Association for Behavior Analysis International

Individualized assessment and treatment is a hallmark of applied behavior analysis. First, we conducted a functional analysis (Iwata et al., 1994/1982) of severe problem behavior displayed by a female with autism. Then, a subsequent analysis was added to evaluate whether response effort (i.e., ambulation) associated with tasks in the escape condition would influence the results. Finally, the effects of differential reinforcement of alternative behavior (i.e., task completion) using edible and leisure reinforcers were compared to an escape condition in a preliminary treatment evaluation. The functional analysis indicated that problem behavior only occurred in the escape condition if tasks involved ambulation, and the treatment package appeared promising to reduce escape-maintained problem behavior for this individual. Implications for research and clinical practice will be discussed.

Matching (Herrnstein, 1961) has been demonstrated with appetitive and aversive stimuli, as well as when appetitive and aversive stimuli are simultaneously presented (Farley & Fantino, 1978). Interestingly, in contexts where a single response produces both reinforcement and punishment, some research has demonstrated that a punisher subtracted more value than a reinforcer added (Rasmussen & Newland, 2008). This purported asymmetry in the effects of reinforcement and punishment was assessed in one individual with autism spectrum disorder, a population for whom the effects of simultaneous reinforcement and punishment has not been evaluated. To do so, we established tokens as reinforcers and evaluated the effects of a progressive token gain/loss schedule where losses gradually became denser to identify a schedule at which the individual would not respond. We then compared responding at the identified token gain/loss schedule where the participant stopped responding to a schedule in which an equal density of reinforcement was available for gain without the loss contingency. This was done to demonstrate that the loss contingency was directly responsible for the cessation of responding. Responding persisted when an equal density of reinforcement was available for gain (when the loss contingency was removed). Results are consistent with some previous findings suggesting that the punisher subtracted more value than the reinforcer added.

Communication is a prominent variable in studies of social dilemmas which affects the selection and maintenance of cooperation between individuals who interact. The Prisoner's Dilemma, an imaginary situation employed in Game Theory, is the most famous game in investigations of cooperation. The Behavioral Analysis of Culture uses such games as experimental tasks, due to the possibility of reproduction of social phenomena in laboratory. This study analyzed the interaction and communication of two groups with four participants each in an Iterated Prisoner Dilemma. Different opportunity costs and benefits to cooperate were manipulated. The results replicated some findings of the literature, that is communication facilitated cooperation between individuals. However, communication may not a sufficient condition for the emergence of cooperation, especially in situations where opportunity costs to cooperate and benefits to compete are high. Moreover, correspondence between verbal agreements and choices made by the participants might be a necessary condition for the selection and maintenance of cooperative behaviors.

Inequity aversion may be defined as refusal reinforcement when there is an unequal distribution of reinforcements. The literature on inequity aversion shows that humans experience both, aversion to disadvantageous inequity (DI) and advantageous inequity (AI). However, few researches have reported how DI and AI aversion are learned or can be modified by individual experience in multiple conditions. The present study investigates DI and AI through an ABA reversal design, each phase consisting of sixteen trials in a computer game. Participants picked between blue or green card. The combination of blue-blue choices resulted in unequal distribution of reinforcement. AI and DI reinforcers were delivered by computer software, according to each experimental phase. In Group DI (n=10), participants were exposed to DI (phase1), AI (phase 2), and DI (phase three), and Group AI (n=10) to AI, DI, and AI. The results showed that 5 participants present aversion to DI and only 2 to AI. The second phase programmed interaction modulated the aversion to inequity for 8 and 2 participants in the DI and AI aversion, respectively. Confounding variables, such as cultural differences may have influenced aversion to AI and should be addressed in future research.

Following the treatment of problem behavior, resurgence may occur when a response-reinforcer relation is discontinued. Implementing differential reinforcement of alternative behavior can address resurgence of the target problem behavior by making it less valuable compared to a more desirable, alternative behavior. Previous research has shown that concurrent schedules of reinforcement can be used to treat problem behavior and its resurgence (Peterson et al., 2012). In the present study, a computer task involving three phases (1, 2, and 3) with different schedules of reinforcement was in effect. Phase 1 consisted of points delivered contingent on making the low quality target response. Phase 2 consisted of points available for all three response options, where five points were delivered contingent on the low quality target response, ten points were available contingent on the medium quality response, and 15 points were delivered contingent on the high quality alternative response. In Phase 3, all response options were on extinction. The goal of the study was to investigate whether target responding would increase briefly at the start of the Phase 3.

Searching for variables that affect the rate of temporal discounting is important to understand better how delay discounting (DD) phenomena works. We want to know if the daily exposure to a DD experienced task could reduce the number of impulsive choices in the task. Six students of twenty years on average from a Colombian University have done a procedure for sixteen sessions. In each session, six blocks of ten concurrent-chains choice trials were presented. The participants could choose between the smaller-sooner outcome and a larger-delayed outcome, two and six candy balls respectively. In each block, the delay of larger outcome varied from 0.1, 5, 10, 20, 40 and 80 seconds. Every 4 sessions the condition changed, the order of presentation of delays of larger outcome varied in each condition (ascending, descending, random and re-ascending). We found two things. First, participants made exclusive preference choices by block after some sessions. Second, the exposure reduces the discounting rate in three participants with a degree of confidence of 0,05. A post-experiment interview shows that the perceived time of the experiment is lower than elapsed time. A version of the experiment with time of a video game as a outcome is well underway.

Conditioned inhibition can be trained in different ways. In differential inhibition training a cue X is presented by itself, interspersed with another cue Y that is paired with the outcome. In Pavlovian inhibition training X and Y are presented together without the outcome, intermixed with trials where Y is presented with the outcome. In both cases, X becomes an inhibitor. In this experiment, participants were presented a computer task to compare the effects of both types of training on the prediction of food (an image of mexican tacos), as well as the effects of using the word (“Nothing”) or a blank screen on trials where the outcome was not shown (No image of mexican tacos). We ran both summation and retardation tests, to compare which training cue becomes a better conditioned inhibitor. The results are that the differential inhibition procedure was more effective than the Pavlovian procedure on training inhibition. Also, the summation and retardation tests showed that the blank screen was more effective than the word “Nothing”. The results are discussed with the comparator theory of associative learning.

Renewal is a process related to craving in humans, and effort is been made to build a human model. Van Gucht et al. (2008) used chocolates (Unconditioned Stimulus, US) and a tray (Conditioned Stimulus, CS) to investigate the effects of context on chocolate craving. They ran an experiment where chocolate craving was acquired–extinct–put on test. AAA group ran the three phases on the same room light condition, while ABA group ran it with the lights on–off–on. Visual Analogic Scales (VAS) gave the US-Expectancy and US-Craving they would receive/eat chocolate. We suggest the use of physiological data to enhance the validity of their model. This pilot study used two women allocated each one in one group. The same procedure was kept, while sensors were attached to the participant (electromyography; skin conductance – SC; electrocardiography and temperature). The data show ABA acquisitions and extinction on both US-Expectancy and US-Craving, but no renewal. AAA doesn’t show learning. ABA SC follow her VASs acquisition and extinction patter, and it also shown renewal. Other physiological measures doesn’t show consistency. AAA shown no patter on all her physiological measures. Data discussion compares VAS and SC renewal for ABA, and argues about methodological improvements.

Post-reinforcement pauses are a common behavioral measure utilized within the behavior analytic literature to evaluate the effect of different slot machine outcomes on gambling. Previous research has reported differences in post-reinforcement pauses demonstrated by gamblers as a function of slot machine outcomes (Barton et al., 2017). Most of the studies incorporating post-reinforcement pauses as the primary dependent measure have been conducted utilizing computerized simulations of slot machines, with limited research on post-reinforcement pauses being conducted in a naturalistic gambling setting. The current study evaluated the effect of three different slot machine outcomes, wins, losses disguised as wins (LDW), and losses, on post-reinforcement pause in a Midwestern casino. Post-reinforcement pauses were collected for each of the three different of outcomes across 18 participants, which were compared to determine if a difference existed between the outcomes. Preliminary data suggest that the post-reinforcement pause following a win (M = 3.492) is longer than that of an LDW (M = 1.688) or a loss (M = 0.833), which supports the existing gambling research.

Previous studies have suggested that compared to contingent delivery of reinforcers by others, self-selection of the same stimuli may increase reinforcer effectiveness. To evaluate preference for choice versus no-choice, we replicated a study by Thompson, Fisher, and Contrucci (1998) using the Portable Operant Research and Teaching Lab (PORTL). First, typically-developing adults learned a choice/no-choice discrimination via shaping using playing cards as initial links within a concurrent-operant arrangement. Next, we evaluated preference for choice vs. no-choice when (a) selection of choice and no-choice initial links produced equal, continuous rates of reinforcement (FR1) and (b) selection of choice was placed on a progressive ratio schedule (PR). During the FR schedule, all participants allocated more selections to the choice link. When the choice link was placed on a PR schedule, all participants shifted selections to the no-choice link. Unlike results from Thompson et al., initial evaluations of choice preference under equal conditions did not predict whether the preference would maintain when the conditions were no longer reinforced on the same schedule. Ultimately, this study allowed for further development of previous applied work on choice and preference.

The present study is a parametric analysis of the effects of percentile and progressive schedules of reinforcement on the accuracy and rate at which individual youngsters dribble a basketball. A percentile schedule of reinforcement provides a systematic and arithmetic procedure for response shaping. The equation for percentile reinforcement is k = (m+1) (1-w), where m is the distribution of observations, w is the probability of reinforcement, and k is the rank the current response must exceed to deliver a reinforcement. A progressive schedule of reinforcement, also used in response shaping, utilizes ongoing assessment and calculation of the incremental effects of differential reinforcement alone. Performance data are displayed on the Standard Celeration Chart. Changes in the accuracy and rates of dribbling over time are portrayed as celeration values, which pertain to response differentiation in the w value of the percentile schedule and the values of the progressive schedule over time.

Timeout from positive reinforcement is widely used as a punishment procedure however, there are still many unanswered questions about the controlling variables that influence the punishing effects of timeout. Two reinforcement variables that influence punishment effects include the schedule of reinforcement and the availability of an unpunished alternative. The present study is a systematic replication of Dardano and Sauerbrunn (1964), using TO as a punishment procedure instead of electric shock. The purpose of replicating Dardano and Sauerbrunn was to investigate the effects of TO under two variables: schedule of reinforcement and availability of a non-punished alternative. Investigating TO under these two variables provided information on both the TO and time-in environment. In the current study, pigeons responded under a Findley-switching-key concurrent schedule with equal schedules of positive reinforcement. Response-contingent TO was added to one of the alternatives. If TO is aversive, it was expected that pigeons would switch to the other alternative even though the time-in environment progressively became leaner. TOs from positive reinforcement necessarily result in a decrease in the overall reinforcement rate in the environment; that is, TO presentation is confounded with a decrease in overall reinforcement. Shifts in preference to the nonpunished alternative may result from the decrease in reinforcement rate, not from the punishing effects of TO per se. Therefore, in the current study, a progressive-interval (PI) schedule was used on both alternatives. Using a PI schedule, allowed overall reinforcement rates to be equated across the alternatives.

Some researches that have evaluated the reading achievement of university students have found deficiencies of comprehension and writing of complex ideas in specialized texts. To recognize the effect of the types of literacy strategies that are qualitatively differentiated on the analysis of the texts, the classification of the psychological interactions of the progressive complexity was resumed. Based on this categorization, different literacy criteria were developed: 1) identify elements, 2) reorganize information, 3) relate concepts and identify variants, 4) transform or expand concepts by introducing elements of different readings, 5) abstract a non-explicit concept in the readings from the integration of information. In this study, university students participated and were divided into three groups: The Low Group was exposed to exercises of the first two levels, the Intermediate Group to the first three levels and the High Group exposed to the five levels. All the participants read three texts of the same theme. The results showed a higher score in the comprehension test for the Intermediate Group, with significant differences in criteria 2, 3 y 5. Additionally, a downward trend was observed in all subjects as the level of assessed criteria increased. The results are useful for the development of strategies in undergraduate students for the analysis of specialized texts that require profound comprehension.

Society at large has taken a major interest in supporting the need for a science-literate society (National Research Council [NRC], 2011). This is largely due to the fact that more occupational opportunities exist in STEM (science, technology, engineering, and math) fields. However, for students with disabilities, STEM opportunities lag behind their peers without disabilities. In fact, when it comes to STEM achievement during school, 8th grade students with disabilities score significantly less than peers. Even with the disheartening science achievement outcomes for students with disabilities, there is research that provides support for students with Autism Spectrum Disorder (ASD) in science classrooms and learning science content and concepts. The purpose of this review was to synthesize the efficacy of classroom science instruction for students with ASD. The majority of studies examined used single case research (SCR) methodology, hence the focus of the current review and analyses of SCR effect sizes. The authors of the current study used a variety of SCR effect size analyses to answer the following questions: What were the effects of science-related achievement studies for students with ASD? What were the Intervention-based effect sizes for students with ASD?

Early number skills such as number line estimation, counting skills, and understanding nonsymbolic and symbolic quantities have been found to predict math achievement (Fuhs, Hornburg, & McNeil, 2016). Numeral identification occurs when a student can communicate the symbol’s name representing the quantity shown and is an important skill that can be correlated to numeracy and literacy skills (Neumann, M., Hood, Ford, & Neumann D., 2013). The purpose of the study was to evaluate the effectiveness of Direct Instruction (DI) Mathematics teaching technique on numeral identification of a 16-year-old male with Down syndrome and autism in a high school special education classroom. Event recording assessed the participant’s ability to identify numerals. After being shown a group of blocks and numeral flashcards, the participant pointed to the correct flashcard. A multiple baseline design assessed the progress across the target numerals (2, 4, 5, and 6). For the intervention, the researchers used repeated trials, discrimination practice, and most to least prompting to teach numeral identification. If any error occurred, a model, lead, test procedure was the correction procedure. The participant reached mastery across numerals. The DI procedure was effective for a classroom setting and utilizing manipulatives to develop numeral identification.

