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| Analyzing Instructional Progress in Terms of Verbal Behavior Development |
| Friday, September 2, 2022 |
| 9:00 AM–9:50 AM |
| Meeting Level 1; Liffey A |
| Area: DEV; Domain: Translational |
| Chair: Jennifer Longano (Fred S. Keller School) |
| CE Instructor: Jennifer Longano, Ph.D. |
| Abstract: The Early Learner Curriculum Achievement Record (ELCAR; Greer, Speckman, Dudek, Cahill, Weber, Du, & Longano, 2020) is a comprehensive criterion-referenced assessment and curriculum used to determine the presence or absence of repertoires and response classes across self-management, verbal foundations, listener, speaker, academic, and physical (fine/gross motor) domains, allowing for development of an individualized curriculum. The ELCAR also includes screenings for preferences/reinforcers, observing responses, verbal operants, and instructional readiness. Screenings can be used to guide instructional practices, determine when and if protocols to induce early learner cusps and capabilities are needed, whether cusps/capabilities have been acquired, and to measure progress and learning. Early foundational protocols have been found to condition: three-dimensional and/or two-dimensional stimuli, faces, and voices, resulting in increases in observing responses, instructional readiness repertoires, and newly learned operants. The ELCAR provides a means for an ongoing assessment of all repertoires, cusps, and capabilities. As the child continues to learn and acquire new reinforcers, teachers may also need to adjust and analyze the curricular objectives, method of instructional delivery, and graphic displays to provide the most effective and efficient instruction for each student. A curriculum analysis, which consists of a series of questions, can be conducted if the instructional programs being presented are aligned with what the child needs and are appropriate for that child. |
| Instruction Level: Basic |
| Keyword(s): Behavioral Cusps, Conditioned Reinforcement, Curricular Assessment, Verbal Development |
| Target Audience: Basic |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe the functions of the ELCAR as both a criterion-referenced assessment and a curriculum 2. Describe the protocols for establishing two foundational verbal behavior developmental cusps 3. Describe three different instructional modalities dependent upon the learner’s verbal behavior development 4. Describe procedures for conducting a curriculum analysis through a verbal behavior developmental lens |
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| Identifying Crucial Developmental Cusps: Early Learner Curriculum and Achievement Record Screenings |
| (Theory) |
| JESSICA SINGER-DUDEK (Teachers College, Columbia University) |
| Abstract: Paper 1 will provide an overview of the Early Learner Curriculum and Achievement Record (ELCAR), focusing particularly on how the ELCAR assessment can identify potential missing verbal behavior developmental cusps, the absence of which may impede or slow curricular progress. In particular, this paper will provide an overview of the reinforcer, observing response, verbal operant, and instructional readiness screenings in the ELCAR and explain how they can be used to predict curricular progress. |
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| Two Protocols for Establishing Conditioned Reinforcement for Adult Faces and Voices |
| (Applied Research) |
| JENNIFER LONGANO (Fred S. Keller School) |
| Abstract: Paper 2 will provide a detailed account of two protocols that have been demonstrated to be successful in establishing two of the most important foundational cusps: conditioned reinforcement for observing adult faces and voices. |
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| Analyzing Curricular Progress through a Developmental Lens |
| (Applied Research) |
| JEANNEMARIE SPECKMAN (Fred S. Keller School Teachers College Columbia University) |
| Abstract: Paper 3 will provide an overview of the curricular domains included in the ELCAR as well as how instruction (pedagogy) should be informed by verbal behavior developmental cusps identified in the ELCAR. This paper will also present data related to the effectiveness of a decision-making protocol, the Curriculum Analysis, that can be used to identify the source of learning problems related to inappropriate curricular objectives. |
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| Applied Behavior Analysis and the Development of Meaningful Skills |
| Friday, September 2, 2022 |
| 2:00 PM–3:50 PM |
| Meeting level 2; Wicklow Hall 1 |
| Area: TBA/AUT; Domain: Translational |
| Chair: Maria Sasaki Solis (The Reilly Behavioral Group, LLC) |
| Discussant: Justin B. Leaf (Autism Partnership Foundation) |
| CE Instructor: Justin B. Leaf, MPH |
| Abstract: Meaningful skill development is expected to be a central goal for behavior analysts working with individuals with diverse abilities and challenges. Yet, for the most part, behavior analysts have little, if any, training in how to actually do this. This symposium will focus on ways to identify meaningful skills across domains and populations (i.e., ASD, ID, ABI). This includes the presentation of the results of a treatment package designed to teach practitioners and students of behavior analysis how to write meaningful goals to improve outcomes in adulthood; a sample of the current state of sex education, including what skills are being taught and in what settings; the results of a comprehensive set of interviews with safety experts to better identify priorities instructional priorities; and finally, the role of ABA in reducing bullying in school settings.Throughout the symposium, the themes of social validity and meaningful curriculum will be highlighted. Recommendations for future research will be provided. |
| Instruction Level: Intermediate |
| Keyword(s): bullying, safety, sexuality, Social validity |
| Target Audience: Intermediate - This presentation is intended for behavior analysts and related professionals with experience and/or interest in programming and intervention in support of improved outcomes for adults with ASD and ID. |
