any academic background in behavior analysis
 
 
Invited Symposium #34
CE Offered: PSY/BACB
Bi-Directional Naming: Perspectives From Four Laboratories
Saturday, May 27, 2017
10:00 AM–11:50 AM
Hyatt Regency, Capitol Ballroom 1-3
Area: DEV/VBC; Domain: Translational
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate )
Discussant: Julian C. Leslie (University of Ulster)
CE Instructor: R. Douglas Greer, Ph.D.
Abstract:

Behavioral analyses of the stimulus control for the phenomena characterized as bi-directional address critical issues in verbal behavioral development, verbal behavior, and relational responding. Laboratories have investigated naming as (a) derived relations, (b) its effects on other derived relations, (c) as well as the identification of experiences that contribute to the onset of naming as a behavioral developmental cusp. We present the perspectives of four laboratories on bi-directional naming.

Instruction Level: Intermediate
Keyword(s): Bi-directional responding, Multiple exemplars, Naming
Target Audience:

The target audience consists of all behavior analysts with a theoretical and/or practical interest in the emergence, "generativity," or "explosion" of verbal skills in young children, and in how the basic behavioral principles can be utilized in teaching children with language delays more effectively.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe components of bidirectional naming; (2) explain how the emergence of naming can be considered as a behavioral developmental cusp that involves the incidental learning of "names for things;" (3) describe naming in terms of different theoretical perspectives or research foci.
 

Experiences That Establish Naming Types and What Happens Afterwards

(Theory)
R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

Naming types have been identified as verbal behavior developmental cusps that result from a history of experiences. Different types of naming have been identified according to the stimuli controlling stimuli including: (a) naming involving actions, (b) additional auditory stimuli, (c) exclusion conditions, (d) familiar and unfamiliar stimuli, and (e) additional auditory stimuli. Some children who do not demonstrate naming can do so after several interventions and their educational prognosis improves as a result.

Greer is Professor of Psycholgy and Education at the Graduate School of Arts and Sciences and Teachers College of Columbia University where he heads the MA and Ph.D. programs in behavior analysis and the education of students with and without disabilities. He has served on the editorial boards of 10 journals, published over 200 research and theoretical articles in more than 20 journals and is the author of 13 books in behavior analysis. Two of his most recent books are translated into Korean, Spanish, and Italian. Greer has sponsored 216 doctoral dissertations taught over 2,000 teachers and professors, originated the CABAS model of schooling used in the USA, Ireland, Italy, and England, and founded the Fred S. Keller School (www.cabasschools.org). He has done basic and applied experimental research in schools with students, teachers, parents, and supervisors as well as pediatric patients in medical settings. He and his colleagues have identified verbal behavior and social developmenal cusps and protocols to extablish them when they are missing in children. He is a recipient of the Fred S. Keller Award for Distinguished Contributions to Education from the American Psychology Association, a Fellow of the Association for Behavior Analysis International, recipient of May 5 as the R. Douglas Day by Westchester County Legislators. He has served as guest professor at universities in China, Spain, Wales, England, Japan, Korea, India, Ireland, Italy, USA, and Nigeria.
 

Bidirectional Naming as a Problem Solving Strategy

(Theory)
CAIO F. MIGUEL (California State University, Sacramento)
Abstract:

Humans often solve problems by engaging in a variety of strategies, some of which involve talking to themselves. This requires that they speak with understanding. Bidirectional Naming (BiN) is the term used (in behavior analysis) to refer to the ability to react as a listener to one's own speaker behavior. In this talk, I will describe basic, translational, and applied studies supporting the role of BiN in the development of complex skills such as categorization and analogical reasoning. Evidence for the role of BiN as a problem solving strategy comes from positive performances on complex matching-to-sample tasks after the use of verbal behavior training alone, and also from spontaneous vocalizations on the specific verbal strategies utilized by participants during or after task completion.