Community-based and integrated employment settings are becoming increasingly prioritized for individuals with disabilities, yet rates of employment for this population continue to be significantly discrepant from their non-disabled peers. Two significant barriers to employment that these individuals may face is the need for extensive on-the-job training to learn new job tasks, as well as prolonged dependence on a supervisor or job coach to perform those tasks. Identifying training practices that are both effective and efficient is of critical importance to improving employment outcomes. This study uses a multiple-probe across participants design to examine the effects of a video-prompting treatment package on the rapid acquisition of novel vocational tasks for four high school students with developmental and intellectual disabilities. Results showed an immediate and significant increase in task accuracy, with all participants achieving 100% task accuracy within two to six sessions and maintaining high rates of accuracy when staff-delivered prompts and error correction were removed. These results are significant as an extension of the applied research on video prompting and the development of an intervention package that may be practical, transferable, and socially valid in community-based employment settings.

There is a persistent gap in academic performance between students with disabilities and their typically developing peers. To remediate academic difficulties, one typical instructional practice is the delivery of feedback. Numerous frameworks for instruction, such as direct or strategy instruction, include feedback; however, little is known about the benefits of feedback in isolation. This meta-analysis examined the effects of feedback to teach academic skills to students with disabilities. This poster presents the results of a meta-analysis of single-case design studies that investigated the effects of feedback in isolation. The purpose of the meta-analysis was three-fold: (a) to evaluate the effects of feedback for students with disabilities, (b) to compare the effects of different types of feedback. A total of 20 articles met the inclusion criteria, and 35 effect sizes (i.e., Tau-U) were calculated from the studies. A total of 95 participants were included in the studies. The majority of participants were from elementary school and most of participants were identified as having learning disability, autism, and developmental disability. Ten studies compared feedback to a non-instructional condition. The average weighted effect size was 0.82. Four studies compared feedback to other academic interventions. The average weighted effect size across these studies is 0.65.

For the 2018-2019 academic year, nine San Antonio area school districts were funded by the Texas Education Agency to provide verbal behavior training to preschool and kindergarten students with autism. At the start of the year we assessed participants using the Stimulus Control Ratio Equation (SCoRE) to determine the extent to which mands, echoics, tacts, and sequelics exerted disproportionate levels of control over each participant’s verbal behavior. The results of the SCoRE were then used to develop individualized verbal behavior treatment plans for each student to be carried out in his/her home classroom. We subsequently trained more than 100 teachers and paraprofessionals to implement referent-based verbal behavior instruction, with a goal of balancing out the relative strength of these four primary verbal operants. In addition to providing direct classroom-based services for students with autism, the project included ongoing parent trainings conducted by district behavior analysts throughout the academic year. At the end of the year, students were reassessed with the verbal behavior SCoRE to analyze language gains. Here we present an overview of the project along with the results of our grant activities.

Classroom management is vital for an educational setting and should be the first step when addressing behavioral concerns. One strategy to improve classroom management is the use of universal strategies (Johnson & Street, 2005), which can help to improve students’ behavior and foster a positive classroom environment. Even with the use of such strategies, disruptive behaviors may pose a barrier to ongoing fidelity. As such, it is critical for teachers to be trained on basic foundational procedures for managing behaviors as it can help prevent unwarranted and more intensive interventions in the future. The current study provided a training, adapted from Loman, Strickland-Cohen, Borgmeier, and Horner (2013), to early childhood special education classroom staff. Participants’ accuracy of identifying behavioral function and function-matched interventions were collected in via two means: 1) brief classroom scenarios using pre- and post-training written assessments, and 2) through in-vivo classroom observations before and after the training. These results will be shared along with participants’ social acceptability of the training. Considerations for maintenance and generalization of skills will be discussed.

This demonstration project illustrates the This demonstration project evaluated the effectiveness of SAFMEDS on the classwide acquisition and fluency of basic concepts in curriculum-based assessment/Precision Teaching course. SAFMEDS, an acronym for "Say All Fast a Minute Each Day Shuffle," was coined by Lindsley (1983) as a functional flashcard procedure for building large repertoires of sight words in a given content area. Second, this project illustrates the use of traditional Precision Teaching counting, recording, and charting approach that employs the Standard Celeration Chart in comparison to an computer-based charting technology developed by Chartlytics © that utilizes a similar semi-logmetric technique utilizing a Standard Behavior Chart. The perspective of this project was to implement SAFMEDS procedures as a means of teaching college level students to recognize important concepts related to instruction covered in a curriculum-based assessment/Precision Teaching course. Additionally, these SAFMEDS instructional procedures combined with Precision Teaching measurement approaches provide opportunity to model the importance of frequent and daily measurement of curriculum through the use of the SAFMEDS procedure with the class. The monitoring of this procedure, by the instructor on a class wide basis and by the students managing their daily data, was used to determine whether the SAFMEDS procedures was effective for improving the acquisition of key concepts imbedded with in the curriculum of the Precision Teaching and informal assessment course. Further, through the ongoing repeated practice procedures and formative evaluation procedures assure the pre-service teachers in this course practice essential skills necessary for successful implementation of appropriate and measurably effective instructional practices for future use in their respective classrooms and professional settings. This presentation also discusses some of the pros and cons of both the traditional use of the Precision Teaching Standard Celeration Chart as well as the use of the Chartlytics © electronically-based Standard Behavior Chart

We will be looking at ways to improve education decisions across students, classrooms, and teachers through analysis of the standard celeration chart. Over the past few months at JRC use of the standard celeration chart has increased across classrooms, teachers, and students. These increases have led to a wide range of decisions across the school on multiple levels. Standard Celeration charts utilized for the Morningside Math Fluency program have been reviewed for decision making by students, teachers, and coaches on a routine basis. We will be searching for ways to make chart analysis more efficient. Charts shared represent class wide interventions and individual interventions on daily charts. Also included is a monthly chart showing days charted across all teachers maintaining paper charts at JRC with the Morningside Math program. Charts shown demonstrate class wide interventions, individual student interventions, and teacher charting progress and decisions made through analysis of the charts. Listed descriptions of classroom interventions, individual interventions, and interventions utilized to increase teacher charting. Decisions reached from chart analysis include instructional/environmental changes, adjustments to rewards/performance criteria, and amount of teacher coaching received.

Parent training has been an effective tool to facilitate access to behavior analytic treatment, especially in countries under development (such as Brazil). Because of the lack of human and financial resources that are available for that purpose, semi-presencial tools (e.g. videomodeling and Interactive Computer Training) have been used to disseminate behavioral intervention to wider portions of the population. However, these tools have been used in the Brazilian context only to teach structured teaching procedures (e.g. discretre-trial instruction) and not naturalistic teaching procedures. Therefore, this study aimed to develop an online training module to teach how to implement the Natural Language Paradigm procedure and assess its effects on the performance accuracy of parents of children with autism. The procedure was conducted at Federal University of Pará, in Brazil, and in a parent association in Pernambuco, Brazil. 4 parent-child dyads participated in the study: Mario and Martin, Sarah and Andrew, Natalie and Daryl and Paula and Victor. A non-concurrent multiple baseline across participants was used. All the participants presented zero levels of responding at baseline. After the online module was presented, the participants’ accuracy increased at least in 64%, but without reaching procedural criteria (i.e. at least 90%). After a 30-minute online feedback session (i.e. Skype) was provided, performance accuracy reached 100% for Mario, 95% for Natalie, 91% for Paula and 96% for Sarah. High levels of accuracy (90% in average) were still found when the participant implemented the procedure in a home setting, as well as with different materials. Based on the current data, it might be promising to use Interactive Computer Training to teach parents of children with autism to implement naturalistic teaching procedures. Since there was not any presence-based workload in order to teach the procedures to the participants, it is possible – by using this tool - to help disseminate the behavior-analytic intervention to places where there’s a lack of professionals to provide continuous training opportunities, as well as reducing the costs needed to provide services with high integrity.

Psychological flexibility, which can be interpreted behaviorally as the ability to adjust responding in order to maximize reinforcement in the current environment, has been shown to correlate with a number of socially relevant behaviors among various populations, such as individuals with mental health needs, employees, parents, and others. The purpose of the present study was to examine the relationship of psychological flexibility, as measured by the Acceptance and Action Questionnaire-II, with other variables relevant to a population of undergraduate university students, including reported stress, as measured by the Perceived Stress Scale, and academic performance, as measured by average performance on weekly quiz scores. The results suggest that there was a statistically significant relationship between psychological flexibility and self-reported stress among participants (r=0.671, p=0.000), however a statistically significant relationship with either psychological flexibility or reported stress and academic performance was not found. These results suggest that, while students’ reported flexibility and stress may be related, while these self-reported measures may not be directly related to performance on academic tasks. The limitations of this study as well as suggestions for future research regarding psychological flexibility-based interventions for stress management and improved performance among university students will be discussed.

Prone restraint in the school setting has historically been a hotbed of controversy for multiple reasons. This case study examines the use of prone restraint in compliance with the requirements set forth by the Professional Crisis Management (PCM), specifically the Brief Assisted Required Relaxation (BARR) procedure on an eight year old male diagnosed with an emotional disturbance. This physical intervention was part of a comprehensive intervention package that included a continuous schedule of reinforcement, discontinuous work schedules, response cost, and high-magnitude social reinforcement. The intervention resulted in a rapid reduction of aggressive behavior toward staff and peers in a tightly controlled setting, which had a collateral effect of reduced need for prone restraint. The case study serves as evidence in favor of the inclusion of prone restraint in a behavior-analytic treatment package that can have a dramatic reduction in dangerous behavior and a corresponding increase in productive classroom behavior.

Previous research has demonstrated that university students experience high levels of demand in their degree programs, which often results in difficulty maintaining their academic performance and managing their distress. As well, research suggests that values- and acceptance-based interventions may be beneficial to support academic success of university students. The present study examined the effectiveness of a 6-week values clarification and committed action training program derived from acceptance and commitment therapy (ACT), which has been utilized in previous research with graduate students, to increase academic performance undergraduate students in a psychology program in a multiple baseline design across across groups and participants. The effect of the intervention was measured in terms of academic performance as indicated by participants’ performance on weekly classroom quizzes. Participants completed the training outside of class, however the intervention was designed to guide participants through values clarification and determining committed actions related specifically to their education. Results suggest that a values-based intervention may be beneficial for students in an undergraduate setting, and limitations and future directions for research will be discussed.

Only few studies have assessed effectiveness of mobile applications for promiting walking behavior. The purpose of this study was to compare the effectiveness of three commonly used applications(Cashwalk, Fitmoney, Walker). 48 college students were recruited and randomly assigned to 3 application groups and one Control group. After collecting the baseline data for one week, participants in 3 application groups used the assigned application for 66 days. Results for repeated-measures ANOVA showed no significant differences in step counts across four groups. Additionally, bootstrapping was used to compare the confidence intervals of the mean of step counts for each individuals before and after using an application. The results showed that 30.77% of Cashwalk group, 9.09% of Fitmoney group, 14.29% of Walker group and 10% of Contorl group showed significant increase of their step counts on post test. These findings showed that 3 applications are not effective for facilitating walking behavior, suggesting the effectiveness of applications are limited.

Regular exercise is proven to decrease a person's risk for disease and other physical health problems, as well as serious mental health issues including depression and anxiety. The United States Department of Health and Human Services suggests that adults get 150 minutes of moderate physical activity per week at minimum, and according to the Center for Disease Control only 23% of Americans are meeting this recommendation. While a commonly known barrier to regular exercise is a lack in self-management skills, poor body image as well as unclear values and focus may also limit an individual's willingness to engage in prolonged exercise. Self-management combined with reinforcement systems have proven to be successful in targeting healthy behaviors, including increasing physical activity. The research on the utility of mindfulness interventions (i.e., meditation) is growing, and shows that mindfulness training can increase executive attention across various tasks. There is little research to suggest whether proactive mindfulness interventions impact the duration of an individual's exercise. In this study, a multiple treatment reversal design is used to determine whether a supplemental pre-exercise mindfulness component to a self-management exercise program impacts the duration of exercise compared to self-management alone.

I am a Board Certified Behavior Analyst (BCBA) that focuses on providing behavior analytic services to first responders, couples, parents, animal owners, those who may need assistance with health and fitness, businesses...basically anyone! This is NOT talk therapy or psychotherapy. It’s a simple plan, with measurable goals and accountability. I teach the use of self management strategies (F-01) to meet an overall goal of identifying and making environmental changes (G-08) to best support you and your needs. During the initial assessment and interview, I will make recommendations regarding behaviors that must be established, maintained, increased or decreased (I-06) to reach your overall goal(s). ? Additionally, we program for maintenance (J-12) so learned behaviors are maintained. Our intervention strategies are based on client preferences (J-04), clients current repertoire (J-05), supporting environments (J-06) and best scientific evidence. I have always supported individuals with some sort of diagnosis and ALWAYS BELIEVED behavior modification could benefit ANYONE, not just those with a medical diagnosis! I have written hundreds of effective behavior modification/support plans and am passionate about working with people and teaching them the tools needed to realize their full potential. I do this by creating a step by step plan to help people, JUST LIKE YOU, reach their dreams...and it is what I DO BEST!

