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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49th Annual Convention; Denver, CO; 2023

CE by Type: BACB


 

Workshop #W6
CE Offered: BACB — 
Supervision
Applied Behavior Analytic Acceptance and Commitment Training: Functional Analysis PART ONE
Thursday, May 25, 2023
1:00 PM–7:00 PM
Convention Center 401/402
Area: CBM/VBC; Domain: Service Delivery
CE Instructor: Yukie Kurumiya, Ph.D.
THOMAS G. SZABO (Capella University), LARISA SHEPERD (Endicott College), ASHLEY PETT (Achievement, Balance, Community LLC), CELIA HEYMAN (New Jersey ABA), YUKIE KURUMIYA (The Chicago School of Professional Psychology), TYLER-CURTIS CORY ELLIOT (University of Georgia), Kristy Park (George Mason University), ELISE PRACHAR (The Florida Institute of Technology)
Description: Evidence for the utility of acceptance and commitment training (ACT) in applied behavior analysis (ABA) is growing. Most researchers publishing in this area are highly skilled academics with their most experienced graduate students, so it is not surprising that they are successful and operating within an ABA scope of practice. But how does the average ABA practitioner gain access to the coaching needed for successful, ethical implementation of ACT in ABA settings? It does not help that ABA practitioners leave ACT workshops saying, “This is great, but how would I do this?” In fact, it is problematic for our field when training does not result in skill acquisition and sensitivity to the nuances of acceptable conduct when using an intervention. This workshop (Part 1 of 2) will offer training in two skills – ACT assessment and therapeutic alliance. Using a BST format, participants will learn to conduct descriptive functional assessment of the six ACT repertoires and apply a 14-step task analysis to the development of a compassion-focused therapeutic relationship with clients. Participants will receive intensive coaching in small groups from seven seasoned facilitators and access to an online folder with self-paced training material, videos, and relevant research.
Learning Objectives: Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) code dialogue for six core indirect-acting contingencies; (2) discriminate steps in a 14-step task analysis to the development of a compassion-focused therapeutic alliance; (3) conduct descriptive ABA ACT functional assessment with attention to the therapeutic relationship.
Activities: BST - rationale, modeling, rehearsal, feedback. Also, lecture, small group breakout, large group discussion.
Audience: Participants should be familiar with the ACT model. Having previously participated in an ACT workshop, read ACT research, or read ACT books would help. This content is appropriate for BCBAs and for BCaBAs under supervision of BCBAs with ACT in ABA background. This content is also appropriate for students and practitioners of clinical behavior analysis (behavioral counseling, therapy, and so forth).
Content Area: Practice
Instruction Level: Basic
Keyword(s): BST+ Roleplay, Descriptive ACT-FBA, Therapeutic Alliance
 
Workshop #W10
CE Offered: BACB
50 Simple, Easy, Evidence-Based Practice Strategies to Prevent and Reduce Aggression in School Settings
Thursday, May 25, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 3C
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: Laura Kenneally, Ed.D.
LAURA KENNEALLY (Advance Learning Center)
Description: BCBAs are challenged to reduce and prevent students with autism and other developmental disabilities from engaging in problem behavior including aggression. These severe behavior challenges limit a student’s ability to learn appropriate academic, vocational, and social skills and become a successful, independent adult. As schools have limited resources including funding and trained personnel, BCBAs are tasked to fix these challenges with quick, easy, effective, and low-cost solutions. This workshop includes 50 detailed interventions for school-based BCBAs to create positive, easy fixes, on a shoe-string budget. These strategies include ABA “buy in”, personnel training, curriculum, behavioral assessments, and program evaluation.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define and demonstrate shaping and use of the feedback model to create behavior change. (2) Define and implement 50 ways to reduce/prevent problem behavior in school. (3) Use a data-based measurement system to evaluate the efficacy of the intervention(s).
Activities: Hands -on activities to learn and practice shaping skills with the use of the feedback model Instructional video of how to provide feedback and shaping lecture, small group activities to describe and illustrate 50 evidence-based practices
Audience: BCBAs who have some experience writing FBAs and BIPs who seek additional skills in intervention strategies and training school staff to effectively implement them.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W11
CE Offered: BACB — 
Ethics
Creating Happy Learners: An Introduction to Measuring Assent and Assent Withdrawal
Thursday, May 25, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT; Domain: Service Delivery
CE Instructor: Fumi Horner, Ph.D.
CHRISTINA BAROSKY (Bierman Autism Centers), SIMONE PALMER (Simmons University and Bierman Autism Centers), FUMI HORNER (Bierman Autism Centers)
Description: Obtaining client’s assent as applicable has been included in the most recent version of the ethics code for behavior analysts (Behavior Analyst Certification Board, 2020). Many companies providing ABA-based services to learners have in their standard practice obtaining informed consent from families and caregivers as a part of the client onboarding process. Given the recency of this topic (new code became effective in January 2022), many professionals are questioning how to also obtain assent from learners, especially if they display communication deficits. Additional challenges may include difficulties with honoring assent or programming for assent withdrawal and the concern of increasing escape/ avoidance behaviors that interfere with the productivity of therapy or instructional time and treatment outcomes. This workshop will review the definition of consent, assent, and assent withdrawal, how to identify assent from learners with communication deficits, how to program for assent-based intervention, and discuss possible measurement strategies.
Learning Objectives: Review the definition of consent, assent, and assent withdrawal Describe the importance of assent-based interventions within ABA therapy Review some practical examples of assent withdrawal Review some measurement strategies of assent withdrawal Describe some strategies/ treatment goals when assent withdrawal is identified
Activities: Identifying examples and nonexample of assent based interventions by looking at the behavior intervention plans or videos. Conducting visual analyses to identify when assent withdrawal has occured. Identifying some strategies to remediate the issues instead of implementing escape extinction.
Audience: Any BCBAs who are interested in learning how to implement assent based interventions for children with autism
Content Area: Practice
Instruction Level: Basic
Keyword(s): Assent, Autism, Staff training
 
Workshop #W17
CE Offered: BACB/QABA
The Four Causes of Schedule-Induced Behaviors: Experimental and Applied Implications
Thursday, May 25, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 2A
Area: EAB/PCH; Domain: Basic Research
CE Instructor: Jeff Kupfer, Ph.D.
JEFF KUPFER (University of Colorado Denver), RON F. ALLEN (Simmons University)
Description: Adjunctive or schedule-induced behaviors (sometimes maladaptive and always excessive) are behaviors that are maintained at a high probability by stimuli that derive their reinforcing properties as a function of parameters governing the availability of some other class of reinforcement. In non-human subjects, some schedules of reinforcement have been shown to generate strange behaviors such as: polydipsia, attack against members of its own species, self-induced escape, pica, and hyperactivity; In human subjects, these same schedules can exaggerate behaviors such as fluid intake, aggression, pacing, grooming, eating, stereotypic behavior, smoking and, quite possibly-- “wretched excess”. This presentation provides a new framework for schedule-induced behaviors that organizes sixty years of research and theoretical literature. A video-tape will be shown demonstrating various types of schedule-induced behaviors in a rat and pigeon. Studies describing functional relationships with reinforcement schedules and “generator schedules” (i.e., schedules promoting schedule-induced behaviors) will be reviewed, as well as functional assessment and measurement strategies. Alternative reinforcement strategies in applied settings will be reviewed and case studies will be presented comparing fixed- vs. variable-DRO schedules
Learning Objectives: (1) Attendees will describe the Aristotelian four causes of schedule-induced behaviors (2) Attendees will describe methods to measure and assess schedule-induced behaviors (3) Attendees will describe pitfalls in using common schedules of reinforcement (4) Attendees will describe alternatives to minimize the influence of schedule-induced behaviors
Activities: Instructional strategies: lecture, discussion Workshop objectives will be met through lecture, video presentation, assessments. The format combines lecture and discussion
Audience: Masters level BCBAs or higher
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W20
CE Offered: BACB
Successful Intervention in Schools: How to Provide Effective and Systematic Behavioral Consultation
Thursday, May 25, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 4A/B
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Kristen Maria Villone, Ph.D.
KRISTEN MARIA VILLONE (Devereux Advanced Behavioral Health), RYAN MATTHEW BIEMULLER (Devereux Advanced Behavioral Health)
Description: Competing priorities, last minute referrals, and large caseloads can make consultant feel like they are always putting out fires. In this workshop, attendees will learn strategies for providing systematic, effective, and ecologically-valid behavioral consultation. The presenters will review research on evidence-based practices for special education populations, including learners with autism and students with intensive special needs. Attendees will learn how to incorporate evidence-based practices into classroom consultation protocols, including how to create data-based observation systems and provide behavioral skills training to teacher s and classroom staff. The presenters will discuss processes for addressing the needs of high-risk students who continue to exhibit problem behavior despite consistence implementation of evidence –based practices. Strategies for effective coaching in the classroom will be emphasize, including how to build rapport, work with staff from different backgrounds, communicate effectively and identify interventions that are feasible and contextually appropriate. The presenters will also discuss how to monitor progress, fade supports, and build capacity within the school environment.
Learning Objectives: (1) Identify evidence-based classroom practices for special education populations, including learners w/ASD and students with disruptive behavior disorders. (2) Develop a structured classroom observation system, including data collection strategies and a plan for implementation and sustainability. (3) Demonstrate how to effectively use behavioral skills training to teach classroom staff how to consistently use evidence-based practices. (4) Discuss key practices for effective consultation, including building rapport, working within the resources of the environment, communicating clearly, and consistent documentation.
Activities: Instructional strategies will include: -Didactic training and demonstration of targeted skills. –Sharing and discussing data on current implementation in public schools. –Presentation of templates for developing data-based observation systems and implementation plans. – Small group discussion to develop implementation plans. –Opportunities to practice coaching and providing performance feedback.
Audience: Participants should have experience developing behavior intervention plans. Participants should have experience working in schools or working with staff without a background in ABA.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W21
CE Offered: BACB
Become the Applied Behavior Analysis (ABA) Leader Your Team Deserves: 7 Organizational Behavior Management (OBM) Strategies That Can Immediately Level-Up Your Leadership
Thursday, May 25, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 2C
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: John Austin, Ph.D.
JOHN AUSTIN (Reaching Results), JONATHAN MUELLER (Ascend Behavior Partners)
Description: Leadership is a verb not a noun. It’s not merely a title. In fact power and influence derived from your designated job title or description is the weakest form. Nor is leadership a bag of tricks to pull out when the team needs a pick-me-up….although there are techniques which can boost happiness, optimism, performance, and even retention. A sneak peek at the things you’ll learn during this highly interactive workshop: • “Leadership” is a set of behaviors (governed by the same laws as all behavior) that you can learn, practice, master, and use for good. We will share the most impactful behaviors we’ve learned from our careers (+ handouts, worksheets, learning aids that you can immediately put into practice). • Effective leaders are self-managers as well as task- and people managers. Our observation is that self-less ABA leaders are the last to put on their mask, not the first (as airlines recommend), and this has a detrimental effect on their effectiveness, their teams, and their health. We’ll help you look in the mirror on your self-management strategies. • Effective leaders create follower-ship: through strong relationships with their peers, maintaining high standards of performance, and coaching/mentoring to bring out the best in their teams. We will discuss elements of these response classes plus key behavioral and financial metrics that can keep you focused on the right actions. “Oh is that ALL”, you ask? Your facilitators will endeavor to coach and present with fun and humor (because if we’re not all having fun, what’s the point??!?!). With John's 30 years of OBM research and coaching and Jonathan’s 10+ years experience as an ABA executive and cofounder of two successful autism-service organizations, the facilitators will bring together their real world experiences and knowledge & passion of the science of OBM. Evidence-based does not have to mean BORING. Not in our book, anyway. We will seek to engage the audience and learn together while discussing real world applications of techniques that you can immediately implement to rapid improvement.
Learning Objectives: At the conclusion of the presentation, participants will be able to describe at least one tactic each they could apply at work for 1) self management; 2) people management; and 3) performance management.
Activities: The format of this workshop will include lecture, facilitated discussion, small group exercises, anonymous polling, and some surprises.
Audience: This workshop will be especially relevant to anyone who leads a team at any level in any organization, especially executives and Sr managers. However, our examples will be tailored to ABA service organization leaders. Individual contributors in such organizations will also benefit from attending.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Leader behaviors, Leadership, OBM, Performance improvement
 
Workshop #W22
CE Offered: BACB — 
Ethics
Diversity submission Teaching Ethical, Professional, and Culturally Humble Behavior to Trainees
Thursday, May 25, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 4C/D
Area: TBA/EDC; Domain: Applied Research
CE Instructor: Odessa Luna, Ph.D.
ODESSA LUNA (St. Cloud State University), MICHELE R. TRAUB (St. Cloud State University), ARAYA VEROJPORN (St. Cloud State University), HANNAH ANSELMENT (St. Cloud State University)
Description: Ethical and professional behavior are among the most challenging elements of fieldwork training to define, teach, and evaluate. During this workshop we will review role-play scenarios that we incorporated into undergraduate and graduate ABA ethics courses to specifically target these skills. These role-plays required students to demonstrate and incorporate ethical and professional skills into common clinical interactions (e.g., obtaining consent for services and research, training staff, conducting a public presentation) and adapt and respond appropriately to scripted situational variables (e.g., anti-ABA rhetoric, differing cultural expectations, challenging environmental variables, personal questions). Workshop participants will practice implementing role-play scenarios, operationally defining specific ethical and professional behaviors, and evaluating role-play performance by trainees.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) understand behavior analysts’ ethical responsibility to program, teach, and evaluate trainee soft skills during supervision, 2) identify environmental and situational variables that occur during clinical interactions that require trainees to engage in soft skills in order to adhere to our ethical code, 3) collect data via a video recording using trainers’ professional skills assessment for trainee soft skills, and 4) create and evaluate their own professional skills assessment to ensure trainee clinical interactions are ethically sound.
Activities: Our workshop will integrate several activities. First, we will incorporate brief lecture and discussion, highlighting the need for more assessment and evaluation of BCBA trainee soft skills (active listening, engaging in declaration strategies, avoiding personal disclosure, use of empathy) when interacting with relevant stakeholders (parents, teachers, and staff). We will provide guided notes to participants, show video recordings of trainees practicing soft skills during a range of clinical activities, allow participants to take data with a professional skill assessment we created, and provide time for the creation and evaluation with workshop presenter feedback of an individualized skill assessment they can use for their BCBA trainees.
Audience: To be successful in the workshop and to have the most meaningful experience, audience members must be BCBA supervisors for trainees pursuing board certification.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): BCBA Supervision, Culturally Humble, Interpersonal Skills, Soft Skills
 
Workshop #W24
CE Offered: BACB
Change Inner Behaviors--Thoughts, Feelings, and Urges
Thursday, May 25, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 3B
Area: VBC/CBM; Domain: Applied Research
CE Instructor: Heather Eisel, Ph.D.
ABIGAIL B. CALKIN (Calkin Consulting Center), HEATHER EISEL (University of Oklahoma)
Description: Based on Skinner’s philosophy, behavioral work and writings, on Lindsley’s seminal work and research in identifying, counting, and analyzing inner behavior, and on the 1,000-plus research-based inner behavior projects, this workshop looks at thoughts, feelings, and urges as behaviors a person can observe, count and change. Previously used in 13 research studies, including military and other venues for those with post-traumatic stress disorders, and university masters and doctoral theses, the workshop takes the participants on a journey to some of their own and their clients’ potential inner behaviors. It includes some charts of people who have counted their inner behaviors in the past years. The workshop also teaches, or reviews, how to use the standard celeration chart to record the frequencies and analyze the changes of any inner behaviors. Articles based on research have been peer-reviewed and published in US and European journals. All publications, from theses to journal publications, have met all ethical, legal, statutory, guidelines and standards.
Learning Objectives: (1) Name, define, and give at least 10 examples each category of inner behaviors, including various thoughts, feelings, and urges; (2) Name and state the findings and locations of at least four of the research projects named and reviewed; (3) State in outlined or noted detail how the participant will use this with a specific client or student.
Activities: • instructional strategies and their tactics will include lecture, discussion, timings, small group breakouts, and notes for written plans for future implementation. • Various readings will be reviewed in the workbook with a reference list also provided. • The final format for the participants will be a written plan for a specific person or a group that the participant has.
Audience: Intermediate prerequisite skills: 1. Familiarity with the standard celeration chart and the ability to use it for the client or student; 2. Very strong interest and some work with inner behavior.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W4
CE Offered: BACB — 
Supervision
Applied Behavior Analytic Acceptance and Commitment Training: Functional Analysis PART TWO
Friday, May 26, 2023
8:00 AM–3:00 PM
Convention Center Mile High Ballroom 1A/B
Area: CBM/VBC; Domain: Service Delivery
CE Instructor: Yukie Kurumiya, Ph.D.
THOMAS G. SZABO (Capella University), LARISA SHEPERD (Endicott College), ASHLEY PETT (Achievement, Balance, Community LLC), CELIA HEYMAN (New Jersey ABA), YUKIE KURUMIYA (The Chicago School of Professional Psychology), TYLER-CURTIS CORY ELLIOT (University of Georgia), Kristy Park (George Mason University), ELISE PRACHAR (The Florida Institute of Technology)
Description: ABA interventions tailored to the needs of an individual are both function-based and individualized. If ACT is to be a staple tool that ABA practitioners use, assessment and intervention using this approach should satisfy both criteria. In this workshop, we will introduce a model for combining direct with indirect contingency management strategies. Next, we offer participants opportunities to use indirect and descriptive tools for generating hypotheses related to covert behavior that may be interfering with direct contingency management. After that, we introduce the ABA ACT analog functional analysis procedure for verifying previously generated hypotheses and we offer opportunities for practice in small groups with coaches. Subsequently, we introduce a 10-step task analysis for creating unique, in-the-moment ACT interventions. There will be multiple opportunities in this section of the training to practice component and composite skills in small groups. This workshop (part 2 of 2) assumes some prior knowledge of ACT and ABA. We will use a behavior skills training approach throughout. (Attendance in Part 1 is highly recommended. Contact presenters if you would like to attend Part 2 only).
Learning Objectives: Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) use an analog ABA-ACT functional analysis procedure to verify hypotheses about ACT repertoires in need of intervention; (2) use a 14-step task analysis for developing a compassion-focused therapeutic alliance with clients (3) use a 10-step task analysis for designing function-based ACT interventions uniquely tailored to the needs of individual clients.
Activities: BST - rationale, modeling, rehearsal, feedback. Also, lecture, small group breakout, large group discussion
Audience: Participants should be familiar with the ACT model. Having previously participated in an ACT workshop, read ACT research, or read ACT books would help. This content is appropriate for BCBAs and for BCaBAs under supervision of BCBAs with ACT in ABA background. This content is also appropriate for students and practitioners of clinical behavior analysis (behavioral counseling, therapy, and so forth).
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ACT Intervention, Analog ACT-FA, BST+ Roleplay
 
Workshop #W26
CE Offered: BACB/NASP
Providing Behavioral Sex Education for Persons With Autism and Related Issues: Key Points for Behavior Analysts to Consider
Friday, May 26, 2023
8:00 AM–11:00 AM
Convention Center Mile High Ballroom 3A
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Frank R. Cicero, Ph.D.
FRANK R. CICERO (Seton Hall University)
Description: Research indicates that over 75% of individuals on the autism spectrum have a desire to engage in some form of sexual behavior. This percentage is consistent with data from the neurotypical population, meaning that individuals with autism do not differ from neurotypical individuals when it comes to sexual drive. Research has also found that they do not differ from neurotypical persons with regard to sexual development. Why then, is problematic sexual behavior so often reported in adolescents and adults on the autism spectrum? The answer lies more in social skills, communication, and knowledge deficits than in issues with sexual development or interest. Here is where the knowledge and skills of a behavior analyst can be most beneficial when it comes to treating behaviors of a sexual topography. Through this talk, the audience will be introduced to some key points in the assessment and treatment of socially problematic sexual behavior in individuals with autism as well as how to assess and build socially appropriate, yet personally satisfying and pleasurable sexual behavior. Given time constraints, this presentation will focus on a few major treatment areas in order to introduce the audience to how behavior analytic principles and procedures can be helpful in the treatment of sexual behavior. We will focus heavily on behavioral assessment prior to treatment and will also discuss BACB ethical codes that must be considered when treating or teaching behavior of a sexual topography.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list reasons why sexual expression in people with autism is often socially problematic, (2) list three ways that reinforcement can be used to shape socially appropriate sexual behavior, (3) describe three assessment methods useful for behavior of a sexual topography.
Activities: The workshop will consist of the following activities: 1. Didactic instruction by the presenter, 2. Group discussion, 3. Presentation and review of teaching materials, 4. Role play and practice of presented teaching procedures where applicable, 5. Sharing and discussion of research data
Audience: The current workshop content is geared towards the following audience: 1. Intermediate and advanced behavior analysts who have a desire to learn how to apply behavioral principles and teaching methods to the subject of sexual behavior. 2. Educators and related service professionals who have an advanced behavioral background and work with individuals with developmental issues that have needs in the area of sexual behavior. 3. Students in a behavior analysis program who want to be introduced to the topic.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism, Puberty, Sex, Sexuality
 
Workshop #W27
CE Offered: BACB
Creating Fun, Effective Sessions With Improvisational Comedy for Clients and Therapists
Friday, May 26, 2023
8:00 AM–11:00 AM
Convention Center Mile High Ballroom 4A/B
Area: AUT/CSS; Domain: Service Delivery
CE Instructor: Haven Niland, M.S.
EDDIE BRANDON AMEZQUITA (John Deere), Haven Niland (University of North Texas)
Description: Researchers know a lot about illness, but not a lot about wellness (Slade, 2010). Pathological approaches toward problem behavior and poisoned interactions between therapists and clients can cause serious roadblocks to learning acquisition. This workshop is designed to teach attendees how to incorporate comedy, fun, and creativity in their interventions and interactions with their clients in a constructional way (Amezquita, 2021). The instructor has over 9 years of Autism intervention as a therapist, studied humor at the graduate level for 5 years, and 12 years as a professional comedian. The content is built on synthesizing the theory of generativity, contingency adduction, professional improv comedy, and analyzing emotional behavior (Amezquita, 2021; Epstein, 1999; Johnson & Street, 2018; Besser et al., 2013; Layng, 2017).
Learning Objectives: 1. Define and perform the act of "Yes, And" (a critical technique for improvisation and creativity) 2. Create a scene with "Yes, And". 3. How to adapt to client behaviors using "yes, and" in an example scene. 4. Describe the differences and similarities between "fun" and "reinforcing". 5. Design one fun and enriching session for both therapist and client with examples. 6. Explain the importance of comedy, fun, and creativity in learning acquisition and stressful situations.
Activities: This workshop starts with a warm-up improv exercise followed by 3-4 lecture/activity/discussion blocks. Each short presentation has an activity that practices the concepts taught with feedback from the instructor and attendees. The workshop will end with improv games designed to practice all objectives learned.
Audience: This workshop is designed for therapists, BCBAs, teachers, professors, employers, and parents who want to create stronger, dynamic relationships of rich reinforcement with their clients (people with Autism, neurodivergent populations, employees, or students).
Content Area: Practice
Instruction Level: Basic
Keyword(s): creativity, improvisation, play, social skills
 
Workshop #W28
CE Offered: BACB
Diversity submission How to Be an Advocate: Understanding and Managing Cognitive Decline in Adulthood
Friday, May 26, 2023
8:00 AM–11:00 AM
Convention Center Mile High Ballroom 2B
Area: CBM/CSS; Domain: Service Delivery
CE Instructor: Jacqueline Pachis, M.A.
JACQUELINE PACHIS (Eastern Michigan University), KAYLA RINNA (Eastern Michigan University), SAMANTHA JO ZOHR (Eastern Michigan University), CLAUDIA DROSSEL (Eastern Michigan University)
Description: The loss of acquired repertoires or skill sets in adulthood, including difficulties thinking, remembering, reasoning, or problem-solving that present a change from baseline, are the topic of this workshop. In our culture, these difficulties intersect with assumptions about aging and unquestioned pseudoscience. As a result, taking appropriate action and mitigating the difficulties are less likely, and many people with cognitive loss live in social and physical conditions that hasten decline. This workshop will address cognitive decline as a social justice issue and teach attendees to become effective advocates by (1) drawing attention to the intersection of ageism and ableism; (2) understanding cognitive decline in adulthood from an evidence-based perspective and detecting pseudoscience; and (3) giving guidelines for action and advocacy, including preventing and managing behavioral or emotional changes. Content also applies to cognitive decline with pre-existing disorders (e.g., neurodevelopmental, such as autism spectrum disorder or trisomy 21, or persistent behavioral disorders, such as schizophrenia or other psychotic disorders). Attendees will engage in didactics, discussions, and targeted exercises. Videos will illustrate theoretical concepts.
Learning Objectives: The workshop will introduce attendees to ethical standards and practice guidelines related to cognitive decline. At the conclusion of the workshop, participants will (1) apply a behavior analytic framework to ageism and ableism; (2) identify common etiologies of cognitive decline; (3) list the best-practice steps for assessing cognitive decline and preventing or managing associated behavioral changes.
Activities: Workshop objectives will be met through lecture, videos, exercises, and group discussion. Access to a digital workbook will be provided to support participant learning.
Audience: The workshop is open to people of all instruction levels including basic, intermediate, and advanced.
Content Area: Practice
Instruction Level: Basic
Keyword(s): ableism, ageism, dementia, repertoire decline
 
Workshop #W31
CE Offered: BACB
Using Restorative Practices as a Behavior Management Tool in Self-Contained Special Education Settings
Friday, May 26, 2023
8:00 AM–11:00 AM
Hyatt Regency, Centennial Ballroom B
Area: EDC; Domain: Applied Research
CE Instructor: Thelmisha Vincent, Ed.D.
THELMISHA VINCENT (Spectrum Center), KATE MATEO ASIS (Spectrum Center Schools and Programs)
Description: This workshop will focus on a brief history of restorative practices and application in the education setting. We will review current literature on best practices as it applies to school settings and key considerations for special education. This workshop will outline the steps in development and implementation of restorative practices and will discuss challenges and possible adaptations when working with students with special needs specifically in a self-contained special education settings. The workshop will provide participants the opportunity to view video examples and develop their own restorative practices implementation plan along with a discussion of special considerations.
Learning Objectives: At the end of this workshop, participants will: • Understanding the history of restorative practices and the efficacy of this tool as a form of behavior modification based on current literature • Understand some of the limitations, challenges, and adaptations of restorative practices in special education settings • Identify and develop steps restorative practices in a self-contained environment
Activities: The workshop activities will be a combination of lecture, video examples, group activities and guided practice.
Audience: This workshop is appropriate for practicing behavior analyst, school psychologist, teachers, and school administrator.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): Classroom Management, Restorative Practices, Self-Contained, Special Education
 
Workshop #W32
CE Offered: BACB — 
Supervision
Sowing Seeds of Encouragement: A Behavioral Approach to Leadership
Friday, May 26, 2023
8:00 AM–11:00 AM
Hyatt Regency, Centennial Ballroom C
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Danielle Micera, M.Ed.
DANIELLE MICERA (Compass ABA), MAYA OLIVIA STANG (Compass ABA Assessments Coordinator New York State Applied Behavior Analysis Member), Jaira Esthel Forman (Compass ABA Board Certified Behavior Analyst Supervisor New York State Applied Behavior Analysis Member)
Description: This presentation will use foundational concepts rooted within behavioral principles to help those in leadership positions better enable staff to reach their greatest potential. Utilizing strategies derived from research in the field of organizational behavior management, leaders will be able to identify core competencies required to perform essential functions within an ABA company. Using behavioral skills training, leaders can train staff on essential skills and be able to assess performance. Additionally, leaders will be able to provide performance-based feedback to ensure quality services.
Learning Objectives: 1. State the reasons for using behavior analytic supervision and the potential risks of ineffective supervision 2. Identify how Behavioral Skills Training can improve supervisee performance 3. Identify effective methods for delivering feedback to staff using pairing and reinforcement procedures
Activities: The format combines lecture, small group activities, guided practice, data collection, data review, and frequency building exercises.
Audience: Attendees must be a BCBA or BCaBA and perform regular job duties of supervising one or more supervisees.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): competency, obm, performance management, supervision
 
