Association for Behavior Analysis International

In this paper, equations that best describe discounting and risk are presented. Equation 1 addresses the total value of a long sequence of reinforcers. It posits that the total value (molar) of this long sequence of reinforcers is equal to the sum of the values of the individual events in the sequence. This is represented as: A = SAm. The next two difference equations produced simpler equations than differential equations. Equation 2 is a simple difference equation of overall value, A, with respect to time relates overall value. It yields the hyperbolic discounting model of Commons with the sensitivity parameter k1, Woodford and Ducheny (1982), Commons, Woodford and Trudeau (1991), and Mazur (1987). ?V = ?Ai /?ti = ?Ai/(1 + k1di). The second difference Equation 3 is the quantification of Vaughan?s (1976; 1981; Herrnstein & Vaughan, 1980) melioration concept and is also risk (see also, Herrnstein & Prelec, 1991) It is obtained. by taking the difference of Equation 2 and is hyperbolic also, ?(?V)/?di = ?(?Ai /(1 + k2di))/?di. The parameter k2 is an organism?s sensitivity to risk. It is important to note that Equation 3 is also a hyperbolic equation.

Stimulus equivalence is an approach to the study of symbolic behavior from a behavior-analytic approach. In equivalence training, only a small number of relations are trained, after which, numerous relations emerge without specific training (Sidman & Tailby, 1982). Research on conditioned reinforcement has addressed the processes necessary to create conditioned reinforcers (Gollub, 1977). The present study evaluated stimulus equivalence as an operation for producing conditioned reinforcers. Participants were six children, ages 7-10. They were first taught A and B simple discriminations using class-specific consequences, after which, all participants demonstrated three three-member equivalence classes. CD conditional discriminations were then taught using the same class-specific reinforcers, after which, some children showed the emergence of three five-member equivalence classes. The C stimuli were then used as class-specific consequences in E simple discrimination training to test whether, based on class membership with the reinforcing stimuli, the C stimuli would now function as conditioned reinforcers. Thus far, three subjects have shown these emergent relations, expanding the equivalence classes to six members. Two generalization tests were conducted and the reinforcing function of the C stimuli generalized to a novel testing procedure. Results provide evidence for an approach to creating and demonstrating conditioned reinforcers through MTS training and testing procedures. APPROVED

The current study was a systematic continuation of Williams (2016), designed to incorporate an experimental strategy from Sidman et al. (1989). Subjects had mastered simple discrimination training with AB and CD compounds with class-specific reinforcer compounds (CSRC). However, the emergent conditional relations in that study did not meet the formal definitions of the equivalence properties, because the trained baseline relations consisted of simple discriminations only. The current study established relations between an existing member of the classes established in Williams (2016) and a new stimulus; specifically, conditional discriminations DE and DF were trained through differential reinforcement with the same CSRC from Williams (2016). It was of interest to see if training new conditional discriminations provided formal evidence of equivalence, as originally defined. The final phase consisted of simple discrimination probe trials with novel compounds testing for emergent discriminative control in the three-term contingency arrangement. These probes evaluated whether the E and F stimuli functioned similarly to the other members of the class in the originally trained simple discrimination task, even though the stimuli were never presented in simple discrimination training or as part of a training compound. Results spoke to the possibility that functional and equivalence classes are overlapping phenomena.

The interest in stimulus equivalence research has been substantial since Sidmans (1971) documentation of emergent relations. Past experiments have found that, the inclusion of at least one meaningful stimulus in a class of abstract stimuli influences the probability of equivalence class formation. Experiments so far have tested the effect of meaningful stimuli on equivalence class formation by training and testing emergent relations with the inclusion of meaningful stimuli. This study therefore seeks to find out the effect of the inclusion of meaningful stimuli in training but without it in emergent relations testing on equivalence class formation. The study has three experimental conditions: Abstract Group, Picture Group, and No-Picture-in-Test Group. The findings so far show that, one of seven participants formed classes in the Abstract Group, six of seven participants formed classes in the Picture Group, and five of seven participants formed classes in the No-Picture-in-Test Group (See Figure 3). Also, the findings show a significant difference in equivalence class formation between the Abstract Group and the Picture Group, as well as between the Abstract Group and the No-Picture-in Test Group. Furthermore, the findings show no significant difference between the Picture Group, and No-Picture-in Test Group.