A Therapeutic Workplace is a contingency based intervention designed to help individuals with drug addictions by providing them with the necessary skills to obtain an office job. Contingent on completing their work, Therapeutic Workplaces provide participants with vouchers that can later be exchanged for services and goods. This study would examine the extent to which a Therapeutic Workplace will affect the sustainability of abstinence for young adults with an addiction to opiates. Participants will be randomly assigned to Therapeutic Workplace (n=4) or Methadone Maintenance Treatment control group (n=4). This study will also compare base pay to productivity pay. In the productivity pay condition, participants will earn $12.00 per hour for attending the workplace and providing an opiate-free urine sample; they can also earn up to a $2.00 bonus based on performance. In the base-pay condition, participants will be paid $14.00 per hour for attending the workplace and providing an opiate-free drug sample. It is hypothesized that participants in the Therapeutic Workplace condition will achieve longer durations of abstinence than participants in the Methadone Maintenance Treatment condition. It is also hypothesized that participants will prefer the base pay condition over the productivity pay condition.

Childhood obesity is a serious public health challenge (WHO, 2018). One of the factors that contribute to this problem is inadequate nutrition. In a previous study we showed that stating rules for food intake may decrease the amount of unhealthy food ingested by children (Donadeli & de Rose, 2018). The present work investigated how to maintain over time a low amount of unhealthy food ingested by children. Seven children participated. In each session, nine pieces of healthy and unhealthy foods were displayed. Children were given a rule stating that they could eat how many pieces of healthy food they wanted and only one piece of unhealthy food. Differential consequences were contingent on following or not following the rule. Consequences were presented initially in a continuous reinforcement schedule (CRF). Subsequently, they were presented in variable ratio schedule (VR3) and then they were withdrawn. The rule was effective for reducing unhealthy food intake for all children when it was present in both CRF and VR3. After withdrawal of consequences, reduced ingestion of unhealthy foods was maintained for five children. Results indicate that rules and differential consequences may reduce intake of unhealthy food and reduction may persist after gradual withdrawal of differential consequences.

Dog bites are a major health and welfare issue for both children and dogs. The child’s behavior around the dog can be a key precursor to a bite. Little research has assessed the effectiveness of educational interventions teaching children safe behaviors around dogs. Whether safe behavior generalizes from the training setting to the application setting depends on a match between the training and application contexts (Miltenberger, 2015). This match has been absent from much dog-safety training (Shen et al., 2017). The current project examines which of a series of training experiences result in children behaving safely around live dogs. Three children 4 years of age progressed through a series of TAGteach training sessions, alternating with assessment sessions including novel, live therapy dogs. The initial training sessions were in a classroom, and subsequent sessions were successively more like the everyday situation of meeting a leashed dog outdoors. Training to proficiency in the classroom setting did not result in children behaving safely in the everyday context. These results agree with previous behavioral research on safety skills training and suggest that educational interventions aimed at modifying children’s behavior around dogs should take place in the most naturalistic setting possible.

In 2016, there were approximately 2.9 million injuries and 5,190 workplace fatalities in the U.S. private sector (Bureau of Labor Statistics, 2017). The business use of data analytics is growing (Davenport, Harris, & Morison, 2010) and is beginning to be applied to injury prevention (Wagner, 2014) for the detection of behavioral precursors associated with injuries and other safety outcomes. Data analytics in conjunction with behavioral safety observations (Cooper, 2006) and other data sources are used in this study to create a descriptive model to guide the behavior analyst in pinpointing, informed intervention design, and program evaluation through this multiyear study. This study identifies behavioral covariates of leading and lagging safety variables within databases from four divisions of a Fortune 500 chemical manufacturer, each with different manifestations of behavioral safety. Results relating specific at-risk behavioral trends with behaviors associated with safety management system participation and operational tasks (e.g., overtime work) as they relate to meaningful safety outcome (e.g., injury) data will be presented.

The Journal of Organizational Behavior Management (JOBM) is the flagship journal for the growing field of Organizational Behavior Management (OBM). A number of researchers have contributed to the knowledge base in the field across the past forty years. The purpose of the current article was to identify the most prolific authors in JOBM. Articles that were either editorials or book reviews were excluded from the study. A total of 638 peer-reviewed studies published in JOBM were coded. The top 10 most prolific authors in JOBM were identified by decade and overall. The top 10 institutions were identified across all years. Additionally, representation by women was evaluated over time.

This study examined the effect of BBS coaching program on workers’ safety behaviors in three sawmilling site. One or two managers and about twelve workers at each site participated in this study. BBS coaching for manager consisted of safety leadership education, safety observation and feedback on workers’ safety behavior, low-cost reward for safety observation. Dependent variables were the percentage of workers’ safe behaviors. Critical behavior checklist developed for measuring safety behaviors trough Sulzer-Azaroff and Fellner (1984)’s process. A nonconcurrent AB multiple baseline design across settings was adopted. After baseline (A), BBS coaching program (B) was introduced to each site. The results showed that BBS coaching was effective to increase workers’ safety behaviors. These results suggest that BBS coaching would be an alternative treatment technique to improve safety management of small sawmilling site.

This study compared the effects of accurate (i.e., contingent) and inaccurate (i.e., non-contingent) feedback on work performance under two different work conditions. One hundred twenty participants were randomly assigned to the four experimental conditions and asked to perform a simulated work task. Under one work condition, participants could clearly see the outcome of their performance (i.e., conspicuous condition). Under the other condition, they could not clearly see the outcome of their performance (i.e., inconspicuous condition). The results indicated that accurate feedback was more effective than inaccurate feedback under the conspicuous condition, but the two types of feedback produced comparable effects under the inconspicuous condition.

Statistical analyses for single-case studies have been proposed for common reversal, multiple-baseline, and changing criterion designs (e.g., Collini and Huitema, 2018; Huitema, 2011, 2018). It is not unusual, however, to encounter embellished versions of the most common designs as well as less frequently applied designs; existing analyses do not apply to these designs. The motivation for the embellishments is usually to increase the internal validity of the experiment. The changing criterion design, for example, can be easily modified to strengthen the evidence for an intervention effect by incorporating one or more reversal phases. This is a good idea if the study is not likely to be harmed by introducing a temporary change of conditions to those that had been in place during an earlier phase of the study. The method proposed in this presentation applies to changing criterion designs that include at least one reversal phase. The statistical analysis provides (1) overall measures of behavior change related to criterion changes, (2) individual measures of change associated with each phase change, and (3) measures of the effect of the reversal conditions. Statistical inference (i.e., hypothesis tests and confidence intervals) are described for each of these three types of descriptive measure.

Behavior analysts working in the field of behavioral gerontology have massive potential to positively impact the lives of older adults in a number of domains. Despite this, behavioral interventions in aging are largely under-researched. The aim of this study was to expand the field of behavioral gerontology by developing a Relational Frame Theory (RFT) based intervention to target improved cognition and subjective outcomes for people with dementia. This pilot study incorporated a multi-component, pre-post intervention design. Three participants with dementia completed baseline and follow-up measures of cognitive flexibility (Ghent Odysseus Implicit Relational Assessment Procedure), cognitive function (Montreal Cognitive Assessment, Stroop Task, Controlled Oral Word Association Task), and subjective cognition (Cognitive Ability and Satisfaction Scales, Cognitive Failures Questionnaire, Memory Functioning Scale), as well as interviews. The intervention consisted of a 4-8 week RFT- based computerized intervention. The results demonstrated pre-post intervention improvements for all participants on cognitive and subjective outcomes. Qualitative data provided further support for the quantitative results and suggested that the intervention was socially acceptable. Recommendations for future research are included.

Nowadays meta-analysis is the most used statistical method to synthesize the intervention outcome. It helps us to decide which intervention has shown more effectiveness for a specific diagnostic label. The traditional meta-analytical syntheses based on the comparison between groups are not sensitive to the learning processes that underlie intervention effectiveness, nor the functional relationship between behavioral problems and environmental variables. Heterogeneity between groups is assumed without a behavioral functional analysis. To overcome these important limitations since the 90s, single case design meta-analysis has been developed. The purpose of this theoretical poster is to analyze the single case design meta-analysis uses in applied behavior analysis. It could be used for analyzing the methodological quality of intervention designs, for procedure development and improvement, and to create comprehensive syntheses of the outcomes of behavioral interventions, which could help us to influence the health policies decision making.

Aversive control is an umbrella term for behavioral contingencies influenced by the removal or avoidance of aversive stimuli. When individuals are engaging in behavior that is under aversive control, the behavior becomes relatively insensitive to changes in the environment outside of trying to escape or avoid the aversive stimulation. Teaching individuals to increase behavioral and psychological flexibility around potentially aversive stimuli is a goal of a therapeutic perspective called Acceptance and Commitment Therapy (ACT). ACT therapists and trainers use values to motivate their clients to engage in meaningful behaviors despite ever-changing, and often aversive, contexts. The aim of this study was to examine the relationship between participants’ psychological flexibility and fear of contamination at the time of the experiment and its relationship to approaching objects presented as contaminated (i.e. aversive). Participants were 200 undergraduate college students. Contrary to what was hypothesized, contamination fear was a significantly better predictor of approach behavior related to aversive objects than psychological flexibility, which was not significantly correlated with approach behavior. Theories about these findings will be presented and open for discussion.

Acceptance and Commitment Therapy (ACT) increases psychological flexibility by modifying one’s relationship with internal states to overcome challenges. Committed actions (CAs) are a key component of the ACT process, yet are rarely directly measured (e.g., self-monitoring). Indirect measures of mental and physical health outcomes (e.g., stress scales) are most often reported. This review examined the ACT literature that directly measured CAs in relation to changes in health outcomes. The terms “committed actions” and “Acceptance and Commitment Therapy” were entered in GoogleScholar and PsycINFO databases. Peer reviewed, experimental or quasi-experimental evaluations of ACT as the independent variable with CA outcomes were included. Case studies, those that focused on other ACT processes, and non-English articles were excluded. Of the articles that met the criteria (n = 5), four included indirect measures of beliefs about performing actions to overcome challenges and only one article directly measured overt behaviors. Two articles measured social validity, and one assessed maintenance post-ACT. Results suggest a lack of direct measurement of CAs in the ACT literature which may be directly related to changes in health outcomes. Future research should attempt to better understand how participants’ actions contribute to increased quality of life after ACT.

The purpose of this presentation is to present findings on the effectiveness of a visually-based breathing app on the reduction of anxiety and/or stress-related behaviors among three adolescents with social (pragmatic) communication disorders using wearable biomarker technology and behavioral observation measures. Two males and one female enrolled in a private therapeutic day school serving adolescents with social and emotional disabilities participated in this study. They were between the ages of 14 and 17 years old and came from diverse cultural backgrounds. Each participant engaged in a visually-based breathing activity either with tense notifications/alerts (condition 1) or without tense notifications/alerts (condition 2) prior to attending an academic class session. Data were collected on observable anxiety-related behaviors and breathing patterns as measured by a Spire Stone device across baseline and experimental conditions and were evaluated using an alternating treatments design. Although results were not significant, the visually-based breathing activity with no alerts/notifications seemed to be the most effective condition for increasing calm breathing patterns and reducing tense breathing patterns; however, more research is needed and implications for future research will be discussed.

This poster presentation will show results from a survey examining behavior analysts’ attitudes toward and perceptions of licensure versus certification in the field of Applied Behavior Analysis (ABA). Participants (N = 368) were Board Certified Behavior Analysts-Doctoral (13%), Board Certified Behavior Analysts (83%), and Board Certified Assistant Behavior Analysts (4%). Participants were recruited through state ABA associations within the United States through membership email listserves. Results from the survey demonstrated that the majority of participants believed that licensure would help protect clients from incompetent behavior analysts and that it would benefit the field of ABA by gaining power and prestige. Majority of participants also believed that holding a Behavior Analyst Certification Board (BACB) credential should be enough requirements for state licensure and additional state requirements should not be imposed. Furthermore, participants believed that there should be reciprocity between states with licensure. Participants also identified drawbacks of licensure including an additional financial burden to behavior analysts due to fees, further paperwork, and further training requirements in some states beyond BACB credential. Additional results will be presented and future directions of considerations in licensure of behavior analysts will be discussed.

I studied the effects of a repeated probe procedure using match-to-sample on the acquisition of Bi-directional Naming (BiN) in 4 female and 1 male pre-kindergarten students. All participants were typically developing. One student received free lunch through the district. Two students were English language learners. Throughout the experiment, we used a novel set for each probe and intervention phase. The stimuli were cartoon characters that the student were not previously exposed to or knew the names of according to pre-intervention tests. We used a multiple probe design across 2 groups. Following the pre-intervention probe, 3 students in the first experimental group entered the intervention. The criterion for intervention was 90% correct response across point-to, tact, and intraverbal tact responses. We conducted a post-intervention probe when the student met intervention criterion. The criterion for the presence of BiN was 80% accuracy across aforementioned 3 topographies. Among 5 participants, 4 students acquired BiN through the repeated probe procedure using match-to-sample. One student did not acquire BiN through the intervention; therefore, entered an intervention with a delayed phonemic response training. Following 2 intervention phases with the delayed phonemic response training, the student acquired BiN.

Paediatrics Child Health (2003) encourages pacifier use for infants up to 12 months of age. Mauch et al. (2012) reported that 79% of first-time mothers followed these recommendations and introduced a pacifier to their first-born infants. Cited advantages of pacifier use include the documented decrease in risk for sudden infant death syndrome (SIDS), the decreased risks of future tooth development issues when compared with thumb sucking, as well as the ability to satisfy an infant’s instinct to suckle (Paediatrics Child Health, 2003). Disadvantages of pacifier use include the decreased breastfeeding, impact on teeth development, and delayed language development, (Sexton & Natale, 2009). Average mouthing behavior frequency, type, and duration is an under-researched area of importance for children under 5 years of age (Tulve et al., 2002). A single research study by Tulve et al. (2002) found that children mouth at similar durations regardless of gender. Research studies cite both advantages and disadvantages to mouthing behavior. Many of the advantages include environment exploration (“Early Milestones”, 2011), while many disadvantages relate to exposure to toxins (Tulve et al., 2002). This study seeks to begin understanding the relationship between mouthing behavior and pacifier use. Initial findings suggest a positive correlation between pacifier use and mouthing occurrence.

