Association for Behavior Analysis International

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

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10th International Conference; Stockholm, Sweden; 2019

Program by : Monday, September 30, 2019


 

Symposium #65
CE Offered: BACB
Measuring the Effects of Psychotropic Medication on Behavioral Outcomes
Monday, September 30, 2019
8:00 AM–8:50 AM
Stockholm Waterfront Congress Centre, Level 6, A3/A4
Area: DDA/BPN; Domain: Translational
Chair: Jennifer R. Zarcone (The May Institute)
CE Instructor: Jennifer R. Zarcone, Ph.D.
Abstract:

This symposium will cover several aspects of measuring behavioral outcomes when individuals have been prescribed psychotropic medication. While the focus is on individuals with developmental disabilities, this information could be used with a wide range of individuals with a variety of diagnoses. The presentations will focus on methods for collecting data via several different analog (e.g., functional analysis) and assessment procedures that can inform decision making about whether the psychotropic medication is having the intended effect. The goal is to provide practitioners with assessments that they are able to implement in a variety of settings.

Instruction Level: Intermediate
Target Audience:

graduate students, faculty, clinical providers, educators, administrators, researchers

 
The Impact of Medication Changes on Functional Analysis Outcomes
(Applied Research)
LYNN G. BOWMAN (Kennedy Krieger Institute and Johns Hopkins University School of Medicine)
Abstract: Numerous studies have demonstrated drug specific effects on functional analysis (FA) outcomes (i.e., Crosland et al 2003; Zarcone et al 2004); however, few descriptive studies have examined how medication changes impact the clarity (i.e., differentiation) or results (i.e., masked functions) of subsequent FAs conducted with the same participant. The purpose of this study was to examine the extent to which psychotropic medication changes altered FA outcomes on an inpatient unit. A review of electronic medical charts was conducted between the years 1995-2014. Twelve cases had sufficient evidence (i.e., multiple FAs, detailed medication changes) for further review. Participants were aged 7 to 21 years and were diagnosed with IDD. Attending psychiatrists directed medication changes with the guidance of the senior behavior analyst, and therapists who collected data during the FAs remained blind to medication changes. To determine differentiation, criteria were established similar to Hagopian et al. (1997), and a quotient score was generated. In half of the cases, alterations to medication (dosage and/or type) led to different conclusions, while the other half did not. In 10 of the 12 cases quotient scores were improved following medication changes. Implications for practicing clinicians will be offered.
 

Polypharmacy and Problem Behavior: An Evaluation of Behavior When Medication Regimens are Altered

(Applied Research)
MARIA G. VALDOVINOS (Drake University)
Abstract:

Psychotropic medications are commonly prescribed in a polypharmacy fashion to adults with intellectual and developmental disabilities who engage in problem behavior to treat and reduce behavior; however, the impact these medications (and subsequent changes in medication) have on the behavior they are intended to treat are not well understood. A study was conducted to evaluate the extent to which changes in psychotropic medication regimens altered functional relations between problem behavior and the environment for adults with intellectual and developmental disabilities. This presentation will provide data for two of the participants whose behaviors (i.e., aggression, self-injurious behavior, stereotypy, and presence of adverse side effects) were monitored over several months (7 and 23 month) via direct observation and functional analyses. The results of this study revealed that changes in medication were associated with changes in assessment results. These findings suggest continued surveillance of behavior function when using psychotropic medication to address problem behavior (Funding: NICHD grant #: 1R15HD072497-01).

 
Behavioral Indicators to Measure the Impact of Psychotropic Medication
(Applied Research)
JENNIFER R. ZARCONE (The May Institute), Cara L. Phillips (The May Institute)
Abstract: This presentation will focus on two innovative analog assessments that we developed to evaluate the behavioral effects of medication for individuals with autism and other developmental disabilities. These analogs were developed to measure specific behavioral effects that go beyond measures of frequency of problem behavior. In the first case, we will describe a behavioral analog that we developed to measure the impact of two attention-deficit hyperactivity disorder (ADHD) medications on out of seat and problem behavior. The trial showed that the initial medication (atomoxetine) was more effective than methylphenidate on out of seat behavior but had no significant impact on problem behavior. In the second case, we measured the effects of two antipsychotic medications on reinforcement choice in a self-control analog. Results showed that neither medication affected the individual’s choice or ability to engage in self-control. These data indicate that we may be able to use analog conditions to determine how medications are affecting problem behavior and other related behavior within relevant contexts. These analogs assessments can be useful in clinical and educational settings.
 