Previous studies have shown that behavioral variability can be controlled by environmental contingencies (Page & Neuringer, 1985). Furthermore, some animal studies compared how behavioral variability and stereotyped behavior are resistant to change when using extinction or non-contingent schedule (Arantes et al., 2012). We propose a study to compare resistance to change in behavioral variability and stereotyped behavior in humans. The experiment was divided into training and a perturbation phase. In the first phase, participants are trained to emit either variable or stereotyped letters sequences on a computer. Behavioral variability was operationalized through a lag contingency in which, to be reinforced, the last sequence had to be different from a previous n sequences. Once the criterion of stability was reached, the second phase starts. Perturbation was operationalized using an extinction phase and a non-contingent reinforcement schedule. First results show that behavioral variability is more resistant to change than variable behaviors in extinction phase. There are no significant differences in the non-contingent schedule

Behavioral Observation Team volunteers (BOTs; i.e., citizen scientists) are often used to provide information on animal welfare at zoological institutions. BOTs are asked to observe focal animals and provide data on the following behavioral dimensions: frequency, rate, duration, and intensity of various behaviors. The recent adoption of the Jacksonville Zoo and Gardens (JZG) Animal Wellness Initiative aims to expand the role of BOTs and use their collected data for dissemination to the larger scientific community. The present study surveyed volunteer training and follow-up evaluation practices used in BOT/ citizen science volunteer programs in zoos across the US. Thirty-four separate institutions responded to the survey. Our findings determined that 71% of institutions surveyed frequently (40%) or occasionally (31%) use citizen scientist volunteers to conduct animal behavior observations, yet only 26% of institutions reported training volunteers on the subject of Inter-observer agreement (IOA). In addition, 52% of institutions reported never collecting IOA data. Lastly, 80% of responding institutions reported modifying animal husbandry practices based on the data collected by citizen science volunteers. Implications for modifying husbandry practices without collecting IOA data and suggestions for incorporating IOA into BOT training will be discussed.

TAG (Teaching with Acoustical Guidance) has many implications for athletic skill acquisition, as demonstrated through empirical research. For this study, a multiple baseline across behaviors design was used to examine the effects of TAG methods on the acquisition of novel dance movements. The participants in the study were three typically developing children and one child with multiple diagnoses, aged 5-12 years old, who regularly participated in a dance studio program. The results depicted more rapid and generalized learning across skill sets for different topographies of targeted dance movements: a turn, kick, and leap selected for the participants based on skill level and developmental age. This study was a replication from the study conducted by Quinn, Miltenberger, and Fogel (2015) on dance movement skill acquisition with the use of TAG instructional methods.

This study evaluated the effectiveness of an online and in-person self-advocacy skills training program. The training programs targeted four community college students with disabilities ability to negotiate American's with Disabilities Act (ADA) classroom accommodations. The online tutorial included knowledge and skills components. The knowledge component provided students with information about their rights and responsibilities as a consumer in need of classroom accommodations. The skills tutorial presented students with a task analysis of the accommodations negotiations skill set as well as video examples showing students engaged in the negotiation skills. The students knowledge was assessed using two multiple-choice assessments, while their skills were assessed using four, disability-specific role-play scenarios. The knowledge assessment results showed that the online knowledge tutorial increased the students understanding of their rights and responsibilities as a student with a disability in need of accommodations. The skills assessment findings suggested the skills tutorial was only marginally effective at increasing the students negotiation skills. The students unmastered skills were then trained during an in-person training session. The in-person training replicated White and Vo's (2006) direct instruction methodology, by: operationally defining and task analyzing each negotiation skill component, using role-play scenarios to practice and assess the students negotiation skills, and providing descriptive feedback. Results showed that the in-person training allowed each student to acquire the remaining, unmastered negotiation skills. Furthermore, students knowledge about their rights and responsibilities maintained at the levels observed after they completed the online tutorial. Generalization and maintenance was assessed one and three weeks after the in-person training using student created role-play scenarios based upon their own experiences. The generalization and maintenance assessments showed the students negotiation skills generalized to scenarios based upon their experiences and were maintained at levels slightly below the post-in-person training skills assessment. This evaluation showed that although the online training effectively increased the students knowledge and skills, a more targeted, in-person approach may be needed to help students master the negotiation skills and encourage skill generalization and maintenance.

Tactical Urbanism involves low-cost, often temporary, modifications to the built environment that attempt to improve common spaces. These strategies have received growing media attention in recent years; however, data are rarely systematically collected to help examine the effects of the modifications. A group of cyclists, pedestrians and people interested in sustainability in small college town sought to improve the walkability and bikeability of a quarter mile segment of a primary road between the town center and the university. After seeking approval of the town council and the university administration, the group undertook data collection, fund raising, and construction of a temporary lane reduction project. The project turned a 4-lane road into two travel lanes, a turn lane, and 2 bike lanes. Additionally, a mid-block crosswalk was constructed in a location that students often crossed without protection. The project was evaluated with an ABA design examining vehicle speed and percent of users engaging in active transportation. While the temporary construction was in place, there was a decrease in the 85th percentile speeds and an increase in the percent of active transportation users. Following the demonstration project, the town installed two raised crosswalks to increase the safety of pedestrians.