Workshop #W33
CE Offered: BACB
Evidence Based Leader Skills
Friday, May 26, 2023
8:00 AM–11:00 AM
Hyatt Regency, Centennial Ballroom D
Area: TBA/OBM; Domain: Service Delivery
CE Instructor: Tyler Ré, Ph.D.
TYLER RÉ (The Chicago School of Professional Psychology), KRISTYN PETERSON (Zendicoded), REBECCA GONZALES (The Chicago School of Professional Psychology), SARA LALANI ((1) Behavior Analyst Advising, LLC (2) Positive Connections ABA)
Description: Leadership is discussed many times as a quality that someone possesses. If leadership is a quality of a person, it would be appropriate to assume it has been determined. However, we as behavior analysts, consider almost all behavior as learned and therefore impacted by environmental variables. Several perspectives of leadership suggest three vital behaviors of a leader (e.g., Arnold et al., 2000; Austin, 2021; & McCauley et al., 2010). First, the leader must be able to lead themselves (McCauley et al., 2010) which is also known as self-management (Austin, 2021). Second, the leader must be able to “lead others” (McCauley et al., 2010) which is a different way of suggestion relationship management skills (Austin, 2021). Finally, the leader must exhibit the skill of strategically leading the organization (McCauley et al., 2010) also known as performance management (Austin, 2021). These three behavioral classifications must be mastered to be identified as an effective leader. This presentation will explore the research in the three behavioral classifications to support individuals in developing leadership behaviors
Learning Objectives: 1. Provide a description of three behavioral classification commonalities of leadership across three multidisciplinary perspectives. 2. Identify five evidence-based practices of self-management. a. Learn to self-administer the Task Enjoyment Motivational Protocol (TEMP) and identify three strategies to make non-preferred tasks more preferred/less aversive. 3. Identify two evidence-based practices of relationship management. a. Learn to engage in motivational interviewing questions (open-ended questions, affirmations, reflection, and summarization) to improve rapport between supervisee and supervisor. 4. Identify three evidence-based practices of performance management. a. Complete the PDC-HS and learn to implement two of the indicated interventions: task clarification and performance feedback
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice (BST), video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for engaging in a variety of leadership skills in self-management, relationship management and performance management will be provided to support participant learning during and after the workshop.
Audience: Audience members must have basic skills in a consultative model of service delivery and supervise at least one staff member (e.g., Behavior Therapist, RBT, BCBA). A foundational understanding of competing contingencies within a work environment and supervisory role are needed.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Leadership, Performance Management, Rapport Building, Supervision
 
Workshop #W35
CE Offered: BACB/QABA/NASP
Diversity submission Verbal Operant Experimental Analyses for Speakers With Autism and Other Language Disorders
Friday, May 26, 2023
8:00 AM–3:00 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/VBC; Domain: Service Delivery
CE Instructor: Lee Mason, Ph.D.
LEE MASON (Cook Children's Health Care System), ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio)
Description: Individualized interventions are premised upon the accurate assessment of behavioral deficits and excesses. Forty years of research on functional analysis has shown it to be the most rigorous and precise method of behavioral assessment. Traditionally used to identify the environmental determinants of problem behavior, functional analyses are increasingly being used to assess a variety of different functional and academic skills. This workshop focuses on extending the technology of functional analysis to examining the verbal behavior deficits of individuals with autism. Even with early intensive behavioral intervention, a large number of individuals with autism fail to develop fluent speech. These individuals may require a more systematic approach to language acquisition. We provide an interactive approach to conducting verbal operant experimental (VOX) analyses, and using the results of this assessment for developing individualized treatment plans for individuals with autism and other language disorders. Specifically, we use multiple-exemplar training and guided practice to demonstrate the procedures and interpretation of a VOX analysis. The methodology described in this workshop is empirically supported, and conceptually systematic with a behavior-analytic approach to language assessment and intervention. Special attention will be paid to speakers from culturally and linguistically diverse backgrounds.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a VOX analysis; (3) develop individualized treatment objectives; and (4) demonstrate the process for abstracting stimulus control over each of the verbal operants.
Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning.
Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. Additionally, researchers who study verbal behavior may benefit from this workshop.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): errorless learning, functional analysis, stimulus overselectivity, verbal behavior
 
Workshop #W36
CE Offered: BACB — 
Ethics
Practical Functional Assessment and Skill-Based Treatment Workshop
Friday, May 26, 2023
8:00 AM–3:00 PM
Convention Center Mile High Ballroom 3C
Area: AUT; Domain: Service Delivery
CE Instructor: Hillary Laney, M.Ed.
HILLARY LANEY (Centria Healthcare)
Description: In this workshop, Hillary Laney will support clinicians in design, implementation, and real time practice to design and implement a Practical Functional Assessment as well as design and troubleshoot Skill Based treatment. She will equip clinicians with skills to de-escalate behavioral episodes and teach meaningful skills to learners they are supporting in a practitioner minded model. The use of PFA and SBT has significant support in empirically validated publications and is a tool that many practitioners would benefit having competency in to better support their learners.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. describe the values of PFA/SBT 2. use information gathered from an open ended interview to create a plan and demonstrate all of the skills to perform a PFA 3. support to their clients with dignity while supporting them through challenges and teaching the contextually appropriate replacement skills
Activities: The format combines lecture, small group activities, guided practice, BST, video modeling, and frequency building exercises. Supplemental materials for identifying language will be provided in order to support participant learning
Audience: Any practioner serving clients with challenging behaviors
Content Area: Practice
Instruction Level: Basic
Keyword(s): Compassion, functional analysis, Severe behavior, Skill-based treatment
 
Workshop #W37
CE Offered: BACB/QABA
Teaching Students and Staff With the PORTL Laboratory
Friday, May 26, 2023
8:00 AM–3:00 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT/TBA; Domain: Service Delivery
CE Instructor: Jesus Rosales-Ruiz, Ph.D.
JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (Behavior Explorer), CRYSTAL FERNANDEZ (University of North Texas)
Description: PORTL, the Portable Operant Research and Teaching Lab, offers a convenient and fun way to experience the principles of behavior. This tabletop game is essentially a portable Skinner box for humans. However, unlike the Skinner box, students get to experience what it is like to be both the teacher and the learner. Through PORTL exercises, students can learn about reinforcement, extinction, discrimination, stimulus control, shaping, chaining, and other behavioral phenomena. PORTL teaches students how to design reinforcement systems, write teaching plans, collect data, and assess the learner’s progress during teaching. In this workshop, you will learn the fundamentals of PORTL, the parallels between PORTL and the Skinner box, and the basics of using PORTL as a teaching tool in the classroom or for staff training. You will also get to play several PORTL exercises as both the teacher and learner, which will further illustrate the power of PORTL as a teaching tool.
Learning Objectives: (1) Describe the basic components of the game PORTL and the relationship between PORTL and the Skinner box. (2) Describe how to use PORTL to teach basic behavioral principles to students or practitioners. (3) Set up a game of PORTL and carry out a PORTL exercise to illustrate a behavioral principle or teach a behavior.
Activities: This workshop will consist of lectures and hands-on activities. Lectures and videos will be used to describe the basics of PORTL and teach participants how to use PORTL to teach others about basic behavioral principles. Participants will have a chance to experience PORTL through a series of hands-on exercises. During the exercises, participants will play the roles of both teacher and student. Group discussions will be used to summarize and reflect on the experience gained by playing the exercises and to further discuss how to use PORTL as a teaching tool.
Audience: This workshop is designed for anyone who is interested in teaching others about basic behavioral principles and who is interested in teaching others about how to design and implement teaching programs. University professors will find the material useful for their undergraduate and graduate behavior classes. BCBAs and licensed psychologists will find the material useful for training practitioners and therapists.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): basic principles, laboratory experience, shaping skills, staff training
 
Workshop #W40
CE Offered: BACB
Learning Process-Based Behavior Therapy (PBBT): Increasing Precision in Psychotherapy Using Relational Frame Theory (RFT)
Friday, May 26, 2023
8:00 AM–3:00 PM
Convention Center Mile High Ballroom 2C
Area: CBM/VBC; Domain: Service Delivery
CE Instructor: Yvonne Barnes-Holmes, Ph.D.
YVONNE BARNES-HOLMES (Perspectives Ireland Consulting Psychologists Ltd.)
Description: This workshop will introduce the core structure of Process-Based Behavior Therapy (PBBT) as a full psychotherapy treatment regime. The basic concepts of updated Relational Frame Theory (RFT) will be reviewed as the conceptual basis for clinical analyses and case formulations in PBBT. The tight link between these basic science concepts and their clinical application in PBBT will comprise the basis of the workshop content. Through this content, participants will see what PBBT looks like and can appreciate how the scientific analysis in RFT fully directs clinical decision-making, formulation, and interventions. The workshop will include clinical examples, cases, metaphors, and exercises from clinical practice in PBBT.
Learning Objectives: 1. Demonstrate knowledge of the core concepts of updated Relational Frame Theory (RFT). 2. Use core RFT concepts to assess complex behavior as observed with adults with a range of psychiatric presentations. 3. Apply RFT concepts to formulate clinical cases and design clinical interventions that constitute Process-Based Behavior Therapy (PBBT).
Activities: Workshop activities will comprise a range of learning formats, including: structured lecturing, learning through real case material, and working with short clinical examples. Participants will also practice case formulations and clinical analyses. These formulations will then be developed with examples of clinical metaphors, interventions, and exercises.
Audience: The workshop is targeted toward the "basic" instruction level. Participants should have an interest in psychotherapy and/or Clinical Behavior Analysis (CBA), but do not need prior experience in psychotherapy. Participants also do not require prior knowledge of Relational frame Theory (RFT) or Process-Based Behavior Therapy (PBBT).
Content Area: Practice
Instruction Level: Basic
Keyword(s): Psychotherapy, Relational Responding, Verbal Behavior
 
Workshop #W41
CE Offered: BACB/QABA — 
Ethics
How to Use Acceptance and Commitment Therapy (ACT) Ethically With Parents and Caregivers
Friday, May 26, 2023
8:00 AM–3:00 PM
Convention Center Mile High Ballroom 1C/D
Area: CBM/AUT; Domain: Service Delivery
CE Instructor: Alyssa N. Wilson, Ph.D.
ALYSSA N. WILSON (The Chicago School of Professional Psychology--SoCal)
Description: Parents of children with complex health needs require additional support beyond the integrity of implementing treatment plans. There is a plethora of empirical evidence supporting how to help parents implement treatment plans, yet less is known about how to embed other aspects of parental support to enhance the health and wellbeing of not only the parent but also the family. Recent research has shown the effectiveness of acceptance and commitment training within parent coaching contexts, particularly on parental stress, engagement in values-based patterns of actions, and the parent-child relationship. While promising, behavior analysts have minimal training opportunities to learn how to use ACT ethically within parent training or coaching contexts. Similarly, no training resource currently exists for behavior analysts to implement ACT within their scope of competence. Therefore, the current workshop seeks to provide attendees with an overview of how to use ACT in parent coaching contexts. The workshop will: 1) provide an empirically supported foundation on how behavior analysts can conceptualize ACT without relying on mid-level terminology; 2) outline step by step how to arrange an ethical ACT intervention for parents and caregivers; and 3) use video modeling help attendees establish repertories to use in their clinical practice.
Learning Objectives: 1. Identify ACT components using behavior analytic language 2. Define key features of ethical ACT interventions 3. Select ethical ACT interventions when given an example of a presenting parent situation
Activities: The workshop will use the following activities: 1. Didactic lecture and group discussion 2. Guided practice through video observation and group discussion. 3. Video demonstrations of strategies will be provided.
Audience: The target audience is "intermediate", as they should have some general exposure to basic conceptual and empirical foundations of Relational Frame Theory. They should also have behavior analytic experience, and therefore should be certified or at least completed graduate training.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ACT, Ethics, Parent training
 
Workshop #W44
CE Offered: BACB/NASP
Diversity submission Trauma: The Invisible Elephant Underlying Challenging Behavior
Friday, May 26, 2023
8:00 AM–3:00 PM
Convention Center Mile High Ballroom 4C/D
Area: EDC/CBM; Domain: Service Delivery
CE Instructor: Jeannie A. Golden, Ph.D.
JEANNIE A. GOLDEN (East Carolina University), PAULA Y FLANDERS (Rethinked.com), DANIELLE WEBB (East Carolina University), MELISSA GLENN (East Carolina University)
Description: Behavior analysts are often charged with the responsibility of dealing with challenging behaviors and may be unaware of the impact of underlying trauma on these behaviors. These challenging behaviors are frequently not amenable to traditional functional behavioral assessments (FBAs) and positive behavioral interventions (PBIs). This may be because behavior analysts are reluctant to incorporate distal setting events, discriminative stimuli, and motivating operations into their FBAs, which is essential to the incorporation of trauma into these analyses. Further, it is necessary to acknowledge the impact of verbal behavior in implementing effective interventions, as covert thoughts and feelings often are the establishing operations that motivate challenging behaviors. This workshop will familiarize participants with FBAs that incorporate trauma as well as with strategies that use verbal behavior in conducting interventions. They will see role-play demonstrations of these strategies and have the opportunity to practice these strategies with feedback and correction. They will also be provided with PBIs specific to their own caseloads.
Learning Objectives: At the conclusion of this workshop, participants will be able to: 1. Explain why youth who have experienced trauma are more likely to exhibit challenging behaviors. 2. Describe how to incorporate distal setting events, discriminative stimuli, and motivating operations into functional behavioral assessments of youth who have experienced trauma. 3. Describe how covert thoughts and feelings often serve as establishing operations that motivate challenging behaviors. 4. Explain why verbal behavior is important in implementing effective interventions for youth who have experienced trauma. 5. Describe some of the verbal behavior strategies that could be effective interventions for youth who have experienced trauma.
Activities: Participants in this workshop will receive didactic information as well as modeling, role play, feedback and practice of specific trauma-based interventions. Supplemental materials such as written scenarios, fidelity checklists, and sample FBAs and PBIs will also be provided.
Audience: Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with terms including verbal behavior, discriminative stimuli, establishing and abolishing operations, and positive and negative reinforcement, and have experience and examples dealing with those terms.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): challenging behavior, racial trauma, trauma, trauma informed
 
Workshop #W46
CE Offered: BACB
Enhancing Behavior Analysis Through Instructional Design: Examining ADDIE the Taxonomy of Learning
Friday, May 26, 2023
8:00 AM–3:00 PM
Convention Center 403/404
Area: EDC/CBM; Domain: Service Delivery
CE Instructor: Rick M. Kubina, M.Ed.
RICK M. KUBINA (Penn State), JARED VAN (The Chicago School of Professional Psychology)
Description: Instructional design (ID) refers to the careful planning, design, development, and delivery of instruction to result in effective, efficient, and engaging learning. The field of ID has general principles that, when applied, can result in programs and curricula that promote robust learning sequences. However, contemporary ID has theoretical influences that lie in cognitive psychology and constructivism. Behavior analysis has a history in ID that began with Skinner and saw incredible contributions from several designers. Susan Markle represents a significant figure in ID who began with behavioral analytic principles and made substantial contributions. The taxonomy of learning offered by Markle and her colleague Tiemann provides order to the messiness of real-world instruction. The taxonomy guides practitioners and suggests an organizing structure for addressing developmental, remedial, and functional instruction. All behavior analysts should have a foundational knowledge of instructional design and how the taxonomy plays a critical role in designing simple and complex learning programs. Yet beyond the taxonomy behavior, analysts should also understand the greater role ID plays in the design, construction, implementation, and iteration of instruction. The following presentation will introduce instructional design and demonstrate the connection to all programming. The hands-on presentation will introduce the general framework (i.e., ADDIE) for ID and teach the taxonomy of learning as a framework for creating sound, efficient instruction.
Learning Objectives: Participants will state the definition of instructional design and provide an example and nonexample. Participants will classify examples in reference to the ADDIE model of instructional design. Participants will define three categories of learning in the taxonomy of learning. Participants will discriminate correct instructional strategies based on the proper type of learning. Participants will state how concepts, principles, and strategies affect instructional design.
Activities: • Instructional strategies include lecture, discussion, small group breakout, and individual quizzes Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning. The format combines lecture, small group activities, guided practice, and frequency-building exercises.
Audience: People interested in elevating their practice through instructional design.
Content Area: Practice
Instruction Level: Basic
Keyword(s): instructional design
 
Workshop #W25
CE Offered: BACB
Quantitative Measures of Joy in Early Childhood Applied Behavior Analysis (ABA) Sessions
Friday, May 26, 2023
12:00 PM–3:00 PM
Convention Center Mile High Ballroom 4A/B
Area: AUT; Domain: Service Delivery
CE Instructor: Jessica J. Cauchi, Ph.D.
JENNIFER POSEY (Endicott College), MARY JANE WEISS (Endicott College), JESSICA J. CAUCHI (none)
Description: This workshop seeks to assist behavior analysts in identifying key components of ABA sessions that produce meaningful outcomes for families by encouraging joyful engagement and interactions. ABA therapy is often prescribed as the gold standard in autism treatment, and focuses on core significant outcomes including social connection. Often, however, providers prescribe high-intensity treatment across a comprehensive set of skill acquisition goals. Key stakeholders may find the commitment required daunting and may question if this treatment is appropriate. In recent years, the field has been emphasizing the need for compassionate, humane intervention, and has focused directly on the assurance of assent and engagement. In keeping with this shift within the field, it is important to identify methods for ensuring compassionate approaches within Early Intensive Behavioral Intervention (EIBI). It is important to define such interactions in the context of EIBI, and to work toward methods of measuring them.This workshop will teach participants the importance of promoting joy in EIBI, provide methods to identify and promote joyful engagements and interactions. Participants should expect an interactive learning experience with opportunities for discussion and a structured framework quantitatively measuring the presence or absence of behavioral indicators of joy within ABA sessions.
Learning Objectives: 1. Participants will describe 5 indicators of joyful engagement and interactions in ABA sessions. 2. Participants will identify behavioral indicators of joy from sample videos of caregiver-child interactions 3. Participants will examine indicators of joyful engagement and interactions in order to design sessions to promote/increase joyful engagement and interactions
Activities: - Lecture - Discussion - Guided practice
Audience: Intermediate. Participants should be BCBA's with experience in Early Intervention programs, both in direct care and supervisory roles.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): assent, early intervention, joy, positive teaching
 
Workshop #W30
CE Offered: BACB
Early Infant Operant Learning Procedures
Friday, May 26, 2023
12:00 PM–3:00 PM
Hyatt Regency, Centennial Ballroom E
Area: DEV/EAB; Domain: Applied Research
CE Instructor: Katerina Monlux, Ph.D.
KATERINA MONLUX (University of Washington), MARTHA PELAEZ (Florida International University)
Description: This workshop will cover the early infant learning of key social skills using an operant learning paradigm. An emphasis will be placed on behavior analytic caregiver training procedures to increase critical social skills such as vocal imitation, eye contact, joint attention skills, and social referencing. We will examine previous research and discuss present ongoing research and future directions. Procedures such as synchronized reinforcement, contingent reinforcement, shaping, environmental arrangement, and more will be discussed as they pertain to infants and young children. We will first describe experimental illustrations of how operant methodologies and social reinforcement are essential to understanding infant social-learning phenomena. Then we will offer behavioral procedures and interventions that have advanced our research with infants at an increased likelihood of developing autism and other developmental delays. Finally, we will discuss research tactics that can be quick and effective for behavior analysts conducting interventions with infants.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1: Describe infant operant methodologies 2: Discuss reinforcement procedures such as synchronized reinforcement, contingent reinforcement, and social reinforcement techniques 3: Analyze infant behavior
Activities: Instruction will include lecture, article recommendations, discussion, and small group breakout. Objectives will be met through lecture, video observation, group discussion, and practice. The format will combine lecture, small group activities, and discussions.
Audience: A basic understanding of behavior analytic theory and mechanisms will be necessary as we apply that frame work to early infant learning.
Content Area: Theory
Instruction Level: Intermediate
Keyword(s): Behavioral Development, Infant, Operant Learning, Reinforcement
 
Workshop #W50
CE Offered: BACB
Understanding and Improving Sleep in Children With Autism: Assessment, Analysis and Behavioral Interventions
Friday, May 26, 2023
12:00 PM–3:00 PM
Convention Center Mile High Ballroom 3A
Area: AUT/CBM; Domain: Service Delivery
CE Instructor: Dag Strömberg, M.S.
DAG STRÖMBERG (Stockholm University; Swedish Association for Behavior Analysis)
Description: Sleep problems are frequent in children with autism. Research indicates that behavioral interventions are effective for improving sleep. This workshop will present a description of normal sleep and a behavioral account of sleep. Further, an emphasis will be placed on describing a selection of behavioral strategies to assess, prevent and treat the most common sleep problems in individuals with autism. The participants will be provided with opportunities to practice how to identify environmental causes of impaired sleep. Concrete advice on how to increase the ability to fall asleep and stay asleep through the night will be discussed, with the purpose of providing participants with useful tools to help children develop good habits and routines in their natural environment. Case examples will be provided and discussed. Many of the behavioral interventions presented may also be applicable for other populations, such as typically developing children and adults, with sleep problems.
Learning Objectives: After completing this workshop, participants will be able to: (1) Describe sleep and sleep problems from a behavior analytic point of view; (2) Describe the most common sleep problems in children with autism; (3) State at least three assessment tools for understanding sleep problems; (4) Use a sleep diary; (5) Use at least five strategies for improving sleep hygiene; (6) State at least three strategies for sleep training, based on the principles of behavior analysis.
Activities: Workshop objectives will be met through a balanced presentation of lecture (a power point, which will be distributed as a hand out) and active learner participation, such as group activities, quiz questions and discussion of case examples and case data.
Audience: The workshop content will be at the intermediate level. Basic principles of applied behavior analysis will be briefly described related to how they can be used in sleep interventions, however, the workshop is not designed to teach these basic principles to people who are unfamiliar with ABA. Therefore, the workshop is most appropriate for RBTs, BCaBAs, BCBAs looking to gain knowledge in this specific area. Other professionals, such as occupational therapists, psychologists or special educators, who are familiar with ABA might also find the workshop useful.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): insomnia, sleep, sleep training
 
Workshop #W51
CE Offered: BACB
Behavioral Relaxation Training: Etiology and Management of Stress, Anxiety, and Problem Behavior in Special Populations
Friday, May 26, 2023
12:00 PM–3:00 PM
Convention Center 401/402
Area: CBM/AUT; Domain: Service Delivery
CE Instructor: John M. Guercio, Ph.D.
JOHN M. GUERCIO (Benchmark Human Services)
Description: This training will cover the etiology and incorporation of Behavioral Relaxation Training as it applies to the assessment and training of relaxed behavior. This training will be compared with mindfulness and other stress reduction techniques with respect to efficacy, evidence base, and clinical outcomes. The Behavioral Relaxation Scale (BRS) will also be covered along with a tutorial on scoring with the BRS and determination of which areas of relaxed behavior need to be targeted. The role of multi-modal assessment will be presented in the context of BRT as it compares to Progressive Muscle Relaxation (PMR), mindfulness training, and a host of other relaxation and stress reduction techniques.
Learning Objectives: Participants will select different measures of relaxation and the form that they have taken as they have been introduced historically. Participants will identify the role of observational, motoric and other modalities as they apply to relaxed behavior. Participants will match the areas of the Behavioral Relaxation Scale (BRS) as they apply to assessing relaxed behavior.
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of behavioral relaxation and strategies will be provided as they apply to specific populations of those with intellectual and developmental disabilities (IDD). Supplemental materials for assessing relaxed behavior will be provided in order to support participant learning.
Audience: Attendees should be familiar with some rudimentary strategies targeting relaxation for clients with special needs. Attendees should be able to articulate through operational definitions the behavior that they are targeting to address through the use of behavioral relaxation training (BRT).
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Anxiety, Autism/Adults, Relaxation Training, Stress
 
Workshop #W52
CE Offered: PSY/BACB
Clinical Interviewing in Behavior Analytic Practice: Effective Techniques for Gathering Information, Conveying Compassion, and Working With Cultural Sensitivity
Friday, May 26, 2023
12:00 PM–3:00 PM
Convention Center Mile High Ballroom 2B
Area: CBM/DDA; Domain: Service Delivery
CE Instructor: Maggie Veiga, M.Ed.
MAGGIE VEIGA (University of Massachusetts), Joseph N. Ricciardi (May Institute)
Description: Clinical-behavior analysts use clinical interviewing as part of intake, assessment and ongoing consultation. They gather background information, determine comorbid medical problems, and identify family and cultural values. Then, they interview to identify and prioritize behaviors of concern; possible antecedents and reinforcing consequences; and to develop testable hypotheses of function. Yet few behavior analysts receive training in interview and clinical communication skills (LeBlanc, Taylor, Marchese, 2020). Recent trends in the advanced practice of ABA now require clinical interviewing skills. For example, interviewing skills are required to design synthesized FA conditions (Slaton, Hanley, Raftery, 2017), integrate compassionate care approaches (Taylor, LeBlanc, Nosik, 2019), foster collaboration (Rohrer et al., 2021), identify possible trauma history (Rajaraman et al, 2022), respond to important cultural differences (Fong et al., 2016), and support a circumstances view of behavioral challenges (Friman, 2021). This workshop will provide behavior analysts with an overview of the clinical interview process, its aims, and objectives. Specifics will include strategies and techniques for using structured interviews, developing rapport and bond with informants, active listening, conveying empathy, interrupting/redirecting unfocused exchanges. This workshop is consistent with an emerging line of research targeting acquisition of these essential skill sets (Rohrer & Weiss, 2022).
Learning Objectives: Participants will be able to explain how structured interviews are used to enhance clinical information gathering. Participants will be able to describe and demonstrate the active listening skill set. Participants will be able to list three tactics for communicating empathy, concern, or compassion. Participants will be able to define at least one source of cognitive bias in the interpretation of a clinical interview. Participants will be able to describe and demonstrate verbal tactics for redirecting unfocused exchanges.
Activities: The format will combine lecture, video demonstrations, and structured opportunities for practice and feedback
Audience: Intermediate. It is ideal for trainees to have completed clinical intake processes with individuals and families and have experience with the standard conduct of an FBA.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): clinical assessment, compassionate care, culturally responsive
 
Workshop #W53
CE Offered: BACB
Diversity submission Taking the Science of Behavior to High School: Culturally Responsive/Sustaining Transition Practices
Friday, May 26, 2023
12:00 PM–3:00 PM
Hyatt Regency, Centennial Ballroom A
Area: EDC; Domain: Service Delivery
CE Instructor: Tracy Eileen Sinclair, Ph.D.
TRACY EILEEN SINCLAIR (The University of Connecticut)
Description: For behavior analysts working in school settings there is an additional layer of knowledge critical to support students with disabilities effectively—special education policy and law. Too often graduate preparation programs are focused on clinical applications of behavior analysis, particularly with young children with autism. Services in schools extend into the middle school, high school, and young adult age ranges—up until the 22nd birthday in most states. As more behavior analysts are working in school settings, and may not have had adequate graduate training in special education law, it is our ethical obligation to seek opportunities to learn and apply new knowledge to support our students. Building capacity as school-based BCBAs can directly support and inform practices to promote more positive postsecondary outcomes for students. Transition planning in special education is mandated by the Individuals with Disabilities Education Act (IDEA, 2004) focusing on three primary areas of: (a) postsecondary education/training, (b) postsecondary employment, and (c) independent living. Skills of self-determination can be directly taught and promoted through the science of behavior (i.e., self-management, self-regulation, goal setting, etc.). Furthermore, this must all be done through a lens of culturally responsive/sustaining practices.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify and understand relevant special education law related to transition services and planning; (2) learn culturally responsive/sustaining transition practices and how to apply in their work as a BCBA in schools; (3) be able to articulate the connection between the science of behavior and transition planning, particularly related to skills of self-determination.
Activities: Workshop activities will be interactive--a mix of information sharing via lecture, self-reflection, small group discussions, whole group share-outs, and application activities based on case studies.
Audience: This is appropriate for anyone who works as a school-based consultant or is interested in consulting in schools; particularly in secondary settings.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Culturally Responsive/Sustaining, School-based Consultation, Secondary-age Students, Transition Planning
 