 
Panel #66
CE Offered: BACB
Retaining Qualified Behavior Interventionists: Assessing Variables and Addressing Barriers
Monday, September 30, 2019
8:00 AM–8:50 AM
Stockholm Waterfront Congress Centre, Level 2, C3
Area: OBM/AUT; Domain: Translational
CE Instructor: Meghan Herron, M.S.
Chair: Paula Pompa-Craven (Easterseals Southern California)
RICK GUTIERREZ (Easterseals Southern California)
MEGHAN HERRON (Easterseals Southern California)
ALYSSA KAVNER (Easterseals Southern California)
Abstract:

Staff turnover negatively affects the quality of interventions that clinicians provide to individuals diagnosed with autism. The turnover rate for Behavior Interventionists providing applied behavior analysis (ABA) services to individuals with autism is exceptionally high, and a significant percentage are voluntary resignations. A frontline Behavior Interventionist’s job duties are typically characterized by variables that have been correlated with high turnover rates in other industries. One such variable is consistency of work. This panel will present retention rates across a representative sample of US clinics that provide behavioral interventions to individuals with autism. The presenters will provide results of a study that evaluated the role of consistency of work as represented by parent and staff session cancellations on staff turnover. Finally, strategies in the areas of work/pay stability, leadership, and new-hire turnover that have helped increase retention will be presented. Based on the retention status within the organization, next steps will be discussed.

Instruction Level: Intermediate
Target Audience:

Board Certified Behavior Analysts, service providers, and academic faculty.

Learning Objectives: 1. Attendees will learn demographics and characteristics of Behavior Interventionists that correlate to high turnover rates in applied behavior analysis services for individuals with autism. 2. Attendees will learn the relationship between consistency of work, as defined by session appointment cancellations, and retention of Behavior Interventionists providing ABA services. 3. Attendees will learn strategies to reduce turnover rates for staff members providing ABA services.
Keyword(s): ABA Staff, Behavior Interventionists, Retention, Staff Turnover
 
 
Symposium #67
CE Offered: BACB
Using Behavior Analysis to Increase Complex Thinking Behavior
Monday, September 30, 2019
8:00 AM–8:50 AM
Stockholm Waterfront Congress Centre, Level 2, C1
Area: TBA/DEV; Domain: Translational
Chair: Christine Hoffner Barthold (George Mason University)
Discussant: Erik Arntzen (Oslo and Akershus University College)
CE Instructor: Darlene E. Crone-Todd, Ph.D.
Abstract:

Critical, or higher-order thinking, is the hallmark of higher education. It is important to go beyond training in education, and develop a more complex behavioral repertoire. In this symposium, the presenters will be discussing their work on the use of interteaching, and combining interteaching with equivalence based instruction (EBI). It will be argued that either of these approaches alone produce better teaching outcomes, and that some topics lend themselves to additional methods such as using EBI to teach more complex topics. These approaches are efficient, and can be modified for use in face-to-face, and online, courses. Finally, using either or both in combination with programmed instruction will be discussed.

Instruction Level: Intermediate
Keyword(s): complex repertoire, equivalence-based instruction, interteaching, programmed instruction
Target Audience:

Any student, professor, or individuals who train professionals.

Learning Objectives: * Define interteaching * Define equivalence-based instruction * State at least two dependent variables that can be used to operationally define (behaviorally) complex thinking
 

The Effects of Instructor Presence During Synchronous Interteaching Discussions in an Online Behavior Analysis Course

(Applied Research)
CHRISTINE HOFFNER BARTHOLD (George Mason University)
Abstract:

Interteaching is an active learning strategy based upon Personalized System of Instruction. Pairs or groups discuss a series of questions based upon the readings and other course materials. While there is a rich body of literature supporting interteaching, only two articles are available that look at the implementation of interteaching in an online environment. Given that online courses are often asynchronous, many discussions occur without the instructor present to provide feedback. The current study will examine whether the presence of an instructor during online synchronous meetings of small groups affects the participation and quality of discussion in these groups. Two 8-week online courses were examined. For 4/8 synchronous sessions scheduled, the instructor will log in and provide approximately 20 minutes of guidance and feedback to the students. Percentage of intervals on task, as defined as discussing the interteaching assignment or related topics (i.e., excluding other assignments, personal discussion, instructor requirements, or general course information) will be measured for each student.