Dr. Caio Miguel is an associate professor of Psychology and director of the Verbal Behavior Research Laboratory at California State University, Sacramento. He is also an adjunct faculty at Endicott College, MA, and at the University of São Paulo, Brazil. Dr. Miguel has published over 50 articles and book chapters on basic and applied research related to verbal behavior and derived stimulus relations. He is the past-editor of The Analysis of Verbal Behavior (TAVB) and currently serves as an Associate Editor for the Journal of Applied Behavior Analysis (JABA). He is the recipient of the 2014 award for Outstanding Scholarly Activities by the College of Social Sciences and Interdisciplinary Studies at Sacramento State, and the 2014 Outstanding Mentor Award by the Association for Behavior Analysis International. Dr. Miguel is a regular speaker at conferences all over the world.
 

Classes of Equivalent Stimuli as Antecedents in Verbal Operants

(Theory)
DEISY DAS GRAÇAS DE SOUZA (Universidade Federal de São Carlos)
Abstract:

In the paper that gave rise to the study of stimulus equivalence, Sidman (1971) used the terms name/naming to generically designate responses under the discriminative control of pictures and printed words. In Skinnerian terms, he was referring to tact and textual relations. In Sidman's study, these discriminated operants emerged as a by-product of learning stimulus-stimulus relations. Although the response in a tact (or textual behavior) occurs under the control of a specific stimulus, if that stimulus is a member of an equivalence class, this implies that the response comes under the control of the class as a whole. The class, in turn, involves at least the primary item or environmental aspect, the spoken word/s, which was/were conventionally related to this item by the learner's verbal community [in the tact], and the corresponding printed word/s [in textual behavior]. Consequently, the learning history established listening and speaking behaviors in the same individual. This presentation will illustrate the formation of equivalence classes and the development of listening comprehension, tact, and textual behaviors in a sample of deaf children with cochlear implants.

Deisy de Souza is Full Professor at the Psychology Department, Universidade Federal de São Carlos (UFSCar), Brazil, where she teaches behavior analysis in graduate and undergraduate courses in Psychology, and in Special Education. She obtained her Ph.D. in experimental psychology at Universidade de São Paulo (USP), under the direction of Carolina Bori, and held a post-doctoral position at the University of Maryland Baltimore County, working with Charlie Catania. She has published articles and book chapters on non-human and human relational learning, including studies applying the stimulus equivalence paradigm to investigate the acquisition of symbolic relations involved in reading and writing, and in developing curricula to teach those skills. She is past-Associate Editor of Acta Comportamentalia, and currently serves as Editor of the Brazilian Journal of Behavior Analysis (BJBA). She is the recipient of the 2015 Award for Distinguished Contributions to the Experimental Analysis of Human Behavior by the Experimental Analysis of Human Behavior Special Interest Group, of the Association for Behavior Analysis International.
 
 
Invited Panel #54
CE Offered: PSY/BACB
Behavioral Economics and the Obesity Crisis: A Panel With Discussion
Saturday, May 27, 2017
11:00 AM–11:50 AM
Hyatt Regency, Centennial Ballroom D
Area: SCI/CBM; Domain: Translational
Chair: M. Christopher Newland (Auburn University)
CE Instructor: M. Christopher Newland, Ph.D.
Panelists: GREGORY J. MADDEN (Utah State University), MATTHEW P. NORMAND (University of the Pacific), RAYMOND G. MILTENBERGER (University of South Florida)
Abstract:

This session is coupled with, and immediately follows, a SQAB tutorial on Behavioral Economics and Obesity presented by Dr. Erin Rasmussen. Panelists will be asked to speak briefly about their research program and to bring questions designed to foster discussion with audience members. The goal is to generate ideas and collaborative efforts among basic, translational, and applied scientists. The tutorial and panel discussion has arisen because the Society for the Quantitative Analysis of Behavior (SQAB), an organization that emphasizes fundamental sciences related to behavior analysis, meets immediately before ABAI. The tandem meetings of these two organizations present opportunities for attendees to hear about core sciences related to behavior analysis. The SQAB tutorials have provided an excellent spur for such discussions but we SQAB and ABAIs Science Board wish to take this a step further. This panel discussion, which represents a partnership between SQAB and ABAI, will create a setting in which basic and applied scientists, as well as practitioners, can meet to discuss applications of the topics raised in a SQAB tutorial.