Workshop #W54
CE Offered: BACB — 
Supervision
Beyond Performance Management: How Anyone Can Navigate a Flawed System Through Process Improvement
Friday, May 26, 2023
12:00 PM–3:00 PM
Hyatt Regency, Centennial Ballroom B
Area: OBM; Domain: Service Delivery
CE Instructor: Andressa Sleiman, Ph.D.
ANDRESSA SLEIMAN (Florida State Unviersity), ALLISON KING (ABA Technologies, Inc.)
Description: Behavior analysts usually learn the basics of Performance Management (PM) when first introduced to Organizational Behavior Management (OBM). But PM is just one part of applying OBM in an organization. Organizations often re-engineer their processes to become more effective and efficient and must respond effectively to ever-changing environments internal and external to the organization. Responding to these pressures often requires changes to the organization’s processes (or “the way the work gets done”), whether it is to better meet customer requirements or support a change in the organization’s strategy. Behavior analysts in management positions, or BCBAs supervising RBTs may be responsible for implementing and managing these process changes. Yet many do not have formal training in this area, and it is considered the least understood level of performance. This workshop will begin with an overview of behavioral systems analysis – the organization, process, and performer level. The remainder of the workshop will focus on how to analyze, improve, and manage performance at the process level. Participants will learn how to use tools at this level, such as process maps and metrics chains, to teach them how to effectively redesign processes, manage performance through the changes, and achieve process outcomes linked to organizational goals.
Learning Objectives: At the conclusion of this workshop, participants will be able to: 1. List and describe the three levels of analysis in Behavioral Systems Analysis. 2. Analyze existing processes using a process mapping tool. 3. Define process level goals linked to organization goals. 4. Identify the process steps that need to be changed based on the analysis of the existing process. 5. Design a desired process using a process mapping tool. 6. Set process and sub-process goals using a metrics chain tool. 7. Describe common pitfalls of process changes and strategies to avoid them. 8. Describe strategies to navigate a flawed system, regardless of role. 9. Implement strategies for managing new behaviors required by the new process.
Activities: -Discuss examples of process change initiatives -Create a process map of an existing process -Create a process map of a desired process -Set process and sub-process goals using a metrics chain tool
Audience: This workshop is intended for individuals who have a basic understanding of OBM and would like to influence performance with a behavioral systems analysis approach, particularly the process level of analysis and improvement.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Leadership, OBM, Supervision, Systems Analysis
 
Workshop #W55
CE Offered: BACB/QABA — 
Supervision
Training for Treatment Integrity: Interobserver Agreement is Not Enough!
Friday, May 26, 2023
12:00 PM–3:00 PM
Hyatt Regency, Centennial Ballroom C
Area: TBA/EDC; Domain: Service Delivery
CE Instructor: Melinda Docter, Ed.D.
MELINDA DOCTER (myHHBs)
Description: Treatment integrity impacts the effectiveness of client progress. It is the ability to implement a program with the same intent as was written. Think about the following questions: 1.What happens if data is not valid, accurate or reliable? 2. What effects might your programmatic changes have on your client if based on untrustworthy data? 3. Goals may “seem” measurable and observable, but are they? 4. Where are the descriptors? 3. How can behavior therapists take believable data when they aren’t provided technological goals? 4. How can supervisors provide effective feedback for their therapists when they themselves are unable to implement the program with integrity? While IOA data determines the agreement of data collected between a supervisor and a therapist, how useful is it if two observers measure different aspects of the behavior? This workshop will identify and review well-written measurable and observable goals, environmental antecedent variables that must be both identified in the goal and in place prior to the expected response, and effective onboarding and training strategies for both new therapists and supervisors and those providers who can benefit from additional training.
Learning Objectives: 1. Participants will identify and describe the components of a well-written, measurable, and observable goal. 2. Participants will identify and describe antecedent descriptors and measurement over time necessary to implement a program with treatment integrity. 3. Participants will identify effective onboarding training practices to ensure the mastery and implementation of basic ABA concepts and principles.
Activities: Instructional strategies will include lecture, discussion, small group breakout, role play and modeling. Guided practice will be used to ensure mastery of both comprehension and implementation of the skills.
Audience: Participants should have at least 6 months experience in the field of ABA as a behavior therapist, supervisor or BCBA. Session is also appropriate for all supervisors, BCBA's that either provide onboarding training, ongoing clinical training and/or BCBA independent fieldwork supervision.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): goal writing, supervision, training, treatment integrity
 
Workshop #W56
CE Offered: BACB — 
Ethics
Diversity submission Unintended Triggers
Friday, May 26, 2023
12:00 PM–3:00 PM
Hyatt Regency, Centennial Ballroom D
Area: TBA/CSS; Domain: Applied Research
CE Instructor: Natalie A. Parks, Ph.D.
NATALIE A. PARKS (Saint Louis University), BEVERLY KIRBY (Team ABA LLC)
Description: The Ethics Code for Behavior Analysts specifies that behavior analysts must treat others with dignity, compassion, and respect and to be fluent in speaking about and addressing issues concerning diversity, discrimination and bias (1.07, 1.10, 4.07). Unfortunately most behavior analysts have not had any training in the meaning and historical context of these concepts or in how to talk about these subjects with others, especially supervisees. Lack of fluency in these areas leads to avoidance of the subjects and conversations or attempts to discuss laced with comments that negatively trigger others. In order for behavior analysts to comply with the Ethics Code and provide high quality supervision and services, they must first learn to identify potential triggers and develop the skill of working through triggers rather than attempting to silence or avoid them. This workshop will discuss the conceptual framework of how triggers develop, provide strategies to recognize them before they are voiced, and the steps to follow to work through times when you unintentionally trigger someone.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Conceptually systematically describe how triggers develop and how they are related to bias. 2. Identify potential triggers or triggering statements and words prior to voicing them. 3. How to work through difficult conversations that result from the unintentional triggering of someone.
Activities: Instructional strategies include: lecture, discussion, small group breakout, individual activities, and role plays.
Audience: Those attending this workshop should be fluent in the principles and concepts of behavior analysis including equivalence and non-equivalence relations and verbal behavior.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): cultural humility, diversity, humble behaviorism, interlocking contingencies
 
Workshop #W3
CE Offered: PSY/BACB
Early Identification and Treatment of Autism Symptomatology in Infants
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/DDA; Domain: Applied Research
CE Instructor: Rebecca P. F. MacDonald, Ph.D.
REBECCA P. F. MACDONALD (New England Center for Children), Sally Dupere (The New England Center for Children), VICTORIA WEISSER (The New England Center for Children)
Description: While there is a growing body of research examining early symptoms of ASD, the point at which this pattern of atypical social responding begins to deviate in children who are later diagnosed with autism is unclear. A preponderance of evidence indicates that autism symptomatology emerges between 6 and 12 months of age (Tanner & Dounavi 2020). Some studies suggest that symptoms of autism can emerge in infants as early as 3 months of age (Jones & Klin 2013). A thorough review of the research on early diagnosis of ASD will be provided. The purpose of this workshop is to describe the research we have been doing with high-risk infants birth through 18 months of age to document the emergence of early symptomatology. In this workshop we will present a tool we have developed called the Early Markers of Autism (EMA) that provides direct observation of possible early markers that may be predictive of a diagnosis of autism. We will review data from our study and discuss specific behaviors that may be concerning at a young age. A variety of exercises will allow participants to record data using the EMA, as well as to practice implementing portions of the tool. In addition, we will review strategies for coaching parents and teaching infants, which is very different from teaching toddlers. This research has implications for the early identification of autism and potentially leading to changing the diagnostic trajectory for those infants at risk of a later diagnosis of autism.
Learning Objectives: 1. The participants will be able to describe early markers of autism in infants. 2. The participants will be able to describe strategies for teaching infants’ early skills. 3. The participants will be able to coach parents to teach skills to their infants using behavioral skills training.
Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, small group discussion and guided practice.
Audience: Participants are encouraged to have their BCBA and be engaged in clinical practice with individual on the Autism Spectrum.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W5
CE Offered: BACB
Behavioral Strategies to Support Student Learning and Teacher Success
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center 403/404
Area: EDC; Domain: Service Delivery
CE Instructor: Justin Halton, M.Ed.
JUSTIN HALTON (Judge Rotenberg Center)
Description: Positive reinforcement, token economies, and contingency contracting are well known practices used throughout classrooms, centers, and in-home learning environments. This workshop provides participants with detailed descriptions of how to implement multiple behavioral strategies into a classroom environment across learners with various IEP classifications from Emotional Behavioral Disorders to Autism, and Developmental Delay. This workshop will present descriptions of common behavioral challenges presented in classroom environments and how use of the presented behavioral interventions have positive impacts on student learning and overall classroom environment. Video of strategies in practice, testimonial of teachers and students, and exemplars of data related to use of behavioral strategies presented. Attendees will have opportunities to participate by creating behavioral contracts and developing activities utilizing IEP goals and behavioral strategies within the workshop. Additionally, this workshop will detail methods to provide quality supervision of teacher performance in the classroom as a quality control measure for application of behavioral strategies through use of coaching, feedback, and positive reinforcement. Content has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying or applying the findings, procedures, practices, or theoretical concepts.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe several behavioral strategies to support student learning and improve classroom environment and the specific benefits of individual strategies; (2) Compose unique individual and group contracts aimed to improve student classroom performance; (3) Create supervision and data collection plan designed to monitor implementation of behavioral strategies in a classroom environment.
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Attendees will participate with provided instructional materials to create behavioral contracts, design activities for classroom use, and participate in small group breakout activities implementing reviewed strategies.
Audience: Basic
Content Area: Practice
Instruction Level: Basic
Keyword(s): ABA Classroom, Classroom Management, Contingency Contracting
 
Workshop #W12
CE Offered: BACB
Implementing Behavioral Procedures in a Neurobehavioral Psychiatric Department for Children With Autism Spectrum Disorder and Intellectual Disability
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 2B
Area: CBM/DDA; Domain: Service Delivery
CE Instructor: Eitan Eldar, Ph.D.
EITAN ELDAR (Psychiatry Department, Sheba Health Center, Israel)
Description: This workshop will present behavioral procedures implemented in a General Child Psychiatry Inpatient Ward as part of the multidisciplinary treatment program. The comprehensive behavioral model will be described, pinpointing its pivotal role in the department. Three behavioral procedures: Redirection, Recreating the Scene, and the Are You Square game will be presented. The rationale behind the implementation of these procedures and their place within the department’s program will be explained. Each procedure will be separately practiced, and participants will play the roles of patients and clinicians. The workshop will conclude with discussing the potential application of the above procedures in various contexts.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Explain three strategies effective in integrating Applied Behavior Analysis into Psychiatric Departments. 2. Present the rationale and structure of three behavioral procedures that promote self-control in these contexts. 3. Design clinical scripts for redirection, recreating the scene and “are you square” game, serving specific behavioral goals. 4. Use and modify observation forms to evaluate patients’ progress.
Activities: 1. Lecture 2. Video presentation 3. Guided practice 4. Group discussion 5. Online links to workshop content will be provided
Audience: intermediate - Basic knowledge in Applied Behavior Analysis principles and procedures Basic knowledge about various Psychiatric disorders
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): agression, neurobehavioral disorder, psychiatric-department, self-control
 
Workshop #W16
CE Offered: BACB — 
Ethics
Trauma Informed Behavior Analysis: Client-Based History Influences Treatment Effectiveness
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 3B
Area: DEV/CSS; Domain: Applied Research
CE Instructor: Julie A. Ackerlund Brandt, Ph.D.
ANN MARIE KONDRAD (Yellow Brick Academy), JULIE A. ACKERLUND BRANDT (The Chicago School of Professional Psychology)
Description: Trauma informed care is more than a buzz word both inside and out of the ABA community. Foreknowledge of client’s history can influence the use of behavioral interventions and their effectiveness. During the assessment process, it is vital to obtain a client’s previous trauma history. When creating a behavioral intervention plan, care should be taken to acknowledge the client’s history and select interventions not only based on function but also their prior learning history.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Attendees will learn about the impact of trauma history on a client’s treatment. 2. Attendees will learn about research completed within the field of trauma informed behavior analysis. 3. Attendees will identify assessments of a client’s history. 4. Attendees will learn about antecedent interventions to minimize re-traumatization of the client. 5. Attendees will learn about research-based interventions including the treatment and development of behavior to improve skill development. 6. Attendees will identify ways in which Behavior Analyst can work to improve trauma informed treatment in ABA.
Activities: lecture and small group breakouts
Audience: Clinicians, graduate students, and researchers interested in trauma-informed ABA practices
Content Area: Practice
Instruction Level: Basic
Keyword(s): antecedent, function, trauma
 
Workshop #W57
CE Offered: BACB
Preparing Learners With Limited Skill Repertoires, Including Many With Autism, for the Challenges of Everyday Living
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 3C
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Patrick E. McGreevy, Ph.D.
PATRICK E. MCGREEVY (Patrick McGreevy and Associates), TROY A FRY (Essential For Living)
Description: Most children with autism, along with other moderate-to-severe developmental disabilities, like Down syndrome and Angelmann syndrome, even with intensive, high-quality intervention, will not ‘catch up’ to their typically-developing peers and will not acquire a repertoire of formal academic skills. In spite of this fact, many ABA programs continue to use developmental curricula with 10, 11, and 12-year old children who read on a first-grade level with very little comprehension, who are ‘stuck in level 2 of the VB-MAPP’, and who will never be asked to respond to feature-function-class questions at any other time in their lives. These learners need instruction referenced to quality of life, rather than developmental milestones or academic standards. The authors will describe how to gradually change programs of instruction for these learners to this reference point.
Learning Objectives: (1) Participants will describe how a tact repertoire can influence the quality of life of a learner with a limited skill repertoire (2) Participants will describe five skills that can improve the quality of life of a learner with a limited skill repertoire to a greater extent than intraverbals (3) Participants will describe how to gradually replace feature-function-class questions with speaking and listening skills that significantly improve the quality of life of a learner with a limited skill repertoire
Activities: lecture, discussion, and specific, sample exercises in program planning
Audience: The audience members should have a basic knowledge of Applied Behavior Analysis.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W59
CE Offered: BACB — 
Ethics
Defining and Incorporating Assent Into Your Interventions: A Nonlinear Constructional Analysis and Approach
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 4C/D
Area: AUT; Domain: Service Delivery
CE Instructor: Anna Linnehan, Ph.D.
AWAB ABDEL-JALIL (Endicott College / Great Leaps Academy / Eastern Florida Autism Center), ANNA LINNEHAN (Endicott College), SHEILA ANN ANN KLICK (Endicott College)
Description: Assent is presently a popular topic among behavior analysts given its inclusion in the 2022 BACB Ethics Code, and the current political climate around Applied Behavior Analysis. The Code defines assent as “vocal or nonvocal verbal behavior that can be taken to indicate willingness to participate in research or behavioral services...” (p. 7). Although there has been plenty of discourse around assent, its meaning remains ambiguous. Can assent, or lack thereof, be defined procedurally in terms of contingency arrangements? This workshop will begin by defining assent though a Nonlinear Contingency Analytic lens. The provided conceptualization defines assent based on the presence or absence of certain contingency arrangements, which goes beyond the common topographical definitions. True assent will be distinguished from apparent assent utilizing a degrees of freedom analysis. Examples and non-examples will be provided to illustrate this distinction. Attendees will then identify examples and non-examples of vignettes based on situations commonly encountered by clinicians working with Autism Spectrum diagnosed learners. If assent is determined to be absent or withdrawn, how can a clinician/practitioner proceed ethically while honoring the learner’s dissent? The Constructional Approach will be introduced as a way to create assent-informed programs by asking a few guiding questions related to desired outcomes, entry repertoires, maintaining consequences, and programming sequences. The answers will help clinicians create programs that build on learners' entry repertoires that lead to full participation in the program, while complying with the ethical guidelines on assent. Attendees will leave the workshop with a clear nonlinear contingency analytic definition of assent, be able to determine whether true learner assent is present, and tips/strategies of how to create a constructional program that incorporates and honors learner assent ethically.
Learning Objectives: At the conclusion of the session, individuals will be able to:

1. Define assent functionally, and how to obtain it for ethical practice.

2. Identify examples and nonexamples of assent given commonly encountered situations in practice.

3. Assess for the presence or absence of assent and program for it to maximize ethical decision making.

Activities: Lecture, group activities, practice creating assent-informed constructional programs.
Audience: ABA practitioners, BCBAs, RBTs
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Assent, Consent, Constructional, Nonlinear Analysis
 
Workshop #W60
CE Offered: BACB
Supporting Families in Creating and Maintaining Positive Sleep Behavior Plans
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 4A/B
Area: CBM/CSS; Domain: Service Delivery
CE Instructor: Kathryn Holloran, M.Ed.
KATHRYN HOLLORAN (The Behaviorist Next Door)
Description: Sleep concerns are increasingly prevalent among our families. A 2019 study in the Journal Pediatrics found that sleep disturbances are more than twice as common in children with Autism and Developmental Delays. A 2003 study found that families and caregivers of children with AD/HD were five times as likely to report sleep concerns. These statistics are felt by BCBAs providing clinical care in homes, clinics, and schools across the world. In this workshop, participants will learn the overall behavioral challenges and medical comorbidities common in sleep disturbances among children. A behavioral approach to teaching children to sleep independently will be outlined, along with modifications and troubleshooting techniques. The presenter will share detailed plan templates for children in early-, intermediate- and advanced- learner stages. Strategies will be discussed around the three major areas of sleep challenges: trouble falling asleep at bedtime, trouble staying asleep, and nighttime sleep disorders such as Obstructive Sleep Apnea, Restless Leg Syndrome, Sleepwalking and others. The first portion of the workshop will outline general issues faced by families with kids with Autism and Developmental Delays along with other diagnoses. The second section of the workshop will explore how to engage in a Functional Behavior Assessment of specific interfering behaviors around sleep. Utilizing a Competing Pathways Model, participants will walk through Antecedent, Teaching and Consequence Strategies. Participants will receive plan templates, data sheets, progress monitoring resources and troubleshooting strategies that can be used with families in need of more, and better, sleep.
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Identify the key behavioral concerns affecting kids' sleep, and what correlations are currently being explored between specific diagnoses and sleep disturbances. 2. Apply basic antecedent strategies based on sleep-interfering behavior. 3. Create Functional Behavior Plans for many of the sleep disturbances common to neurodivergent kids.
Activities: The workshop will be a combination of lecture, small group guided practice activities, and case study video and written examples.
Audience: This workshop is appropriate for beginner level practitioners.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W63
CE Offered: BACB — 
Ethics
Responsible Use of Restrictive Procedures: A Framework for Decision Making
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 2A
Area: DDA/PCH; Domain: Service Delivery
CE Instructor: G. David David Smith, Ph.D.
G. DAVID SMITH (GDS Behavioral Consulting)
Description: Restrictive procedures are often included in behavior support plans for people with an intellectual disability (ID), especially for those with a co-morbid mental illness (MI) who exhibit dangerous behaviors (Ferleger, 2008; Friedman & Crabb, 2018; Sturmey, 2009) or self-injury (McGill et al., 2009). Commonly used restrictive procedures include restraints and seclusion, schedules, rules, boundaries, limiting options, restricting access, or modifying the social and physical environment in ways that limit an individual’s freedom to act on their own. Legal precedent, state and federal law and prevailing ethical guidelines require that the “least restrictive” alternative must always be used. Despite this, there is no standard definition of the term “restrictive” and no commonly accepted way of assessing the relative restrictiveness of behavior change procedures. This workshop presents a simple and concrete way to quantify “restrictiveness” that allows determination of the relative restrictiveness of behavior change procedures. It also demonstrates the use of risk-benefit analysis (RBA) to guide and inform decisions concerning their use.
Learning Objectives: At the conclusion of this workshop participants will be able to: 1. Recognize restrictive procedures distinguishing them from nonrestrictive procedures, 2. Measure and assess the relative “restrictiveness” of procedures, and 3. Use Risk-Benefit A to inform the selection, design, application and continued use of restrictive procedures.
Activities: Teaching strategies will include lecture, small group break out, review of case studies, and guided practice measuring the restrictiveness of designated procedures and assessing the benefit-risk associated with implementation of designated restrictive procedures.
Audience: Participants should have experience developing behavior change plans, prior knowledge and experience implementing restrictive procedures and presenting behavior change plans to human rights committees.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): benefit-cost analysis, least restrictive, restrictive procedures
 
Workshop #W64
CE Offered: BACB/NASP
The Self & Match System: Self-Monitoring as a Behavioral Intervention
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 1C/D
Area: EDC; Domain: Service Delivery
CE Instructor: Katharine M. Croce, Ed.D.
JAMIE SIDEN SALTER (Self & Match Educational Consultation), KATHARINE M. CROCE (Felician University)
Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring intervention and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately within the school, home, and clinic setting. This workshop explores peer-reviewed research that supports the implementation of self-monitoring systems for students of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a "match"/accountability component will be presented, with specific focus on the Self & Match System, a user-friendly, easy to implement, empirically-supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, as well as a Self & Match manual with substantial training materials. Participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system. Additionally, participants gain an understanding of implementing Self & Match as a classroom management tool in special education and general education settings. The Self & Match System has been used internationally to support individuals with emotional behavior disorders, autism spectrum disorders, learning disabilities, and unidentified students in general education. Self & Match can be employed as a part of an individualized behavior system and/or a class-wide behavior management procedures and school-wide behavior management procedures as a part of SWPBIS. Self & Match has been applied in a diverse array of settings including special and general education settings, homes, communities, clinics, public and private schools, and recreational programs. Great workshop for individuals and/or teams!
Learning Objectives: Participants will: 1) Identify the research-based benefits of self-monitoring interventions 2) Effectively apply, individualize, and monitor progress of a self-monitoring system 3) Identify the necessary components of an effective motivational system 4) Identify the importance of pre-treatment planning on the effectiveness of intervention 5) Identify the basic components of the Self & Match System 6) Understand the implementation Self & Match System in a variety of settings including a General Education Setting, Home Setting, and Special Education Setting 7) Systematically individualize an intervention based on collaborative and critical thinking 8) Systematically consider function in the development of self-monitoring interventions and reinforcement opportunities
Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match/accountability component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, the Self & Match system, and consider the role of technology in enhancing this behavioral intervention. Additionally, participants will interactively consider systematic considerations prior to implementation to lead them on their way to creating their own Self & Match System. The format combines lecture, small group collaboration, data analysis, guided practice, and discussion.
Audience: Participants will engage in active learning to increase their knowledge of implementing self-monitoring as a behavioral intervention. Workshop attendees will acquire a systematic guide to planning self-monitoring systems, Self & Match manual with substantial training materials, and access to an online Self & Match form creator. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, and/or others who support individuals from pre-K to 21 in school, home, or clinic settings as well as adults that are interested in increasing appropriate behaviors. Great workshop for individuals and/or teams!
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Behavior intervention, PBIS, Self&Match, Self-monitoring
 
Workshop #W65
CE Offered: BACB — 
Supervision
Behaviors Skills Training (BST): Train Your ABA Clinicians Through BST and Really Make an Impact
Friday, May 26, 2023
4:00 PM–7:00 PM
Convention Center Mile High Ballroom 1A/B
Area: OBM/CBM; Domain: Service Delivery
CE Instructor: Lilyan Willemijn Johanna Campbell, M.S.
LILYAN WILLEMIJN JOHANNA CAMPBELL (ABA Works)
Description: Behavior Skills Training (BST) has earned its credibility, as proven through many years of positive study outcomes. BST is used around the globe in ABA and its popularity is increasing. Many clinicians - including experienced ones - know about BST, but surprisingly, they do not know how to implement this. Through this workshop, we are going to change that. During this workshop, you will learn the theory behind BST. You will receive highlights of various study outcomes that examined the results of BST. Central in this workshop, is practice. You will get plenty of opportunities to practice BST in small groups. During this practice, we will use worksheets, and you will get instant feedback. In addition, you will learn a variety of key situations when you can use BST. For example, you can use BST directly with a learner, but also when training your clinicians. The content of this workshop has obtained credibility, as demonstrated by the involvement of the broader practice, education, and science communities in studying or applying the findings, procedures, practices, or theoretical concepts.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe what Behavior Skills Training is (2) Identify key situations to use BST (3) Describe the results of using BST (4) Identify and apply BST to relevant situations
Activities: Workshop objectives will be met through a balanced presentation of a brief lecture; guided practice; video-modeling; group discussions; small group activities and frequency building activities.
Audience: Clinicians who want to apply BST with their learners, and individuals who want to apply BST with their clinicians (e.g., supervisors, managers, directors)
Content Area: Practice
Instruction Level: Basic
Keyword(s): Retention Staff, Staff Management, Staff Training
 
Special Event #1
CE Offered: BACB
Opening Event and Society for the Advancement of Behavior Analysis Award Ceremony
Saturday, May 27, 2023
8:00 AM–9:20 AM
Convention Center Four Seasons Ballroom 1-4
Instruction Level: Basic
Chair: Carol Pilgrim (University of North Carolina Wilmington)
CE Instructor: Carol Pilgrim, Ph.D.
 

SABA Award for Distinguished Service to Behavior Analysis: Linda Hayes

Abstract:

The Company We Keep It is said that we are known by the company we keep. It is a way of acknowledging that we act like those with whom we surround ourselves, particularly as pertains to our core beliefs and values. The core beliefs and values of behavior analysts -- in being decidedly unusual in the history of reflections on the human condition – made for a particularly small group of companions in the early days. It was a group of radical naturalists with high hopes of saving the world by way of a profoundly different understanding of human behavior. That understanding enabled the development of highly efficacious applications, making a place for increasing numbers of practitioners. Ours is, as such, no longer a small group and as the core beliefs and values of large groups tend to have less cohesion than those of their smaller counterparts, it is worth considering whether we can still be known by the company we keep.