 
Interteaching, Equivalence-Based Instruction, and Outcomes
(Applied Research)
DARLENE E. CRONE-TODD (Salem State University), Ryan Loring (Salem State University)
Abstract: Behavior analysis provides several systematic procedures for teaching in all levels of education. Keller's Personalized System of Instruction has given rise to the use of Interteaching, which may or may not incorporate mastery-based learning. However, both interteaching and equivalence-based instruction (EBI) can be used to teach, reinforce, and test for generalization in terms of conceptual behavior. This is especially true when it comes to textual behavior, as evidenced by the percentage of students who undermatch, match, or overmatch the level of complexity identified in exam questions. In this talk, data will be presented from an ongoing program of research that includes comparisons within interteaching, teaching specific concepts using EBI, and how teachers, professors, and professionals might use a combination of both methods to increase complex thinking behavior on the part of those who they teach and/or train.
 
 
Symposium #73
CE Offered: BACB
Promoting Early Social Skills in Infants and Children At-Risk of Autism Spectrum Disorder and Fragile X Syndrome
Monday, September 30, 2019
9:00 AM–9:50 AM
Stockholm Waterfront Congress Centre, Level 6, A3/A4
Area: AUT/DDA; Domain: Translational
Chair: Jacqueline Carrow (Caldwell University)
Discussant: Jacqueline Carrow (Caldwell University)
CE Instructor: Jacqueline Carrow, M.S.
Abstract:

We have initiated, replicated, and extended a programmatic line of behavior-analytic research to facilitate and establish early social skills in infants at-risk of developing autism spectrum disorder (ASD). Infant social engagement responses including vocalizations, echoics, joint attention, and social referencing are considered critical developmental milestones that serve as fundamental prerequisites for early communication and social skills (Pelaez, 2009). Treatment based on the principles of Applied Behavior Analysis (ABA) has been consistently regarded as the most efficacious treatment for symptoms of ASD, and as such, has been similarly shown to be effective in teaching emerging social skills to infants at risk of ASD. Specifically, the first presenter will briefly identify the early behavioral indicators of at-risk infants, and overview the application of a brief ABA-based parent treatment model for promoting early infant vocalizations and emerging echoic response. The second presenter will examine the acquisition of joint attention and social referencing repertoires via an operant-learning paradigm arrangement among infants at-risk of ASD and Fragile X syndrome. The discussant will comment on these ongoing programs of research on early social skills in at-risk infant populations using ABA, and explore future directions and implications of this research.

Instruction Level: Intermediate
Keyword(s): At-Risk, Infants, Social Skills
Target Audience:

Undergraduate; Graduate; Practitioners; Parents

Learning Objectives: 1. Attendees will describe the different early markers and deficits observed among infants at-risk of autism spectrum disorder (ASD). 2. Attendees will describe the use of operant reinforcement procedures for promoting early infant vocalizations and emergent echoic repertoires. 3. Attendees will describe and operationalize joint attention and social referencing from a behavioral perspective. 4. Attendees will describe the use of operant reinforcement procedures for promoting joint attention and social referencing repertoires.
 

Social Reinforcement Procedures to Establish Vocalizations and Echoics in Infants At-Risk of Autism Spectrum Disorder

(Applied Research)
HAYLEY NEIMY (Shabani Institute & Endicott College), Martha Pelaez (Florida International University), Jonathan J. Tarbox (University of Southern California), Mary Jane Weiss (Endicott College)
Abstract:

Infants who have not yet received any diagnoses often display markers, deficits, and behavioral indicators, that make them “at-risk” of a later ASD diagnosis. Among the hallmark diagnostic criteria of ASD are limitations and impairments in language and communication. Interventions to promote and encourage vocalizations in infants at risk of ASD as early as possible are of utmost priority. The present investigation compares the use of three different operant reinforcers to promote vocalizations, echoic approximations, and echoics with topographical correspondence in three infants at-risk of ASD. The results reliably confirmed findings from similar research (Bendixen & Pelaez, 2010; Pelaez, Virues, & Gewirtz, 2011a and 2011b) that contingent reinforcement procedures are more effective than non-contingent reinforcement procedures. Specifically, the vocal imitation condition reliably produced higher rates and accuracy of all three targeted responses: a) vocalizations, b) echoic approximations, and c) echoics with one-to-one correspondence. Implications of the present study highlight the important role of systematically and contingently arranging the social consequences delivered by the caregiver to promote the vocal behavior of an infant at-risk. Future research and application are discussed in the context of ASD prevention, optimal infant-caregiver environmental arrangements, misplaced contingencies, and the establishment of caregivers as social reinforcers.