The development of prosocial skills is considered pivotal to childhood development. Therefore, it is important to identify the most effective procedures to teach these skills. The friendship unit of the preschool life skills program (Hanley, Heal, Tiger, & Ingvarsson, 2007) addressed four early, prosocial skills that serve as a starting point for facilitating socially desirable behaviors. Given the inconsistent acquisition outcomes with neurotypical children when the prosocial skills were taught classwide, we sought to (a) extend features of the prosocial skills taught in the friendship unit and (b) systematically evaluate procedures necessary to teach all the skills in a one-to-one format. We taught children, three to five years old, with and without disabilities to say “thank you,” acknowledge and compliment others, offer toys, and empathize with distress and joy. We taught the skills using behavioral skills training during unstructured play in which the children engaged with highly preferred toys. That is, children had to momentarily stop playing to engage in a prosocial skill. Through a multiple-probe design, we evaluated the child’s performance with adults and tested the generality of the training with similar-aged peers. We discuss the necessity of supplemental reinforcement and the generality of the outcomes.

Acceptance commitment therapy (ACT) is a treatment strategy used to address private events (thoughts and emotions) and it has been demonstrated to be effective in reducing problematic behaviors. Applied Behavior Analysis (ABA) intervention developed from behavioral principles have long been empirically supported to bring on socially significant change which are measurable and observable. The combination of the two strategies may be effective in reducing problematic behavior for individuals addressing both emotional instability and behavioral change. The current study employed the use of ACT and ABA principles in designing and implementing a comprehensive behavioral intervention package for a 10-yrs old participant in reducing aggressive behaviors in a school setting. Results showed the implementation of the ACT model in combination with behavioral based strategy significantly reduced aggression towards others, property destruction, and negative comments for the participant. The long term effects of this combined model will require further research on this topic.

Conduct disorders in childhood and adolescence become one of the most frequent reasons in the consultation and psychological, neurological and psychiatric assistance. Investigations have been developed that show that behavioral problems in early childhood increase the probability of presenting antisocial problems in adulthood, unlike when it begins in adolescence. Disruptive behavior has been of great interest to health professionals due to the problems found in the family, school and community and the fact that it is a strong predictor of delinquency, crime and substance use in adolescence and adulthood. In an attempt to understand the beginning of behavioral problems in childhood and its relationship with disruptive behavior in adolescence and antisocial conduct in adulthood, studies have been conducted that integrate the literature that analyzes the report of parents and teachers of children behavior and adolescents with the aim of generating trajectories of disruptive behavior that predict antisocial behavior. Through the analysis of these trajectories, it has been observed that disruptive behavior increased, not only, in the intensity and frequency, but also, the topography and the mechanisms involved in its maintenance and generalization. The effectiveness of psychosocial interventions for children with behavioral problems seems to decrease as the age of the children increases, so the objective of this paper is to analyze the evidence regarding the trajectories of behavior and the mechanisms involved in its occurrence and maintenance.

Skinner (1953) argued that self-knowledge is acquired socially, and when individuals have enough self-knowledge they are better able to predict and control their own behavior. This study examined the effect of self-knowledge on self-control. Three issues were addressed: First, to determine whether video game (Sudoku) performance improves as a function of feedback on performance adequacy. Second, to examine the extent to which self-knowledge is able to be modified by its consequences. Third, to determine the relation between an increase in self-knowledge and self-control. Trials consisted of participants engaging in the game after which they answered questions about their performance. In condition A, which served as a baseline, participants were able to select a reinforcer without regard to their performance. In condition B, participants were allowed to select a reinforcer on the basis of their self-evaluation of their performance. In condition C, the reinforcer was determined by the experimenter’s evaluation of their performance. In condition D, the reinforcer was determined by the correspondence between the participant’s self-evaluation and the experimenter’s evaluation of the participant’s performance. Preliminary results suggest self-control as demonstrated by selecting a reinforcer commensurate with performance improves as knowledge of performance adequacy increases.

Mands, under the control of motivating operations, are commonly taught using function-based interventions to replace maladaptive behaviors exhibited by children with Autism Spectrum Disorder (ASD; Carr & Durand, 1985, Michael, 1988). This study sought to evaluate the effects of manipulating motivating operations during mand training in order to decrease grabbing behavior in 3 male participants diagnosed with ASD and between the ages of 7 and 11. The first phase of this study consisted of an abolishing operations (AO) phase, where participants were given free access to preferred items. The second phase of the study consisted of an establishing operations (EO) phase, where preferred items were placed in a clear box that was visible but out of reach. Through visual inspection, the preliminary data of this study demonstrated that the AO phase evoked high levels of problem behavior and low levels of manding while the EO phase evoked low to zero levels of problem behavior and high levels of independent mands. The implications of this study demonstrate the importance of motivating operations during mand training and may be of use to practitioners during mand training.

Language acquisition in South American countries is based on the traditional theorists such as Chomsky, Piaget, or Brunner in which its development is taken as being innate, a biological process, and that it is controlled by internal cognitive mechanisms. Little is known on evidence based treatment and verbal behavior to improve language acquisition. For this reason we trained and evaluated the effects of staff training on increasing mand repertoires on children with Autism in Ecuador based on the principles of verbal behavior and applied behavior analysis. The evaluations and trainings included instructions, feedback, modeling, rehearsal and video modeling to conduct and training. The training must result in an increase in mand repertoire on 3 non-verbal children with autism ages two to four. As a result staff training on manding will help generalized staff skills to other patients.

Mands are the first type of language acquired by children (Bijou & Baer, 1965). However, children with developmental disabilities and language delays may not acquire mands through exposure to language in the natural environment and may need early intervention to acquire this skill. The purpose of the current study was to evaluate a procedure for teaching mands to one 5-year-old child with autism. The participant was non-vocal and mand training was conducted using a speech generating device (SGD; a selection-based response). Mand training included the following components: (a) strategically altering the environment to create communication opportunities, (b) providing least-to-most prompting for the three-step selection-based communicative exchange (searching for and selecting the correct icon on the SGD, pressing the sentence strip, and making eye contact with the communication partner), and (c) differential reinforcement. During baseline and intervention sessions, data were recorded on the percent of correct and independent mands for preferred items, and eye contact. Mand training was conducted in the home setting, and generalisation was assessed in the school setting. Results showed that the participant rapidly acquired mands but required additional prompting to make eye contact. These findings add to the existing body of research (e.g., Adkins & Axelrod, 2001) showing that children with developmental disabilities and language delays can learn to mand using a selection-based response, and that selection-based responses can be taught using an SGD.

A nineteen year old male diagnosed with Autism Spectrum Disorder (ASD) engages in self-stimulatory behavior on his augmentative and alternative communication (AAC) device. This behavior resulted in increased response time when communicating with staff and peers and, interfered with his ability to communicate effectively. The purpose of the study was to determine what effect utilizing a self-monitoring checklist plus reinforcement would have on decreasing response time when using an AAC device. A self-monitoring checklist and reinforcement was used to decrease the duration of the student’s response time when responding to intraverbal questions during different areas of instruction. A multiple baseline design across three different academic areas was implemented throughout the school day. During intervention when the student met criteria in one phase, the schedule of reinforcement was thinned. Results demonstrated that the student’s average response time decreased in each condition due to implementation of the self-monitoring checklist combined with reinforcement. Future studies will measure if this skill will generalize outside in the community, in natural conversation, and in other academic areas.

Many children diagnosed with a disability have a language deficit and require interventions to improve their language skills (Sundberg and Partington, 1998). Communication skills are imperative to be effective because one must understand what is said while also express themselves with words or gestures (Morreale, Valenzano, & Bauer, 2017). Tacting or labeling is a first language skill learned and often used in many programs for individuals with developmental disabilities (Marchese, Carr, Leblanc, Rosati, & Conroy, 2012). The purpose was to evaluate the effects of tact training on the acquisition of nonvocal tacting by two two-year-old male students with a disability and vocal tacting by one two-year-old male student with developmental delays in an early intervention classroom. Each participant was assessed using event recording within a multiple baseline design across tacting groups. During both procedures, the target tact flashcards were paired or mixed with mastered ones. Verbal Behavior tact training consisted of fading prompts and model, lead, test to either touch the specified flashcard (nonvocal) or say the name of the shown flashcard (vocal). Every participant achieved mastery across all three groups. Using the appropriate communication mode, appropriate words, and tailored Verbal Behavior intervention were all components to this study’s success.

Perspective taking involves commenting on a situation from someone else’s point of view. Correct use of pronouns, especially “you” and “I”, is essential to perspective taking. Fluency-based instruction was implemented to teach two children with Autism Spectrum Disorder (ASD), ages 5 and 6, to use pronouns fluently and generatively within their environment. Both participants demonstrated inappropriate pronoun usage throughout their day prior to instruction. For the first participant, discrete trial training and differential reinforcement in the natural environment failed to result in correct pronoun usage in the natural environment. Fluency-based instruction is typically used to build the frequency of a particular behavior, resulting in retention, endurance, stability, and application. Following fluency-based instruction, both participants demonstrated improvement in correct pronoun usage during practice sessions. In addition, the frequency of correct pronouns emitted by both participants outside of the practice sessions increased. For one participant, erroneous pronoun usage was reduced to zero instances per day. Generalized pronoun usage and perspective taking emerged for both participants across a variety of environmental conditions. These data lend support to the view that generalization and maintenance of pronoun usage and perspective taking can be enhanced through the use fluency-based instruction, and that commonly reported deficits related to ASD can be remediated via effective, science-based, instructional techniques. Data presented on Standard Celeration Charts, video of outcomes, and future directions will be discussed.

Self-control is important because it minimizes a person’s contact with the consequences of impulsive choices. This study examined the extent to which impulsive choices were able to be controlled by rules which varied in completeness and correspondence with prevailing contingencies. 15 undergraduate students participated in the study. In this experiment, participants engaged in a choice task that appeared on a computer screen for approximately 30 minutes in duration. During these periods, a rule specifying the way to increase the amount of money earned by performance appeared on the screen. Participants were randomly assigned to one of four experimental conditions differing on the degree of rule completeness: high completeness, medium completeness, low completeness, and no rule. We examined the relative effectiveness of different levels of rule completeness on self-control responses and the extent to which this control sustained self-control in the face of competing contingencies of reinforcement. Preliminary results demonstrated differential influence of rule completeness on self-controlled choice.

This pilot study sought to determine whether short term, low dose ABA therapy (2 hours per week for 3 months) would improve overall Developmental Index scores and functioning across 7 developmental domains: Cognitive, Adaptive Skills, Socio-Emotional, Receptive Language, Expressive Language, Fine Motor, and Gross Motor. The assessment measure used was the Developmental Assessment of Young Children, 2nd Edition (DAYC-2). Participants were five children with Down Syndrome, ages 9 months to 3 years old. Results demonstrate improved functioning for all children, with some attaining an average Developmental Quotient after 3 months. Results suggest greater improvements for older children (ages 2-3) than for younger infants. Implications for future research in both Down Syndrome and efficacy of ABA therapy for infants and toddlers are discussed.

We tested the effects of GMI (Gross Motor Imitation) intervention on the improvement of accuracy and fluency for untaught imitations. Two 5 year-old males participated in this study, who were diagnosed with an intellectual disability. The independent variable of this study was the completion of GMI in which the participants were taught four sets (i.e., Raise arms, Put hands on the head, etc.). An intervention session was presented in the fashion of Lear Unit presentations: (a) present teacher’s behavior modeling (antecedent), (b) perform gross motor imitation of participant, and (c) teacher’s consequences (e.g., reinforcement and correction procedures) on participant’s responses. The intervention sessions were run two or three times a week for approximately 45 min for approximately three months. The intervention session continues until four sets are complete. The dependent variables were the percentage of correct responses to (a) the probe imitation trials which were conducted in the middle of the intervention phase, and (b) fluency tests which were conducted prior to and after the completion of the GMI intervention. A multiple probe design across participants was employed to identify a functional relationship between the dependent and independent variables. Results demonstrated that the GMI intervention was effective to improve accuracy and fluency for generalized motor imitations.

Deficits in functional play skills can result in long-term social skill impediments for children with developmental delays. This poster describes a multiple probe across participants design study that evaluated the effects of structured teaching on the play skills of preschool-aged children with developmental delays (n = 6) in a school setting. During baseline, participants received adult-mediated play time. Structured teaching consisted of displaying all tasks for the session and items needed for each task, asking the child to work left to right, and setting up the environment to minimize distractions. Five of the six participants displayed a clear increase in their functional play skills following the intervention. However, gains for all students markedly reversed following the withdrawal of the intervention during maintenance. One child displayed no significant change in his functional play skills after receiving the structured teaching intervention. Teacher prompting did not change considerably between baseline and intervention. Social validity measures indicated that parents recognized a noticeable increase in functional play skills at home and all three interventionists stated they were pleased with the program outcomes for each student. Discussion addresses the need for supports designed to address maintenance and generalization of gains obtained through intervention.

Dementia often leads to behavioral changes such as deficits in communication and social interaction. These deficits may lead to withdrawing from social activities. Application of behavioral gerontology can lead to socially significant behavior change, and one effective strategy involves environmental rearrangements (Davies & Snaith, 1980; Burgio & Burgio, 1986; Skinner & Vaughan, 1997). In the present study, researchers placed an individualized textual prompt on the dinner table of four women at an assisted living facility. Textual prompts included large-print font messages with the topic questions about the participants’ interests, memories or favorite activities. Increases were observed in conversation duration as well as initiations, suggesting that antecedent interventions can improve social interactions for individuals with dementia. Future directions for this research include systematic replication with individuals with and without dementia in independent or assisted living, spouse dyads, men’s group, or other arrangements to improve social opportunities. Results maintained during a six-month probe following the intervention.