An evaluation of increased response effort to dispose of items was conducted to improve recycling at a university. Signs prompting individuals to recycle and notifying them of the location of trash and recycling receptacles were posted in each phase. During the intervention, trashcans were removed from the classrooms, and one large trashcan was available in the hallway next to the recycling receptacles. Results showed that correct recycling increased, and trash left in classrooms increased initially during the second intervention phase before returning to baseline levels.

Safety is important for protecting children from harm of many sorts. Parents frequently give verbal safety rules for children' behaviour rather than intervene directly with consequences. In this research we collected many empirical examples of such safety rules and categorized these into functional groups, presented in Tables. The paper explores different social consequences of these rules beyond just treating the children as the targets. Some rules for children, for example, are functional for other parents, law makers, or other family members, rather than the children to whom they are told. In theirs ways they can function as part of a parental narrative or story used in various functional social situations. The broader functional roles of rules in terms of societal structures are also discussed, and how giving rules to children via computer based media would engage different social consequences which could be useful for the children to recognize safety contexts and respond more appropriately.

Interrogative suggestibility is characterized by factors present during interrogations that make people more likely to accept inaccurate information and change their responses accordingly. Research on interrogative suggestibility has been vital in changing the way interrogations are conducted in court trials and police interrogations, yet many different factors involved in interrogative suggestibility, that are present during interrogations, have not been investigated. Recent research has emphasized the importance of verbal feedback and the interviewers behavior, yet no research has analyzed the possible effects if any, of building such momentum during interrogations by manipulating the order of questions (suggestible vs. non-suggestible). High-probability and low-probability sequences are one way to increase the likelihood of previously low-probability responses. This procedure is commonly used to increase appropriate behaviors and reduce problem behavior during instructional tasks, by presenting tasks that are more likely to be completed first, then presenting tasks that are less likely to be completed. The purpose of the current study was to examine the application of high-probability/low-probability sequences on a measure of interrogative suggestibility, and the effects, if any, on suggestibility scores. Understanding the effects of high-probability and low-probability sequences during interrogations may highlight the need for procedures to eliminate or reduce the likelihood of suggestibility, and potentially increase the accuracy of responses.

Token economies utilize the contingent delivery of tangible items that are later exchanged for backup reinforcers to either maintain, increase, or decrease behavior (Ayllon & Azrin, 1965; Hackenberg, 2009; Matson & Boisjoli, 2009). Token economies modalities offer a wide-range of both aesthetic and practical options for caregivers and teachers (i.e., sticker chart, poker chips). With the advancement of portable technology and applications, there are even more variations of token delivery. Previous studies suggested that differences token appearance positively impact behavioral change in children with autism (Charlop-Christy & Haymes, 1998; Carnett et al., 2014). However, no study has been published investigating the effect of application-based token delivery and with typically developing children. The purpose of the current experiment is to identify if application-based token economy systems have a greater positive effect on skill acquisition compared to nonapplication-based token economies (i.e., sticker chart). Six native-English-speaking children who could count were recruited from a private school consortium for students with challenging, oppositional, and aggressive behaviors. The children were taught to count to 10 in three languages (Portuguese, French, and German). An alternating-treatments design was implemented to identify the effects of the application-based token economy on skill acquisition compared to the nonapplication-based token economy. Training procedures were based on similar procedures found in Wu & Miller (2012) but modified. Training sessions consisted of 3 trials per number (30 total trials per day). The children were reinforced on a VR 3 schedule during training (May et al., 2016) and an FR 1 schedule for each number uttered in the correct sequence during probes. Acquisition probes were conducted before each training session. Interobserver agreement and procedural integrity were collected during training. Interobserver agreement was also conducted on acquisition probes by native-born speakers.

Researchers suggest individuals preference for others similar to themselves is innate, not learned. Mahajan and Wynn (2012) asked infants seated in their parents lap (N = 32) to choose between two foods, watch a show in which one puppet liked one food but not the other and the second puppet expressed the opposite preferences, and then choose one of the puppets; more infants (84%) chose the similar puppet, the one with the same food preference as the infant. These data are cited as evidence for our innate preference for similar others. We replicated and extended their methodology by including a parent bias manipulation and within-subject repeated measures. Infants (N = 24) were randomly assigned to make their first puppet choice before (Group 1) or after (Group 2) the parent bias manipulation. Few group differences were noted. On the first trial, a total of 37.5% of infants chose the similar puppet. Across at least 80% of trials, 12.5% of infants chose the similar puppet; 75% chose a puppet on the same side. Moreover, 16 (67%) parents reported their infants had little history with the two study foods. Results suggest factors other than innate preference account for infants puppet selections.