 
Establishing Joint Attention Skills to Facilitate Social Referencing Repertoires in Toddlers via Operant Learning Procedures
(Applied Research)
KATERINA MONLUX (Stanford University; Oslo Metropolitan University), Martha Pelaez (Florida International University), Jonathan J. Tarbox (University of Southern California)
Abstract: Deficits in social engagement are among the main developmental problems observed among children with autism spectrum disorders (ASD). In particular, joint attention and social referencing skills are critical for the development of more complex social interactions. The use of behavioral techniques and brief parent-infant engagement training has shown to be successful in promoting these social skills. We explore the hypothesis that by targeting joint attention and social referencing skills in the natural environment and by using caregivers as therapists we can potentially mitigate and prevent the development of later onset behavior language problems commonly associated with ASD. The current presentation reviews and extends previously published procedures for the training of joint attention and social referencing modeled after Pelaez and colleagues’ (2012) operant learning paradigm. Further, a model for expanding previous findings to the natural environment with a population at-risk of developing ASD and Fragile X syndrome is proposed where joint attending skills can be taught first to aid in the acquisition of social referencing. While very similar social behavior chains, joint attention and social referencing have functional differences, which will be explained.
 
 
Panel #75
Is There Only One Applied Behavior Analysis Around the World? Challenges for Certification: The Brazilian Experience in Debate
Monday, September 30, 2019
9:00 AM–9:50 AM
Stockholm Waterfront Congress Centre, Level 2, C1
Area: EDC/TBA; Domain: Translational
Chair: Martha Costa Hübner (University of São Paulo)
ROOSEVELT RISTON STARLING (Universidade Federal de Sao Joao del-Rei - UFSJ)
NEIL TIMOTHY MARTIN (Behavior Analyst Certification Board)
CELSO GOYOS (Universidade Federal de Sao Carlos)
Abstract:

Is there only one Applied Behavior Analysis around the world? Challenges for certification- the brazilian experience in debate. BACB has been certifying behavior analysts all over the world, bringing up quality to professionals working in Service Delivery domain, as well as criteria to define what is a behavior analyst and minimum knowledge necessary to be an applied behavior analyst. Nevertheless, there are crucial differences among academic cultures in different countries in formation of behavior analysts, depending on undergraduate and graduate laws of each one. Brazil has been considered one of the largest group of Behavior Analysis (BA) outside USA and has been receiving awards for its longstanding achievements in Experimental Analysis of Behavior. The graduate bylaws, as well as rules and evaluation systems in BA at graduate level are worldwide based and rigorous. Undergraduate laws and systems of evaluation, on the other hand, are weaker, with multiple differences inside the big country of Brazil. Because if this, it is not possible to homogenize systems of certification in BA in Brazil. Considering this context, a group of brazilian researchers and clinicians proposed a national certification system for behavior analysts and a discussion with BACB representatives is proposed here in order to keep the unit of the field, as well as to keep opened possibilities of new initiatives, due to cultural differences.

Instruction Level: Advanced
 
 
Symposium #86
Economic Behavior and Interventions in Everyday Life: What Can Behavior Analysis Offer?
Monday, September 30, 2019
11:30 AM–12:20 PM
Stockholm Waterfront Congress Centre, Level 2, C3
Area: CSS; Domain: Translational
Chair: Timothy D. Hackenberg (Reed College)
Abstract:

This symposium brings together three studies by authors from different research groups to discuss how behavior analysis can contribute to interventions dealing with economic behavior and everyday life matters. The first presentation proposes a functional interpretation of strategies known as nudges, that is, strategies derived from the field of behavioral economics for policymaking in different sectors (such as public health, education and energy efficiency). The second presentation will describe an intervention that aims to promote ethical behavior in bank employees in the United Kingdom, based on an approach focused on antecedent and consequent factors. The third presentation will describe an intervention based on procedures of functional analysis and fading out for the reduction of smoke consumption. Thus, the symposium attempts to gather research from the theoretical domain (the first presentation) to the applied one (second and third presentations) that discuss possibilities for behavior analysts to design effective interventions in different contexts, from individual to social.