Mutations affecting the MECP2 gene are responsible for a wide variety of neuro-developmental disorders, most notably Rett Syndrome and other forms of cognitive and motor impairment. Specifically, the MECP2 gene is plays a vital role in the normal functioning of the nervous system. Individuals impacted by this type of genetic disorder typically acquire new skills slowly and often experience challenges maintaining previously-learned skills. The present study investigated the use of various stimulus and response shaping procedures to teach functional skills to a 3-year-old girl with a MECP2 deletion disorder. The strategies that produced the most lasting behavior change involved errorless instruction and systematic increases in response requirement.

The present research aimed to investigate the effects of different delays on identity and arbitrary matching-to-sample (MTS) tasks in participants with intellectual disabilities and typical development. The participants were four individuals with intellectual disabilities and eight with typical development, aged between eleven and fourteen, who attended in a mainstream school. The experimental conditions were composed by teaching identity matching and delay tests (0, 2, 4, 6, 8 seconds) and teaching arbitrary matching and delay tests (0, 2, 4, 6, 8 seconds). After the establishment of relations with continuous reinforcement, the reduction of the consequences was programmed (50% and 0%). After reaching the criteria, the delay tests were conducted. Twelve participants presented accurate performances in the identity MTS tasks and learned the arbitrary MTS tasks, however, three participants with intellectual disabilities needed more sessions to reach the criteria and two of the three participants required additional procedures to learn arbitrary relations. In the delay test, the results showed that the number of incorrect responses increased with the increasing delay duration, mainly for the participants with intellectual disability and on arbitrary MTS tasks. The results suggested that conditional discrimination procedures and different delays can be used to study remembering behavior.

Applied Behavior Analysis is the application of behavioral science in real –word settings such as school, home, and community and focuses on addressing socially significant issues. Lane and colleagues (2016) described social validity as a keystone variable in ABA (Common & Lane, 2017). Most current researcher on social validity follow the lead of Kazdin (1977) and Wolf (1978) and suggest 3 components of social validity: social significance of the goals; social appropriateness of the procedures; and social importance of the effects. Despite the importance of social validity, the majority of research on ABA treatments for challenging behavior takes place in clinic settings with well-trained therapists and social validity is often not assessed. This study assessed the outcomes from an outpatient behavioral treatment program that was designed to incorporate the above mentioned components related to social validity. The program aimed for ten 2-hour weekly appointments with a BCBA, with optional extensions if goals were not met. Several aspects were included to promote social validity including developing treatment goals with the primary caregivers, training caregivers on treatment implementation from the start of the program, monitoring the caregiver’s treatment fidelity through direct observation and weekly home practice assignment. We evaluated treatment outcomes by looking at the percentage of caregiver selected goals that were met and outcomes on indirect assessments (e.g., Behavior Problems Inventory). We also explain the procedural aspects of considering social validity in the development of the treatment program.

Noncontingent Attention has shown to be an effective and easy to implement treatment to reduce problematic behaviors maintained by access to attention from others (Hagopian, Fisher, and Legacy, 1994). In order to produce these behavior reductions, treatment integrity of the intervention must be high across settings and people. In fact, low levels of treatment integrity can undermine potentially positive intervention outcomes (Fallon et al. 2016). While there is evidence of numerous behavioral strategies that lead to higher treatment integrity, there is limited research on their use during parent training with non-native English-speaking parents. The use of visual supports in the applied setting of Parent Training is discussed, including implications of these findings, and areas for future research. This study included one 11-year old girl diagnosed with Down Syndrome and Intellectual Disability who engaged in aggression maintained by access to attention. Her father was semi-fluent in English while her mother’s English was more limited. While parent participation and implementation of treatment was high, treatment integrity remained low after repeated parent training sessions, therefore, visual supports were added. Results indicate that parent treatment integrity increased following the addition of the video modeling and further resulted in a reduction of client aggressive behavior.

The purpose of this study was to evaluate Successful Life Project’s service model and its effectiveness. Our team was charged to provide more efficient consultation services to a captured population. The team created a consultation model and associated tools where none existed before. Through a behavior analytic approach, Successful Life Project provides person-centered positive behavior support consultation to people with developmental disabilities, mental illness, and complex health needs. The team utilized existing statewide data reporting methods to evaluate the impact of changes to the consultation model and documented changes to the consultation model over time. Consultation model changes included development of outcome measures for quality of life indicators, different and targeted levels of consultation based on intensity of need, provider-level trainings, and streamlined assessment tools. The results of these efforts suggest services are faster and more targeted, more people have received services, and that there have been ongoing treatment effects of these services for the people receiving consultation.

The term social validity was developed from anecdotal reports of concerns about the social meaningfulness of interventions in ABA-based research (Wolf, 1978). In the ABA field, conducting research that is “socially important” is the primary purpose (JABA, 2016). Since 2005, measuring social validity became one of the quality indicators in single-case research (Horner et al.). However, according to the reviews of the literature, in single-case research, there are several limitations of measuring social validity (Snodgrass, Chung, Meadan, & Halle, 2018). One way to overcome the limitations of social validity assessment is to apply a mixed-methods. With multiple data sources from various methods will capture a different dimension of the social validity in a certain intervention. We conduct a mixed methods study to assess the social validity of the intervention we previously delivered to three parents who have children with disabilities and challenging behavior. The purpose of the intervention was to evaluate the effectiveness of a parent training and coaching program, delivered via telehealth, for implementing functional communication training (FCT) with their children. We used single-case design to demonstrate the intervention effectiveness by observing parents’ and children’ behaviors change. The intervention demonstrated a functional relation between parent training and coaching program and parents’ fidelity of behavioral strategy. Also, the intervention showed decreases in children’s challenging behaviors. To assess whether the intervention was necessary, acceptable, and effective to the participated family members, we conduct pre- and post-intervention questionnaire and interviews with parent implementers and other family members. In addition to that, we survey blind parent and professional raters to evaluate the acceptability of the intervention procedures and effectiveness of intervention outcome. By mixing all those data, we evaluate whether the intervention was socially valid to the participants and related stakeholders. Data collection and analysis are currently in progress, and the findings, limitations, and implications will be discussed.

Challenging behaviors are a significant concern in the homes, and research has demonstrated that without timely and effective intervention, challenging behaviors in children with disabilities can continue to worsen. Parents need support to enhance their capacity to prevent and reduce their child’s challenging behaviors; however, most families do not have access to home-based supports for challenging behaviors. We developed a Family Behavior Support mobile software application (FBSApp) for use by parents with young children with disabilities and challenging behaviors. The FBSApp uses positive behavior support framework to guide parents in using functional assessment based interventions to address their child’s behaviors. In this poster, we will share features of the app and present the randomized controlled trial findings of our study with children ages 6 and younger with disabilities and challenging behaviors. Sixty parent-child dyad participants are randomized to receive the FBSApp or webinar training. We hypothesize that parents will implement more function-based behavior support strategies which leads to significant reduction of child challenging behaviors and increased replacement skills when compared to the webinar training control group. The findings will support the utility of the FBSApp in supporting parents in reducing young children’s challenging behaviors in the home setting.

Previous research shown that lag schedules of reinforcement can increase mand variability and decrease problem behavior. These previous studies have compared variability of responding using distinct responses in each component of the comparison (lag 0 and lag X). In the current study, a young child with ASD was taught three vocal requests for preferred items. Following mastery of those requests, their use was reinforced on either a lag 0 or lag 1 schedule, in an alternating treatments design. Results were evaluated with respect to rate and variability of communication exhibited in each treatment component. Results demonstrated that the participant exhibited similar higher rates of requests, and greater variability of requests, in the lag 1 condition, relative to the lag 0 condition. Results are discussed relative to the existing literature related to the effects of lag schedules on communication training, the implications for including the same responses across lag schedules, and the potential of exposures to lag X schedules to bring about variability.

Chained schedules are frequently used during treatment of escape-maintained destructive behavior. The discriminative stimuli used to signal each component are often visual, such as colored smocks, cards, or lighting covers (Saini, Miller, & Fisher, 2016; Greer et al., 2016). As most of the discriminative stimuli used in the literature require visual abilities, the applicability of these procedures to individuals with visual impairments is limited. The current study used tactile stimuli, in the form of hard and soft Velcro, as discriminative stimuli to signal the components of a chained schedule for two individuals with visual impairments and autism spectrum disorder who engaged in escape-maintained destructive behavior. For both participants, the chained schedule resulted in greater than 80% reductions in destructive behavior from baseline. These results provide one example of the successful use of tactile discriminative stimuli within a chained schedule to reduce the occurrence of destructive behavior in individuals with visual impairments and autism spectrum disorder.

For some individuals, destructive behavior varies in a predictable pattern, irrespective of the programmed contingencies during behavioral assessment and treatment. Identification of these cyclical patterns of destructive behavior can lead to treatments that are more effective as well as the potential identification of biological processes that disrupt treatment effects. However, identification of cyclical patterns of behavior can be difficult using traditional visual inspection methods. We describe a data manipulation method, referred to as data smoothing, in which one averages the data from the previous and subsequent days across a specified range (e.g., 3, 5, or 7 days). This minimizes variability in the data and can increase the saliency of cyclical behavior patterns. We provide two cases for which we identified cyclical patterns as well as a demonstration of the importance of analyzing smoothed data across various ranges. Practitioners are encouraged to analyze data in this way when a client’s behavior varies independent of programmed contingencies.

Rett syndrome is a severe X-linked neurodevelopmental disability affecting an estimated 1 in 10,000 girls resulting in profound multiple disabilities across motor, communication, and cognition domains. Rett syndrome is considered a ‘Rosetta Stone’ disorder; understanding the behavioral phenotype will provide insights with broad generality for other developmental disorders associated with regression periods. There is autonomic dysregulation component to Rett syndrome that may impact behavior, but very little research has been conducted on these effects. This study aims to examine the relationship between the self-injurious problem behavior and level of regulation for one female subject with Rett syndrome. Self-injury was recorded using partial interval data recording (10 second intervals). Levels of regulation were scored using a partial interval coding system, where 1-minute intervals of each session were coded as either over-excited, neutral, or agitated. Sessions were conducted via telehealth and initial results suggest there may be a relationship between self-injury and levels of arousal, specifically agitation and over-excited, but the relationship is not consistent.

Deficits in conversation skills can be one barrier to developing and maintaining relationships for individuals with developmental disabilities. Individuals with developmental disabilities may deter conversation partners if they do not stay on topic or if they dwell on topics. A majority of function-based interventions have targeted the reduction of off-topic or perseverative speech and withheld attention for its occurrence (e.g., Noel & Rubow, 2018). In addition to leveraging attention as a reinforcer, Fisher, Rodriguez, and Owens (2013) provided signaled access to preferred topics contingent on talking about nonperseverative topics or a therapist selected topic. Despite showing clear improvements in on-topic speech and stimulus control of preferred topics, little is known about the additive effects of contingent access to preferred topics as a component of intervention for attention-maintained off-topic speech. We used a free operant assessment to evaluate participant preference for including access to preferred topics as a component of intervention for attention-maintained off-topic speech. To date, results have shown that two participants preferred intervention with access to preferred topics over intervention without or noncontingent access to a leisure activity.

A common feature of Williams Syndrome (WS) is hyperacusis or sensitive hearing. Meaning, children with WS are more sensitive to certain frequencies than other children and higher noise levels can be aversive to the individual. In a classroom setting, the level of noise can be variable and unpredictable at times. Traditional interventions include wearing headphones or teaching a request to leave the distracting environment. These interventions have been shown to be effective, however communication training is required and some children may not tolerate wearing headphones for long periods of time. Little research has been completed on alternative interventions that include children with WS preference for music. The use of music can be immediately implemented and potentially block out certain frequencies of noise. The current study uses a reversal design to evaluate the effects of soft music in a classroom setting and the frequency of ear plugging and delay to task completion in a 10-year-old male diagnosed with WS and Autism Spectrum Disorder. It is anticipated that the data will suggest that when music is played in the classroom, the frequency and duration of ear plugging and delay to task is reduced compared to when no music is playing

Previous studies comparing continuous and discontinuous measurement have reported different outcomes regarding which measurement systems were optimal. For example, Cummings and Carr (2009) found that although targets were acquired more quickly when a discontinuous measurement system was used, they were less likely to be maintained. However, Najdowski et al. (2009) found no difference in rates of acquisition or maintenance between the two measurement systems. Furthermore, mastery criteria in all previous studies were based on a single target rather than a set of targets. Given that individuals with developmental disabilities often need to learn conditional discriminations, which are ideally taught in sets (Grow & Leblanc, 2013), it remains important to evaluate the relative benefits of continuous and discontinuous measurement systems when teaching multiple targets simultaneously. The current study will replicate and extend previous studies in this area by arranging mastery criteria that are based on correct responding across all three targets as a set (i.e., conditional discrimination) rather than with individual teaching targets. Preliminary results with 3 participants suggest that conditional discriminations met mastery criteria in fewer sessions when discontinuous data collection was used, and no difference in maintenance of skills has been observed with either measurement system.