 
LINDA J. PARROTT HAYES (University of Nevada, Reno)
 
Linda Hayes is a Distinguished Faculty Emerita at the University of Nevada, Reno. She received her undergraduate degree from the University of Manitoba in Canada and her graduate degrees from Western Michigan University. She was a member of the Behavior Analysis faculty at West Virginia University while completing her doctorate, after which she returned to Canada, taking a position at St. Mary’s University.  Linda co-founded the Behavior Analysis Program at the University of Nevada, Reno on a self-capitalization model and served as its director for over a decade. She has received numerous awards for her contributions to the training of behavior analysts including an Outstanding Teacher Award from the College of Arts and Sciences at West Virginia University, the Fred S. Keller Award for Teaching of Behavior Analysis from APA’s Division 25, an Outstanding Alumna Award from Western Michigan University and, for the program she founded, a SABA Award for Enduring Contributions to Behavior Analysis. Linda also founded UNR’s Satellite Programs in Behavior Analysis, currently serving students Saudi Arabia, China, and Kenya. Her efforts in this regard have earned her a Global Engagement Award from the University of Nevada, Reno, and a SABA International Development Award. Linda is a Fellow of the Association for Behavior Analysis International and has served two terms as its President. Linda’s scholarly interests have ranged from the experimental analysis of animal behavior to the logic of science. She has authored 13 books and over 180 journal articles and chapters
 

SABA Award for Scientific Translation: Kenneth Silverman

Abstract:

Operant Conditioning to Address Poverty-Related Health Disparities Poverty is a pervasive risk factor underlying poor health. Our research shows that operant conditioning can address poverty-related health disparities. This presentation will describe two key findings of this research. 1) Financial reinforcement for HIV viral suppression can maintain long-term HIV viral suppression in low-income adults living with HIV. 2) A reinforcement-based therapeutic workplace can maintain drug abstinence, promote employment, and reduce poverty. Under the therapeutic workplace, unemployed adults are hired and paid to work, and required to provide drug-free urine samples to maintain access to the workplace and/or maximum pay. The therapeutic workplace could serve as a model anti-poverty program, particularly for people with histories of drug addiction or other health problems.

 
KENNETH SILVERMAN (Johns Hopkins University)
 
Kenneth Silverman has been on the faculty of Johns Hopkins University School of Medicine for over 30 years and is currently a Professor of Psychiatry and Behavioral Sciences. His research has focused on developing operant treatments to address the interrelated problems of poverty and health. Concentrating on low-income adults, his research has investigated abstinence reinforcement interventions for the treatment of heroin and cocaine addiction; financial reinforcement to promote and maintain viral suppression in adults living with HIV; computer-based training to establish academic and job skills that chronically unemployed adults need to gain and maintain employment and escape poverty; and a reinforcement-based therapeutic workplace to promote and maintain drug abstinence and employment. He has made two major contributions: 1) He has shown that operant reinforcement can serve as a maintenance intervention to sustain long-term therapeutic behavior change in addressing chronic health problems. 2) He has developed the therapeutic workplace to treat drug addiction, promote employment, and reduce poverty.
 
SABA Award for International Dissemination: Zuilma Sigurðardóttir
Abstract: Planting Seeds of Behavior Analysis in Iceland for 30 Years: Accomplishing a Noble Mission A radical behaviorist from the University of Iceland learned to be a behavior analyst in the United States. Shortly after entering graduate studies in behavior analysis she met B. F. Skinner in a conference in De Kalb, Illinois and spoke to him shortly. She told him that she was going to establish behavior analysis in Iceland. She went back to Iceland six years later to do everything possible to establish behavior analysis in the country. With vision, commitment, constant hard work, and persistence, the mission was accomplished. Asssistance from friends and colleagues outside and inside the field, some national and other international, provided encouragement, support, and reinforcers needed to endure. Motivating students and building momentum for studies in behavior analysis abroad when none were available in the country was a very fruitful activity. Cultivating relationships with those students aided in encouraging new students to enter the field. Guiding and supporting them in their endevours payed off. Demonstrating successful applications in various contexts, entering academia and conducting behavior analytic research with students as well as teaching behavior analysis was key. Grabbing every opportunity to educate professionals and the public were also very important tools for establishing the field. Focusing always on progress made, accepting occasional disappointments, and welcoming big and small opportunities to disseminate behavior analysis were helpful strategies even when the road was rocky, the walk uphill, and a storm was raging. This all resulted in a growing demand for behavior analysis in the society and professionals who could meet some of the demand. The newest results are two master programs in behavior analysis in two universities and one PhD level behavior analyst in the third one. Behavior analysts in Iceland are now working together to establish national standards for their profession in their society.
 
ZUILMA GABRIELA SIGURDARDOTTIR (University of Iceland)
 
Zuilma Gabriela Sigurðardóttir was born in Mexico City but moved from there at age 10 and settled down in Iceland at age 11 with her Mexican mother and Icelandic step father. She finished her BA in psychology in 1985 at the University of Iceland, her MA in Behavior Analysis and Therapy in 1989 at Southern Illinois University-Carbondale and her PhD in Psychology in 1992 at Northeastern University-Boston. She first became member of ABAI in 1987. She has worked on the dissemination of behavior analysis in Iceland and Europe for 30 years. First as therapist, consultant, and adjunct faculty at the University of Iceland, while also being an administrator and developer of services for the disabled in Reykjavík as well as running a small private practice. Then she became administrator and developer of psychological services for schools at the compulsory level for the City of Reykjavík. She entered academia full time in 1999 as assistant professor of behavior analysis in the psychology department of the University of Iceland. She became associate professor in 2004 and full professor in 2018. She has taught behavior analysis at all levels, both required and elective courses that she established. She has guided and supervised approximately 190 students‘ research projects for thesis in behavior analysis at all levels, including the only PhD thesis in behavior analysis in Iceland so far. She has managed and coordinated graduate student practica in public schools for 23 years. She has aided Icelandic students to find programs of study in behavior analysis in the United States and Europe since 1998 and has guided them in the application process. She was recipient of the SABA international development grant in the year 2000 and set up a website with information about programs in behavior analysis in the United States and all kinds of practical information related to moving with a family to study abroad. She was department chair of the psychology department at the University of Iceland in 2003-2005. She was president of the European Association for Behavior Analysis in 2015-2017 and past-president in 2017-2020. Her research interests include the analysis of language acquisition from a stimulus equivalence paradigm and applied behavior analysis in various contexts. Her research has been published in JEAB, JABA, TAVB, but also in non-behavioral scientific journals, both national and international. She has served as associate editor of EJOBA and JOBE for many years and was on the review board of EJOBA for several years prior to becoming associate editor. She has reviewed manuscripts for other scientific journals, including JEAB, and for scientific journals in various other disciplines as well. She has served as reviewer of grant proposals for the Icelandic Research Council and other granting agencies. She was an exchange teacher at the University of Latvia with Erasmus fellowships in 2015-2019 and led the establishment of the Baltic Association for Behavior Analysis. She has continued teaching behavior analysis for Latvia through the internet during the pandemic. She aided in coordinating the first conference on behavior analysis in Sofia, Bulgaria in 2016. She has taught re-education courses for elementary school teachers, psychologists, administrators, and allied health professionals in Iceland and Latvia. She has also offered behavior management classes to parents and teachers in Iceland in Icelandic, English, and Spanish. She has had a small private practice where she provides services to families. She presently serves as board chairman of the newly established Applied Behavior Analysis masters program at the University of Iceland. She enjoys travel and culture and classical music concerts, family gatherings, and her dog. She has two adult children and a grand-daughter on the way.
 
SABA Award for Enduring Programmatic Contributions: Oslo Metropolitan University
Abstract: The master’s program in Behavioral Science – formerly known as Learning in Complex Systems – admitted its first students in the Fall of 2004 and was accredited by ABAI in 2010. In the Fall of 2022, 135 students were admitted to the full- and part-time programs. The student base is cross-disciplinary. Along with a solid grounding in theory and research methods in behavior analysis, students pick elective courses from applied behavior analysis and write a thesis in the form of a scientific article. The department of Behavioral Science also runs an ABAI-accredited bachelor’s program in psychology with an emphasis on behavior analysis, and a Ph. D. program in behavior analysis. The scientific community is strong and well-respected, and faculty have large international networks. The department welcomes visiting scholars and students with good specific master’s thesis projects. The program has strived to integrate behavior analysis with complexity science, network analysis, and economics, offering elective courses in OBM, risk management, behavioral economics and complex human behavior, as well as Early Intensive Behavioral Interventions and professional ethics.
 
INGUNN SANDAKER (Oslo Metropolitan University/ OsloMet)
 
Ingunn Sandaker, professor in the Department of Behavioral Science at Oslo Metropolitan University (OsloMet) in Norway, received her Ph.D. in organizational psychology from the University of Oslo in 1997. She has served in numerous roles, including as dean of studies for social work and special education at Oslo College, and as head of planning and development at Oslo HVPU (division of state services for those with developmental disabilities). She was project manager at OsloMet and instrumental in establishing its master’s and Ph.D. programs in behavior analysis; she has since been director of those programs until recently. Combining expertise in both behavior analysis and systems design/analysis (behavior systems), she served as a consultant and advisor to major corporations, including Norway’s huge oil sector and the Norwegian Olympic Committee, where, as leadership training project director, she played a significant role in enhancing participation and awards for women athletes. Her efforts have helped secure behavior analysis as an established discipline in Norway. In addition, Professor Sandaker has been a leader in international dissemination, serving as the international representative to ABAI’s Executive Council. She is also on the editorial board of the Norwegian Journal of Behavior Analysis and associate editor of Perspectives on Behavior Science.
 

SABA Award for Effective Presentation of Behavior Analysis in the Mass Media: APOPO

Abstract:

Since 2007, APOPO’s Mine Action Program has released nearly 86 million square meters of land to local communities, freeing over 5.8 million people from the threat of land mines and avoiding an estimated 58,000 injuries and deaths. In 2017, APOPO completed all work in Mozambique after the country was declared to be mine free (a year ahead of schedule). It has now shifted its de-mining efforts to other countries, such as Cambodia, where it is partnering with the Cambodian Mine Action Centre. APOPO is collaborating closely with partners like Humanity Inclusion and Mines Advisory Group to develop iterations of its existing rat and dog mine-detection technology, in order to speed up the process of detecting cluster munition remnants and urban area IEDs‚ which are increasingly becoming important parts of humanitarian mine action. Since 2007, APOPO’s Tuberculosis Program has evaluated hundreds of thousands of samples, identified over 13,000 tuberculosis patients, and prevented an estimated 32,000 additional infections. In Maputo, Mozambique, APOPO’s detection method has led to a 40 percent increase in the tuberculosis detection rate.

 
CHARLES RICHTER (APOPO)
 
Charlie joined the APOPO team in December 2014 as US Director, based in Washington DC. At APOPO Charlie is responsible for building new partnerships and projects with US based organizations and government funders that can help APOPO build its Research and Mine Detection programs. Charlie leads global innovative finance fundraising at APOPO, and is currently developing the first ever Development Impact Bond for Mine Action and linked agricultural development in Cambodia, a project that all stakeholders involved hope to scale to Ukraine. Charlie is also responsible for developing APOPO's independent US based 501c3 organization.
 
Target Audience:

All convention registrants are welcome and encouraged to attend.

 
 
 
Symposium #3
CE Offered: BACB
Evaluation of Modified Functional Analyses of and Treatment for Feline Aggression Toward Humans
Saturday, May 27, 2023
10:00 AM–10:50 AM
Hyatt Regency, Centennial Ballroom E
Area: AAB; Domain: Applied Research
Chair: Jennifer N. Fritz (University of Houston-Clear Lake)
CE Instructor: Jennifer N. Fritz, Ph.D.
Abstract: Aggression exhibited by cats toward humans is a common reason for relinquishment of cats to animal shelters. This symposium will include two presentations focused on modified approaches to functional analyses (FA) of aggression – trial-based FA and precursor FA. Both approaches were evaluated to potentially minimize instances of aggression during assessment and inform effective, function-based treatment. Varied approaches to treatment were evaluated in the studies, and the relative effectiveness and advantages to each approach will be discussed.
Instruction Level: Intermediate
Keyword(s): aggression, function-based treatment, functional analysis, shelter cats
Target Audience: The audience should have experience with functional analysis and function-based treatment for challenging behavior.
Learning Objectives: 1. Describe how to implement a trial-based functional analysis (FA) with cats 2. Describe how to implement a precursor identification assessment and precursor FA with cats 3. Describe how to implement various function-based treatments with cats to decrease aggression, as well as the advantages and disadvantages of each approach
 

Trial-Based Functional Analysis With Shelter Cats

STEVEN W. PAYNE (University of Nevada, Las Vegas), Valerie Guzman (Butterfly Effects)
Abstract:

Shelter cats who exhibit problem behavior are less likely to be adopted and may be euthanized. Functional analysis has been shown useful for identifying the variables that maintain problem behavior in some nonhuman animals. However, traditional functional analysis methodology can be difficult to use in shelter settings. Trial-based functional analyses (TBFAs), which are conducted in the natural environment and require few instances of problem behavior, may be useful. However, the efficacy of TBFAs has not been demonstrated with non-humans. Therefore, the purpose of this study was to assess the TBFA for use with shelter cat problem behavior. TBFAs were conducted on the aggressive behavior of three cats and the results were used to create a function-based interventions. Results showed that problem behaviors were maintained by escape from humans and function-based treatments reduced problem behaviors to below 80% of baseline levels. Implications and practical issues will be discussed.

 
Functional Analysis of Precursors to Aggression Exhibited by Cats During Petting
JENNIFER TRANG NGUYEN (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Victoria Fletcher (University of Houston-Clear Lake), Amanda Davis (University of Houston-Clear Lake; Concept Connections)
Abstract: Treatment of aggression based on the results of a functional analysis (FA) is one of the most effective methods to increase the adoptability of aggressive shelter cats and decrease the rate of relinquishment following adoption (Fritz et al., 2021; Salmeron et al., 2021). However, previous studies examining the use of FAs with feline subjects have cited injuries to the experimenters as a limitation. The purpose of this study was to evaluate the efficacy of precursor FAs when used to determine the function of aggression exhibited by felines. First, the experimenters conducted a precursor assessment and a probability analysis to objectively identify precursors to aggression. Then, both a precursor FA and an aggression FA were separately conducted, and the results compared to evaluate the degree of correspondence. For all participants, FA outcomes showed that precursors were maintained by the same variables as aggression. Thus, FAs of precursors may be an effective and viable means to determine the function of aggression exhibited by cats in order to inform behavioral interventions.
 
Treatment Comparison for Escape-Maintained Aggression by Cats During Petting
VICTORIA FLETCHER (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Amanda Davis (University of Houston-Clear Lake; Concept Connections), Abigail Konecki (University of Houston - Clear Lake), Jennifer Trang Nguyen (University of Houston-Clear Lake)
Abstract: One of the most common reasons cat owners give for re-homing is aggression. Functional analysis methodology has been shown to identify the function of aggression in cats and function-based treatment was effective in decreasing the behavior. This study aimed to identify the most effective and efficient treatment for reducing cats’ aggression maintained by escape from petting. Noncontingent reinforcement (NCR), differential reinforcement of other behavior (DRO), and DRO with arbitrary positive reinforcement (SR+) were evaluated. For one cat, all three interventions were effective in reducing aggression in a comparable number of sessions. For two other cats, DRO with SR+ was more effective than the other two treatments and aggression met mastery criteria in fewer sessions. Identifying more efficient and effective interventions for problem behavior may reduce injuries sustained by lessening the occurrences of behavior, be easier for non-behavior analysts to implement, and lead to higher social validity. If shelter or rescue staff are able and willing to implement procedures, treatment may be implemented and available for more cats who engage in aggression during petting, which may increase the likelihood that they will be adopted.
 
 
Symposium #3A
CE Offered: BACB
Foundations of Care: An Organizational Approach to Ensuring Compassionate Service Delivery
Saturday, May 27, 2023
10:00 AM–11:50 AM
Convention Center Mile High Ballroom 1E/F
Area: AUT/OBM; Domain: Service Delivery
Chair: Liisa Podosek (Centria Autism)
Discussant: Timothy Michael Yeager (Centria Healthcare)
CE Instructor: Hillary Laney, M.Ed.
Abstract:

The field of Applied Behavior Analysis (ABA) is facing tumultuous discussion regarding ethics, quality, and organizational status (Silbaugh & El Fattal, 2021). Clinical quality at large ABA agencies requires alignment unilaterally from the executive team through the individual provider to be effective. Identifying and adopting a model that aligns with evidence based practice, safety, compassion, dignity and respect may provide a guiding compass for organizations looking to improve the quality of their services and achieve meaningful outcomes. This symposium includes four presentations that will outline how a nationwide organization has integrated the values of the Practical Functional Assessment (PFA) and Skill Based Treatment (SBT) to develop a Response to Intervention model, called the Foundations to Care, that starts with an entry level behavior intervention plan for all clients, then utilizes the PFA and SBT as components for the assessment and treatment of interfering behavior. The first presentation provides an outline of the major components of the entry level behavior plan, the Foundational Plan and preliminary data from its adoption across initial training and implementation efforts. The second presentation will describe the adoption of the PFA as a functional analysis to inform treatment and organization-wide data supporting its effective and efficient use. The third presentation will highlight the impact of Skill Based Treatment across interfering behaviors and skill acquisition domains. The fourth presentation will provide an overview of the mentorship model used to train clinicians in all components of the Foundations of Care and its effect on clinical practice. The discussant will comment on large-scale adoption of evidence-based, values driven care which leads to socially valid changes in the lives of clients and their families.

Instruction Level: Intermediate
Keyword(s): compassionate care, functional analysis, mentorship, organizational change
Target Audience:

Audience members should have foundational skills in the area of behavior intervention, building interventions from assessment, program design, shaping, and an understanding of functional analysis

Learning Objectives: At the conclusion of the presentation, participants will be able to 1. Understand how an RTI model can be effective at a large scale business for the treatment of interfering behavior 2. Understand the utility of the practical functional analysis for practitioners in the field of ABA 3. Understand how the application of Skill Based Treatment supports meaningful outcomes for clients
 

The Foundational Plan: A Response to Intervention Approach to Support Compassionate Service Delivery From Intake Through Graduation

CYNTHIA KENNEDY (Centria Healthcare)
Abstract:

The Foundational Plan (FP) is part of a tier one Response-to-Intervention (RTI model) aimed at improving treatment implementation and reducing barriers to learning skills (Hughes & Dexter, 2011). The Foundational Plan identifies optimal teaching opportunities by first identifying what Happy-Relaxed-Engaged (HRE) looks like for the client and then establishes best practices for introducing learning opportunities, creating an enriched environment, reducing aversive stimuli, setting boundaries, and creating therapeutic alliance. In line with values of client-centered care, there are specific instructions related to necessary routines and how to respond to interfering behaviors in a way that focuses on prevention and de-escalation (Holburn, 1997). The FP has been a successful standalone intervention for some clients with significant drops in high intensity and dangerous behaviors; data highlighting the impact of this tier one intervention on a large scale will be presented.

 

The Practical Functional Assessment: A Practitioner Focused Model Aligned to Best Practice

ZACHARY HARRISON MORFORD (Centria Healthcare )
Abstract:

The Practical Functional Assessment is a functional analysis methodology that identifies strong control of interfering behavior utilizing ecologically relevant and synthesized reinforcement contingencies (Jessel et al., 2016). Given its effectiveness as a component of a functional assessment model, the PFA may provide clinicians with a practical and replicable approach that can inform treatment (Hanley et al., 2014). More importantly, the evidence of efficacious outcomes suggests that the PFA has strong utility in the treatment of interfering behaviors (Rajaraman et al., 2022). This presentation will describe a decision making model for evidence based practice and apply that to the ethical decisions we should make surrounding functional analysis throughout clinical practice (Spencer et al., 2012). Organizational wide data describing the use of functional analyses, its safety, efficiency, outcomes, and practical application will be discussed supporting the findings of Jessel et al. (2016).

 

Skill-Based Treatment: On the Social Validity of Selecting Effective Treatments Which Lead to Meaningful Outcomes

LIISA PODOSEK (Centria Autism)
Abstract:

Within the current climate of ABA services, implementation of best practices are not always sufficient at producing lasting change and widespread adoption of interventions by those who regularly engage with the individuals we serve. Selection of effective treatment packages must also consider the social validity, contextual fit of interventions in order to align with evidence based practices (Slocum et al., 2014). SBT is an evidence-based intervention which has demonstrated significant social validity across implementers, clients, and families (Hanley et al., 2014). Throughout the progression of this treatment, core skills of communication, toleration, and cooperation are targeted through contingency based reinforcement thinning with safety as its top priority (Jessel et al., 2018). Within this presentation, data surrounding the impact of SBT on overall client progress towards skill mastery and reduction of interfering behavior, as well as an analysis of social validity from clients, caregivers, and staff will be discussed.

 

Utilizing a Mentorship Model to Achieve Meaningful Outcomes Using the Practical Functional Assessment (PFA) and Skill Based Treatment (SBT)

HILLARY LANEY (Centria Healthcare)
Abstract:

Utilizing the PFA and SBT process for assessment and treatment of interfering behaviors has resulted in safe and practically informed function-based treatments, substantial reduction in levels of interfering behaviors, and the acquisition of socially significant skill repertoires (Hanley et al., 2014; Jessel et al., 2018). Often, the training of these procedures is isolated in agencies to those with direct, ongoing access to a trainer and relevant resources, or those who have invested resources into independently learning the process. In order to shift a large organization spanning multiple states towards new practices, methods must be developed to support efficient and effective scaling of these practices while ensuring fidelity and socially valid outcomes from a distance. While efforts have been made to investigate various training modalities on these processes (Pollack et al., 2021; Whalen et al., 2021), the effects of incorporating multiple modes of remote training and consultation have not been investigated. The presenter will provide a brief overview of a remote mentorship model consisting of synchronous and asynchronous training, individual and group consultation to train clinicians in the implementation of the PFA and SBT processes. The effects and social validity data of this model will be presented

 
 
Symposium #4
CE Offered: BACB
Progressive Applied Behavior Analysis (ABA): Methods, Training, and Research Considerations
Saturday, May 27, 2023
10:00 AM–10:50 AM
Convention Center Mile High Ballroom 4A/B
Area: AUT/DEV; Domain: Service Delivery
Chair: Thomas L. Zane (University of Kansas)
CE Instructor: Thomas L. Zane, Ph.D.
Abstract:

Leaf and colleagues (2016) described what they called a progressive approach to applied behavior analysis (ABA) as it relates to autism and autism intervention. This approach is distinguished from a conventional approach to ABA in that the main source of control of the interventionist’s behavior is the client and the client’s context. As a result, a progressive approach to ABA is client centered, comprehensive, and flexible which requires the interventionist to constantly assess and change their behavior based on relevant variables. This symposium includes three presentations discussing methods, training, and research related to a progressive approach to ABA. The first presentation will discuss several methods that fall within a progressive approach to ABA. The second presentation will discuss training and the challenges with training interventionists to implement a progressive approach to ABA. The final presentation will discuss suggestions on how to conduct research on this approach and related challenges with conducting research on a progressive approach.

Instruction Level: Intermediate
Keyword(s): applied research, clinical judgment, progressive aba, training
Target Audience:

This symposium would be of benefit for anyone providing supervision to behavior technicians providing services for autistics/individuals diagnosed with ASD (e.g., BCaBAs, BCBAs). This symposium would be of benefit for anyone interested in conducting research on flexible approaches to intervention that require in-the-moment assessment of relevant variables (e.g., BCBAs, applied researchers).

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) identify and describe at least three methods considered to be a progressive approach or that can be implemented in a progressive manner; 2) identify and describe at least two methods and challenges associated with training interventionists on a progressive approach to ABA; 3) identify and describe at least two challenges associated with conducting research on a progressive approach to ABA.
 
A Description and Research Examples of Some Progressive Teaching Methods
JOSEPH H. CIHON (Autism Partnership Foundation; Endicott College)
Abstract: One of the distinguishing features of a progressive approach to ABA as it relates to autism and autism intervention is that the main source of control for the interventionist’s behavior is the client and the client’s context. Implementation of this approach requires methods that are flexible and can change based on moment-to-moment analysis of relevant variables (e.g., current and past performance, general health, client input). Interventionists cannot simply rely on a protocol, no matter how thorough, to inform what they should do and when they should do it. The purpose of this presentation is to provide an in-depth description of several methods that may be considered progressive in their implementation as well as how methods can be implemented in a progressive manner. Challenges with the implementation of these methods and research examples will also be provided.
 

Training Others to Implement a Progressive Approach to Applied Behavior Analysis (ABA)

CHRISTINE MILNE-SEMINARA (Autism Partnership Foundation)
Abstract:

As the research on a progressive approach to ABA continues to grow, it is important to consider the skills required to implement such procedures and effective training methods teach interventionists to implement such procedures. While many of the skill sets used for implementation are also used when training others, it is important to discuss how these skills compare and contrast when translated to a training setting. The purpose of this presentation is to provide a description of methods used to train others to implement a progressive approach to ABA, potential challenges that might arise related to this training, and future directions for research as it relates to training interventionists on a progressive approach to ABA.

 
Conducting Research on a Progressive Approach to Applied Behavior Analysis: Advances, Challenges, and Future Directions
JULIA FERGUSON (Autism Partnership Foundation)
Abstract: Conducting research on progressive teaching methods for children diagnosed with autism spectrum disorder can be challenging when it comes to the technological dimension of applied behavior analysis due to the flexible nature of the approach and reliance on an interventionist’s clinical judgment and moment-to-moment assessment. Over the past decade, research on progressive teaching methods has increased and advances have occurred for methods to collect data and capture the interventionist’s changing behavior and in-the-moment decisions. The purpose of this presentation is to provide an overview of the advances that have occurred in the research related to progressive teaching methods, unique challenges associated with conducting research on methods that rely on an interventionist’s clinical judgment, and discuss future directions for research on this approach.
 
 
Panel #5
CE Offered: BACB
Is Applied Behavior Analysis Ready to Enter the 21st Century? A Discussion on Data Collection
Saturday, May 27, 2023
10:00 AM–10:50 AM
Convention Center Mile High Ballroom 4E/F
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Paula Ribeiro Kenyon, Ph.D.
Chair: Paula Kenyon (Northeastern University and Grupo Método)
MARIA ANDRADE (Grupo Método - Intervenção Comportamental)
COBY J. LUND (Archer Behavioral Health)
LAYLA SUMP (DAXTA)
Abstract:

Data collection is important for a variety of reasons: it is the primary basis for clinical decisions, it is required by the Ethics Code for Behavior Analysts, and it is required by many, if not most, payors of ABA services. As such, data collection is the backbone of applied behavior analysis (ABA). Data can be recorded automatically or recorded by the observer. The prevalence of observer measurement in ABA settings raises many interesting questions: how accurate are data being recorded? Are we using the best measurement systems? Are we measuring data collection integrity (DCI)? Are data being recorded as the behavior occur? Who records data? What level of training is provided to those recording data? Is data being recorded by paper and pencil or electronically? What are some of the available data collection platforms? Can we aggregate data? What levels of analysis can be conducted with data recorded? This panel will invite the audience to participate in an active discussion on data collection, the options available, and some pros and cons of varied systems.

Instruction Level: Intermediate
Target Audience:

The audience should be well-versed in multiple data collection practices as described by the BACB task list.

Learning Objectives: (1) Differentiate between data recorded automatically or recorded by observer. (2) Differentiate between paper and pencil and electronic data collection. (3) List potential concerns with current data collection systems: integrity of data collection, accuracy of data collection, barriers to aggregated data collection analysis.
 
 
Symposium #7
CE Offered: BACB
Human Infancy as a Place of Behavioral Discovery and Application
Saturday, May 27, 2023
10:00 AM–10:50 AM
Hyatt Regency, Capitol Ballroom 1-3
Area: DEV; Domain: Translational
Chair: Thomas J. Waltz (Eastern Michigan University)
CE Instructor: Benjamin N. Witts, Ph.D.
Abstract: Human infancy is an exciting time. The infant’s behavioral repertoire is emerging and undergoing rapid transformation, as are the repertoires of those whose behavior is interlocked with the infant’s. The behavioral repertoires that participate in everyday life are formed during these months. Influential developmental variables can be shared, as when considering the shared cultural aspects of the infant’s contextual factors. Yet behaviorists have done objectively little work in this area. Topics such as nutrition (e.g., breastfeeding and breastfeeding difficulties), safety (e.g., infant abusive head trauma), and communication (e.g., crying) receive little attention compared to their developmental counterparts in autism therapy (e.g., food refusal, self-injury, verbal behavior, respectively). Theoretical models of behavior hold promise for promoting translational research, developmental research over the lifespan, and on intervention research and application during the first year of life. This symposium presents three unique perspectives on topics of interest to those who interact with infants.
Instruction Level: Intermediate
Keyword(s): Baby, Development, Parent, Translation
Target Audience: Practitioners, educators, students. Prerequisites: knowledge of general behavioral philosophy; knowledge of general psychology
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discriminate types of methodological approaches to infancy research; (2) contrast behavioral and traditional accounts of developmental stages; (3) identify multiple influential variables that could account for social events in infancy.
 