Instruction Level: Intermediate
Target Audience:

individuals interested in applying the fundamental principles of behavioral economics to reducing caloric intake of increasing caloric expenditure.

Learning Objectives: Describe behavioral approaches to increasing physical activity. Explain how functional analysis methods can be used to identify circumstances that will promote physical activity. Understand percentile schedules of reinforcement and how they may be applied to address unhealthy behavior.
GREGORY J. MADDEN (Utah State University)
Dr. Madden received his training from the University of North Texas, West Virginia University, and the University of Vermont. Dr. Madden's research is focused on the behavioral economics of addiction and health decision-making. His early research documented extreme impulsivity in individuals addicted to illicit drugs and cigarettes. Later research revealed that impulsive decision-making predicted acquisition of cocaine self-administration in rats. His current research investigates methods for reducing impulsivity. Dr. Madden's second research line explores game-based behavioral-economic approaches to improving children's health decision-making. These research lines have been supported by grants from the National Institute on Drug Abuse, the National Institute for Child Health and Development, and from the US Department of Agriculture. Dr. Madden frequently serves on NIH grant-review panels, he has published more than 75 papers in 25 different journals, and his peer-reviewed publications have been cited more than 5,500 times. From 2011 until 2015, he served as the Editor-in-Chief of the Journal of the Experimental Analysis of Behavior. He has edited two books including the two-volume APA Handbook of Behavior Analysis. He is currently co-writing an introductory behavior analysis textbook and, in his free time, he skis and hikes in the beautiful mountains of Northern Utah.
MATTHEW P. NORMAND (University of the Pacific)
Dr. Normand is an associate professor in the department of psychology at the University of the Pacific. His primary scientific interests, broadly defined, are the application of basic behavioral principles to problems of social significance (including obesity and community health issues), verbal behavior, and the philosophy and methodology of science. He is the former Editor of The Behavior Analyst, an Associate Editor for the Journal of Applied Behavior Analysis, a former Associate Editor for the journals The Behavior Analyst, The Analysis of Verbal Behavior, and Behavior Analysis in Practice, and he serves on the editorial boards of Behavioral Interventions, The Analysis of Verbal Behavior, and Behavior Analysis: Research and Practice. Dr. Normand is the 2011 recipient of the B. F. Skinner New Researcher Award from the American Psychological Association (Div. 25).
RAYMOND G. MILTENBERGER (University of South Florida)
Raymond G. Miltenberger, Ph.D., BCBA-D, is the director of the Applied Behavior Analysis Program at the University of South Florida. He is a Fellow and past president of the Association for Behavior Analysis International (ABAI). His research focuses on safety skills, health, fitness, and sports, and staff training and management. He has published over 200 journal articles and chapters and has written a behavior modification textbook, now in its sixth edition. Dr. Miltenberger has received numerous teaching and research awards including the APA Division 25 Award for Distinguished Contributions to Applied Behavioral Research, the FABA Award for Outstanding Scientific Contributions to the Field of Behavior Analysis, and the ABAI Outstanding Mentorship Award.
Keyword(s): Behavioral Economics, Exercise, Obesity, Physical Activity
 
 
Invited Paper Session #94
CE Offered: PSY/BACB

Schedule Effects in Behavior Streams: Supervision Topics for Analysts Interested in the Ethical Application of Behavior Analysis to Child and Family Welfare