Difficulties with sleep, such as delayed onset, night waking, and early waking, are pervasive amongst individuals with developmental disabilities. Interventions that seek to improve sleep outcomes are particularly useful when these individuals have experienced extended hospitalizations where low activity levels and decreased exposure to light-dark cycles develop or increase disturbance in sleep patterns. Previously developed interventions, including faded bedtime with response cost and chronotherapy, employ phase advances (i.e., making bedtime earlier) or phase delays (i.e., making bedtime later) to improve sleep outcomes in individuals with sleep disturbance (Piazza et al., 1997; Piazza et al., 1998). Alternatively, the current study examines the effects of phase advances to wake times on the sleep patterns of a 16-year-old male and 17-year-old female, both of whom presented with autism spectrum disorder, significant sleep disturbance, and severe aggressive, self-injurious, and disruptive behavior. In baseline, individuals were allowed to sleep until they independently woke. Irregular sleep patterns and late wake-up times were observed across individuals. As wake times were systematically shifted earlier to align with typical sleep patterns of same-age peers, an increase in total amount of consecutive sleep, decrease in inappropriate sleep, and fewer instances of night waking or early waking were observed.

This study investigated the effects of fluency training on competence and reported self-confidence in use of a Vagus Nerve Stimulator (VNS) magnet, when used on persons experiencing seizure. The VNS device was replicated on a mannequin to train and test competence in use of the magnet. Magnet use was previously demonstrated, however, many experienced ‘freezing’ or reported discomfort during a learner’s seizure. In the present study, participants completed fluency training drills with the magnet, to improve seizure detection, reaction time, and correct use of the magnet. Mastery criteria were established by conducting timings with four fluent performers who reported comfort and confidence regarding the magnet. For social validity purposes, participants completed a survey, before and after training, to report confidence in working with learners who may have a seizure, confidence in detecting and reacting to a seizure, and questions about previous training on the magnet. Baseline social validity data showed that when asked about comfort in working with a learner who may have a seizure, 37.5% selected “uncomfortable” or “very uncomfortable,” only 50% of staff indicated they were confident they would know what to do, and 62.5% of staff reported they would not feel comfortable using the magnet.

Recent research has emerged suggesting positive correlations between derived relational responding (DRR) and various measures of intelligence (O’Hora, et al., 2008; O’Toole & Barnes-Holmes, 2009). Although such correlations have been found, most evaluations involve administration of verbal subtests of intelligence tests. To date, few studies have evaluated the extent to which measures of nonverbal intelligence relate to derived relational responding. The current study sought to address this limitation by evaluating the relationship between derived relational responding, as measured by the Promoting the Emergence of Advanced Knowledge (PEAK), and the Weschler Nonverbal Scale of Ability – Short Form. Assessments were administered across a total of 47 participants, all of which had a developmental or intellectual disability, and scores were then compared to determine the extent to which the measures were related. The results showed a strong, positive correlation between scores on the PEAK and scores on the Weschler Nonverbal Scale of Ability. These findings are consistent with previous research suggesting a relationship between intelligence and DRR.

The behavioral parent training (BPT) has been shown to be an effective method managing problematic behaviors in children with developmental disabilities (DD). However, only limited number of studies proved the effectiveness of BPT by objective methods. The current study examined the effectiveness of BPT with Parent Child Interaction Direct observation Checklist (PCI D) in the situation of free-play and instruction-following between the parent and respective child. 2-hour BPT was provided once a week for three months to seventeen parents of children, age from 3~19 years old, with DD who exhibit serious problematic behaviors. Seventeen pairs of parent-child participated in free-play session and instruction-following session for ten minutes each before and after BPT. Both parents and children’s behaviors were analyzed afterward through recorded session videos with PCI D; it scores behaviors of parent-child from 0 to 3 for the frequency of appropriate behaviors, and from 1 to 4 for frequency and severity of problematic behaviors of children. The results showed that parents’ behavior score in some areas significantly increased after BPT, and the follow up session indicated the prolonged effectiveness of the training. Yet, no significant changes were detected in children’s behaviors. Further implication and limitation of the study are discussed.

Vocal Stereotypy has been reported to occur in an average of 54% ofindividuals with an autism spectrum disorder (ASD) diagnosis (Chebli, Martin, and Lanovaz, 2016). This behavior can take many forms such as repetitive vocalizations, sounds, noises, babbles, or singing that are not directly related to the current context or activity, and can interfere with functional communication and hinder opportunities for social engagement (Ahearn, Clark, and MacDonald, 2007).. The current study examined the use of a differential consequences procedure to reduce vocal stereotypies in a six-year-old boy with ASD . In Phase 1 of this study, a watch on the child’s wrist was established as a discriminative stimulus (SD) that indicated availability of reinforcement contingent on the absence of vocal stereotypy during treatment sessions. Once control over vocal stereotypy in the treatment condition (wearing the watch) was established, Phase 2 of the study was implemented in which procedures to transfer control over stereotypy across people, settings, and activities were implemented. A third experimental phase was then conducted in which the participant was taught to self-monitor frequency of vocal stereotypy and self-deliver reinforcement using a token system. Data indicate that the differential reinforcement procedures implemented in this study were effective in reducing frequency of vocal stereotypy for this participant across all conditions . Discussion the study’s results will focus on social implications, limitations of the current study, and areas for future research.

Functional analysis procedures emphasize identifying the function of problem behaviors by observing differential responding as a result of environmental manipulations. However, each instance of severe problem behavior (SPB) is potentially dangerous. Research on precursors has been limited, however, two methods of identifying precursors have been described, and there is some evidence that interventions targeting precursors can prevent SPB occurrence. One method used to identify precursors is a correlational analysis. However, results are correlational and only indicate a temporal relation between the precursor and SPB. In order for a behavior to be a precursor to SPB, it must also have a functional relation (Fritz et al., 2013). The current study includes both methods described above and was completed with an 8-year-old male with autism who engaged in precursor behavior (negative vocalizations, stomping, and/or dropping to the floor from a standing or seated position) and SPB (self-injury and disruption). Interviews with caregivers and descriptive assessments were conducted to identify precursor and SPB. An experimental analysis of precursors was conducted to demonstrate that precursor and SPB fall within the same functional response class. During test conditions, the therapist systematically delivered social consequences for (1) precursor behavior or (2) SPB. During control conditions, the client had noncontingent access to highly preferred toys and adult attention. Results from the experimental analysis of precursors and the correlational analysis indicated that precursor behaviors reliably preceded SPB, the occurrence of SPB diminished if reinforcement was delivered for precursor behavior, and the behaviors were part of the same functional response class.

The purpose of this study is to determine if there is a difference in mand acquisition in learners with Autism and other language delays when they are taught to mand using an echoic prompt versus an intraverbal plus echoic prompt. An alternating treatments design was used to compare the rate of mand acquisition between the two different teaching procedures. This study was completed in the past with three participants that showed slower acquisition when mands were taught using the intraverbal plus echoic prompt. The study is being replicated this year with three more participants. These participants are showing mixed results presently. The parameters of mand instruction will be analyzed and discussed concerning important variables to consider during teaching. Motivating operations, prompt levels with early learners versus a learner that has had many mands previously acquired, and finally the use of the intraverbal prompt with instruction for a student that has previously only been taught using echoic prompting only are important variables to analyze with regards to mand instruction.

Preference assessments are frequently used to determine which items may function as reinforcers during skill acquisition programs for clients with autism. Numerous studies have found that edibles tend to outrank leisure activities when they are included together in preference assessments (DeLeon et.al., 1997, Bojack & Carr, 1999, Fahmie, et.al., 2015). If so, the reinforcing potential of leisure items may be obscured by the presence of edible items in the same assessment. In recent years, with advances in technology, there are a wider variety of leisure items available, such as tablets and cell phones. As a result, some children may show a greater preference for technological leisure items with respect to food items during preference assessment. To date, only one study has included screen-based media in assessments that compare edible and leisure items (Conine & Vollmer, 2018). The present study replicated Conine and Vollmer with 16 subjects with autism in Italy. Results showed that for 44% of participants a leisure item ranked above all edible items, and for 28% leisure items displaced all edible items. Thus, our study replicates the results of Conine and Vollmer and suggests that these findings have generality across cultures.

?Study Objectives?The purpose of this study is to examine toilet training and its effects in young autistic children without intellectual impairment. Despite being able to urinate in the toilet for the target child, the use of urine and diaper continued until 5 years old. So we gave consultation to parents and a token - economy to the boy. Subject: A boy with autism spectrum without intellectual impairment, is 5 years old, belong to kindergarten. Urination at the toilet was possible at the age of 3, but parents used diapers as he wanted, even after that. Before the intervention it confirmed to the attending physician that there was no physical abnormality about excretion. Target behavior: To urinate in the toilet Measure: Number of remains urine except toilet Intervention scenes: The time from getting up after getting up to the entrance at home and staying at the kindergarten was targeted. Generalization: The generalization setting was ranging from after kindergarten to going to bed. Procedure: We explained his parents that they continued to use the diaper according to the child's requirements, it increased his behavior to urinate at other place except toilet. We said to the boy, (1) time of morning at home (2) in the morning at kindergarten (3) kindergarten in the afternoon, If he was able to urinate in the toilet without being urinated all their period, he got a hero card. It was also sounded an alarm tone every 45 minutes to guide the toilet. ?Results and Discussion? On baseline, no success was observed for more than 2 days, but from the 6th day of intervention success was successful for 10 days. Given a hero card, the child was joyfully jumped and had the opportunity to voluntarily go to the toilet. There was no enuresis even during the evening hours at home in the generalization setting. In autistic children with excessively restricted or persistent interests and high language ability, parents are involved in the child's claims and sometimes maintain inappropriate life habits. Consultation to parents and motivation for children are important for obtaining appropriate ADL.

Children with autism spectrum disorder (ASD) frequently emit problem behaviors (PB). When left untreated, they are associated with consequences such as social exclusion, limiting learning, and potential harm to the child. However, many families have limited access to effective interventions, such as services based on behavior analysis, due to long waiting lists for public services, geographic isolation, and costs for obtaining services from the private sector. Web-based training for parents can be a useful tool to ensure early access to best practices for reducing PB in children with autism. The effectiveness of a web-based training intervention for decreasing childrens’ PB and increasing modifying parenting practices was assessed using a randomized waitlist design. Forty-seven parents of children with ASD were recruited for this study. Analyses using randomisation tests indicate a significant difference in the change of score for the integrity of the treatment (Mexp.= 1.07; Mwait.= -1.21; p< 0.01), as well as, a marginally significant difference for PB frequency (Mexp.= -12.86; Mwait.= -5.71; p = 0.063) and severity (Mexp.= -8.71; Mwait.= -2.54; p = 0.065). Results for the eight and twelve-week post-tests will also be presented. This study contributes to the knowledge regarding technology as an inexpensive and accessible tool to support families for the management of PB of children with ASD. Limits and future directions will be presented.

Many children with autism spectrum disorder (ASD) do not reliably respond when their names are called. As such, response to name has become diagnostic for ASD and has been indicated as a critical target for early intervention. The current study extends previous research by evaluating an abbreviated assessment and treatment model for response to name with six children with ASD. Results indicate that tangible reinforcement procedures can produce rapid increases in discriminated response to name, often without the addition of response prompts. After treatment, response to name was maintained at lean schedules of tangible reinforcement for all participants. Caregiver training was also conducted after treatment, and our assessment procedures discriminated between children who did and did not require intervention for response to name. We also used a social screening condition with all participants to assess for deficits and response to name, and to determine whether necessary treatment conditions can be predicted based on performance during screening. The results of this study have implications for clinical practice in terms of efficient approaches to treatment, and methods of programming for generalization, maintenance, and caregiver training.

Researchers have widely adopted technology to provide intervention and to teach skills to preschool children with autism spectrum disorder (ASD). Using technology has the advantage of being accessible, and predictable, and these devices often function as reinforcing consequences. With the advance of science and the arrival of new types of technology, the number of studies on this topic has grown and it is difficult for researchers to know what has been done and what has not. This systematic review of studies from 1995 to 2018 therefore aims to provide a current state of the literature and guide future research on the subject. Our systematic review included 168 studies, which were categorized according to their study design, number of participants, settings, types of technology, devices, skills targeted and level of assistance. Our results recommended future studies to explore other types of technologies than speech-generating devices (SGD) and video modeling as they have been getting the most attention up until now. As for the methodology of the studies, our result indicated a need of more group studies following single-cases ones as well as a better isolation of the technology from human interventions to establish a greater conclusion on their efficiency.

The Picture Exchange Communication System (PECS) is a protocol designed to teach individuals with limited or no communication skills to communicate using pictures. Often, children with Autism display communication deficits at a very young age. Previous studies have shown that intervention in combination with parent training is essential for teaching and generalizing novel skills. The purpose of this poster is to summarize the effects of discrete trial teaching combined with parent training when teaching functional communication in an applied setting. The Board Certified Behavior Analyst used the Picture Exchange Communication System protocol to teach a nonverbal three-year-old child with Autism across a seven month period of intervention. The results demonstrated that the child’s spontaneous communication skills increased during intervention, however acquisition rate increased when parent training was utilized, as well. As a result, the client completed Phase III in the Picture Exchange Communication System protocol. Therefore, increased acquisition was observed when parent-implemented Picture Exchange Communication System training was combined with discrete trial learning during in-home Applied Behavior Analysis sessions.

A personal narrative intervention package was used to teach macrostructure within participant-generated personal narratives. The effects of the personal narrative intervention package were assessed using a combined single-subject, multiple-baseline, and an A-B-A-B design across four adults with ASD and ID. During the initial baseline phase, participants included few macrostructure elements in their personal narratives. When the intervention package was introduced, there was an immediate increase in the number of macrostructure components included in participant-generated personal narratives. A withdrawal of the intervention yielded results similar to those of baseline. Following the reintroduction of the intervention, macrostructure scores immediately increased back to levels similar to those of the initial intervention. The skills taught to participants were maintained across three weeks post-intervention, however, generalization was not demonstrated. This personal narrative intervention package allowed adults with ASD and ID to share personal stories and more meaningful social experiences with others.