Instruction Level: Intermediate
Keyword(s): Behavioral Economics, Ethical Behavior, Nudge, Smoke consumption
 

A Functional Interpretation of Nudging Strategies

(Theory)
CESAR ANTONIO ALVES DA ROCHA (Universidade de Sao Paulo)
Abstract:

Introduced as an innovative way to design public policy, "libertarian paternalism" is a proposition derived from behavioral economics whose main goal would be to interfere with choice behavior without coercive methods. A key concept for such perspective is "choice architecture", which aludes to different sets of contextual arrangements designed to redirect choice in a way that although a defined course of action is favored, all alternative paths are kept available and easy to reach. "Default-option", "salience" and "social norms" are commonly adopted strategies (i.e. "nudges"), but that is not clear what exactly group them all together. Relying on previously developed research, the aim of this conceptual study is to provide a functional interpretation of nudging strategies as described by their original proponents. The presentation will show how nudging strategies may me interpreted as a matter of manipulating response cost, stimulus control and establishing operations, as well as that there seems to be no clear connection between them except for their presumed noncoercive nature. Thus, the presentation will also introduce a question yet unsolved, that is, whether or not the meaning of coercion is the same for behavioral economists and behavior analysts.

 

Planning an Intervention to Raise Ethical Behaviors in UK Bank Employees

(Applied Research)
ANA CAROLINA TROUSDELL FRANCESCHINI (Banking Standards Board - UK)
Abstract:

Self-reported surveys, collected from UK bank employees for three years (2016-2018) show stability in how employees identify (un)ethical behaviors in their workplace. Identifying and manipulating ethical behaviors that already exist in the working routine of bankers is a more feasible goal than trying to shape completely new behaviors in this population. Bank employees have to constantly allocate their time and effort among different, concurrent, tasks. As in any concurrent schedule, this allocation is controlled by the contingencies in place, including monetary and social reinforcement. Interventions to increase ethical behaviors should increase the preference for “ethical” tasks. This, however, requires a functional analysis of Ethical Behaviors, their antecedents and consequences. For antecedents, ethical judgements depend on the social group(s) the subject belongs to and what they consider “good” or “bad”. Consequences depend on the visibility and significance of the impact caused on others. In preparation for future interventions, this exploratory study searches for empirical/descriptive evidence on “who” bank employees identify as the parties impacted by their actions and the kind of "good" or "bad" social feedback/judgement they receive. Increasing employee’s preference for ethical tasks (instead of other tasks) require increasing the sources and/or magnitude of the positive social reinforcement produced by these actions.

 

Functional Analysis and Fading out on Smoke Consumption

(Applied Research)
FERNANDA CASTANHO CALIXTO (Federal University of São Carlos; Paradigma Centre for Sciences and Behavioral Technology), Roberto Alves Banaco (Paradigma Centre for Sciences and Behavioral Technology), Maria de Jesus Dutra Dutra dos Reis (Universidade Federal de São Carlos)
Abstract:

Smoking is a behavioral pattern that negatively affects the smoker’s health. Consequently, the effectiveness of programs to reduce smoking became the focus of scientific investigation. The present study investigated the effect of a behavioral analytic program, conducted individually on the frequency of smoking and CO levels. The experimental design was multicomponent. Participants were eight smokers with CO level equal or above 11 ppm. The study was comprised of five phases. On Phase 1, the frequency of smoking and CO levels were recorded. On Phase 2, functional analysis of smoking took place. On Phase 3, participants were instructed to gradually increase the interval between cigarettes. In Phase 4, participants were instructed to use behavioral-analytical strategies for the reduction of smoking. Phase 5 was the return to Phase 1`s conditions. Follow up measures were recorded three and six months after the conclusion of the study. For all participants, smoking rate and the CO level were reduced by at least 60 percent. Strategies for maintaining therapeutic gains are presented in the discussion.

 
 
Symposium #88
CE Offered: BACB/NASP
Recent Advances in Behavior Analytic Approaches to Training
Monday, September 30, 2019
11:30 AM–12:20 PM
Stockholm Waterfront Congress Centre, Level 2, C1
Area: EDC/AUT; Domain: Translational
Chair: Jason C. Vladescu (Caldwell University)
CE Instructor: Jason C. Vladescu, Ph.D.
Abstract:

This symposium includes three presentations on recent advances in behavior analytic approaches to training. The first presentation evaluated the effectiveness of using video-based instruction to train parents to implement guided compliance and a token economy. The results indicated that all parents learned the guided compliance protocol and correctly implemented a token economy following the introduction of training. The second presentation sought to train teachers to implement behavioral interventions for students with autism spectrum disorder within a modular intervention framework. The results indicated that the modular approach was feasible and preliminarily efficacious. The third presentation evaluated the effectiveness of a training package to teach individuals to arrange safe sleep environments for infants—an important consideration that may reduce sudden infant death syndrome. The results indicated that all participants made unsafe errors during baseline, arranged correct environments following training, and demonstrated generalized responding.