The Evolution of Shaken Baby Syndrome Research: We Need to Take a Few Steps Back
(Theory)
JENNIFER LYNNE BRUZEK (The University of Alabama in Huntsville)
Abstract: Estimates of incidence vary, but it is suspected that there are approximately 13,000 cases of shaken baby syndrome reported annually in the US. The mechanisms involved in these events are difficult to study under naturalistic conditions due to our inability to control the infant cry, reactivity, and ethical concerns, among other issues. Analogue studies have assisted with efforts in understanding the infant caregiver interaction more broadly. However, outside of the medical field, very little analogue work has been conducted to understand the variables that contribute to abuse specifically. Moreover, our current understanding of the infant-caregiver relation is largely based on descriptive and correlational analyses. In this talk, I will emphasize the current research gaps in this area and the need for replication, with tighter experimental control, of the work that has been conducted. Additionally, I will propose methodological models that will shed light on the next steps necessary to continue refining our knowledge of what leads to, and, more importantly, how to prevent infant abuse.
 

Considerations for Behavior Analysts on Delineating Between Developmental Milestones, Stages, and Cusps

(Theory)
GENEVIEVE M DEBERNARDIS (University of Nevada, Reno)
Abstract:

Developmental theory is the foundation for how child development is predominately understood by our science as well as our society. This is of special significance for practitioners, as these sets of assumptions impact treatment decision-making. However, developmental theories from mainstream developmental psychology and behavior science are separate and distinct. Yet, an incomplete understanding of these theories may lead to misconceptions on the developmental process, which, in turn, may influence expectations on what are perceived to be reasonable standards in development. This paper will provide a review of dominant theories from mainstream developmental psychology and behavior science, and delineate between developmental milestones, stages, and cusps. The implications of conflicting theories and how they affect societal expectations for the child-caregiver dyad will be examined. Considerations for practitioners on how these theories impact decision-making on when and how certain developmental goals are met will be discussed.

 

A Field-Theory Account of Infant Abusive Head Trauma During Crying

(Theory)
BENJAMIN N. WITTS (St. Cloud State University)
Abstract:

Accounting for the participating variables present during an abusive episode featuring infant crying will lead to a richer understanding of the event and, therefore, will better inform prevention work. As a social event, abusive episodes necessitate at least two individuals, and thus requires a multi-perspective analysis. As an episode typically taking place during early infancy, infant abusive head trauma related to crying must account for individual biology, psychological history, current stimulus and response functions, and social history with respect to each other. Kantor’s field theory approach to behavior, interbehaviorism, considers such factors as participatory in the event. In this talk, I will lay out an initial sketch of potential participatory factors that will likely need exploration in building an account of the abusive episode. In doing so, attention will be given to connecting these elements to prevention work.

 
 
Symposium #8
CE Offered: BACB
Evaluating Sensitivity to Consequences in Children With Autism Spectrum Disorder (ASD)
Saturday, May 27, 2023
10:00 AM–10:50 AM
Hyatt Regency, Centennial Ballroom D
Area: EAB/AUT; Domain: Applied Research
Chair: Catherine Kishel (The University of Florida)
CE Instructor: Catherine Kishel, M.Ed.
Abstract:

Individuals with Autism Spectrum Disorder (ASD) exhibit problem behaviors maintained by a variety of reinforcement contingencies. These same behaviors also often contact specific consequences in the environment as caregivers attempt to reduce those responses. The present symposium comprises three studies that each seek to evaluate an aspect of the contingencies most relevant to problem behavior. We begin by detailing an analogue assessment of the functional effects of idiosyncratic consequences to the problem behavior of five children with ASD. The next paper details an evaluation of child preference for one of two reinforcers within the context of multiply controlled problem behavior and discusses how preference can be incorporated into schedule thinning during treatment. The final paper discusses a manipulation of several parameters of reinforcement (e.g., magnitude, response effort) within a concurrent schedule intervention that does not require extinction. Taken together, the papers presented provide a synthesis of information regarding the nuances of consequences to problem behavior; additionally, implications for ethical treatment that incorporates client choice are highlighted.

Instruction Level: Intermediate
Keyword(s): concurrent schedules, idiosyncratic consequences, problem behavior, schedule thinning
Target Audience:

Target audience members include graduate students pursuing the master's degree and board certification and/or a PhD in behavior analysis. Audience members should have an understanding of functional analysis methodology as well as an understanding of concurrent schedule arrangements.

Learning Objectives: Participants will be able to 1) describe the use of an arbitrary task to evaluate the functional effects of idiosyncratic consequences to problem behavior, 2) explain how preference for one of two reinforcers can be incorporated into schedule thinning, and 3) understand how to manipulate parameters of reinforcement to treat problem behavior in the absence of programmed extinction.
 
An Empirical Assessment of Common Consequences to Problem Behavior
CATHERINE KISHEL (The University of Florida), Savannah Tate (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: Some individuals with Autism Spectrum Disorder (ASD) exhibit problem behavior. Behavior analysts often program consequences to problem behavior with the intention of reducing those responses. However, the functional effects of programmed consequences are not always known. It is important to know whether and how such consequences influence behavior, for at least three reasons. First, if they function as reinforcers, they should be eliminated or minimized. Second, if they reduce the occurrence of behavior (e.g., via extinction, mild punishment, or rule governance), they could remain in place, and third, if they have no effect on behavior (i.e., the effects are neutral), time and resources need not be directed toward therapist training to eliminate them or, alternatively, ensure they are provided. The current study sought to identify and evaluate the effects of idiosyncratic consequences using an arbitrary response task (e.g., Fiske et al., 2020) and to then validate those findings using a pairwise functional analysis of problem behavior. Data from the evaluation of five idiosyncratic consequences are presented: three consequences had no effect, one had a punishing effect, and results for the fifth consequence were inconclusive.
 
On the Disparate Reinforcing Efficacy of Individual Reinforcers for Multiply Maintained Destructive Behavior
HALLE NORRIS (Children’s Specialized Hospital-Rutgers University Center for Autism Research, Education, and Services), Brian D. Greer (Rutgers Brain Health Institute; Children’s Specialized Hospital¬–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES); Department of Pediatrics, Rutgers Robert Wood Johnson Medical School)
Abstract: There may be potentially important differences in the reinforcing efficacy of individual reinforcers maintaining destructive behavior when such behavior is multiply maintained, which could have clinically meaningful implications for when, how, and to what extent reinforcement schedule thinning occurs for each function. The purpose of the present study was to explore this possibility while also assessing the generality of the results reported by Briggs et al. (2018) by implementing guided and free-choice trials in which participants chose between two multiple-schedule arrangements, each of which programmed signaled periods of isolated reinforcer availability and unavailability. Consistent participant choice and responding during free-choice trials was then used to thin the corresponding schedule of reinforcement. Results demonstrated surprisingly strong preference for one of the two functional reinforcers in all four participants, yet preferences differed across participants and were not well predicted by responding in prior analyses. Reinforcer-quality manipulations designed to disrupt or reverse preference were effective with three of the four participants.
 
Evaluation of Concurrent Schedule Components: Identification of Individual Sensitivities
Anna Elizabeth Butler (The University of Georgia), JESSICA HERROD (Ohio University), Cary Trump-Wood (Colorado State University), Joel Eric Ringdahl (University of Georgia), Kevin Ayres (University of Georgia)
Abstract: Recent trends in intervention research related to problem behavior have focused on the design of concurrent-schedule based treatments in which extinction as a necessary component is excluded. This line of research shows promise for overcoming the practical limitations inherent in conducting procedural extinction (e.g., lapses in procedural fidelity and transient, extinction-induced changes in rate and intensity of problem behavior as well as varied topographies of problem behavior). However, current intervention design approaches lack specificity with respect to how the components of the concurrent schedule are arranged. The purpose of this study was to evaluate choice among various reinforcer arrangements exhibited by individuals with intellectual and developmental disabilities (IDD). Specifically, reinforcer magnitude, response effort, and unit price were adjusted across conditions. Results indicated that individuals were consistent in their choice allocation across task arrangements, but not every individual’s choice allocation was sensitive to the same parameter of reinforcement. The results are discussed with respect to their implications for concurrent-schedule based intervention design.
 
 
Symposium #9
CE Offered: BACB
Emergent Learning and Textual Stimulus Variables for Teaching Reading to Children and Adults
Saturday, May 27, 2023
10:00 AM–10:50 AM
Convention Center 405
Area: EDC/VBC; Domain: Applied Research
Chair: Mei-Hua Li (Simmons University)
CE Instructor: Mei-Hua Li, M.S.
Abstract: As reading is an essential skill for children and adults, behavior analysts must continue refining methods for teaching reading to people with reading challenges. This symposium has two foci. The first is evaluating methods of generative instruction that produce emergent learning. With children at risk for reading failure, Brown and Cariveau demonstrated that compound class-specific consequences for trained discriminations resulted in emergent letter-sound correspondences and textual behaviors. With adult, Chinese-speaking ESL students, Li and Axe demonstrated the efficacy of matrix training with reading skills, defined as arranging learning targets so that some are taught and others emerge through the outcome referred to as recombinative generalization. The second focus is on the structural variables of textual stimuli. Brown and Cariveau manipulated the orientation of letters in discrimination training, and Hall et al. examined the effects of different fonts on the reading accuracy and efficiency of adults with dyslexia.
Instruction Level: Intermediate
Keyword(s): dyslexia, emergent learning, matrix training, reading
Target Audience: BCBAs and educators who work with children and adults on reading.
Learning Objectives: Attendees will be able to: 1) Describe a simple discrimination training procedure to establish letter-sound correspondence. 2) Identify the relations that may emerge when compound class-specific consequences are arranged. 3) Describe the use of matrix training to teach onset-rime reading with adult second language learners. 4) Describe the importance of including social-validity measures in assessments of specialized fonts.
 

Using a Simple Discrimination Procedure With Compound Class-Specific Consequences to Teach Early Reading Skills

ALEXANDRIA BROWN (University of North Carolina Wilmington), Tom Cariveau (University of North Carolina Wilmington)
Abstract:

The development of early reading skills is essential for overall academic success. Although behavior analysts are well-equipped to teach a variety of skills, behavior-analytic research on reading-related repertoires commonly includes less optimal training arrangements or target skills misaligned with best practices described in the educational literature. The purpose of the current study was to extend the research on reading interventions by evaluating the effectiveness of one emergent learning procedure on teaching letter-sound correspondence to children. In the current study, five participants at risk for reading failure completed simple discrimination training with intermodal (i.e., visual and auditory) compound class-specific consequences. The S+ included a correctly oriented lowercase letter and was presented with two incorrectly oriented versions of the same letter (i.e., the distractor stimuli). Selections of the S+ resulted in the presentation of the compound class-specific consequence which included the corresponding printed uppercase letter and the dictated letter sound. Following mastery of simple discrimination training, emergence of six arbitrary relations was assessed. For five of the eight evaluations, participants exhibited emergence of all targeted relations including the textual relation. These results suggest that the current emergent learning procedures may represent an effective method for establishing reading prerequisite skills.

 

The Effects of Matrix Training on Reading Responses With Adults Learning English as a Second Language

MEI-HUA LI (Simmons University), Judah B. Axe (Simmons University)
Abstract:

Learning a new language can be a time-consuming and painstaking process. Chinese-speaking immigrants are often faced with the challenge of learning English after they arrive in the United States. Therefore, finding an efficient and effective way to learn English is of great importance. The aim of this experiment was to examine the effects of matrix training on reading onset-rime words with 13 adult English language learners. The experimental design was a multiple probe design across submatrices. In Experiment I, teaching and probes occurred in individual sessions using a probe-train-probe format. The instructor first taught the diagonal and overlap targets and subsequently probed for recombinative generalization of the untaught targets. In Experiment II, the instructor taught the overlap targets in group instruction, then subsequently probed for recombinative generalization of the untaught targets in a one-on-one setting. The results indicated that 13 English language learners benefited from overlap training instruction. Practical applications of teaching English reading using matrix training were discussed.

 

Evaluation of a Specialized Font for Use With Individuals Diagnosed With Dyslexia

LEONARD HALL (University of Alaska Anchorage), Bethany Munden (University of Alaska Anchorage), Christina Elmore (University of Alaska Anchorage), Emily Saeteurn (University of Alaska Anchorage), Kristin Riall (Alaska Association for Behavior Analysis), Mychal Machado (University of Alaska Anchorage)
Abstract:

Research has suggested specialized fonts can help children with dyslexia read faster and more accurately, but these claims have rarely been evaluated with adults diagnosed with dyslexia. The present study examined the extent to which different fonts affected the reading performance of three adults with dyslexia. Data on reading accuracy and efficiency were collected during 1-min sessions, and post-study preference ratings were obtained. During baseline sessions, participants read a randomly selected list of nonsense words printed in Times New Roman font. During test sessions, word lists were printed in either Dyslexie, Times New Roman with interspacing, Arial, or Arial with interspacing. The font for each test session was randomly alternated across sessions using a multielement design. Each participant experienced a reversal back to baseline, and a second series of test sessions. Results indicated variable accuracy and efficiency scores across fonts with only one participant (P1) attaining improvements in both accuracy and efficiency with the same font (Dyslexie). However, all participants reported preferring the font with which they demonstrated the best improvements in accuracy, efficiency, or both. These preliminary results suggest font preference might affect reading accuracy and efficiency and indicate that further research is both necessary and warranted.

 
 
Symposium #10
CE Offered: BACB
Using Direct Instruction, Frequency Building, and Peer Coaching to Teach Language, Reading, and Math Performances
Saturday, May 27, 2023
10:00 AM–10:50 AM
Convention Center 403/404
Area: EDC/AUT; Domain: Translational
Chair: Jessica E. Van Stratton (Western Michigan University)
CE Instructor: Jessica E. Van Stratton, Ph.D.
Abstract: Direct Instruction, Frequency Building, and Peer Coaching have been used to teach a wide range of performances to both typical and non-typical learners. In this symposium, we will describe and show evidence of the effectiveness of these procedures to teach language, reading, and math performances. First, Alice Shillingsburg will present data from a randomized controlled trial in which preschool and young school-aged children received language and communication instruction either from the Direct Instruction program, Language for Learning, or with Treatment As Usual (TAU). Second, Ky’Aria Moses will describe how frequency building procedures were used with typically developing elementary students to develop fluency with number identification, digit formation, and math facts. Third, Leah Herzog and Nicole Erickson will describe procedures for teaching students how discriminate error patterns and provide feedback through a process called peer coaching. They will show evidence of the effectiveness of teaching students peer coaching repertoires and how to apply those repertoires to novel classroom contexts.
Instruction Level: Intermediate
Target Audience: Professionals interested in behavioral education, direct instruction, Precision teaching/frequency building, Response to Intervention, communication, and teaching students how to partner and peer coach effectively. Audience should have a basic understanding of applied behavior analysis as applied to academic learning behavior.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe the benefits of using Language for Learning over Treatment as Usual for teaching expressive and receptive language behaviors to children with autism, 2. List the three mathematics behaviors targeted by the intervention and describe frequency building procedures to build fluency of those three behaviors, 3. Describe the procedures for teaching peer coaching repertoires and for teaching the application of those repertoires to novel contexts.
 

Randomized Control Trial of the Direct Instruction Language for Learning Curriculum for Children With Autism

(Applied Research)
ALICE SHILLINGSBURG (Munroe-Meyer Institute, UNMC), Lawrence Scahill (Emory University; Marcus Autism Center), Courtney McCracken (Kaiser Permanente)
Abstract:

One of the most common concerns expressed by caregivers of children diagnosed with autism is related to challenges in the development of communication skills. Often children with autism require specialized intervention to promote language and communication skills. The current study examined the efficacy of Direct Instruction Language for Learning (DI-LL) in preschool and young school age children diagnosed with autism who also exhibited moderate language difficulties. DI-LL is a highly structured, commercially available curriculum designed to target expressive and receptive language abilities. This study included 83 participants who were randomized to receive 6 months of DI-LL or Treatment as Usual (TAU). The intervention was delivered twice per week for approximately 90 minutes per session. Using the Clinical Global Impressions-Improvements (CGI-I) scale, 54.8% of children who received DI-LL were rated as “much improved” or “very much improved” compared to only 21.9% of children randomized to TAU. Further, 55.5% of children who received the intervention achieved a clinically meaningful improvement on the standardized language measure compared to only 29.3% of those in the TAU condition. Overall, these results suggest that the Language for Learning program is an effective intervention to promote language skills in young children with autism.

 
Using Frequency Building to Enhance Fluency in Basic Math Skills
(Applied Research)
KY'ARIA MOSES (Western Michigan University), Jessica E. Van Stratton (Western Michigan University)
Abstract: Many students across the country fail to perform at proficient levels on state and national math assessments and require additional instruction and practice with foundational math concepts to achieve and maintain a level of fluency (National Assessment of Educational Progress, 2019; Berrett & Carter, 2018). Fluency in basic math facts is a critical component for the acquisition of higher-order math computation and is often the missing link in students’ repertoires (Berrett & Carter, 2018). Fluency timings have been empirically researched and validated as an efficient and effective strategy to build fluent math performers (McTiernan et al., 2015; Johnson et al., 2021; Stocker Jr et al., 2020) as repeated practice opportunities can increase the rate to which students answer math facts. (McTiernan et al., 2018). This presentation will discuss the implementation of fluency practice sessions with elementary aged students and the impact on students’ individualized progress towards mastery. The Morningside Math Curriculum was used to target number identification, digit formation, and math facts. Fluency sessions included goal setting, 1-min timings, immediate performance feedback, self-recording, and progress monitoring. Aligning with previous research, data suggest positive effects of daily fluency practice on increasing students’ level of accuracy with the target math skills.
 
Teaching and Applying Peer Coaching Repertoires to Reading Challenging Words and Reading Comprehension
(Service Delivery)
LEAH HERZOG (Morningside Academy / PEER International), Nicole Erickson (Morningside Academy), Andrew Robert Kieta (Morningside Academy)
Abstract: In peer coaching arrangements, student groups of two or three practice various skills and give each other feedback, with one partner acting as the “performer”, and the other student acting as the “coach”. While peer coaching is most frequently used during frequency building sessions, it can and should be applied to a wide variety of contexts. This presentation will describe and show evidence of the effectiveness of two such applications: 1. reading challenging words in a group context, and 2. answering comprehension questions in a partner context. First, students were taught to apply peer coaching repertoires to a whole group exercise where students took turns reading passages aloud. They learned how to discriminate between the decoding error patterns made by their classmates, how to provide immediate and specific instruction to their peers, and how to track decoding errors. In the second classroom, students applied peer coaching repertoires to the answering of comprehension questions. Students read a passage together from Reading Mastery Transformations 4, asked comprehension questions provided by the program, used delayed prompting procedures for error correction, and tracked the types of prompts given to each other. Finally, students generated their own comprehension questions based off the data collected during their peer coaching delayed prompting sessions.
 
 
Symposium #12
CE Offered: BACB
A Verbal Behavior Analysis of Complex Relational Responding
Saturday, May 27, 2023
10:00 AM–10:50 AM
Convention Center Mile High Ballroom 3B
Area: VBC/PCH; Domain: Theory
Chair: Awab Abdel-Jalil (Endicott College / Great Leaps Academy / Eastern Florida Autism Center)
Discussant: Paul Thomas Andronis (Northern Michigan University)
CE Instructor: Anna Linnehan, Ph.D.
Abstract: The acquisition of verbal behavior is complex and requires the analysis of myriad variables. It is estimated that by the time a child has reached four years of age they have experienced nearly nine million language learning trials with mothers using at least 14 categories of maternal teaching interactions. These interactions provide a foundation for children learning the tact, mand, echoic, intraverbal, autoclitic and other relations, described by Skinner in Verbal Behavior. Here we examine two relations, the abstract tact and the autoclitic frame, that together arguably account for much of the generative features of verbal behavior, including relational responding and shared meaning. We argue the development of complex relational responding can be described absent of mediating variables, hypothetical constructs, or conceptual operants.
Instruction Level: Intermediate
Target Audience: Target audience should have familiarity Skinner's analysis of verbal behavior.
Learning Objectives: 1. Distinguish between simple and abstract tacts. 2. Distinguish between intradimensional and interdimensional abstract tacts. 3. Describe the relation between interdimensional abstract tacts and autoclitic frames and its applicaiton.
 
The Intradimensional and Interdimensional Abstract Tact: Basic Relational Responding
ANNA LINNEHAN (Endicott College), T. V. Joe Layng (Endicott College & Generategy, LLC)
Abstract: Where a subset of nonverbal stimulus features control verbal behavior an abstract tact is defined. That subset is designated as demonstrating abstractional control when other features of the stimulus can be varied without affecting the response. A distinction will be made between the more commonly discussed intradimensional abstract tact, involving a single stimulus (cup, tree, chair, table, dog, etc.) and the interdimensional abstract tact involving two or more stimuli (opposite, same, steeper, now, etc.) Goldiamond’s treatment of stimulus control in its many forms; instructional, dimensional, and abstractional will be used to describe the acquisition of both types of abstract tact. Accordingly, a controlling subset of stimulus properties is designated as SDa. The entire set of dimensions, or properties, of the stimulus is designated SDd. Where a verbal stimulus restricts response alternatives to the SDa that stimulus will be designated as instructional and and referred to as SDi. It will be shown that SDa control is responsible for responding to a single intradimensional stimulus and to consistent relations between two or more interdimensional stimuli.
 
The Interdimensional Abstract Tact and the Autoclitic Frame: Complex Relational Responding
T. V. JOE LAYNG (Endicott College & Generategy, LLC), Anna Linnehan (Endicott College)
Abstract: The autoclitic frame is defined when an interdimensional abstract tact coordinates a relation between two of more other other verbal stimuli such that those events affect the behavior of the listener differently than if the abstract tact were absent of different. A opposite B, A same as B, are and examples. The word “opposite” can be considered an SDi that establishes the relation between A and B. It will be shown that the SDi occasioned relation can only occur if the interdimensional tact (SDa) “opposite” has been previously established. This presentation will discuss the wide ranging application of the possible relations between stimuli that may be occasioned and show that the fundamental account provided by Skinner (1957) is, for the most part, adequate to account for the relational qualities of complex human verbal behavior. Relational extension, analogies, metaphors, and relations between relations will briefly be discussed without the need for a special relational operant.
 
 
Symposium #14
CE Offered: BACB
Utilizing Virtual Platforms for Training Stakeholders
Saturday, May 27, 2023
10:00 AM–11:50 AM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/EDC; Domain: Applied Research
Chair: Valerie Monica Colantuono (A.J. Drexel Autism Institute at Drexel University)
Discussant: Sarah E. Bloom (University of South Florida)
CE Instructor: Sarah E. Bloom, Ph.D.
Abstract:

The included papers discuss Behavior Skills Training (BST), Video-Based Training (VBT) and ways of utilizing virtual platforms to provide education to a diverse group of stakeholders. Researchers examined the value, effectiveness, and accessibility of such programs on the skill development of their learners. BST is known to be an effective method of teaching skills and maintaining skill retention. BST programs may be time-consuming and inaccessible to specific groups of stakeholders. Using VBT and virtual training platforms to educate stakeholders and teach high-demand skills may increase accessibility in these areas. Researchers have been successful in utilizing virtual platforms to conduct trainings for stakeholders across various disciplines. Presenters will discuss the efficacy of virtual modalities to disseminate training on behavior management, statistical analysis, arrangement of safe infant sleeping environments, and trial-based functional analysis. Stakeholders receiving training included medical professionals, behavior analysts, and caregivers. Results indicated that virtual training can be a useful tool in educating stakeholders and maintaining skill retention over time.

Instruction Level: Intermediate
Keyword(s): Behavior-Skills Training, Stakeholder Education, Telehealth, Video-Based Training
Target Audience:

Individuals offering direct therapy, RBT, BCaBAs, BCBAs, BCBA-Ds.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the importance of increasing accessibility to high-quality behavior analytic training; (2) describe recent research related using virtual platforms to address such issues (3) discuss the efficacy of virtual modalities to disseminate recent training on behavior management, statistical analysis, and safe infant sleeping.
 

Virtual Training of Medical Professionals on Behavior Management for Individuals With Intellectual and Developmental Disabilities

ANDREA QUYNH MAI HOANG (University of Houston Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake)
Abstract:

Individuals with intellectual and developmental disabilities (IDD) experience major health disparities compared to those without disabilities (CDC, 2019). Some of these disparities may be due to increased rate of fear behavior exhibited by individuals with IDD in response to medical environments and lack of physician training on how to treat individuals with IDD. This study assessed the efficacy of a virtual 3-hr training to prepare medical students to implement behavior management techniques that could be integrated within the context of a typical wellness examination. Results indicated that training was effective at increasing the participants’ correct implementation of the techniques in roleplay and with patients with IDD attending a local university-based medical center for a checkup. Responding maintained at high levels during the 2-week maintenance assessment.

 
Teaching Behavior Analysts Statistical Approaches to Analyze Extended Clinical Data
NAZURAH KHOKHAR (Brock University), Marie-Chanel Monique Morgan (Brock University), Alison Cox (Brock University)
Abstract: In behavior analysis, researchers have begun to explore the efficacy of using video modeling to train behavior analytic students and certified behavior analysts (i.e., Board Certified Behavior Analysts; BCBA) on graphing skills. However, evaluating the efficacy of using this strategy to teach more complex skill sets (e.g., statistics) is relatively understudied. Furthermore, with the arrival of COVID19, most continuing education activities shifted to virtual delivery; increasing the need for research evaluating the efficacy of different teaching approaches delivered virtually (e.g., asynchronous versus synchronous). The purpose of the current study is to create and evaluate the effectiveness of a virtual training package comprised of: (1) written instructions, (2) a statistical analysis online tool, and (3) a video model. Together these components are designed to teach behavior analysts to correctly conduct and interpret introductory statistical analyses in reference to large datasets, wherein visual analysis may not be well-suited to answer the questions being posed. Preliminary results suggest improved performance across all participants. We will discuss clinical implications of supporting behavior analytic professionals in enhancing their analytic skillset, as well as next steps regarding approaches to training professionals to address existing research gaps in the virtual training literature.
 
The Influence of Video-Based Training on Caregiver Arrangement of Infant Sleeping Environments
LAUREN K. SCHNELL (Hunter College), Jacqueline Mery (Kennedy Krieger Institute), Jessica Day-Watkins (Drexel University)
Abstract: Recent behavior analytic studies have examined behavioral skills training to teach adults to arrange safe infant sleeping environments. These studies were conducted in an analogue environment and with all training components delivered by an expert staff trainer. The purpose of the current study was to replicate and extend this literature by substituting video-based training (VBT) for behavioral skills training. We assessed whether expectant caregivers could arrange safe infant sleeping environments following VBT. VBT alone resulted in positive outcomes for a portion of participants, whereas a subset of participants required feedback to reach mastery criterion and social validity data suggest that participants found the training procedures favorable.
 