Saturday, May 27, 2017
4:00 PM–4:50 PM
Hyatt Regency, Capitol Ballroom 1-3
Area: CBM; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Teresa Camille Kolu, Ph.D.
Chair: Steven R. Lawyer (Idaho State University)
TERESA CAMILLE KOLU (Cusp Emergence)
Dr. Camille Kolu is a behavioral scientist and BCBA-D in Denver, where she joins families and agencies to engineer behavioral cusps for individuals and their loved ones. After training, supervision and work at the University of North Texas, Dr. Kolu earned a Ph.D. in Biopsychology and Behavioral Neuroscience at Rutgers University, where she developed neurobiological animal models of autism and examined olfactory and social contextual conditioning. Dr. Kolu practices behavior analysis across the lifespan with individuals and families affected by autism, foster care or adoption, mental illness, and/or developmental and intellectual disabilities. She partners with health and human service agencies, mental hospitals, schools, community centered boards, and the University of Colorado Denver, where she enjoys designing and teaching courses in behavior analysis and ethics. Dr. Kolu has published in peer-reviewed journals, and serves on the board of Four Corners Association for Behavior Analysis. She explores research interests in verbal communities of reinforcement and stimulus schedules in the everyday interactions of families affected by disruption or trauma, while using her private practice to provide training, education, and behavior analytic mentorship and supervision.
Abstract:

Schedule-induced or "adjunctive" behavior may occur related to a time based schedule when an individual produces behavior accompanying a scheduled stimulus delivery. In 1978, Foster exposed a lack of the term "adjunctive behavior" within the usage of JABA, while noting the potential significance of "adjunctive behavior" to applied settings. He had observed "numerous cases where professionals and paraprofessionals devoted strenuous, shortsighted, and futile efforts at directly modifying apparently adjunctive behaviors by imposing medications or consequences on them." Today, despite its contributions to the basic literature and its massive potential significance to applied settings, adjunctive behavior remains a topic infrequently explored by researchers interested in human populations, and may still be unfamiliar to behavior analysts lacking research experience or comprehensive backgrounds. This paper explores using a schedule-related analysis in providing ethical supervision and treatment for populations affected by trauma (for example, young children experiencing court-ordered visits with caregivers previously associated with aversive stimuli). Data are discussed in the context of engineering supportive environments for children with previous schedule related aversive experiences, as well as providing appropriate education and training for such families or others new to the analysis of stimulus schedule effects.

Target Audience:

PENDING

Learning Objectives: PENDING
 
 
Invited Panel #119
CE Offered: PSY/BACB
Treatment Relapse: A Panel With Discussion
Saturday, May 27, 2017
5:00 PM–5:50 PM
Hyatt Regency, Centennial Ballroom D
Area: SCI/DDA; Domain: Translational
Chair: M. Christopher Newland (Auburn University)
CE Instructor: M. Christopher Newland, Ph.D.
Panelists: DAVID P. WACKER (The University of Iowa), WAYNE W. FISHER (Munroe-Meyer Institute, University of Nebraska Medical Center), MAGGIE SWEENEY (Johns Hopkins University School of Medicine)
Abstract:

This session immediately follows Dr. Tim Shahan's SQAB tutorial entitled "Relapse," which introduces the fundamental principles underlying resurgence, renewal, and reinstatement. Panelists will be asked to speak briefly about their research program and to bring questions designed to foster discussion with audience members. The goal is to generate ideas and collaborative efforts among basic, translational, and applied scientists. The tutorial and panel discussion arose because the Society for the Quantitative Analysis of Behavior (SQAB), an organization that emphasizes fundamental sciences related to behavior analysis, meets immediately before ABAI. The tandem meetings of these two organizations present opportunities for attendees to hear about core sciences related to behavior analysis. The SQAB tutorials have provided an excellent spur for such discussions but SQAB and ABAI's Science Board wish to take this a step further. This panel discussion, which represents a partnership between SQAB and ABAI, will create a setting in which basic and applied scientists, as well as practitioners, can meet to discuss applications of the topics raised in a SQAB tutorial.