| Learning Objectives: After attending this session, participants will be able to: (1) Identify factors that play a role in achieving quality outcomes for individuals on the autism spectrum. Identify what does and what does not constitute a meaningful goal for a client, and discuss tools that may be useful in writing meaningful goals; (2) Describe the importance of sexuality education and identify resources to required to provide comprehensive sex education to people on the autism spectrum; (3) Identify 5 safety domains important to placement and level of supervision in adult services; (4) Identify the key elements of common bullying prevention programs and the implications for behavior analysts. |
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Examining the Effects of a Treatment Package Aimed at Improving the Writing of Meaningful Goals to Affect Outcomes in Adulthood |
| (Applied Research) |
| SHANNA BAHRY (Endicott College) |
| Abstract: While the field of applied behavior analysis is in a position to affect meaningful change in the outcomes of clients on the autism spectrum, it is currently coming short of doing so. This presentation will provide a brief overview of currently available tools that may be used to guide the development of skill acquisition goals and curricula and a discussion on why these tools alone are insufficient. Initial data will be presented from a treatment package aimed at guiding the goal writing of practitioners and students of behavior analysis to help increase the inclusion of goals that are meaningful, socially valid, and highly individualized in order to positively impact the trajectory of a client with autism. |
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Sexuality Education for People With Autism Spectrum Disorders: What Are We Actually Teaching and Why? |
| (Theory) |
| JESSICA J. CAUCHI (Atlas Behaviour Consultation; Endicott College) |
| Abstract: Sexuality is an important part of all education and comprehensive sex education is especially important for individuals on the autism spectrum. This presentation will provide a sample of the current state of sex education by reviewing survey results from questions regarding how often sex education is taught in both school and Applied Behaviour Analysis (ABA) settings, what types of sex education goals are targeted, and from what curricula these goals are drawn. The second part of this study analyzed data provided by educators and behaviour analysts, for inclusion of sex ed goals in teaching plans for students with autism spectrum disorders (ASD). Finally, existing curricula for sex education for persons with autism are analyzed and reviewed for representation of comprehensive domains. Recommendations for clinicians, researchers, and families are included. |
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| Qualitative Findings Informing the Establishment of Safety Domains and Training Materials |
| (Theory) |
| NATALIE M. DRISCOLL (Seven Hills Foundation & Endicott College) |
| Abstract: Safety is an important consideration for determining placement and level of supervision for people with disabilities who are recipients of adult services. The importance of safety for the population of adults with disabilities will be discussed. This presentation will provide a brief review of existing safety literature, qualitative findings from a series of semi structured interviews with content experts, and an overview of safety interview training materials. Data from the qualitative interviews will be shared along with the training materials which were informed by those data and used in the behavior skills training package. Additionally, quantitative findings from the behavioral skills training will be shared including the results of the study and measures of social validity. |
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| Behavior Analytic Contributions in the Reduction of Bullying |
| (Theory) |
| BRIAN KEITH MASON (Hamilton-Wentworth District School Board; Endicott College) |
| Abstract: Bullying interventions have been well studied and widely implemented throughout the world for several decades. Large group studies are prevalent in the literature and focus on elements including; contributing factors, school response systems, punitive measures, fidelity of implementation, school/student demographics. Despite this depth of research, bullying incidents remain stubbornly high. Based on a systematic literature review, five popular bullying prevention programs were used to identify key elements in the reduction of bullying and victimization. This discussion will review the literature on anti-bullying programs to offer insight as to what programs and program components are most effective in reducing bullying and victimization among students. Behavior analysts are well positioned to use this research to play a more prominent role to combat this damaging behavior. Will we respond to this call? |
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| Translational Investigations of Resurgence and Renewal |
| Friday, September 2, 2022 |
| 4:00 PM–4:50 PM |
| Meeting Level 2; Wicklow Hall 2B |
| Area: EAB; Domain: Translational |
| Chair: Kathryn M. Kestner (West Virginia University) |
| CE Instructor: Kathryn M. Kestner, Ph.D. |
| Abstract: Behavioral relapse in the form of resurgence and renewal poses a significant barrier for practitioners achieving sustainable outcomes of behavior analytic interventions (e.g., maintaining desirable behavior change following interventions aimed at reducing challenging behavior and increasing appropriate alternatives). Translational laboratory research provides a useful venue for researchers to investigate various forms of relapse to inform applied research and practice. The presenters in this symposium will discuss data-based evaluations from laboratory studies with human and nonhuman subjects on resurgence and/or renewal. The presenters will highlight implications for future research and clinical practice related to mitigation techniques, the conditions under which relapse occurs with varying procedural variables and intervention components, and laboratory arrangements that are analogous to clinical experiences that may be well-suited for expanding our understanding of these forms of behavior relapse. |