Training Board Certified Behavior Analysts via Telehealth to Conduct the Trial-Based Functional Analysis
KARIE DEPAOLO (The May Institute), Sarah E. Bloom (University of South Florida)
Abstract: Although many behavior analysts recognize the value of conducting a functional analysis (FA), some report being hesitant to conduct the assessment (Oliver et al., 2015). Two potential barriers to conducting functional analyses include setting limitations (Roscoe et al., 2015) and lack of trained staff (Deochand et al., 2020). Researchers have addressed these limitations by developing variations of the traditional functional analysis and demonstrating that those procedures could be taught across various populations. Perhaps the issue related to training has less to do with the ability to train functional analysis procedures, and more to do with the accessibility of such trainings. Study 1 addressed these limitations by demonstrating that Board Certified Behavior Analysts could be taught trial-based functional analysis procedures through a remotely delivered video modeling intervention. Study 2 evaluated the generalization of these skills to the natural environment by having the behavior analysts conduct the assessment with a client. Furthermore, maintenance of the procedures was demonstrated through role play with the researcher four weeks following the final functional analysis session.
 
 
Symposium #15
CE Offered: BACB
What Are We Doing? Asking Behavior Analysts About Their Approaches to Research and Practice
Saturday, May 27, 2023
10:00 AM–11:50 AM
Convention Center Mile High Ballroom 2A
Area: DDA/AUT; Domain: Applied Research
Chair: Faris R Kronfli (University of Florida)
Discussant: Linda A. LeBlanc (LeBlanc Behavioral Consulting LLC)
CE Instructor: Tyra Paige Sellers, Ph.D.
Abstract:

Surveys provide us with a better understanding of commonly implemented procedures in practice. This symposium will present data from four studies that used surveys completed by BACB certificants at various levels across a variety of topics. These included questions regarding a) types of preference assessments implemented, b) factors that influence changing reinforcers on a momentary basis, c) the use of social and non-social reinforcers, and d) the use of a medical vs social model when identifying target behaviors. A discussion regarding the findings will be presented in addition to future directions to guide behavior-analytic practice.

Instruction Level: Intermediate
Keyword(s): medical model, preference assessments, qualitative assessments, reinforcer assessments
Target Audience:

Researchers and practitioners who are certified as at least an RBT, of have more than 2 years of experience working with individuals diagnosed with intellectual or developmental disabilities.

Learning Objectives: At the conclusion of the presentation participants will be able to: 1) Distinguish between the medical and social models of disability. 2) Understand why and how clinicians change reinforcers on a momentary basis. 3) Describe the various preference assessment methods used in practice.
 
Surveying Preference Assessments Used by Behavior Analysis Professionals: A Replication of Graff & Karsten (2012)
DANIEL E CONINE (Georgia State University), Samuel L Morris (Louisiana State University), Crystal M. Slanzi (Temple University), Faris R Kronfli (University of Florida), Hannah M Etchison (Georgia State University)
Abstract: Stimulus preference assessments are commonly used in behavior-analytic research and practice to make data-based decisions about stimuli to use as reinforcers for a variety of interventions. A large body of research supports the use of a wide range of specific direct preference assessment methodologies. However, previous research also indicates that a number of practical barriers inhibit the frequent use of preference assessments by professionals in clinical and educational practice (Graff & Karsten, 2012). The current study conducted a survey to replicate and extend these findings 10 years later. Survey respondents included BCBAs, BCBA-Ds, BCaBAs, and RBTs from six different countries, conducting behavior-analytic practice in a variety of applied contexts. Respondents were asked about preference assessment methods that they use in their practice, and with what regularity they used each method. Results largely replicated the findings of prior research: most respondents reported using formal stimulus preference assessments only infrequently. We also surveyed respondents regarding their use of less formal or indirect approaches to preference assessment, which respondents reported using more frequently. Data were also analyzed for differences in participant responses as a function of certification level, years of experience, and populations served. Implications of these findings for practice and future research will be discussed.
 
Understanding How and Why Behavior Analysts Change Reinforcers on a Momentary Basis: A Survey and Qualitative Analysis
HANNAH M ETCHISON (Georgia State University), Samuel L Morris (Louisiana State University), Daniel E Conine (Georgia State University), Crystal M. Slanzi (Temple University), Faris R Kronfli (University of Florida)
Abstract: Previous research recommends clinicians make frequent use of preference assessments in order to improve the effectiveness of reinforcement. One potential solution proposed in recent research is to conduct momentary preference assessments, to select new reinforcers during a teaching session. However, it remains unclear whether, why, and how clinicians change reinforcers on a momentary basis. Therefore, this study aimed to determine common reasons for, and methods of, changing reinforcers in practice by asking participants to explain why and how they change reinforcers in both open-ended and selection-based questions. Most respondents who indicated that they often change reinforcers during a session, do so when the client mands for or attends to different stimuli or refuses the current stimulus, and identify the new reinforcer based on recent client behaviors (e.g., mands) or by providing an informal choice between stimuli. Responses did not vary meaningfully based on respondent credentials, client characteristics, or service goals. Implications for clinical practice as well as future research on methods of momentary preference assessment and reinforcer identification are discussed.
 

On the Identification and Use of Social Versus Non-Social Reinforcers: Clinical, Research, and Educational Practices

SAMUEL L MORRIS (Louisiana State University), Madison Leigh Gallagher (Southeastern Louisiana University)
Abstract:

Recent research has developed several methods that are effective at identifying individualized social reinforcers and utilizing social reinforcers may be beneficial for several reasons. However, the relative likelihood of utilizing social versus non-social reinforcers in research and practice remains unclear. The purpose of this study was to evaluate how likely behavior analysts (BAs) are to employ social versus non-social reinforcers in research and practice. We surveyed 362 BACB certificants to determine how likely BAs were to utilize different types of reinforcers in practice and reviewed the past 7 years of research in the Journal of Applied Behavior Analysis to determine how likely BAs were to utilize different types of reinforcers in research. Results suggest that non-social reinforcers are used more frequently than social reinforcers in research and practice. In both cases, when social reinforcers were employed, they were often generic not individualized. Finally, we surveyed verified course sequence coordinators to evaluate how educational practices may contribute to these clinical and research practices. Our results suggest many course sequences do not cover the identification of social reinforcers and, when they do, little time is allocated to doing so. Implications and recommendations for future research and practice are discussed.

 
The Medical Versus Social Model of Disability: Are We Changing Client Behavior or Creating More Inclusive Environments?
CRYSTAL M. SLANZI (Temple University), Daniel E Conine (Georgia State University), Samuel L Morris (Louisiana State University), Faris R Kronfli (University of Florida), Mark Salzer (Temple University)
Abstract: Traditionally behavior analytic services for autistic individuals and those with intellectual disabilities have leaned toward a medical model of disability with treatment focused on reducing challenging behaviors and improving skill deficits. Recently, applied behavior analysis has been criticized for utilizing interventions and treatment goals that promote the "normalization" of behavior. In response, some have suggested that we shift toward a social model of disability to promote inclusion by working with others to be more accommodating and accepting of a wider range of behaviors. We evaluated the clinical practices of certified behavior analysts related to inclusion using a survey. We specifically asked the degree to which they would focus on changing client behavior to fit the environment (medical model) better or work with others or change the environment to better fit the client’s repertoire (social model). To date, we have 60 respondents who completed the entire survey. Although we observed a high level of variability across participants, our results suggest that behavior analysts often employ both strategies by changing clients’ behavior as well as their environment or the behavior of others in their environment.
 
 
Symposium #16
CE Offered: BACB
Novel Applications of Behavioral Skills Training
Saturday, May 27, 2023
10:00 AM–11:50 AM
Convention Center Mile High Ballroom 1C/D
Area: DDA; Domain: Applied Research
Chair: J Turner Braren (University of Kansas)
Discussant: David A. Wilder (Florida Institute of Technology)
CE Instructor: J Turner (Butler) Braren, M.S.
Abstract:

This symposium includes four talks that each represent a novel application of behavioral skills training. Braren will share findings of an experiment evaluating the effects of a one-time training workshop with behavioral skills training and instructional video modeling components on self-advocacy skills of direct care staff working in a human service organization. Ruby will describe the results of an experiment evaluating the effects of video-based training with and without on-screen text on procedural integrity of discrete trial training and a multiple stimulus without replacement preference assessment procedures. Day-Watkins will describe the results of an experiment evaluating the effects of behavioral skills training on caregiver arrangement of safe infant sleeping environments during both training and naturalistic contexts. Finally, McKenna will discuss the results of an experiment evaluating the effects of behavioral skills training on the extent to which children with food allergies identify and appropriately respond to foods they are allergic to.

Instruction Level: Intermediate
Keyword(s): BST, caregiver training, staff training, training effectiveness
Target Audience:

Presentations during this symposium will be delivered at an intermediate instruction level. Target audience members should be familiar with the common components of behavioral skills training (i.e., instruction, model, rehearsal, feedback) to maximize learning during this symposium.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Discuss how to design a one-time workshop with BST and instructional video modeling components to teach self-advocacy skills to direct care staff working in a human service organization; (2) Compare video-based training with and without on-screen text; (3) Describe how a technology-based contingency management procedure can be used to maintain the effects of BST training procedures on caregiver arrangement of safe infant sleeping environment; (4) Discuss how BST can be used to train children with allergies to identify and respond appropriately to allergenic foods
 
Teaching Employee Self-Advocacy Skills to Direct Care Staff
J TURNER BRAREN (University of Kansas), Florence D. DiGennaro Reed (University of Kansas), Tyra Paige Sellers (APBA)
Abstract: The structure of a human service organization is often highlighted by the least experienced direct care staff working on the front lines with consumers. Thus, there is a need for direct care staff to learn self-advocacy skills to acquire information or help from more experienced supervisors. We used a nonconcurrent multiple baseline design across participants to evaluate the effects of a one-time training workshop on the self-advocacy skills of direct care staff working in a human service organization. The training workshop included behavioral skills training and instructional video modeling components. During training, we taught participants how to initiate a discussion with their supervisor to address a workplace concern and to respond to two types of supervisor responses (i.e., a supervisor responding positively but not providing a solution; a supervisor responding negatively but providing a solution). Results showed the training workshop increased self-advocacy integrity to mastery levels. Data collection is presently ongoing and will be completed by mid-November 2022.
 
An Evaluation of Video-Based Training With and Without On-Screen Text
SANDRA ALEX RUBY (University of Kansas), Florence D. DiGennaro Reed (University of Kansas), Grace Elizabeth Bartle (University of Kansas)
Abstract: Video-based staff training has increased in popularity in recent years with researchers recommending evaluations of individual training components. The purpose of this study was to address this gap by evaluating video-based training with and without on-screen text on procedural integrity of a multiple stimulus without replacement preference assessment and discrete trial training. Participants experienced two video-based trainings, which included a video model of each step of the procedure in isolation and a video model of the entire procedure. One training included on-screen text describing each step and the other training excluded on-screen text. Using a multiple-baseline with an embedded multielement and control condition (i.e., free operant preference assessment in which participants did not receive training) design, results revealed increases in participants’ integrity for both types of training while the control condition remained low. All participants’ procedural integrity maintained for three to 10 weeks. These preliminary data suggest that on-screen text may be unnecessary to achieve training outcomes.
 
Training and Maintenance of Caregivers Arrangement of Infant Sleeping Environments
JESSICA DAY-WATKINS (Drexel University), Jacqueline Mery (Kennedy Krieger Institute), Lauren K. Schnell (Hunter College), Jason C. Vladescu (Caldwell University)
Abstract: Sleep-related infant deaths are one of the top causes of infant mortality in the United States. A few behavior analytic studies have examined behavioral skills training to teach adults to arrange safe infant sleeping environments. These studies were conducted in an analogue environment and no data were collected outside the training setting. The purpose of the current study was to replicate and extend the extant literature. We taught caregivers to arrange safe infant sleeping environments in a community-based organization. Thereafter, we assessed the feasibility and effectiveness of a technology-based contingency management (CM) procedure to examine caregiver’s adherence with arrangement of a safe sleeping environment for their newborns across a two-week period. The current study replicated and extended the use of BST to teach caregivers infant sleeping practices and assessed the extent that skills occurred outside the training context. The results of the present study demonstrate the efficacy of using CM to maintain behavior change in a naturalistic setting and add to the growing body of literature that leverages behavior analysis to address matters of public health.
 
Teaching Children to Identify and Avoid Food Allergens Using Behavioral Skills Training
MARYKATE MCKENNA (Hunter College), Matthew John Quiroz (Hunter College), Lauren K. Schnell (Hunter College), April N. Kisamore (Hunter College), Jessica Day-Watkins (Drexel University), Jason C. Vladescu (Caldwell University)
Abstract: Allergic reactions to allergenic foods can pose a lethal threat to children with food allergies. One of the ways to prevent these reactions is to teach children with food allergies to avoid ingesting allergenic foods. Previous research has demonstrated the effectiveness of using behavioral skills training (BST) in teaching safety responses to children. However, to date, there has not been an evaluation of using BST to teach food safety to children with food allergies. We evaluated the effectiveness of BST to teach children with food allergies to identify and respond to allergenic foods by reading labels on food packages and reporting the safety threat to an adult. Trials without allergenic foods were also presented to ensure the participants responded differentially to the stimuli. Results demonstrated differential responding to allergenic stimuli and non-allergenic stimuli. All participants demonstrated the correct safety responses after BST with one participant requiring one session of feedback.
 
 
Symposium #17
CE Offered: BACB
Behavioral Economics and Public Policy
Saturday, May 27, 2023
10:00 AM–11:50 AM
Hyatt Regency, Centennial Ballroom C
Area: EAB/BPN; Domain: Translational
Chair: Justin Charles Strickland (Johns Hopkins University School of Medicine)
Discussant: Steven R Hursh (Institutes for Behavior Resources, Inc.)
CE Instructor: Derek D. Reed, Ph.D.
Abstract: Behavioral economics is an approach to understanding behavior though integrating behavioral psychology and microeconomic principles. Advances in behavioral economics have resulted in quick-to-administer tasks to assess discounting (i.e., decrements in the subjective value of a commodity due to delayed or probabilistic receipt) and demand (i.e., effort exerted to defend baseline consumption of a commodity amidst increasing constraints)—these tasks are built upon decades of foundational work from the experimental analysis of behavior and exhibit adequate psychometric properties. We propose that the behavioral economic approach is particularly well suited, then, for experimentally evaluating potential public policy decisions, particularly during urgent times or crises. This symposium showcases four unique areas in which behavioral economics can inform policy, beyond the popularized area of application in substance use. We are honored to have Dr. Steve Hursh as discussant to provide general commentary on these talks and this topic.
Instruction Level: Intermediate
Keyword(s): behavioral economics, demand curves, discounting, public policy
Target Audience: Intermediate. Attendees should have foundational knowledge in behavioral economics.
Learning Objectives: describe behavioral economic tasks that can inform policy; identify behavioral economic metrics relevant to policymakers; discuss advantages of a behavioral economic approach to policy development
 
Using Commodity Purchase Tasks to Inform and Evaluate Policy
(Applied Research)
DEREK D. REED (University of Kansas)
Abstract: Consumers decide what to purchase, under conditions of constraint (e.g., commodity price). According to behavioral economic demand, commodity purchase task (CPT) can measure hypothetical decisions about purchases under varied simulated policy conditions (e.g., introduction of new cigarette taxes, happy hour drinking specials). These tasks permit rapid data collection without sacrificing methodological rigor or the validity of conclusions reached. The CPT allows researchers to simulate new policies, to determine their relative risks and benefits, thus offering an opportunity to optimize prior to rollout. Behavioral outcomes related to consumer purchases also make the CPT data readily translatable to policymakers, including constituent health behavior. This presentation provides a brief background on CPTs, a review of literature related to policy-aimed CPTs, and a start on best practices for other behavioral scientists interested in applying CPT to inform public policy efforts.
 
Using Behavioral Economics to Optimize Safer Undergraduate Late-Night Transportation
(Applied Research)
BRETT GELINO (Johns Hopkins University School of Medicine), Madison Graham (University of Kansas; Cofrin Logan Center for Addiction Research and Treatment), Justin Charles Strickland (Johns Hopkins University School of Medicine), Hannah Glatter (University of Kansas), Derek D. Reed (University of Kansas)
Abstract: Many university campuses sponsor student-oriented transit services as part of a broader student safety initiative. Such options could prove effective in reducing alcohol-induced risks, but only if services adequately anticipate and adapt to student needs. Human choice data offer a foundation from which to plan and optimally execute late-night transit services. In this simulated choice experiment, respondents opted to either (a) wait an escalating delay for a free, university-sponsored “safe” option, (b) pay an escalating fee for an on-demand rideshare service, or (c) pick a free, immediately available “unsafe” option (e.g., ride with an alcohol-impaired driver). We fit averaged choice-data using operant behavioral economic nonlinear modeling to examine preference across arrangements. Best-fit metrics indicate adequate sensitivity to contextual factors (i.e., wait time, preceding late-night activity). At short delay, students generally preferred the free transit option. As delays extend (i.e., beyond 30 minutes), most students shifted preference toward competing alternatives. These data depict a policy-relevant delay threshold as a target to better safeguard undergraduate student safety.
 
Behavioral Economic Considerations for Tornado Hazard Mitigation Strategies
(Applied Research)
MADISON GRAHAM (University of Kansas; Cofrin Logan Center for Addiction Research and Treatment), Brett Gelino (Johns Hopkins University School of Medicine), Elaina Sutley (University of Kansas), Derek D. Reed (University of Kansas)
Abstract: The present study describes an interdisciplinary collaboration between behavioral economists and engineers to begin modeling the effects of tornado hazard messaging on adults’ shelter seeking behavior. We will describe our experimental efforts to crowdsource data collection across regions most impacted by tornadoes, as well as our translational efforts to apply behavioral economic principles to understanding how decisions to seek shelter are influenced by messaging components such as impact descriptors, storm intensity, as well as other factors such as availability of adequate shelters and delays/speeds of storms. Finally, we will report how framing the messaging of tornado impacts may have significant effects on improving shelter seeking behavior to ultimately increase tornado safety.
 

It’s the Prices, Stupid: Modeling Barriers to Healthcare Utilization With Behavioral Economics

(Basic Research)
MARK JUSTIN RZESZUTEK (University of Kentucky)
Abstract:

The United States has the highest per capita healthcare spending in the world, but some of the worst healthcare outcomes. The US lags behind other similarly developed countries with regard to life expectancy and preventable deaths in spite of US healthcare costs being nearly twice that of comparable countries. A major factor that could be responsible for this are the upfront costs of healthcare access being placed on the individual in forms of private insurance, co-pays, and deductibles, thus deterring healthcare utilization. Three experiments using crowdsourced samples (Amazon Mechanical Turk, 200 per experiment) were conducted to examine how hypothetical healthcare seeking for three common symptoms (headache, nausea, and cough) was affected by duration of symptoms, severity of symptoms, and cost to access healthcare. Decision-making generally followed a hyperbolic form, while increased costs of healthcare resulted in significant delays of access to healthcare regardless of symptom severity. Shallower delay discounting was positively associated with physical health, while steeper delay discounting was positively associated with earlier treatment seeking. The results of these experiments can provide insight into health decision-making and help inform areas of policy reform to improve health outcomes in the US.

 
 
Symposium #18
CE Offered: BACB
Playing Nice in the Sandbox: The Role of Behavior Analysts on Interdisciplinary and Multidisciplinary Teams
Saturday, May 27, 2023
10:00 AM–11:50 AM
Convention Center 406/407
Area: TBA/DDA; Domain: Service Delivery
Chair: Patrick Romani (University of Colorado, Anschutz Medical Campus)
Discussant: Jill Harper (Melmark New England)
CE Instructor: Patrick Romani, Ph.D.
Abstract: In education and healthcare, the expectation for interdisciplinary and multidisciplinary collaboration exists to provide high-quality services. Many behavior analysts, though, do not receive formal training or supervision on how to function best on these types of teams. This symposium will highlight innovative collaboration between behavior analysts and educational and healthcare professionals. Drs. Rosales and Padilla-Dalmau will present on efforts to understand how behavior analysts can meet the needs of other professionals and training initiatives to prepare effective participation in multidisciplinary teams. Dr. Luehring will present on integration of behavior-analytic services into a multidisciplinary team on a psychiatric inpatient unit for youth with developmental disabilities. Finally, Dr. Traub will present ongoing work to improve the impact of behavior analysis within interdisciplinary teams in educational settings. At the conclusion of these four presentations, Dr. Harper will provide a discussion to summarize presented information and share ideas for behavior analysts to maximize their impact when working on these types of teams. Attendees will learn about strategies to train novice behavior analysts to function on interdisciplinary or multidisciplinary teams and ways to be effective team members on these teams.
Instruction Level: Intermediate
Keyword(s): Education, Healthcare, Interdisciplinary teams, Multidisciplinary teams
Target Audience: The targeted audience for this symposium includes board-certified behavior analysts and board-certified assistant behavior analysts that work on multidisciplinary or interdisciplinary teams in schools or other healthcare settings.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Describe evidence-based methods for training practitioners to function well on interdisciplinary or multidisciplinary teams. 2) Describe strategies for sharing expertise and negotiating disagreement on teams. 3) Define a interdisciplinary and multidisciplinary team and describe their benefit when delivering behavior-analytic services.
 
A Collaborative Interdisciplinary Approach to Training Graduate Students
ROCIO ROSALES (University of Massachusetts Lowell), Claudia Rindaldi (Lasell University), Robai Werunga (University of Massachusetts Lowell)
Abstract: The value of interdisciplinary collaboration has been a recurring theme in the field of behavior analysis and has received renewed attention in recent years. To maximize outcomes for students with disabilities, a collaborative team approach in service delivery is of critical importance; it is not only recommended as a necessary competency for practitioners, but also mandated by the special education law (IDEA, 2006). One such critical collaboration that directly impact students with disabilities including autism, is that between special education teachers and Board Certified Behavior Analysts®. Yet, interdisciplinary collaboration is not often an area of focus in graduate training programs. This talk will discuss an interdisciplinary personnel preparation project that is funded by the Department of Education, Office of Special Education Programs (OSEP) designed to train special education personnel and aspiring behavior analysts to learn together in a side-by-side cohort format. The overarching goal of the project is to prepare professionals with knowledge and experience in collaboration to benefit children with disabilities. The presenter will share the rationale behind this kind of model for personnel preparation, discuss initial experiences with the first cohort of students in the program, and discuss potential barriers to implementing this model in academic programs.
 

Dissemination of Applied Behavior Analysis (ABA) in Puerto Rico to Meet Training and Knowledge Across Health and Educational Professionals

YANIZ C. PADILLA DALMAU (Flamboyán Behavioral Services)
Abstract:

When disseminating behavior analysis in communities that do not have an established behavior analytic profession, it is often important to collaborate with colleagues in different professions to develop capacity. In Puerto Rico, there is a dearth of ABA services and training programs, however, our survey research showed that education and health professionals in the island have high interest and need in receiving training in behavior analysis. In addition, there is a high incidence of Autism Spectrum Disorders (ASD) and need for ABA services. In this talk I will present survey data demonstrating interest in behavior analysis across professions in Puerto Rico. In addition, I will share our efforts in increasing capacity in applied behavior analysis (ABA) in Puerto Rico, in particular, the collaborative projects with colleagues from different professions (e.g., psychology, public health, special education, speech and language) along with behavior analyst colleagues. I will speak to the importance of empowering professionals already working in the community in order to make meaningful, sustainable and culturally appropriate changes in capacity.

 

The Contribution of Behavior Analysts Within Multidisciplinary Teams in Hospital Settings

MATHEW C. LUEHRING (University of Colorado, Anschutz Medical Campus), Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

Health care industries represent the most frequently endorsed work setting for behavior analysts (Burning Glass Technologies, 2015). Further, this research indicates that there continues to be a strong demand for behavior analysts working in health care industries. Within these setting, behavior analysts may be employed in a variety of clinical positions with clients with a range of presenting concerns and diagnoses, such as neurodevelopmental disabilities, anxiety/mood concerns, significant medical complications, suicidality, and psychosis. While behavior analysts need to ensure they are practicing within their scope of competence and not treating disorders or conditions in which they have not received training (BACB, 2020), behavior analysts possess significant experience with and knowledge of experimental analysis, demonstration of functional relations, and data-driven decision-making that can provide a significant contribution to multidisciplinary teams. The purpose of this presentation will be to highlight the role of behavior analysts working within multidisciplinary teams in a hospital setting. A focus will be on the integration of behavior analysts within inpatient, partial hospitalization, and outpatient settings. Considerations for ethics, collaboration, and multidisciplinary care will be discussed.

 

Moving From Cooperating to Collaborating: The Role of Behavior Analysts in Interdisciplinary Treatment Planning

MICHELE R. TRAUB (St. Cloud State University)
Abstract:

More and more behavior analysts practice in multidisciplinary environments; that is, in settings in which professionals from multiple disciplines assess, design interventions, and treat clients. However, many of these services are being provided in parallel, such that interventions and programs are complementary but not necessarily coordinated. Fewer behavior analysts, though, provide interdisciplinary services, in which programs designed by multidisciplinary professionals are fully integrated and coordinated with one another. Interdisciplinary services not only provide an avenue for clients to receive a more comprehensive approach to intervention, but they may improve outcomes by strategically incorporating goals across disciplines and minimize duplication of effort by various professionals. Using illustrative case-example data, this presentation will describe how interdisciplinary collaboration can build upon the multidisciplinary work many behavior analysts already practice to enhance the role of the behavior analyst on a treatment team and to maximize treatment outcomes for clients.

 
 
Symposium #20
CE Offered: BACB
Selecting and Teaching Meaningful Skills for Adolescents With Autism
Saturday, May 27, 2023
11:00 AM–11:50 AM
Convention Center Mile High Ballroom 4A/B
Area: AUT/DDA; Domain: Translational
Chair: Jennifer Posey (Endicott College)
CE Instructor: Shanna Bahry, Ph.D.
Abstract:

There has been a long standing call for the application of applied behavior analysis to problems of social importance. Applied behavior analysis practitioners are encouraged to provide socially valid care and to affect meaningful change. To do so, a practitioner must first identify meaningful goals and then teach them. This symposium will include a discussion on the evaluation of a training package designed to teach practitioners of behavior analysis to write meaningful goals. The presentation will also discuss strategies for teaching meaningful goals related to bullying and sexuality education to adolescents with Autism Spectrum Disorder (ASD). An overview of goal selection, teaching procedures, and effectiveness of teaching will be discussed. This symposium will also include recommendations for future directions for the goals of ABA as pertaining to meaningful programming.

Instruction Level: Intermediate
Keyword(s): bullying, meaningful goals, sexuality, Social validity
Target Audience:

The audience should include practicing behavior analysts or behavior analysts in training (BCBA, BCaBA), looking either to refine practice skills or prepare to utilize best practices after becoming certified. Prerequisite skills should include an understanding of basic behavior analytic principles, experience working with adolescents with an autism spectrum disorder or another developmental or intellectual disability, and preferably experience writing skill acquisition goals and developing programming for these clients. The presentations in this symposium will enhance practice abilities for those working with and writing goals for these populations within the context of a behavior analytic lens.

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) Describe the importance of bullying prevention teaching specifically as it pertains to individuals on the autism spectrum. (4) Identify social goals related to bullying prevention that can be defined and taught using ABA strategies.
 

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; Meaningful HOPE Inc.), Peter F. Gerhardt (The EPIC School; Endicott College), Mary Jane Weiss (Endicott College), Justin B. Leaf (Autism Partnership Foundation)
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 show that while research exists for teaching how to write goals structurally, there is a gap in the literature for teaching practitioners how to write goals that are meaningful and impact adult outcomes. Data will be presented from a treatment package aimed at guiding the goal writing of behavior analyst practitioners 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.