Functional communication training (FCT) outcomes are generally vulnerable to relapse evoked by treatment challenges. Basic and applied experiments have suggested that reinforced variability may be more resistant to change than reinforced repetition. Lag schedules of reinforcement can increase variability in play skills, feeding, and verbal behavior such as tacts, intraverbals, and selection-based or topography-based manding. Therefore, reinforcing mand variability during FCT with lag schedules may mitigate recurrence of challenging behavior by strengthening the persistence of manding during challenges to treatment such as a sudden increase in response effort. The current study evaluated potential recurrence mitigating effects of lag schedules during FCT by comparing challenging behavior and manding in an effort challenge preceded by a Lag 0 or Lag 2 schedule of reinforcement in a boy with autism and challenging behavior. We replicated experimental control over mand variability and challenging behavior demonstrated in prior studies but found no benefit of reinforcing mand variability in FCT prior to the effort challenge. Implications for future research are discussed.

Empirical preference assessments enable practitioners to predict which items or activities will function as reinforcers for children with disabilities. For example, practitioners can use a single stimulus preference assessment (SS-SPA) to identify preferred stimuli by repeatedly presenting the learner with stimuli singly and measuring approach or engagement. However, the SS-SPA may be incompatible with many clinical or educational environments due to its lengthy administration time and its utility in young children is not well understood. Therefore, the current study examined an abbreviated engagement-based version of the SS-SPA in two young children with development disorders and evaluated the reinforcing effects of preferred and nonpreferred stimuli in a concurrent operants reinforcer assessment. We discontinued the study for one participant after completing the preference assessment. Our results suggest that a single administration of an engagement-based single stimulus preference assessment can identify preferred stimuli in young children with developmental disorders. We also found that the Reinforcer Assessment for Individuals with Severe Disabilities questionnaire yielded more accurate predictions about reinforcing stimuli relative to our empirical preference assessment. We cautiously conclude that repeated administration of the engagement-based SS-SPA may be necessary to obtain differentiated data and we discuss some of the nuances of conducting reinforcer assessments that measure “in-square” behavior which seem to have received little or no discussion in the literature.

Early intensive behavioral intervention programs often use identity-matching procedures to teach children with autism basic discriminative and relational performances. However, teaching visual discriminations to some children with autism may be challenging when common methods of teaching identity matching have failed. In the current study, we manipulated the tactile features of stimuli to increase the discriminability between identical matching objects for two children with autism. We used an adapted-alternating-treatments design within a concurrent multiple baseline design across sets of targets to compare the effectiveness and efficiency of nested versus un-nested matching stimuli. Nested stimuli were objects in which the participant could place the identical matching stimulus inside the comparison stimulus when presented in an array of two; whereas, the participant placed the identical un-nested matching stimulus next to the comparison stimulus. The overall results showed that participants acquired nested targets in fewer sessions and trials compared to un-nested targets. Findings from this study suggest that tactile manipulation of stimuli may facilitate the acquisition of identity matching for children with autism with a history of failed attempts to teach matching using common teaching procedures.

Greater attention has been on children with Autism Spectrum Disorder (ASD) as well as those with culturally and linguistically diverse backgrounds in applied research. The current study evaluated the effects of parent-mediated Social StoryTM intervention on social interaction of three 3- to 7-year-old Korean American (KA) children with ASD. Using multiple baseline design across subjects, the three children and their parents read stories written in their preferred language that illustrated four social play behaviors: appropriate verbal/nonverbal initiations and responses. During intervention, parents and children read the stories and were observed during a 10-min play at home with a designated set of toys. During baseline, generalization with researcher, and follow-up, social stories were not read prior to the 10-min play. Based on a visual analysis and percentage of non-overlapping data (PND), the three children showed improvement in their responses to adults’ initiations as well as in their initiations and affects after reading the Social StoryTM, although PND for initiations were relatively low in two children. The findings suggest that training KA parents of children with ASD to implement the Social StoryTM intervention positively impact children’s social interaction when Social StoriesTM reflect their home language and culture.

Needle phobias are common in children and adults worldwide. One effective intervention for this phobia is exposure therapy where a participant is gradually exposed to increasing levels of the fear-evoking stimulus while differential reinforcement is applied. This intervention, however, may be difficult to implement with some medical procedures as it may be difficult to obtain unfettered access to medical facilities and equipment for the purposes of exposure. Virtual reality may overcome these obstacles. In this investigation we developed a low-cost virtual reality-based exposure therapy which was used with an adult male with autism spectrum disorder and a history of extreme needle phobia. The intervention quickly eliminated the phobia and the effects were generalized across settings, behaviors, and time.

Errorless learning techniques teach skills under dense schedules of reinforcement while minimizing error pattern development. Undesirable outcomes of such techniques include prompt dependency. Paradoxically, physical prompting and error correction may be aversive students, making the relationship between prompting and skill acquisition complex. The purpose of this study was to utilize within-session prompt fading paired with verbal reprimands to overcome prompt dependency in an individual with Autism learning sign language using a multiple baseline design. During phase 1, all correct responses resulted in access to the functional reinforcer; incorrect responses resulted in error correction (full physical prompting). During phase 2, the participant was required to move through the prompting hierarchy until independence was achieved within each trial. Correct prompted responses resulted in verbal praise and the presentation of the next discriminative stimuli; correct independent responses resulted in access to the functional reinforcer. All incorrect responses resulted in a verbal reprimand (that’s not right!) followed by a requirement to repeat the trial. Generalization was assessed across settings and instructors. Procedures were replicated for an additional communicative response. IOA was conducted for 33% of sessions with a mean agreement of 100%. Results showed the intervention was highly effective in producing skill acquisition.

Error correction is one of the most common procedures used in early behavioral intervention programs for children with autism. Effective error-correction procedures are critical to facilitate task acquisition and typically include a prompt for learners to make a correct response. A variety of prompts during error correction have been reported, such as vocal model (e.g., Kodak et al., 2016) and gestural prompt (Leaf et al., 2016). However, given prompting procedures may have differential effects (e.g., Finkel & Williams, 2001; Ingvarsson & Hollobaugh, 2011), error correction with different prompts warrants investigation. The purpose of this study is to compare the effects of error-correction procedures with an echoic or a tact prompt on the acquisition of an intraverbal skill of three children with autism. When an error occurs, the instructor will either deliver an echoic model or a tact prompt for the participants to make a correct response. A multiple baseline design with embedded alternating treatments is used to detect differential effects of the two error-correction procedures. The results may provide guidance for effective use of prompts during error correction for children with autism in an early behavioral intervention setting. Data collection will be completed in February 2019.

For individuals with autism spectrum disorder (ASD), the area of feeding can be a challenge for many. Issues with feeding can range from skill deficits related to consumption, food selectivity, and prior traumatic experiences. Specifically, teaching one to safely consume a broader variety of foods and textures is critical to increase the individual’s adaptive repertoire, and as a result provides lifelong opportunity for social enrichment during mealtimes. The goal of the present study was to teach a child with ASD to learn self-pacing, while engaging in independent feeding. Extra-stimulus prompting and systematic manipulation of bite amount were used to teach the participant to pace themselves and consume an age-appropriate amount of food during each bite. The stimulus was then faded to a common plate used at home and school, and the number of bites available on the plate was gradually increased. Results indicate that fading the stimulus, as well as, manipulation of the amount during bites was successful in teaching a child to consume a safe and appropriate number of sequential bites while self-feeding.

Using engineering technologies to quantify interpersonal interactions could provide another perspective for the social intervention in children with autism. This pilot study aimed to evaluate the small-group interactions between two typically developing children (age 6, respectively) and two adults using the motion capture system (MCS). This experiment consisted of a single session including testing phases and interaction phases. In testing phases (baseline, post 1, and post 2), the children and the adults played a kind of volleyball which required to toss a balloon toward each other, wearing a specialized cap which acquires the information about head position. The children freely moved around and touched the balloon in the circle with a diameter of approximately four meters while the adults were pinned in the predetermined position. Results from testing phases showed that the rate of children’s engagement to the adult who intended to reinforce their social-communicative responses in interaction phases consistently increased (Fig. 1). Our concern is whether we could observe a correlation between the number of interactions such as toss a balloon and the tripartite interpersonal distance calculated from information of head positions (the MCS data is under analysis).

The purpose of the current study was to increase simple and complex leisure item engagement across a variety of non-electronic items. An individual with autism, who engaged with an iPad to the exclusion of other leisure activities, participated. Response restriction (RR) preference assessments were conducted before, during, and following training to determine whether shifts in response allocation emerged. A multiple baseline across items design was used. We assessed leisure item training, including prompting and differential reinforcement of alternative behavior (DRA), for increasing simple and complex forms of item engagement. Prompting alone was sufficient in increasing simple engagement to criterion levels. However, the addition of DRA was required to increase complex engagement. Increases in engagement occurred with an untrained leisure item. Shifts in response allocation from iPad to non-electronic leisure items occurred in post-training RR assessments. Reliability was collected in 31% of sessions and averaged 97%.

Typically, behavior analysts assess for augmentative or alternative communication systems by analyzing a client’s vocal-verbal behavior, fine and gross motor skills, visual discrimination and selection skills, and behavioral barriers (Valentino, et al., 2018; Sundberg, 1993). However, little research exists that establishes criteria or decision protocol for specific device selection, once the need has been determined. The Essential for Living (EFL) curriculum and assessment is a “comprehensive functional, life skills curriculum, assessment, and skill-tracking instrument designed for learners with moderate to severe disabilities and limited skill repertoires” (McGreevy, Fry, & Cornwall, 2014, p. 1). The assessment initiates a vocal-verbal intake of the client and provides clear categories of vocal profiles and speaker behavior to assess the need for alternative or augmentative communication systems. We used the EFL to specifically categorize the vocal-verbal and communication skills of 21 students, across three life-skills classrooms, and found that, of the 12 students who were eligible for or using devices, seven did not meet criteria for an effective, alternative method of speaking. Novel systems that lowered the response effort to request specific items were then introduced to those students, initially eliminating the need for a two-hit response to access preferred items. The result was a steady increase in engagement, independence and accuracy.

The purpose of this study was to replicate and extend previous research on pictorial-paired-stimulus (PS) preference assessments with social stimuli by assessing the generality of outcomes across multiple reinforcer assessments. A 16-year-old boy with autism participated. Following implementation of the PS assessment, highly preferred (HP) and less preferred (LP) attention forms were evaluated in two subsequent reinforcer assessments. First, we conducted a concurrent-operant arrangement in a reversal design, using a simple arbitrary response (i.e., target touch). Responding was allocated to the HP relative to the LP and control options; however, responding was allocated to the LP relative to control when the HP option was no longer available. Second, we conducted a single-operant arrangement in a multielement design, using a more complex arbitrary task (i.e., 8-step LEGO structures). Criterion performance was achieved only when the HP item was contingently delivered. Reliability was calculated for 33% of sessions and agreement averaged 96%.

The current study seeks to establish whether learning ability and task difficulty interact to affect the rate of task acquisition for children with autism spectrum disorder in an early intensive behavioural intervention (EIBI) program. To do so, training tasks selected from the Assessment of Basic Language and Learning Skills-Revised that were previously categorized into learning ability levels will be taught to three children recruited from an EIBI program. For each child, three training tasks will be selected as Matched, Mismatched Above, and Mismatched Below the child’s current learning ability level and will be taught using discrete trial teaching methods. Within-subject and between-subject comparisons will be conducted to evaluate acquisition rates across training tasks. Results from this study may provide clinicians with pertinent information to create more efficient and individualized training procedures for children enrolled in EIBI programs, who are subject to increasing waitlists and delays in services.

The purpose of this experiment was to examine the effects of reinforcer magnitude on preference for response-reinforcer arrangements. A 16-year-old boy with autism participated in the study. Within each experimental phase, the participant was provided a choice among different response-reinforcer arrangements. The continuous arrangement consisted of completing an entire academic task followed by continuous reinforcer access, the discontinuous arrangement consisted of dividing the academic task and reinforcer access into several smaller units, and the control condition consisted of completing an academic task without accessing reinforcement. The magnitude of reinforcement in the continuous arrangement was manipulated across experimental phases by providing shorter duration of access to the reinforcer. With the exception of one experimental phase, the participant preferred the continuous arrangement despite that it resulted in an 80% reduction in the total duration of access to the reinforcer. These results suggest that continuity of access to a reinforcer may be an important variable influencing preference for response-reinforcer arrangements.

The emergence of intraverbals is mainly studied through procedures that involve differential reinforcement such as tact training and listener training. However, another procedure called the ‘Stimulus Pairing Observation Procedure’ (SPOP) emerged as an alternative to verify the emergence of verbal repertoires. This procedure consists of observation of stimuli presented contiguously, where the only response required is the observation and does not involve differential reinforcement of any responses. Studies have shown that verbal operants can be established through SPOP, and have also emphasized the role of echoic behavior as an intermediator in the emergence of tact, listener, and intraverbal responses. This study compared the efficacy of the SPOP with and without requirement of echoic response in the emergence of intraverbals in three children with autism spectrum disorder, with a multiple probe design with alternating treatment. The study consisted of seven phases: 1) Evaluation of syllable articulation; 2) Initial Intraverbal Probe; 3) Tact Training; 4) Baseline; 5) Implementation of treatments; 6) Generalization test; 7) Maintenance test. Results showed the efficacy of SPOP in intraverbal acquisition and the mediator role of the echoic behavior. Effects of training and testing without reinforcement and task structure are discussed.