| Instruction Level: Intermediate |
| Keyword(s): Maintenance, Relapse, Renewal, Resurgence |
| Target Audience: Participants should have a foundational understanding of differential reinforcement and extinction as they relate to resurgence and renewal and their relevance to applied research and practice. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the utility of lag schedules for mitigating resurgence and renewal; (2) Compare and contrast nonsequential renewal arrangements in ABA and ABC procedures and describe findings related to sequential vs. inconsequential arrangments as far as the magnitude of renewal; (3) describe potential benefits of procedures using differential reinforcement of asymmetrical choice options with and without extinction and implications related to renewal. |
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| Human-Operant Renewal Following Differential Reinforcement of Asymmetrical Choice Options with and without Extinction |
| (Basic Research) |
| KACEY RENEE FINCH (West Virginia University), Kathryn M. Kestner (West Virginia University) |
| Abstract: Renewal is the relapse of a previously reduced response following a change in context. Renewal is commonly assessed following extinction or differential reinforcement of alternative behavior (DRA); however, interventions employing extinction may result in negative side effects. The current study investigated renewal following differential reinforcement of asymmetrical choice options with and without extinction. Participants completed a 3-phase renewal arrangement via a computer task and earned points for clicking on three circles that moved across the screen. In Phase 1, only the target response was reinforced with one point in Context A (arranged according to the background color of the screen). In the presence of Context B in Phase 2, one alternative response was reinforced with three points and another resulted in five points. One group of participants experienced extinction for the target response in Phase 2, and target responses continued to produce one point for the other group. In Phase 3, the same reinforcement contingencies from Phase 2 were maintained, and the context returned to Context A. The results suggest renewal occurs following differential reinforcement with multiple alternative response options with and without extinction. We will discuss observed patterns of responding with and without extinction and implications for clinical practice. |
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| Evaluating Lag Schedules as a Relapse-Mitigation Technique |
| (Basic Research) |
| EMILY KATRINA UNHOLZ-BOWDEN (University of Minnesota), Rebecca Kolb (University of Minnesota), Jennifer J. McComas (University of Minnesota) |
| Abstract: Interventions related to differential reinforcement (DR) are among the most frequently used within the field of applied behavior analysis (ABA). However, certain conditions can inhibit the level at which effects of these interventions maintain over time or generalize across contexts. This can result in the relapse, or recurrence of the interfering behavior the interventions aim to decrease. The purpose of this basic study is to identify effective methods for attenuating both the resurgence and renewal of a previously taught response put on extinction and for promoting the persistence and generalization of alternative responses with university students using a computer program. Using three experiments, we evaluated the effects of delivering Lag reinforcement for multiple alternative responses, reinforcement in multiple contexts, and both in combination, on the relapse of a previously extinguished operant response and on the persistence and generalization of alternative responses. Based on preliminary data, Lag reinforcement in multiple contexts appeared to be the most effective in attenuating resurgence of the extinguished response. There were no significant differences in levels of renewal across the three experiments. Further analysis is to be determined. The current study can inform future directions for applied resurgence and renewal. |
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| Evaluating Nonsequentual Renewal in Rats and Humans |
| (Basic Research) |
| BRIANNA SARNO (West Virginia University), Katherine Cucinotta (West Virginia University), Kathryn M. Kestner (West Virginia University) |
| Abstract: Most laboratory experiments employ a sequential arrangement in which each phase is confined to a single context (i.e., Phase 1 in Context A, Phase 2 in Context B, and Phase 3 in Context A). Nonsequential renewal is an alternative approach in which contexts A and B alternate in the behavior-reduction phase, which may be more representative of the patterns of context experience in many clinical situations (Sullivan et al., 2018). The purpose of Experiment 1 was to evaluate renewal in rats with a nonsequential and sequential arrangement. Renewal was greater in the group of subjects who experienced the nonsequential arrangement. Experiment 2 evaluated renewal of target responding in a nonsequential arrangement with college students in a human-operant arrangement. Target responses were reinforced with points during the baseline phase (Context A). During Phase 2, components alternated between baseline conditions in Context A and extinction of target responses in Context B. In many cases, renewal was observed in the test phase in which the target response remained on extinction in Context A or Context C. We propose that future research should explore renewal-mitigation techniques using non-sequential arrangements due to their similarity to clinical arrangement. |
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