 

The Effects of The Teaching Interaction Procedure to Teach Adolescents to Respond to Bullying

(Applied Research)
ASHLEY CREEM (Cultivate Behavioral Health and Education), Justin B. Leaf (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College), Christine Milne-Seminara (Autism Partnership Foundation), Julia Ferguson (Autism Partnership Foundation)
Abstract:

Adolescents diagnosed with Autism Spectrum Disorder (ASD) commonly display deficits with social communication, including difficulties with communicating their thoughts and feelings, advocating, and resolving conflict. These deficits make it difficult for adolescents with ASD to effectively respond to bullying, which places them at a significantly increased risk of being bullied than that of typically developing peers. This increased risk indicates the importance of remediating social skills deficits correlated with an increased risk of bullying. One intervention shown to effectively increase social skills for adolescents with ASD is the Teaching Interaction Procedure (TIP). This presentation will review the effectiveness of the TIP for teaching three adolescents diagnosed with ASD to emit a chain of social responses in response to being bullied.

 

Teaching Component Skills Related to Sexuality Safety to People With Autism Spectrum Disorders

(Applied Research)
JESSICA J. CAUCHI (none), Peter F. Gerhardt (The EPIC School), Mary Jane Weiss (Endicott College), Justin B. Leaf (Autism Partnership Foundation)
Abstract:

Sexuality education is extremely important for persons with autism spectrum disorders (ASD). While there is much research supporting the need for sexuality education for people with autism, there is little experimental demonstration of teaching about sexuality for this population. This presentation will review a study which used an adapted alternating treatment design with control to evaluate two teaching methods (discrete trial teaching and behavioural skills training) to teach three children with autism two component skills related to sexuality safety. An in-situ probe was used to assess demonstration of skill in a natural environment setting. While all participants acquired both skills in teaching settings, in either teaching modality, in-situ probes of skill were demonstrated with variability and inconsistency for all participants. Future directions related to in-situ responding, as well as teaching component sexuality skills are suggested.

 
 
Invited Paper Session #21
CE Offered: BACB
Using Contingency Management to Improve Attendance at Cardiac Rehabilitation Among Patients With Medicaid
Saturday, May 27, 2023
11:00 AM–11:50 AM
Hyatt Regency, Centennial Ballroom D
Area: BPN; Domain: Applied Research
Chair: August F. Holtyn (National Institutes of Health)
CE Instructor: Diann Gaalema, Ph.D.
Presenting Author: DIANN GAALEMA (University of Vermont)
Abstract:

Contingency management is based on the principles of positive reinforcement and has been used to improve a variety of health-related behaviors. In this talk I will review two NIH-funded trials on using contingency management to improve attendance at a secondary prevention program (cardiac rehabilitation) among patients enrolled in Medicaid. In the first trial, contingency management was tested for improving attendance at cardiac rehabilitation against a control condition. In the second trial, we tested the effects of contingency management, case management (informed by the community reinforcement approach), and their combination, on improving attendance. I will review the effects of contingency management on cardiac rehabilitation attendance across the two trials as well as comment on selected secondary outcomes of clinical interest such as improvements in cardiorespiratory fitness, changes in anxious and depressive symptomology, and hospitalizations. Additionally, I will share initial findings about the benefits of adding case management to the contingency management model.

Instruction Level: Basic
Target Audience:

Experimental/Applied/Clinical/Health

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand why secondary prevention is critical in patients with cardiovascular disease; (2) Learn why those who are enrolled in Medicaid are a population most in need of intervention; (3) Understand how contingency management can be applied to secondary prevention; (4) Identify how other interventions can work in conjunction with contingency management to improve outcomes.
 
DIANN GAALEMA (University of Vermont)
Dr. Diann Gaalema is an Associate Professor of Psychiatry and Psychology at the University of Vermont. Her current research interests include health-related behavior change and the use of tobacco in vulnerable populations such as those with chronic medical conditions. Currently she is the PI of a NHLBI funded study aimed at increasing cardiac rehabilitation participation among lower socioeconomic status patients and is the site-PI on a NIDA/FDA funded study examining the effects of cigarettes of varying nicotine levels and e-cigarettes on behavior in those with depression or anxiety disorders.
 
 
Invited Paper Session #22
CE Offered: BACB
Motivational Interviewing – Some Whats, Whys, and Hows for Behavior Analysts
Saturday, May 27, 2023
11:00 AM–11:50 AM
Hyatt Regency, Capitol Ballroom 1-3
Area: CBM; Domain: Applied Research
Chair: Vivian F Ibanez (University of Florida)
CE Instructor: Carolynn S. Kohn, Ph.D.
Presenting Author: CAROLYNN S. KOHN (University of the Pacific)
Abstract:

Motivational Interviewing (MI) has been used by clinical psychologists, social workers, licensed therapists, and others in the helping professions for many years. More recently, some behavior analysts have started using this strategy in their research and MI workshops have been offered to behavior analysts, although behavior analysts rarely receive the requisite training other types of licensed professionals receive prior to becoming licensed. The purpose of this talk is to (1) introduce the audience to the basic components of MI, (2) discuss behavioral principles that are compatible with MI strategies and that help us understand why and how MI might be effectively used, and (3) identify settings, populations, and conditions, with examples, under which MI might be ethically and effectively used by behavior analysts.

Instruction Level: Basic
Target Audience:

Graduate students, BCBAs, and BCBA-Ds

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the basic components of Motivational Interviewing (MI); (2) identify behavioral principles compatible with MI strategies and which help us understand the mechanisms by which MI might be effective; (3) identify settings, populations, and conditions under which MI might be ethically and effectively used.
 
CAROLYNN S. KOHN (University of the Pacific)
Carolynn S. Kohn is a tenured Professor in the Department of Psychology at the University of the Pacific (Stockton, CA), a licensed clinical psychologist, and a Board Certified Behavior Analyst® (BCBA-D). She is currently serving on the editorial board for Behavior Analysis: Research and Practice. Her research interests include the application of single case design and repeated measures methodology to areas of importance to behavioral psychology which are typically examined with group designs and aggregate data, including self-report, alcohol consumption, infant behavior, and most recently, ethical decision-making models.
 
 
Panel #23
CE Offered: BACB
Diversity submission Behavior Analysts and Advocacy in Public Policy: Lessons Learned, Pathways Forward
Saturday, May 27, 2023
11:00 AM–11:50 AM
Convention Center Mile High Ballroom 2B
Area: CSS/PCH; Domain: Theory
CE Instructor: Kathryn M. Roose, Ph.D.
Chair: Donna West (University of Nevada, Reno)
ANTHONY BIGLAN (Oregon Research Institute)
HANNA C. RUE (LEARN Behavioral)
KATHRYN M. ROOSE (Unaffiliated)
Abstract:

Behavior analysts have an ethical duty to disseminate the science and practice of behavior analysis to the public, including third-party funders and government agencies. The success of such initiatives has been observed in the widespread adoption of funding for applied behavior analytic (ABA) services for the autism community in the United States. Given this funding, behavior analysts have become synonymous with treatment for the autism community. However, behavior analytic technologies can positively impact a wide variety of populations and behaviors at both an individual and societal level. Behavior analysts would benefit from learning the skills to promote the expansion of services to other areas. This panel, sponsored by the Behaviorists for Social Responsibility Special Interest Group and Values to Action, will explore the lessons learned from advocacy for securing ABA funding for the autism community and discuss common obstacles to accessing funding, as well as opportunities for expansion of public advocacy for ABA practices into other social services (e.g., juvenile justice, child welfare, mental health) and social justice areas (e.g., racial justice, discrimination, health and education equity) through advocacy in local, state, and the federal government.

Instruction Level: Intermediate
Target Audience:

Interested individuals should have a basic understanding of behavior analytic concepts and principles.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify potential barriers to organizing social change 2) State potential strategies to increase advocacy efforts in their immediate and expanded communities 3) Identify strategies to recruit community advocates and scientific allies to promote public social changes
Keyword(s): advocacy, dissemination, public policy, social justice
 
 
Symposium #24
CE Offered: BACB
Behavioral Academic Instruction for Students With Developmental Disabilities in Public Schools: Three Large Scale Applications
Saturday, May 27, 2023
11:00 AM–11:50 AM
Convention Center 405
Area: EDC/DDA; Domain: Applied Research
Chair: Robert C. Pennington (University of North Carolina-Charlotte)
CE Instructor: Robert C. Pennington, Ph.D.
Abstract:

Federal mandates require that students with intellectual and developmental disabilities (IDD) are provided access and make progress in the general education curriculum. Unfortunately, data suggest that academic instruction for this population of students is often inadequate. In this session, the presenters will describe three externally funded projects incorporating behavior analytic strategies to improve academic outcomes for students with IDD in the areas of literacy and engineering. The presenters will describe how behavior analytic practices were embedded within curricula, applied to teach variety of skills, and how educational professionals were trained and supported to implement the project packages. Finally, the presenters will discuss results from group and single case design studies evaluating the projects’ efficacy on academic skills and additional outcomes (e.g., inclusive opportunities, social skill development). They will present each projects’ findings, limitations, and implications regarding the design of behavior analytic curricula and programs aligned with academic standards for students with IDD.

Instruction Level: Intermediate
Target Audience:

Beginners

Learning Objectives: At the conclusion of the presentation, participants will be able to: (a) describe how to embed behavior analytic strategies during academic content instruction for students with IDD in public schools. (b) describe methods for improving engineering and literacy outcomes for students with IDD. (c) describe behavior analytic applications of technology to improve students academic outcomes.
 
Project Social Code: Using Behavior Analysis and Robots to Teach Engineering and Social Skills
CLAIRE DONEHOWER (Georgia State University), Robert C. Pennington (University of North Carolina-Charlotte), Sarah Grace Hansen (30306), Janet Sanchez Enriquez (The University of North Carolina at Charlotte), Chelsea Marelle (Georgia State University), Jessica Demarco (Georgia State University), Monique Pinczynski (University of North Carolina Charlotte), Brian Grace (University of Central Florida)
Abstract: One of the fastest growing areas of employment in the United States is computing. Unfortunately, computer science instruction has often not been made available to many students, especially those from traditionally underrepresented groups. In this session, the presenters will describe a project funded by the U.S Department of Education involving the use of behavioral teaching technologies and robotics to teach coding and social skills to students with autism spectrum disorder and intellectual disability. The presenters modified existing coding curricula to include embedded opportunities to explicitly teach both coding and social skills. The presenters will describe their teaching strategies, data collection tools, and present their findings across two years of implementation. They also will present social validity data captured from teacher focus groups. Finally, they will discuss implications for the scaling up behavioral teaching strategies in public schools through large scale projects.
 
A Systematic Approach to Engineering Instruction for Students with Intellectual and Developmental Disabilities
BREE JIMENEZ (University of Texas at Arlington), Ginevra Courtade (University of Louisville)
Abstract: Although noteworthy growth in research on mathematics and science content instruction for students moderate/severe intellectual disability, and autism has occurred over the past two decades, research on engineering practices with this student population is significantly lacking. Engineering instruction provides a viable format for systematically planned math and science instruction, that naturally embeds opportunities to teach students skills promoting increased self-regulated learning. In this session, the presenters will describe a project funded by the National Science Foundation (NSF) focused on teachers’ development of engineering instruction for students with IDD, including how teachers support their students’ development of engineering-focused behaviors and mindsets through systematic instruction. The presenters will share data across multiple mixed methods studies using (a) teacher interviews and focus groups; (b) evaluation of professional learning; (c) classroom observations and behavior coding; (d) fidelity of implementation of engineering curriculum; and (e) assessment of student engineering-focused behaviors and mindsets. Additionally, presenters will discuss insights from project research to further refine professional learning materials to better support teachers' ability to systematically support engineering focused behaviors of students with IDD.
 
 
Invited Paper Session #27
CE Offered: BACB
In Praise of Methodological Agnosticism
Saturday, May 27, 2023
11:00 AM–11:50 AM
Convention Center Four Seasons Ballroom 2/3
Area: PRA; Domain: Basic Research
Chair: Thomas J. Waltz (Eastern Michigan University)
CE Instructor: Anthony DeFulio, Ph.D.
Presenting Author: ANTHONY DEFULIO (Western Michigan University)
Abstract:

Behavior analysts have constructed constraints to limit the sorts of behavior that qualify as behavior analytic research. These community standards are primarily methodological in nature. That is, we limit the methods that are acceptable in behavior analytic research. For example, behavior analysts have a strong preference for single-subject research designs. If a study does not feature a single-subject design, then the community is more likely to judge it as non-behavior analytic. Behavior analysts have benefited enormously from the imposition of these constraints. They have helped to focus scientific inquiry within behavior analysis. They have also helped to differentiate behavior analysis from other related disciplines. And critically, the methodological preferences of the behavior analytic community have produced exceptionally strong empirical and conceptual foundations for the discipline. However, it is not clear that behavior analysts are currently taking full advantage of these strong foundations. Our concepts and procedures are now mature, and it is no longer necessary to appeal to methodology to define our discipline. We are in position to benefit from methodological expansion, but have underexploited this advantage for decades. This has been brought into sharper focus by the professionalization of the discipline and an increase in academic interdisciplinarity. In this social context, new kinds research questions become important to behavior analysts. Our traditional methods are not ideal for answering the full range of new questions. Calls for methodological expansion have increased in recent years, and there is evidence that more behavior analysts are starting to heed these calls. The primary purpose of this presentation is to convince listeners of this claim: Methodological constraints limit progress toward better prediction and control of behavior. An age of methodological agnosticism is upon us. Research questions will and should hold primacy over methods. We will answer our questions by whatever methods are best suited to do so, without heeding historical constraints. So freed, we will be able to answer new kinds of questions, better support practitioners, and increase our impact in modern behavioral science.

Instruction Level: Intermediate
Target Audience:

All behavior analysts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify typical methodological constraints and preferences within behavior analysis; (2) Differentiate between research questions that are ideally suited to traditional methodological approaches and those that are not; (3) Explain potential benefits of methodological agnosticism in behavior analysis; (4) Explain potential costs of strict adherence to traditional methodologies in behavior analysis; (5) Identify examples of methodological expansion in behavior analysis
 
ANTHONY DEFULIO (Western Michigan University)
Dr. DeFulio is an associate professor in the Department of Psychology at Western Michigan University, an internationally recognized institution for training and research related to Behavior Analysis, where he teaches a variety of behavior analysis graduate classes and mentors undergraduate, master’s, and doctoral students. Dr. DeFulio’s experiences in behavior analysis include provision of in-home services to children with autism, translational research on the development of reading skills in developmentally disabled adults, and conducting basic research on conditioned reinforcement in pigeons. Over the last 15 years, Dr. DeFulio’s research has principally focused on contingency management interventions for promoting drug abstinence and medication adherence. His most recent work involves delivering these interventions remotely, and includes collaboration with DynamiCare Health, Inc., a Boston startup that is dedicated to provision of contingency management services on a national scale. Dr. DeFulio has been the principal investigator of five NIH grants and a co-investigator on many others. His current NIH grant project involves a novel method for disseminating smartphone-based contingency management. He was the 2014 recipient of the APA’s B.F. Skinner Young Researcher Award, and has served on the board of editors for JABA and JEAB. He is currently an associate editor for Frontiers in Psychiatry – Addictive Disorders, and on the board of editors for Perspectives on Behavior Science.
 
 
Symposium #28
CE Offered: BACB
Incorporating Preference and Promoting Autonomy in Behavioral Interventions for Individuals With Intellectual and Developmental Disabilities
Saturday, May 27, 2023
11:00 AM–12:50 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT; Domain: Applied Research
Chair: Mindy Christine Scheithauer (Marcus Autism Center)
Discussant: Justin B. Leaf (Autism Partnership Foundation)
CE Instructor: Justin B. Leaf, Ph.D.
Abstract:

Treatment strategies based in applied behavior analysis have evolved greatly over the last few decades, allowing for multiple tools that clinicians can pull from to meet treatment goals. For example, several different prompting methods, mand modalities, and reinforcer arrangements are empirically supported for use with individuals with intellectual and developmental disabilities. When multiple treatment may be effective, it is crucial for therapists to incorporate client choice to guide treatment development. In doing so, we can both promote the autonomy of the client and select the strategy that is most likely to be preferred and effective. The aim of this symposium is to present four empirical demonstrations of methods to incorporate choice into treatment planning. Two studies present replications and extensions of assessments for preferred mand modalities. The third study discusses preference for reinforcement arrangements, extending past work to younger individuals who are often excluded from choice-based research. Last, we present a novel assessment to evaluate the efficacy, and subsequent preference, for various prompt methods used to treat escape-maintained challenging behavior.

Instruction Level: Intermediate
Keyword(s): choice, intervention, preference, treatment
Target Audience:

Attendees should understand the basics of the interventions discussed (escape extinction, prompting procedures, functional communication training, and differential reinforcement).

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe procedures for identifying client preference regarding mand modality (2)Identify how to arrange different schedules of reinforcement in a manner that allows for choice of procedures. (3) Describe different prompting procedures that can be used for escape-maintained challenging behavior
 
Demonstrations of Communication Modality Preference During Functional Communication Training
ROSE MORLINO (University of Georgia), Joel Eric Ringdahl (University of Georgia), Karla Zabala-Snow (Emory University/Marcus Autism Center), Courtney Mauzy (University of Georgia), Kelly M. Schieltz (University of Iowa), Matthew O'Brien (The University of Iowa)
Abstract: Clients’ opinions and acceptance of intervention procedures is a necessary component of applied behavior analysis (Wolf, 1978). One strategy to incorporate clients’ opinions is to offer choices within the context of intervention (Bannerman, 1990). During functional communication training, practitioners can incorporate choice by assessing preference for communication strategies. Winborn-Kemmerer et al. (2009) and Ringdahl et al. (2016) evaluated individual preference for various communication modalities and found that all participants demonstrated preference for one modality when multiple modalities were available and produced reinforcement on identical schedules. Incorporating preference into the communication strategy selection process has been shown to increase treatment maintenance (Ringdahl et al., 2016) and allows for individual choice in intervention procedures. The purpose of the current study was to replicate the procedures implemented by Winborn-Kemmerer et al. (2009) and Ringdahl et al. (2016) to identify communication modality preference and use this information to integrate individual choice into behavioral interventions. Using a concurrent schedule arrangement, we assessed individual preference for various communication modalities with 10 children and adults with intellectual and developmental disabilities. Results indicate that nine participants demonstrated a preference for one communication modality.
 

Incorporating Child and Caregiver Preference Within a Mand Modality Assessment: A Consecutive Controlled-Case Series Design

LESLEY A. SHAWLER (Southern Illinois University), Yeni Ramos (Southern Illinois University), Anna Cole (Southern Illinois University)
Abstract:

Fifty percent of children with Autism Spectrum Disorder (ASD) never develop functional speech (Kasari et al., 2014; Lord et al., 1999) and often engage in challenging behaviors such as harm to self, others, and property. As such, identifying a functional method of communication for these individuals is paramount. The selection of the most appropriate communication modality should be individualized and empirically evaluated. Research has compared various AAC modalities and determined the most appropriate method based on various factors such as proficiency, effort, and preference (e.g., Ringdahl et al., 2016). The current presentation will report on a consecutive controlled-case series design from 2022-2023 in which a mand topography assessment was conducted using a multi-element design for children with complex communication needs. Additionally, collateral interfering behaviors were also observed and reviewed for the selection of the final augmentative and alternative (AAC) communication modality. Child and caregiver preferences were also assessed and considered within the final AAC selection, and demonstrations of the successful modality were programmed for generalization across relevant variables.

 
An Evaluation of Distributed and Accumulated Reinforcer Arrangements on Skill Acquisition, Preference, and Interfering Behaviors
NATALIE MANDEL (Bancroft), Catia Cividini-Motta Cividini (University of South Florida), Jeff Schram (Bancroft)
Abstract: Manipulations to the reinforcement component of discrete trial training (DTT) can increase its instructional efficiency (e.g., Cividini-Motta & Ahearn, 2013). Results of previous studies indicate that some individuals prefer (e.g., DeLeon et al., 2014) and it is more efficient (i.e., Robinson & St. Peter, 2019) to complete larger work requirements that result in a larger amount of a reinforcer (i.e., accumulated arrangement), rather than receiving access to small amounts of a reinforcer dispersed throughout the work requirement (i.e., distributed arrangement). However, few studies have evaluated the impact of these arrangements on acquisition and the literature comparing these reinforcer arrangements on efficiency and/or participant preference primarily included adolescent participants and activity-based reinforcers. Therefore, the purpose of this study was to compare the efficacy and efficiency of DTT programs across accumulated and distributed reinforcer arrangements and multiple types of reinforcers (i.e., edibles and activity-based). Participants were young children diagnosed with autism. Overall, the distributed arrangements required fewer sessions and the distributed with edibles arrangement was associated with the shortest duration to mastery and least amount of interfering behavior. Participants preferred the distributed with edible or activity arrangement. Finally, caregivers and clinical team members agreed both types of arrangements and reinforcers are acceptable.
 
Evaluating Client Preference for Prompting Procedures to Address Escape-Maintained Challenging Behavior
COURTNEY HANNULA (Marcus Autism Center), Mindy Christine Scheithauer (Marcus Autism Center), Summer Bottini (Marcus Autism Center), Meara X. H. McMahon (Marcus Autism Center and Emory School of Medicine)
Abstract: Differential reinforcement of task completion, is a common treatment for escape-maintained challenging behavior. In this treatment, therapists can implement different methods of prompting to ensure the demand remains in place until task completion occurs. However, there is little research on client’s preference for these different prompting strategies. The current study enrolled five participants referred to an intensive unit for challenging behavior. A functional analysis identified challenging behavior was maintained by escape for all participants. A subsequent multielement prompt assessment was conducted to determine which prompting strategy (3-step least-to-most, repeated vocal prompt, or a single initial prompt followed by representation of material) was effective at reducing challenging behavior and improving task completion. If limited prompting strategies were effective with negative reinforcement alone, positive reinforcement was added. More than one prompting strategy was effective for all clients. Thus, we implemented a concurrent operant chain assessment to determine client preference. A clear preference was identified for 3 of participants, with two selecting the initial prompt and one the repeated verbal. Results are discussed in the context of client autonomy and incorporating choices in treatment planning.
 
 
Symposium #29
CE Offered: BACB
A Look at Functional Communication Training: Persistence, Schedule Thinning, and Without Extinction
Saturday, May 27, 2023
11:00 AM–12:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Colin S. Muething (Marcus Autism Center)
Discussant: Daniel R. Mitteer (Rutgers University (RUCARES))
CE Instructor: Colin S. Muething, Ph.D.
Abstract: Functional communication training (FCT; Carr & Durand, 1985) is a well-established intervention used to treat various topographies of challenging behavior maintained by social positive (e.g., Betz et al., 2013) and social-negative reinforcement (e.g., Zangrillo et al., 2016). The current symposium will explore four distinct topics related to FCT. Schedule thinning following initial reductions in problem behavior after FCT is paramount. Findings will show that fixed to lean procedures for schedule thinning may be an efficient method to rapidly reducing alternative reinforcement. Additionally, the inclusion of terminal probes may also present rapid acquisition of treatment goals and discrimination. Findings will also show the use of FCT without extinction is effective. Finally, when challenges to treatment occur, persistence of appropriate behavior is important. Findings will show that low preferred communication responses did not persist during a challenge to treatment while high preferred responses persisted. Taken together, these results explore effective variations in the use of FCT.
Instruction Level: Intermediate
Keyword(s): extinction, FCT, Persistence, schedule thinning
Target Audience: Master's Level BCBAs
Learning Objectives: At the conclusion of the presentation, participant will be able to: 1. Identify various approaches to schedule thinning in the use of a multiple schedule. 2. Describe the use of FCT without extinction. 3. Describe the importance of persistence of appropriate behavior during treatment challenges
 

Further Analysis of Fixed-Lean Schedule Thinning Following Functional Communication Training

EMILY ANN CHESBROUGH (Kennedy Krieger Institute), Brianna Laureano (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), John Falligant (Kennedy Krieger Institute/Johns Hopkins University School of Medicine)
Abstract:

Behavioral interventions to reduce problem behavior typically utilize dense schedules of alternative reinforcement. Following a reduction in problem behavior, schedule thinning is implemented to make the intervention more feasible in natural environments. Hagopian et al. (2004) compared two different approaches to schedule thinning: a dense-to-lean (DTL) and fixed-lean (FL) approach. In the DTL condition, a dense reinforcement schedule was initially implemented and then progressively faded to a terminal schedule. In the FL condition, a lean schedule of reinforcement was implemented at the outset—one that was equivalent to the terminal schedule of the DTL condition. In the current study, we replicated procedures described by Hagopian et al. (2004) to examine FL schedule thinning approaches following functional communication training with three individuals admitted to an inpatient unit for severe problem behavior. Our results suggest that the FL schedule thinning approach may represent an efficient and effective method for rapidly reducing the density of alternative reinforcement during schedule thinning. Considerations for clinical practice are discussed.

 

Reinforcer Parameter Manipulation in Functional Communication Without Extinction

JULIA IANNACCONE (Rutgers, the State University of New Jersey), Emily A. Jones (Queens College, The Graduate Center, City University of New York)
Abstract:

The use of Functional Communication Training (FCT) to treat severe maladaptive behavior has been associated with limited treatment effects when implemented without extinction (Hagopian et al., 1998). Nevertheless, extinction is not always possible, for example, in adult service settings where individuals are at times larger and stronger than their therapists. To reallocate responding from a problematic behavior to a functional communication response (FCR), previous research suggests manipulating the parameters of the reinforcer (i.e., quality, duration/ magnitude, immediacy/ delay) in favor of the FCR. The purpose of the present study was to assess the effectiveness and social validity of functional communication without extinction and instead, using reinforcer parameter manipulation to treat the severe problem behavior of three adults diagnosed with autism spectrum disorder (ASD). Manipulating all parameters of the reinforcer within functional communication without extinction substantially reduced problem behavior for all participants, and the procedures were associated with high social validity scores. The results support the use of reinforcer parameter manipulation in situations when extinction is not a possible or feasible component of a problem behavior intervention.

 

Further Evaluation of Multiple Schedules to Rapidly Establish Discriminated Manding During Functional Communication Training (FCT) Schedule Thinning

ALEXANDRA RAMIREZ (University of Miami), Yanerys Leon (University of Miami), Shermetrius Mack-Gray (University of Miami)
Abstract:

Multiple schedules are commonly used to thin the schedule of reinforcement following functional communication training (FCT; Hagopian et al., 2011). One method of schedule thinning involves slowly introducing periods of signaled extinction for the functional communication response (FCR) and gradually increasing the duration of the extinction period (Hanley et al., 2001). Betz et al., 2013 demonstrated that a two-part multiple schedule approach (i.e., 60 s / 60 s; 60 s / 240 s) was effective in decreasing the overall level of the FCR while maintaining low rates of problem behavior without the lengthy schedule-thinning procedure. Despite those positive findings, participants in Betz et al. did not have an intellectual or developmental disability (IDD) and responded well to verbal instruction. The purpose of this study was to a) replicate the procedures described by Betz et al. with children diagnosed with an IDD with limited language and b) evaluate the efficacy of a terminal probe (60 s / 240 s) as the first multiple schedule exposure. Preliminary results show that the terminal probe was successful in decreasing the rate of the FCR and maintaining low levels of problem behavior for one of two participants.