Instruction Level: Intermediate
Keyword(s): Parent Training, Staff Training, Training
Target Audience:

The target audience is behavior analysts and school psychologists.

Learning Objectives: At the conclusion of the symposium, participants will be able to (1) describe how to use video-based instruction to train parents; (2) describe the feasibility and effectiveness of a modular framework for training teachers to implement behavioral interventions; and (3) describe how to use behavioral skills training to teach individuals to arrange safe sleep environments.
 

Using Video-Based Instruction to Train Parents to Implement a Token Economy

(Applied Research)
Shannon Monaghan (Caldwell University), APRIL N. KISAMORE (Hunter College), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University), Joseph Novak (Reed Academy)
Abstract:

Noncompliance can be a concern for some children with autism and can affect their interactions with their parents. A token economy may be an effective and easily transportable strategy for parents to provide reinforcement to their children for compliance with directions. The results of this study (a) systematically replicated Spiegel, Kisamore, Vladescu, and Karsten (2016) by training parents of children with autism spectrum disorder (ASD) to implement guided compliance and (b) evaluated the effects of video-based instruction to train parents of children with autism to implement a token economy to reinforce compliance and to decrease the need for the presence of a trainer by incorporating a self-scoring checklist. Participants learned to correctly implement a token economy and evaluated their own performance via video recordings. These results provide clinicians with a means of teaching parents of children with ASD to implement a token economy and decrease the need for the presence of a trainer by incorporating a self-scoring checklist. Interobserver agreement data were collected data for 35% of all sessions and mean agreement was above 97% for all participants.

 
Sleeping Beauties: Teaching Adults to Arrange Safe Infant Sleep Environments
(Applied Research)
JACQUELINE CARROW (Caldwell University), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University), April N. Kisamore (Hunter College)
Abstract: According to the American Academy of Pediatrics, there are approximately 3,500 sleep related infant deaths each year in the United States. National campaigns and legislation have advocated adherence to safe sleep practices since the 1990’s, however, rates of infant mortality have remained fairly unchanged since the recommendation of the supine position in 1998. Further, outcomes in the safe infant sleep literature evaluating strategies to teach safe infant sleep practices demonstrate mixed results. Behavioral skills training (BST) is an evidenced-based teaching strategy shown to successfully teach various safety skills to adults. The current study evaluated the efficacy of BST to teach adults how to arrange a safe sleep environment for infants. Additionally, we examined the extent to which BST conducted in one context established correct responding across a range of contexts created to represent a range of safe and unsafe infant sleep environments. Eight undergraduate and graduate students participated. Results showed BST improved arrangement of a safe sleep environment in the trained and untrained contexts for all participants.
 
 
Symposium #97
Translating Basic Behavioral Processes into Effective Clinical Interventions for Persons With Autism and Developmental Disabilities
Monday, September 30, 2019
2:00 PM–3:50 PM
Stockholm Waterfront Congress Centre, Level 6, A3/A4
Area: AUT/EAB; Domain: Translational
Chair: Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: David P. Wacker (The University of Iowa)
Abstract:

Conceptualizing translational research from a transactional perspective, in which scientific and clinical information flows in multiple directions, leads to more relevant basic and applied research and interventions that are more effective. In this symposium, we will present a series of translational investigations that have involved collaborations between basic and applied researchers to improve our understanding of, and ability to treat severe problem behavior. These investigations include studies involving human and nonhuman species and applications of behavioral momentum theory and the generalized matching law to increase the effectiveness, efficiency, and durability of function-based treatment of destructive behavior in individuals with autism and related disorders. Our discussant will integrate and discuss the applied and theoretical implications of these studies and provide directions for future research.

Instruction Level: Intermediate
Keyword(s): autism, translational research, treatment relapse
 
Mitigating Resurgence of Destructive Behavior Following Functional Communication Training Using Multiple and Chain Schedules
(Applied Research)
WAYNE W. FISHER (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Ashley Marie Fuhrman (University of Nebraska Medical Center), Brian D. Greer (University of Nebraska Medical Center's Munroe-Meyer Institute), Daniel R. Mitteer (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract: Resurgence is a form of treatment relapse that involves the reoccurrence of a previously reinforcement response (e.g., destructive behavior) following extinction of a subsequently reinforced alternative response (e.g., a functional communication response [FCR] during functional communication training [FCT]). Results of several recent translational studies have suggested that correlating contextual or discriminative stimuli with the delivery or withholding of reinforcement for the FCR may mitigate resurgence of destructive behavior, but none have isolated the effects of those stimuli. In this study, we (a) trained the FCR, brought it under stimulus control of a multiple schedule, and thinned its reinforcement schedule in one stimulus context and then (b) tested the effects of the SD and S from the multiple schedule during a resurgence sequence (baseline, FCT, extinction) in a novel context relative to an equivalent resurgence sequence in another novel context without the SD and S. Results showed less persistence of the FCR and less resurgence of destructive behavior in context with the SD and S present relative to the context without those stimuli. We discuss the applied and theoretical implications of these results relative to theories of resurgence that do and do not accommodate the effects of discriminative and contextual stimuli.
 