Applied research has shown that behavior analysis has assisted individuals with autism spectrum disorder to increase their verbal behavior. The study conducted was to advance an individuals tacting repertoire by having the individual respond by combining the verb and noun when asked what is happening? The study was conducted at a private day school for individuals with autism and other developmental delays with a ratio of 1:1. The individual was a 17-year-old male with autism spectrum disorder and had been attending the day school for over 5 years. The individuals main form of communication is through sign language. Teaching took place at the individuals classroom using discrete trials to teach the nouns and verbs separate. Once the individual learned all nouns and verbs separate, data was then taken to see if combining the known nouns and verbs occurred. Data showed that each combination of noun and verb had to be taught and no generalization occurred. There was a decrease in the amount of trials needed before reaching the criteria of four out of five trials for two consecutive blocks was reached.

Studies have shown that the multiple-stimulus without replacement (MSWO) preference assessment is an effective assessment format for identifying preferred items; however, it is possible that other variables, besides preference alone, might influence the selections by some individuals. MSWO results were evaluated with children and individuals with disabilities by comparing the items selected during the highest and lowest percentage of opportunities during the MSWO assessment in a paired-stimulus (PS) format. Results showed that the MSWO format did not predict the most highly preferred item for 20% of the participants.

Multi-tiered systems of support (MTSS; functionally equivalent to PBIS - Positive Behavioral Interventions and Supports) are designed to create systems that provide a continuum of interventions to increase functional skills, reduce problem behavior, and enhance quality of life across all individuals. This poster will review the practices and tools designed to measure and monitor the quality of life of individuals with intellectual and developmental disabilities served within a large applied behavior analytic organization implementing MTSS/PBIS. The hallmark of any effective multi-tiered system of support using behavior analytical/evidenced based practices is timely data based decision making by representative data teams at each tier. At the universal tier, teams make decisions on all individuals outcomes related to problem behavior, skill acquisition, and quality of life domains, namely wellness, communication, engagement in meaningful activities, and happiness. This poster will introduce the tools and analytic process teams and behavior analysts can implement to measure these domains to inform design universal, targeted, and individualized interventions within and across groups of individuals. Data will be presented on the analysis of data, reductions in problem behavior, and changes in quality of life domains during implementation of multi-tiered systems of support.

Children with Autism Spectrum Disorder (ASD) are at increased risk of anxiety and anxiety disorders (Steensel, Bogels, & Perrin, 2011). Evidence also suggests that around 30% of individuals with ASD also receive a diagnosis of clinical phobia (Steensel et al, 2011). A number of studies have demonstrated that there is an increase in heart rate in the presences of a feared stimulus (Heimberg, Hope, Dodge, & Becker, 1990, Marks & Huson, 1973; McNeil, Vrana, Melamed, Cuthbert, & Lang, 1993; Nesse et al., 1985; Priganto & Johnson, 1974; Teghtsoonian & Frost, 1982). The present study demonstrates the treatment of dog phobia in a child diagnosed with ASD, intellectual disability, and bipolar disorder. A changing criterion design was employed to determine the effects of desensitization with differential reinforcement. A heart rate monitor was used as a secondary measure at baseline and at the target step. Distance from the dog and frequency of avoidance behavior were also measured. Results indicate a decrease in avoidance behavior while criterion increased. Also, there was an increase in heart rate in the presence of the dog and while engaging in avoidance behavior.

Enhancing personal safety skills in individuals with autism is critical to increasing community membership and independence in adulthood. While there is emerging literature in this area, to date there is limited research on teaching socially mediated safety skills in a community setting. The current study examined the effects of a differential reinforcement of low rates of behavior procedure to decrease inappropriate vocal behavior with strangers in an adolescent with autism as he learned to independently ride a New York City public bus. Over the course of treatment, the adolescent gained access to greater degrees of independence when riding the public bus as lower rates of inappropriate vocal behavior were demonstrated. Results indicate that this intervention package successfully decreased inappropriate vocal behavior with others in the community. Furthermore, this change in behavior was maintained for six months during which the adolescent regularly traveled independently on the public bus. This suggests that the functional nature of the reinforcer may have played an important role in the success of the differential reinforcement procedure.