One of the most common behavioral treatments for problem behavior in children with autism spectrum disorder (ASD) is functional communication training (FCT; Tiger, Hanley, & Bruzek, 2008). Studies have shown FCT to be an effective treatment, even when training is delivered via telehealth (Lindgren et al., 2016). Despite numerous studies showing reductions in problem behavior in the training context, little research has been conducted on response generalization or collateral effects of FCT outside of the training context. Using a variety of standardized ratings scales to measure collateral effects, this poster presents findings from a multi-site, large-n study on FCT for young children with autism using telehealth. Thirty-four children with ASD who responded to FCT were assessed prior to and immediately following treatment. The results suggest that there is some collateral benefit related to targeted and nontargeted behaviors outside of the training context for some, but not all participants. Implications on clinical practice and future research will be discussed.

Due to the way funding for disability is distributed in Australia, many of the clients we provide services to have a limited pool of funding for the year, so optimising service delivery, has been crucial. Our service provides home-based behaviour support consultation, to help carers learn how to identify the function of a behaviour, decide what to teach the individual, and then how to teach. We work with the client, and their carers, to assess and observe the behaviour, gather baseline data, develop a comprehensive Positive Behaviour Support Plan, and provide ongoing consulting services using Behaviour Skills Training to coach carers to implement strategies. Sessions are supplemented with information sheets on various topics including reinforcement, task analyses, and data collection. We provided this service for seven clients, aged 9 - 23, diagnosed with Autism and Intellectual Disability, in their homes, schools, and workplaces, in Sydney, Australia. Data indicate that over the course of 6 months, challenging behaviour decreased, while skills taught to replace the behaviour increased. Limitations with this study include lack of social validity data, and lack of observation of generalisation in multiple environments. Future directions include working with carers to enhance maintenance and generalisation.

The practice of Applied Behavior Analysis (ABA) in the treatment of children with autism has been widely accepted as an empirically validated treatment, therefore many health insurance carriers now provide ABA treatment for their members diagnosed with autism spectrum disorder. As more medical insurance providers adopt the new American Medical Association category I CPT codes for billing ABA therapy services or “adaptive behavior services,” an examination of the efficiency of data collection methods is particularly emphasized given the requirement for qualified health professionals (QHP) to be “face to face” with the client or family. A move toward more direct services from a BCBA or BCaBA encourages ABA providers to look toward more efficient modalities to examine behavior data, learner prompting data and specifically skill acquisition data. This study seeks to discuss and examine trials to mastery data, prompt data and duration to mastery data between a paper and pen data collection system verses a digital data collection system. Results are discussed in relation to learner outcomes along with their organizational and clinical implications. Moreover, study limitations and recommendations for future studies of learner outcomes provided by insurance funded ABA programs are discussed.

Bruxism otherwise known as excessive teeth grinding can have serious health concerns. Individuals who engage in bruxism can cause irreversible damage to their teeth, gums, and bones. This case study included a six-year-old female diagnosed with an autism spectrum disorder. The procedure used to reduce bruxism included positive punishment and took place in a clinical setting. Generalization with parents and maintenance measures were collected. As a result of the punishment procedure there was a decrease in teeth grinding. Positive punishment procedures may have beneficial implications on bruxism in a clinical setting.

Military families relocate three times more often then nonmilitary families. This is concerning for military families who have children diagnosed with ASD due to inconsistencies faced relocation such as a delay in services and no continuity of care. The current study aims to expand on previous research relating to barriers of military families who have children with ASD following relocation and identify potential causes of delays in services. An online survey methodology to obtain information from 25 military caregivers with children diagnosed with ASD and 20 ABA providers. Descriptive statistics were used to analyze caregiver demographics and service delivery questions. Caregiver reports were consistent with current research on barriers military families face the following relocation. Based on caregiver reports delays in services can be contributed to provider waitlists lasting one to six months, obtaining a new referral taking one week to two or more months, and the intake process including a new assessment.

Child feeding problems is a term used to describe dysfunctional childhood feeding. Children with eating problems show a wide variety of behaviors at mealtime. Feeding problems can range from mild to severe. The typical development in children refers to the acquisition of various skills that characterize children of similar ages within the same culture. These characteristics are severely deficient or not found in children with autism spectrum disorder (ASD). The ASD is a condition characterized by problems in different areas such as social interaction, communication, stereotyped patterns of behavior, as well as motor delays that lead to eating or swallowing problems. Interventions based on applied behavior analysis (ABA) have shown to be effective in the modification and resolution of behavioral problems in children with typical development and ASD. Therefore, the purpose of the present project is to identify and modify the behavior problems related to problems of food and basic self-care through an intervention based on ABA in Mexico. These interventions will be probed in children with typical development and ASD.

Children with high functioning Autism Spectrum Disorder (ASD) often engage in repetitive behaviours similar to those seen in Obsessive Compulsive Disorder. Recent research supports the use of a manualized Cognitive Behavioural Therapy (CBT) treatment package to treat these obsessive-compulsive behaviours (OCBs) in children (ages 7 to 12 years) with high functioning ASD (Vause et al., 2018). This package adapted traditional CBT to meet the unique needs of children with ASD (e.g., increased use of visuals, highly repetitive, a protracted cognitive component). However, there are limited studies that included extended follow-up. The current study evaluated treatment outcomes, five to eight years after the children received nine sessions of group CBT to treat their OCBs. Standardized (i.e., Repetitive Behavior Scale–Revised - Compulsive, Ritualistic, and Sameness subscales) and behavior specific parent-report questionnaires between baseline, post-treatment, and five to eight years following treatment were compared. Results from the 13 participants showed a substantial reduction in OCBs between pre-test and follow-up as well as no significant difference between post-test and follow-up. Qualitative data collection is ongoing. Future implications and limitation of these results will be discussed.

Although a general model for conducting functional analyses (FAs) exists, modifications are often necessary. Hagopian, Rooker, Jessel, and DeLeon (2013) evaluated FAs for 176 cases and noted that modifications classified as antecedent, consequent, and/or design were often conducted when initial results were inconclusive. We describe an antecedent-based modification made during the FA of problem behavior for a 14-year-old boy. Results from the standard FA suggested that his behavior was maintained by automatic reinforcement. However, anecdotal observations and parental report indicated that his behavior may also be maintained by access to attention and preferred items. Therefore, we modified the FA to be more representative of his home environment where problem behavior often started when he was alone. In the modified FA, each test condition began with him alone in a room. Contingent on problem behavior, a therapist entered the room and delivered various consequences (i.e., attention or access to a preferred toy) or he was left alone (i.e., in the alone condition). Results of the modified FA indicated that his problem behavior was sensitive to both automatic reinforcement and attention. A treatment consisting of noncontingent attention, functional communication, and competing stimuli was effective in reducing his problem behavior.

In this translational study of behavioral resurgence, a 16-year-old young man with autism received small pieces of a preferred snack upon clicking moving objects on a computer screen. One object was designated as the target response (TR) and clicking this was reinforced during an establishment phase. Two objects were designated as the alternative responses (AR1 and AR2) and clicking these was reinforced during the elimination phase as follows: in the serial condition AR1 was reinforced for several sessions, and then AR2 was reinforced for several sessions. In the alternating condition, the object designated for reinforcement alternated each session. Elimination phases were followed by a resurgence test wherein no reinforcement was delivered. Data collection was automated by the computer program, and all analyses and calculations were verified by the second author. Each condition was completed twice, yielding two comparisons. In the first comparison, there was more complete elimination of the target response in the serial condition and greater resurgence in the alternating condition. These outcomes were not replicated in the second comparison. This failure to replicate may be accounted for by repeated exposure to the extinction condition. Extensions and methodological considerations will be discussed.

Considering the importance of teaching verbal repertoires to children with ASD, mainly recombinative repertoires, the present study consisted of the systematic replication of a study, using two 3x3 matrices formed by nouns and verbs. Two children diagnosed with autism participated of the study, and a non-concurrent multiple baseline design was implemented between participants. The independent variable was the training in matrix, which consisted in the training of the three diagonal relations of the matrix, and the dependent variable was the percentage of correct answers in the matrix test, which verified the emergence of the relations of autoclitic tacts (noun and verb) with the six stimuli not involved in directly trained relations; and the emergence of relations involving the nine elements of the second matrix for which there was no training. The study consisted of the following phases: 1) baseline; 2) diagonal matrix training; 3) training matrix test; 4) generalization matrix test; 5) maintenance test and 5) direct teaching of relations that did not emerge. The results showed that the training in the matrix was effective for the establishment of autoclitic tacts for the participants of the present study. Points related to stimulus control are discussed in the study.

Investigation of physiological correlates of behavioral variability may help improve understanding of differences in effects of reinforcement across contexts and individuals. Two students with autism at a special education residential school wore wireless wristbands that monitored electrodermal activity (EDA) as they completed a free-operant tabletop task which entailed placing a ball in one of two Montessori object-permanence boxes. Small pieces of a preferred snack were delivered according to concurrent schedules (FR 1/EXT), and unsignaled, unpredictable contingency changes were effected over the course of 48-66 sessions, sometimes within the same day. We evaluated relations between response allocation, EDA level (µS), and coefficient of variation (CV) in EDA. For both participants, same-day contingency reversals resulted consistently in lower levels of EDA and decreased allocation of responding to the reinforced alternative, as compared to comparable sessions without a same-day contingency reversal. Other analyses, however, did not show systematic relations between experimental manipulations and measures of EDA. Interobserver agreement (IOA) was calculated for 53% of sessions by dividing the total frequency of responses recorded by the first observer by the total frequency of responses recorded by another observer. The average IOA calculated was 96%, with a range of 91%-100%. Methodological considerations and extensions will be discussed.

Self-injury and aggression are common behaviors observed in individuals with autism spectrum disorder (Kanne & Mazurek, 2010). These behaviors can cause serious harm to themselves and others as well as interfere with learning (Erickson, Srivorakiat, Wink, Pedapati, & Fitzpatrick, 2016). The present case study involves one individual being treated using variations of omnibus mand training combined with delay and denial tolerance teaching (Hanley, Jin, Banselow, & Hanratty, 2014). Data will be presented on frequency of aggressions and self-injury, as well as the duration of tantrum behavior. The data presented will be from January 1, 2018 through December 31, 2018. Approximately nine months of the data takes place after the intervention; the first three months take place before the intervention. There has been a decrease in all three behaviors, most notably in tantrum duration. Treatment and general strategies will be discussed. All phase changes throughout the course of treatment will also be discussed.

The reversibility is pointed out as a difficulty in teaching pronouns for children with autism, as in the case of "mine" and "yours", which may refer to the same object in the same situation, but the use of one or another depends from the speaker's perspective. Considering perspective-taking relations and their importance to the development of children with autism, the objective of this study was to investigate the establishment of listener and autoclitic tact with intraverbal control of possessive pronouns in children with autism through Discrete Trials Training. A nonconcurrent multiple baseline experimental design was implemented among three participants. The procedure consisted of the following phases: 1) baseline of listener and autoclitic tact with intraverbal control of possessive pronouns (mine, yours, his and her); 2) listener relations training; 3) tact relations training; and 4) randomized test of tact and listener behaviors. Results showed that the procedure used was effective in teaching tact and listener relations of possessive pronouns for all participants. It is discussed that the training of tact and listener have occurred separately can be a reason for the effectiveness of the procedure and the need for future studies in this area.

Children with Autism Spectrum Disorder (ASD) are at an elevated risk of becoming lost in otherwise mundane situations due to running away or wandering behaviors (Anderson et al., 2012). When children with ASD become lost it may be difficult for them to effectively and efficiently seek help from community helpers in a safe manner due to communication deficits and poor social skills (Dogan et al., 2017). The present study will use a multiple-baseline design to evaluate the effects of a behavioral skills training (BST) procedure to teach children with ASD how to identify when they are lost and how to seek help from confederate police officers in a center-based setting. Pretest and posttest generalization probes will be conducted to probe the participants’ interactions with different confederate police officers. BST will consist of teaching participants when to seek help and how to identify and communicate with a police officer. Proposed results anticipate that all children with ASD will increase their help seeking behaviors by asking a confederate police officer for help when lost during posttest in-situ generalization probes. Limitations and future research will be discussed.

Studying observational learning entails modeling contingencies for a child and subsequently testing whether the child learned. Researchers have identified a set of skills considered fundamental (called observational learning component skills) to establishing observational learning in children with autism. Attending to only a part of the contingency during observation opportunities, the stimulus modalities of contingencies modeled, observing an insufficient number of observation opportunities, and deficient component skills are some variables that may influence whether a child with autism will exhibit observational learning. In the current study, we initially sought to identify boundary conditions of observational learning in children with autism. We promoted attending to all parts of contingencies during observation opportunities, tested observational learning across four contingencies with different stimulus modalities, and developed an assessment to empirically identify the number of observation opportunities to model before testing. All children learned in baseline, albeit after experiencing a number of individualized observation opportunities beyond what would likely occur systematically in their home or school environment. Thus, we decided to identify a procedure that would lead to observational learning after a minimal number of observations of the same contingency. Teaching children to imitate the model’s behavior and engage in differential observing responses to the consequences the model experienced in observation opportunities was effective in teaching these children to leverage observational learning.

Relational Frame Theory (RFT) provides a contemporary account of human language learning that may have several applications within Applied Behavior Analysis. We reviewed the current state of RFT research that was published in major applied behavior analytic journals from 1990 through 2017. The review extends upon prior work by directly comparing the publication of empirical and non-empirical studies within both a stimulus equivalence and RFT account of language development. Our results show that the publication rate for both empirical and non-empirical articles has increased over this time; however, following 2003, the rate of increase for empirical articles has exceeded the rate of increase for non-empirical articles. Our results also show that the journals that have most frequently published research on RFT or equivalence are the Journal of Applied Behavior Analysis and The Analysis of Verbal Behavior. These journals differ in that JABA has historically been more likely to publish empirical research, whereas TAVB has historically been more likely to publish non-empirical research. The presence of published studies across applied behavior analytic research along with overall rates of increase suggest that RFT and equivalence research is becoming increasingly prevalent and accepted within Applied Behavior Analysis.