Instruction Level: Intermediate
Target Audience:

The target audience is investigators involved with translating or applying the core principles of behavior analysis.

Learning Objectives: At the conclusion of the event, the participant will be able to use stimulus and consequence control procedures to produce rapid treatment effects across contexts without extinction bursts. After attending this presentation, participants should be able to (1) identify how animal models of relapse may apply to clinical drug use situations, and (2) understand additional clinical considerations that may be addressed in future animal models. The learner will be able to define maintenance based on Behavioral Momentum Theory and contrast this definition with the typical definition used in applied behavior analysis.
DAVID P. WACKER (The University of Iowa)
David Wacker is Professor Emeritus of Pediatrics at The University of Iowa. He has maintained NIH funding for both applied (telehealth) and translational (behavioral persistence) studies for over 30 years. He was the director of a large outpatient clinic for children and adults with developmental disabilities who displayed severe problem behavior. He is the former Editor of JABA and is a Fellow in ABAI and APA (Divisions 25 and 33). He is the 2016 recipient of the Don Hake Award for translational research from Division 25.
WAYNE W. FISHER (Munroe-Meyer Institute, University of Nebraska Medical Center)
Wayne Fisher is the H.B. Munroe professor of behavioral research in the Munroe-Meyer Institute and the Department of Pediatrics at the University of Nebraska Medical Center. He is also the director of the Center for Autism Spectrum Disorders at the Munroe-Meyer Institute, a board certified behavior analyst at the doctoral level (BCBA-D), and a licensed psychologist. He was previously a professor of psychiatry at Johns Hopkins University School of Medicine and served as executive director of the Neurobehavioral Programs at the Kennedy Krieger Institute and the Marcus Behavior Center at the Marcus Institute, where he built clinical-research programs in autism and developmental disabilities with national reputations for excellence. Fisher's methodologically sophisticated research has focused on several intersecting lines, including preference, choice, and the assessment and treatment of autism and severe behavior disorders, that have been notable for the creative use of concurrent schedules of reinforcement, which have become more commonplace in clinical research primarily as a result of his influence. He has published over 150 peer-reviewed research studies in over 30 different behavioral and/or medical journals, including: the Journal of Applied Behavior Analysis; Psychological Reports; American Journal on Intellectual and Developmental Disabilities; Pediatrics; the Journal of Developmental and Behavioral Pediatrics; and The Lancet. Fisher is a past editor of the Journal of Applied Behavior Analysis, a past president of the Society for the Experimental Analysis of Behavior, a fellow in the Association for Behavior Analysis, and recipient of the Bush Leadership Award, the APA (Division 25) Award for Outstanding Contributions to Applied Behavioral Research, the UNMC Distinguished Scientist Award, and the University of Nebraska system-wide Award for Outstanding Research and Creativity Activity.
MAGGIE SWEENEY (Johns Hopkins University School of Medicine)
Dr. Mary M. (Maggie) Sweeney is a postdoctoral research fellow the Behavioral Pharmacology Research Unit in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. She was trained in the experimental analysis of behavior at Utah State University, where she received her doctorate, and at Purdue University, where she received her undergraduate degree. She has published several peer-reviewed journal articles on the topic of relapse of operant behavior, including studies with pigeons, rats, and humans. Dr. Sweeney is a member of the editorial board of the Journal of the Experimental Analysis of Behavior, and has served as an invited reviewer for the Journal of Applied Behavior Analysis, The Psychological Record, Preventive Medicine, Journal of Psychopharmacology, and Journal of Caffeine Research. In her current position at Johns Hopkins, Dr. Sweeney's research focuses on applications of basic reinforcement processes to substance use and related risk behaviors, with a focus on licit abused drugs and sexual risk behavior.
Keyword(s): Idea Generation, Reinstatement, Relapse, Resurgence
 

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