An Evaluation of Behavioral Persistence With Academic Performance

(Applied Research)
KELLY M. SCHIELTZ (University of Iowa), Amy Conrad (University of Iowa), Jennifer J. McComas (University of Minnesota), Christopher A. Podlesnik (Florida Institute of Technology), David P. Wacker (The University of Iowa)
Abstract:

The purpose of this study was to evaluate the effects of positive reinforcement on academic behavior that was historically related to problem behavior maintained by negative reinforcement. Sam was a 12-year-old boy with autism. Problem behavior and academic performance in math were evaluated across three conditions (baseline, contingent positive reinforcement, and bonus positive reinforcement) within a reversal design. IOA was assessed across 31% of sessions and averaged 98%. Results showed behavioral persistence with academic performance (number of problems attempted; Figure 1, top panel). As Sam received greater amounts of positive reinforcement (for answering bonus questions) he completed more math problems across sessions during subsequent baseline extinction sessions but also continued to show problem behavior (Figure 1, bottom panel). Thus, even though persistence of appropriate academic behavior in the absence of treatment following contingent positive reinforcement was achieved, problem behavior also showed persistence. We will discuss these results within a conceptual model linking neuroscience, behavior analysis, and behavioral momentum theory to promote the long-term maintenance of appropriate academic behavior.

 

An Intervention for Change-Resistant Feeding Behavior in Children With Autism

(Applied Research)
CATHLEEN C. PIAZZA (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Jaime Crowley (University of Nebraska Medical Center), Kathryn M. Peterson (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract:

Resistance to change or insistence on sameness is a problematic behavior exhibited by children with Autism Spectrum Disorder (ASD) in which the child has extreme emotional outbursts in response to change. Restricted diet variety is one common form of resistance to change that children with ASD exhibit. For example, Schreck, Williams, and Smith found that children with ASD ate about half the dairy items, fruits, proteins, and vegetables children without ASD ate, and the remainder of their diet often included processed junk foods that were low in nutritional content and high in fat and sugar. In the current study, we implemented an intervention for change-resistant feeding behavior based conceptually, but not mathematically, on the generalized matching law with 5 young children with ASD and a restricted diet variety. During the intervention, the researcher gave the participant a choice between (a) a change-resistant food and an alternative food when consuming either produced no programmed consequence during the free-choice condition, (b) a change-resistant food and an alternative food when consuming the change-resistant food produced no programmed consequence and consuming the alternative food produced a preferred item during the asymmetrical-choice condition, and (c) choosing and consuming the alternative food independently and receiving the preferred item or being guided to choose and consume the alternative food during the single-choice condition. Most participants began consuming the first alternative food exposed to the intervention at high, stable levels during the single-choice condition and continued to consume the alternative food during a reversal to the asymmetrical-choice condition. Consumption of other alternative foods increased when the researcher implemented the asymmetrical-choice condition before exposure to the single-choice condition. The generalized matching law provided a conceptual model for arranging contingencies during our intervention to (a) decrease the relative value and frequency of consumption of the change-resistant food, (b) increase the relative value and frequency of the alternative food, and (c) increase the preference for the alternative food for some children (e.g., the child preferred to eat green beans over hot dog).

 

A Translational Analysis of Non-Sequential Renewal

(Basic Research)
HENRY S. ROANE (Upstate Medical University), William Sullivan (Upstate Medical University), Andrew R. Craig (SUNY Upstate Medical University)
Abstract:

ABA renewal occurs when behavior learned in one context (e.g., home; A) and treated in a separate context (e.g., clinic; B) reemerges when the original context is reintroduced (A). Basic-laboratory assessments of renewal may inform clinical efforts to maintain reduction of severe problem behavior when clients transition between contexts. The contextual changes arranged during standard renewal procedures, however, may not align with those that clients experience during outpatient therapy. In this presentation, we first describe a human-laboratory translation in which we compared levels of recurrence using the standard ABA renewal procedure and a modified nonsequential ACA procedure, which was modeled from the typical course of outpatient treatment for problem behavior. Second, we compared renewal of rats’ lever pressing following a standard ABA renewal procedure (i.e., baseline in Context A, extinction in Context B, renewal test in Context A) and a non-sequential renewal assessment wherein treatment consisted of frequent alternation between Context A (associated with reinforcement for lever pressing) and Context B (associated with extinction). Across both studies, responding renewed to a greater extent in the non-sequential condition. These findings will be discussed within the framework of treatment for severe problem behavior, particularly related to implications for clinical research and practic

 
 
Symposium #101
CE Offered: BACB
Rethinking Reinforcement
Monday, September 30, 2019
3:00 PM–3:50 PM
Stockholm Waterfront Congress Centre, Level 2, C3
Area: EAB/PCH; Domain: Translational
Chair: Mitch Fryling (California State University, Los Angeles)
Discussant: Per Holth (OsloMet -- Oslo Metropolitan University)
CE Instructor: Mitch Fryling, Ph.D.
Abstract:

Reinforcement is fundamental to the analysis of behavior. Indeed, reinforcement plays a key role in most theoretical and philosophical work in behavior analysis, basic research in the experimental analysis of behavior, and in the application of behavioral principles towards socially significant behavior change. While the basics of reinforcement processes are well known to behavior analysts, researchers have continued to study reinforcement over the years, including the exploration of various details pertinent to different theories of reinforcement. The present symposium involves two presentations on the topic of reinforcement. The first presentation focuses on recent research related to various theories of reinforcement in the experimental analysis of behavior, including that pertaining to momentum, conditioned reinforcement, and response strength. After providing an overview of recent work in the area, questions about reinforcement as we know it are raised, setting the stage for the second presentation. The second presentation provides an alternative conceptualization of reinforcement. Problems with common ways of speaking about reinforcement in behavior analysis are highlighted, and an analysis of reinforcement as a setting factor is provided. The symposium concludes with a discussant commenting on various themes reviewed during the presentations.

Instruction Level: Intermediate
Target Audience:

Master's and doctoral level behavior analysts interested in learning more about reinforcement theory and alternative conceptualizations of reinforcement processes.

Learning Objectives: -Describe two areas of research in the experimental analysis of reinforcement. -Explain one concern with common ways of talking about reinforcement. -Summarize how reinforcement may be conceptualized as a setting factor.
 
Reinforcement: Recent Research and Conceptual Analysis
(Theory)
MITCH FRYLING (California State University, Los Angeles)
Abstract: While most behavior analysts probably have a good understanding of the basics of reinforcement processes, less is known about the various theories of reinforcement, including the ongoing basic research exploring different hypotheses related to those theories. The current presentation focuses on recent research in the experimental analysis of behavior that focuses on reinforcement theory, and especially examines work in the areas of behavioral momentum, conditioned reinforcement, and response strength. The core ideas and assumptions associated with various theories of reinforcement are highlighted, including the points of contact and departure among them. Areas of ongoing discussion and debate are highlighted as well. The primary aim of the presentation is to provide a brief overview of several ongoing areas of inquiry in the basic analysis of reinforcement, and to call attention to theoretical and conceptual implications. This update on reinforcement will also serve to set the stage for the second presentation, which offers a critique and alternative analysis.
 
Reinforcement as a Setting Factor
(Theory)
LINDA J. PARROTT HAYES (University of Nevada, Reno)
Abstract: Events and their descriptions tend to be confused when the events present problems of observation, when they appear to resemble our descriptions of them, and when the events are taken to be synonymous with our reactions to them. Problems of these sorts are exacerbated when a focus on prediction and control, to the neglect of description and explanation, engenders the attribution of causal powers to particular events. Events identified by their temporal relations with respect to responses, in particular those occupying consequential relations, are held to have causal powers with respect to those responses. In short, reinforcement is held to be a causal process, one that is new in the sense that it follows rather than precedes the behavior it causes and is thereby applicable only to classes of behavior. It is held to be a process of selection. Support for this interpretation is drawn from a similar construction in biology, namely natural selection. The problem here is three fold: first, the description of events is confused with the events described; second, the description of events contains elements that are not found among the events themselves; and third, the same is true of the concept of natural selection. It is argued that selection, whether it be natural selection or selection by consequences, is not a causal process but rather a reference to an outcome of a complex set of changing circumstances. Reinforcement, as such, is interpreted as a setting factor, participating along with a multitude of other factors in an integrated field.
 

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