 

Persistence of Mands Following Enhanced Reinforcement During Functional Communication Training

KARLA ZABALA-SNOW (Emory University/Marcus Autism Center), Joel Eric Ringdahl (University of Georgia), Kelly M. Schieltz (University of Iowa), Matthew O'Brien (The University of Iowa), Rose Morlino (University of Georgia)
Abstract:

Variables impacting the long-term maintenance of interventions such as functional communication training (FCT) continues to be an important area of research that cuts across both experimental and applied domains. Previous research has demonstrated that preferred mands persist to a greater extent than their less preferred counter parts following similar reinforcement histories. The purpose of the present study was to evaluate the persistence of mands following enhancements to the dimensions of reinforcement for independent manding during functional communication training (FCT). In this study, during FCT, high and low preferred mands were trained using a multiple schedule. In two of the three conditions, the high and low preferred mands were trained as usual, while the third condition trained and enhanced the reinforcement history for the low preferred mand by manipulating one dimension of reinforcement (i.e., reinforcer rate, reinforcer magnitude) to three times the exposure in the training as usual condition. When problem behavior was reduced by 80% of baseline levels, independent manding occurred across 80% of opportunities, and reinforcement rates occurred within 10% of programmed conditions during FCT, treatment was disrupted with extinction. Across enhancement manipulations, results suggested that, despite enhanced reinforcement histories for low preferred mands, high preferred mands persisted to a greater extent.

 
 
Symposium #30
CE Offered: BACB
Translational Issues in Equivalence Class Formation
Saturday, May 27, 2023
11:00 AM–12:50 PM
Hyatt Regency, Centennial Ballroom A
Area: EAB/VBC; Domain: Basic Research
Chair: Danielle LaFrance (SunRise ABA)
Discussant: Kenneth F. Reeve (Caldwell University)
CE Instructor: Danielle LaFrance, Ph.D.
Abstract:

This symposium will include innovative procedures and preparations aimed at the development of equivalence classes across populations. In the first paper, Paula Debert will present on the use of the identity matching procedure with compound stimuli with children with autism. In the second paper, Jillian Sordello will present on use of the successive matching-to-sample procedure with auditory stimuli consisting of common sounds with adults. In the third paper, Vanessa Lee will present on use of tact and intraverbal training to establish four-member classes with adults. In the fourth paper, Sarah Frampton will present on the inclusion of note-taking during baseline relations training with five-member classes with adults. Findings from these studies and implications for research in equivalence class formation will be discussed by Kenneth Reeve.

Instruction Level: Intermediate
Keyword(s): emergence, mediation, stimulus equivalence, verbal behavior
Target Audience:

BCBAs and BCBA-Ds. Attendees should be familiar with conditional discrimination training in a matching-to-sample format. Attendees should be able to describe relations of reflexivity, symmetry, transitivity, and equivalence.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe at least two variations of matching-to-sample preparations. (2) Describe equivalence outcomes when preparations include compound or auditory stimuli. (3) Describe the potential mediating role of verbal behavior in equivalence outcomes.
 

Identity Matching Procedure With Compound Stimuli to Establish Emergent Conditional Arbitrary Relations in Children With Autism

PAULA DEBERT (University of Sao Paulo), Nathalia Felix (Universidade de São Paulo, Brazil Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Brazil )
Abstract:

The Identity Matching procedure (IMTS) with compound stimuli is an alternative to the standard matching-to-sample to establish emergent arbitrary conditional relations with adults and typically developing children. The present study evaluated whether the IMTS procedure with compound stimuli would establish these emergent performances in children with autism. Three children with autism accomplished tasks in a computer and were exposed to the following experimental phases: Pre-test of A-B relations, Pre-test of AC and CA relations, IMTS training of AB-AB relations, Post-test of A-B relations, Post-test of B-A relations, Post-test of AC-B relations, Post-test of C-B relations, Post-test of B-C relations and Post-test of A-C and C-A relations. The results showed that all children achieved the learning criteria with IMTS procedure with compound stimuli in one or two training sessions and two of them showed performances indicative of the emergence of all relations in the posttests. These results indicate that the IMTS procedure with compound stimuli provides fast acquisition of trained relations and is an effective alternative to establish emergent conditional relations in children with autism.

 
The Possible Role of Verbal Mediation in the Formation of Auditory Stimulus Classes
CHARLES DINGUS (Graduate), ROBBIE HANSON (Lindenwood University), Jillian Sordello (California State University, Sacramento), Armando Angulo (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento)
Abstract: The successive matching-to-sample (S-MTS) procedure consists of successively presenting a sample and a comparison in the same location. Touching the comparison related to the sample produces reinforcement, whereas touching the comparison unrelated to the sample does not. This procedure has been used to establish three-member auditory equivalence classes with adult participants. In these studies, participants seemed to have echoed or tacted verbal and non-verbal auditory stimuli, and intraverbally related their names which could have positively affected their performance. However, these mediation strategies have not been directly assessed. In the current study eight college students were exposed to a S-MTS procedure utilizing auditory stimuli consisting of common sounds. During emergent relations tests, participants were asked to talk aloud. Even though all participants met emergence criterion for symmetry, only three did so for equivalence. All participants used either experimenter-defined or unique tacts while undergoing post-tests and three out of eight participants related the stimuli intraverbally. Results suggest possible verbal mediation during emergent relations tests.
 
Intraverbal Bidirectional Naming as Problem-Solving During the Formation of Equivalence Classes
VANESSA N LEE (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento), Herdís Ásta Pálsdóttir (California State University, Sacramento)
Abstract: The purpose of the current study was to evaluate the role of verbal mediation (i.e., intraverbal bidirectional naming; I-BiN) as problem-solving during equivalence class formation. Two college students were exposed to tact training with unfamiliar stimuli and baseline intraverbal training (A’B’, B’C’, and C’D) using autoclitic frames “goes with”. The formation of three, four-member stimulus classes (A1B1C1D1, A2B2C2D2, A3B3C3D3) were tested using visual-visual matching-to-sample (MTS) and intraverbal tests for symmetry (BA, B’A’, CB, C’B’, DC, D’C) and transitivity (AC, A’C’, CA, C’A’, BD, B’D, DB, D’B, AD, A’D, DA, D’A). Following posttests, participants completed an additional block of transitive MTS tests while required to talk aloud. Results replicate previous findings in that that verbal operant training seem sufficient to produce equivalence classes with four members. Further, data obtained during the talk aloud procedure suggest a correspondence between verbal behavior (i.e., tacts and intraverbals) and selection responses during MTS tasks. Although data are currently being collected with additional participants, our results add support to the notion that verbal behavior, more specifically I-BiN is sufficient to establish performances consistent with equivalence class formation.
 
The Effects of Note-Taking As a Visual Mediation Strategy on the Formation of Equivalence Classes
SARAH FRAMPTON (University of Nebraska Omaha), Judah B. Axe (Simmons University), Caio F. Miguel (California State University, Sacramento), Kylan S. Turner (Simmons University)
Abstract: A graphic organizer (GO) is a note-taking device with concepts and fill-in spaces that may enhance equivalence yields under sub-optimal training and testing parameters (e.g., linear training, simultaneous testing, 5-member all abstract classes). We used a nonconcurrent multiple probe design across 8 adult participants to evaluate the effects of a treatment package consisting of abstract matching-to-sample baseline relations training (MTS-BRT) and GO construction training. GOs were faded until participants drew or wrote the trained relations from a blank page, which was available in the pre and posttests. There was a 75% yield (6 of 8 participants) on the first posttest and a 100% yield following remedial training with Set 1. With Set 2, MTS-BRT alone resulted in voluntary GO construction and a 75% yield (3 of 4 participants) on the first posttest and a 100% yield following remedial training. These results suggest that teaching participants to draw relations among stimuli may strengthen the effects of MTS-BRT training on equivalence yields.
 
 
Symposium #31
CE Offered: BACB
Prevent-Teach-Reinforce: A Function-Based Approach to Addressing Challenging Behavior in the Classroom Setting
Saturday, May 27, 2023
11:00 AM–12:50 PM
Convention Center 403/404
Area: EDC; Domain: Applied Research
Chair: Danielle Ann Russo (University of South Florida )
Discussant: Rose Iovannone (University of South Florida/College of Behavioral and Community Sciences)
CE Instructor: Danielle Ann Russo, M.S.
Abstract: Prevent-Teach-Reinforce is a school-based manualized approach to function-based assessment and intervention that utilizes a collaborative multi-step process to teaming, goal setting, assessment, intervention development, and progress monitoring. This symposium consists of four presentations that examined the impact of the Prevent-Teach-Reinforce on student behavioral outcomes within the school setting. The first study was a meta-analytic review that synthesized research utilizing the Prevent-Teach-Reinforce manualized model for individuals with disabilities to decrease challenging behavior and increase appropriate behavior. The second study evaluated the effects of a Prevent-Teach-Reinforce intervention package to decrease off-task behavior and increase on-task behavior exhibited by a 6-year-old boy in a first grade classroom. The third study evaluated the use of the Prevent-Teach-Reinforce model to decrease problem behavior exhibited by a neurotypical student in a general education classroom. The fourth study evaluated the use of Prevent-Teach-Reinforce for a 16-year-old high school student served in an alternative education setting.
Instruction Level: Basic
Keyword(s): functional assessment, individualized support, school-based intervention
Target Audience: School-based Board Certified Behavior Analysts, Teachers, School Psychologists, School Personnels
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the steps of the Prevent-Teach-Reinforce model to decrease challenging behavior and increase appropriate behavior, (2) identify collaborative components of the Prevent-Teach-Reinforce process that enhance the contextual fit of procedures and maximize intervention outcomes, and (3) describe the differences between the manualized Prevent-teach-Reinforce approach and the typical FBA/BIP approach used within school settings.
 
Evaluation of the Prevent-Teach-Reinforce Model of Individualized Positive Behavior Support: A Meta-Analysis
DANIELLE ANN RUSSO (University of South Florida), Madeline Rose Risse (University of South Florida), Kwang-Sun Cho Blair (University of South Florida)
Abstract: The purpose of this meta-analysis was to synthesize the existing literature and examine the overall effectiveness of the Prevent-Teach-Reinforce manualized model on challenging behavior and appropriate behavior for children requiring individualized function-based intervention. In all, 15 single-case research design studies representing 41 participants were identified and systematically reviewed to: (a) determine the overall effect of PTR on challenging behavior and appropriate behavior, (b) determine whether study and participant level characteristics moderated student outcomes, and (c) identify the methodological quality of studies based on the What Works Clearinghouse single-case design standards. Overall, the results indicate that PTR had moderate to large effects on both challenging behavior and appropriate behavior, with slightly greater outcomes for challenging behavior. The PTR process was most often conducted within the school setting and facilitated by a researcher. Moderator analysis findings indicate no significant differences between study characteristics on student outcomes. Implications for research, practice, and limitations are described.
 
Using the Prevent-Teach-Reinforce Model to Increase On-Task Behavior in an Elementary Classroom
MADELINE ROSE RISSE (University of South Florida)
Abstract: Students who engage in persistent problem behaviors in school settings can be especially challenging for teachers to manage while maintaining instructional control, leading to negative student and teacher outcomes (Buchanan et al., 2016). Typical school-based models for behavioral intervention in schools are expert-driven (Scott et al., 2005). While these models often produce behavior plans with greater technical adequacy, they also often fail to emphasize collaboration and therefore lack contextual fit, leading to lower levels of implementation fidelity (Benazzi et al., 2006). Prevent- Teach- Reinforce (PTR) is a standardized intervention model that uses a manualized approach for the development of collaborative and function-based intervention plans (Dunlap et al., 2010). The purpose of the current study was to evaluate the effectiveness of a PTR intervention package to decrease off-task behavior and increase on-task behavior exhibited by a 6-year-old boy with ADHD in a first-grade classroom. The intervention package resulted in a reduction in off-task behavior, increase in on-task behavior, and teacher-reported improvements in academic performance. Furthermore, the teacher reported high levels of satisfaction with both the PTR intervention package and the PTR process. The results of the current investigation are consistent with previous findings indicating that collaborative models for intervention development, such as PTR, may improve contextual fit and social validity of intervention procedures in school-based settings.
 
Using the Prevent-Teach-Reinforce School-Based Model to Increase Appropriate Behavior
CHRISTINE COLON (University of South Florida), Peyton Stipes (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: The use of a collaborative, team-based approach when conducting functional behavior assessments (FBA) and creating behavior intervention plans (BIP) has been shown to produce the highest level of technical adequacy and contextual fit in the school systems (Benazzi et al., 2006). Using the manualized intervention model known as Prevent-Teach-Reinforce (PTR), the standardized process allows school-based personnel and behavioral experts to work together to select interventions from a menu of options that best fit an individual student’s preferences, needs, goals and function of behavior (Dunlap et al., 2010). The purpose of this case study was to evaluate the use of the PTR model to decrease problem behavior exhibited by a neurotypical student in a general education classroom, while simultaneously increasing replacement behaviors.
 

Using Prevent-Teach-Reinforce for a High School Student With Emotional and Behavioral Disorder

LAURA DEZAYAS (University of South Florida), Alexis Lopez (University of South Florida), Kwang-Sun Cho Blair (University of South Florida)
Abstract:

In the school setting school-based professionals have difficulty using function-based approaches to support students engaging in consistent problem behaviors, specifically in students with emotional and behavioral disorder (EBD). This study evaluated the use of the Prevent-Teach-Reinforce (PTR), an individualized function-based intervention model for a 16-year-old high school student with EBD who was served in an alternative education setting. Through a team-based planning process that included the student and his classroom teacher, a function-based PTR intervention plan was implemented to address the student’s disruptive behavior and teach replacement behaviors of academic engagement and asking for help. An A-B design was used to demonstrate the impact of using the PTR model on the student’s behaviors. The results showed that after the PTR intervention was implemented, the student’s disruptive behavior decreased and replacement behaviors increased. The immediacy of the intervention suggest that the PTR can be implemented in an alternative school setting for students with EBD displaying persistent severe problem, with the involvement of the student.

 
 
Symposium #32
CE Offered: BACB — 
Supervision
Optimizing Employee Performance at Multiple Organizational Levels
Saturday, May 27, 2023
11:00 AM–12:50 PM
Hyatt Regency, Mineral Hall A-C
Area: OBM; Domain: Translational
Chair: Sharlet D. Rafacz (Western Michigan University)
Discussant: Nicole Gravina (University of Florida)
CE Instructor: Sharlet D. Rafacz, Ph.D.
Abstract:

There are a number of assessments and interventions that are utilized to improve performance in organizations. However, how and when to use these assessments and interventions requires further research. The current symposium looks at several studies aimed at optimizing employee performance, that is, knowing what to intervene on, in what way, and at what organizational level to make the best use of resources. The first two studies will focus on treatment integrity – first at the performer level and second at the systems level. We will provide data on how procedural errors impact treatment integrity and discuss how analyzing them at the systems (organizational) level informs intervention. The second two studies will then highlight how we can utilize untapped resources and customize multi-component interventions. Specifically, we will present research on using co-worker communication to motivate employee performance and how priority weighting and goal difficulty affects behavior and results on performance scorecards. Implications for how these findings can influence decisions and interventions organization-wide will then be discussed. Overall, these studies will highlight how data can be utilized to enhance employee behavior and provide guidance to organizations on how to select and customize interventions for optimal employee performance.

Instruction Level: Intermediate
Keyword(s): Organizations, Performer, Systems, Wokplace
Target Audience:

Intermediate – Background and/or education in ABA, familiar with single-subject and group design research methodology, understanding of rule-governed behavior

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe how procedural errors affect learning post-mastery 2. Identify the benefits of aggregating and analyzing treatment integrity data and several actions supervisors can take with these results 3. Describe how motivational statements impact performance and the benefits of incorporating co-workers as a source for these statements 4. Critically evaluate the priority weight component of performance scorecards
 
A Parametric Analysis of Procedural Integrity Errors Following Mastery of a Task: A Translational Study
(Basic Research)
LEA JONES (California State University, Sacramento), Denys Brand (California State University, Sacramento), Galan Falakfarsa (California State University, Sacramento), Joshua Bensemann (University of Auckland (New Zealand)), Caio F. Miguel (California State University, Sacramento), Megan R. Heinicke (California State University, Sacramento)
Abstract: Procedural integrity can best be described as the extent to which interventions are implemented as intended. Previous research has shown that errors involving consequences can delay or impede skill acquisition. However, not much research has been conducted to evaluate the extent to which such errors affect performance for skills that have previously been mastered under conditions of perfect integrity. To further examine this question, a group design was used to administer a computerized match-to-sample task to 100 undergraduate students. Participants first completed 250 trials with no programmed errors, which was followed by an additional 250 trials with varying levels of errors delivered across conditions (i.e., 20%, 40%, 60%, 80%, and 100% integrity). The results showed that, on average, those assigned to higher integrity conditions performed better, while performance for those in the lower integrity conditions deteriorated rapidly. These results extend the findings of prior studies and further demonstrates how consequence-based errors affect behavior across various stages of learning.
 

An Analysis of Large-Scale Procedural Integrity Data

(Applied Research)
ABIGAIL BLACKMAN (Behavior Science Technology), Tricia Glick (Behavior Science Technology), Troy Glick (Behavior Science Technology)
Abstract:

Procedural integrity is the extent to which an intervention is implemented as designed (Gresham, 2004). Research shows that integrity impacts clinical outcomes (e.g., DiGennaro et al., 2005; Gresham et al., 1993). That is, higher clinical outcomes are associated with higher levels of integrity. Supervisors are tasked with the responsibility to collect integrity data on their team’s performance, as required by the board (BACB, 2020). However, it is unknown how these data are collected, or what analysis and subsequent action supervisors or organizational leaders take once the data are collected. With the permission of our customers, deidentified integrity data were aggregated and analyzed across a few hundred employees. All data were collected electronically and aggregated to display performance over time. Based on these data, suggestions for subsequent supervisor and organization-wide action are provided to improve their organization-wide and team’s performance, and ultimately impact clinical outcomes. We posit that organizations must use their integrity data to guide their individual, team, and organization-wide supervision efforts. The benefits of aggregating and analyzing integrity data, as well as recommendations for what supervisors should do with those data are discussed.

 

Does Source Matter? Examining the Differential Effects of Supervisor Versus Co-worker Delivered Motivational Statements

(Applied Research)
SEAN BORBOA (California State University, Fresno), Sharlet D. Rafacz (Western Michigan University)
Abstract:

Recent research suggests that statements by supervisors may function as verbal motivating operations and alter employee performance, but it is unknown if similar effects would be seen if delivered by another source. The supervisor is usually the primary agent of change in performance management practices. However, given the numerous job responsibilities of a supervisor, it would be beneficial to examine the potential effects of interventions delivered by a source other than the supervisor, such as a co-worker. The current study used an analogue work setting with a simulated new hire orientation, a confederate supervisor and co-worker, and concurrently available work tasks. There were 10 participants and a single-subject, counterbalanced reversal design was used to investigate the effects of alternative sources of rule statement delivery on employee performance. Despite some mixed results, overall findings support the performance-enhancing effects of motivational statements. Additionally, responding to the different sources delivering the motivational statements (i.e., co-worker versus supervisor) was comparable and suggests the source of rule delivery in organizations may not matter. As such, it is possible that motivational statements delivered by co-workers is a viable, cost-effective way to motivate employee performance, though additional research is needed to confirm these findings.

 

The Effects of Priority Weights on Performance Scorecards

(Applied Research)
SHARLET RAFACZ (Western Michigan University), Alfonso Hernandez (California State University, Fresno)
Abstract:

The field of Organization Behavior Management (OBM) frequently utilizes multi-component interventions, one of which is the performance scorecard. The performance scorecard combines elements such as goal setting, feedback and reinforcement to increase 3-5 behaviors or results. In addition, these behaviors/results are weighted so that some types of performance receive more credit than others. It has been suggested that this is beneficial and communicates relative priorities to employees, but how this affects performance has yet to be empirically tested. Therefore, the present study investigated manipulation of priority weighting and the effect on performance on concurrently available tasks in a workplace analogue. The study included five participants and utilized a single-subject multiple baseline and reversal design to compare equally-weighted and priority-weighted scorecards. Overall, there was an increase in performance when a scorecard was introduced relative to baseline (no scorecard condition). Results also suggested that priority weighting had some influence on behavior, including increases in behavior weighted more heavily but also decreases in behaviors weighted less heavily. However, additional variables such as goal difficulty and task preference, also influenced the effects of the priority weights and deserve further consideration.

 
 
Symposium #33
CE Offered: BACB
Recent Findings and Future Directions for Caregiver Training: Increasing Effectiveness and Social Validity
Saturday, May 27, 2023
11:00 AM–12:50 PM
Convention Center 401/402
Area: TBA/CSS; Domain: Applied Research
Chair: Casey Marsh (University of South Florida)
Discussant: Kerri P. Peters (University of Florida)
CE Instructor: Kacie McGarry, Ph.D.
Abstract:

This symposium includes four papers that involve the assessment and training of caregivers. In the first paper, Kacie McGarry will present a study involving the evaluation of an online training to increase parent’s language-promoting behavior. Results of the study point to next steps for evaluating training methods and the secondary effects of the training of their child’s behavior. In the second paper, Madison Molve will present a study describing an evaluation of BST to teach caregivers to identify choking hazards. Results of the study were consistent with previous research on using BST to teach hazard identification. In the third paper, Cressida Pacia will present a study evaluating the social validity and effectiveness of the Parent-Coaching Assessment, Individualization, and Response Stressors (PAIRS) tool to increase attendance and goal attainment. Results from further data analysis, as well as clinical implications, will be discussed. The fourth paper, presented by Daniel Kwak, explores the development and validation of a tool to inform culturally responsive parent training. Results found that the Values-Centered Assessment Tool (VCAT) was a valid and useful tool.

Instruction Level: Basic
Keyword(s): BST, Culturally Responsive, Parent Training, Social Validity
Target Audience:

N/A-Basic level for entry level clinicians or clinicians of all ranges

Learning Objectives: At the conclusion the presentation, participants will be able to: 1) Learn about assessment that can be conducted to provide culturally responsive services to families from diverse backgrounds.2) Understand the use of tools to increase the engagement 3) Identify treatment components that increase the effectiveness of training caregivers.
 
The Effect of Video Model Dosage and Self-Monitoring on Parent's Use of Language-Promoting Behavior
KACIE MCGARRY (University of Florida), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology), Emily Dowling (Florida Institute of Technology), Laurel Esther Domino (Florida Institute of Technology)
Abstract: Previous research has found a disparity between the language trajectories of children within a high, medium, or low-economic-status family. A relationship is reliably found between the language trajectory of toddlers and success throughout school. This study evaluated a training package to teach parents to engage in behaviors that promote language and assess the training's short-term effect on the trajectories of children (i.e., growing language) within low-socioeconomic backgrounds. Specifically, the training package evaluated the impact of the dosage of video modeling, self-evaluation, and self-monitoring on the acquisition of the targeted skills. The results from this training inform the barriers and next steps to creating a low-cost training resource for organizations serving families.
 
Evaluating Behavioral Skills Training to Teach Identification of Choking Hazards to Substitute Caregivers
MADISON MOLVE (University of South Florida), Asha Fuller (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: Choking is a leading cause of mortality in children (Committee on Injury, Violence and Poison Prevention, 2010). Over half of choking injuries occur due to food, and the remaining injuries involve common household objects (Chapin et al., 2013). Although studies have been conducted assessing the use of Behavioral Skills Training (BST) to teach hazard identification in substitute caregivers (Abarca, 2021), no studies have evaluated utilizing BST to identify choking hazards specifically. Thus, this study evaluated the efficacy of using BST to teach non-edible choking hazard identification (Phase One) and edible choking hazard identification and correction (Phase Two) to substitute caregivers following guidelines from the Home Accident Prevention Inventory Revised Protocol (HAPI-R; Tertinger et al., 1984). The results indicate that all participants significantly improved their hazard identification and correction following BST in both phases. Generalization probes were high in baseline for all participants across phases; however, all participants scored 100% correct on the final generalization probes. Implications and future research considerations for choking prevention trainings will be discussed.
 

Preliminary Evaluation of the Parent-Coaching Assessment, Individualization, and Response to Stressors (PAIRS) Tool to Complement a Caregiver-Mediated Social Communication Intervention

CRESSIDA PACIA (University of Galway), Ciara Gunning (University of Galway), Aoife McTiernan (University of Galway), Jennifer Holloway (All Special Kids)
Abstract:

Best practice for early intervention for children with autism includes integration of behavioural and developmental strategies, caregiver involvement, focus on pivotal skills, and individualization (Zwaigenbaum et al., 2015). While evidence-based interventions meet these criteria (e.g., Project ImPACT; Ingersoll & Dvortcsak, 2013), behaviour analysts report difficulty engaging caregivers and tailoring interventions (Ingersoll et al., 2020). The Parent-coaching Assessment, Individualization, and Response to Stressors (PAIRS; Pacia et al., 2022) was developed to bridge this gap. This study explores social validity and preliminary effectiveness of PAIRS when used alongside Project ImPACT. Seventeenparent-child dyads receiving services from two community agencies participated. Participants from Agency A received Project ImPACT (treatment as usual; TAU), while participants from Agency B received Project ImPACT + PAIRS. Social validity was evaluated through interviews with parents and providers, and preliminary effectiveness was measured by comparing attendance and parent fidelity of strategy implementation. Preliminary qualitative data review found parents were satisfied with Project ImPACT + PAIRS, and providers found PAIRS feasible and acceptable. Preliminary quantitative data review found higher attendance and a larger increase from baseline in parent fidelity in the PAIRS group. Interestingly, higher fidelity scores were found in the TAU group. Results from further data analysis, as well as clinical implications, will be discussed.

 
Development and Validation of the Values-Centered Assessment Tool (VCAT) to Inform Culturally Responsive Parent Training and Intervention
DANIEL KWAK (Kennedy Krieger Institute), Kwang-Sun Cho Blair (University of South Florida), Danielle Ann Russo (University of South Florida)
Abstract: In this study, we aimed to develop the Values-Centered Assessment Tool (VCAT) intended for use by behavior analysts to design and provide culturally responsive behavioral assessment, training, and intervention for individuals who are from diverse cultural backgrounds. The VCAT was developed through review of literature and interviews with behavior analysts and was validated through an expert panel review. The final version of the VCAT included questions about potential involvement of other stakeholders, questions about cultural practices that should be considered, questions aimed to facilitate effective communication, questions aimed to build a collaborative and trusting relationship, questions on potential challenges in accessing and continuing services, and questions on current parenting practices. Major revisions made from the initially developed VCAT included the addition of (a) a questionnaire for parents, (b) information to guide interviewers (behavior analysts), (c) a separate version of the VCAT that parents can refer to, and (d) Spanish versions of the VCAT for both the interviewers and parents. It was found that the VCAT was content valid and a useful and feasible tool to design culturally responsive assessment, training, and intervention
 
 
Invited Tutorial #168
CE Offered: BACB
SQAB Tutorial:Three Laws of Behavior: Allocation, Induction, and Covariance
Saturday, May 27, 2023
11:00 AM–11:50 AM
Convention Center Four Seasons Ballroom 4
Area: SCI; Domain: Theory
BACB CE Offered. CE Instructor: William M. Baum, Ph.D.
Chair: Leonard Green (Washington University in St. Louis)
Presenting Authors: : WILLIAM M. BAUM (University of California, Davis)
Abstract:

Like any science, a science of behavior seeks to measure its phenomena and explain them. Measurement entails ontological commitments, and from an ontological viewpoint, behavior is process, measured by the time it takes up. Since time is limited, activities must compete with one another for time. The Law of Allocation states that the relative time taken up by an activity equals the activity’s relative competitive weight. Explaining behavioral allocation means finding the determiners of competitive weight. The two basic determiners are induction and covariance. The Law of Induction states that behavior depends on environmental events that affect reproductive success—phylogenetically important events (PIEs). PIEs induce both adjunctive behavior and operant behavior: adjunctive behavior because of phylogenetic contingencies; operant behavior because of ontogenetic contingencies. The law of covariance applies to ontogenetic contingencies. A PIE induces an operant activity when the rate of that PIE covaries with the rate of the operant activity. Otherwise neutral events also induce operant activities and adjunctive activities when such events covary with PIEs. Such inducers have commonly been called discriminative stimuli and conditional stimuli. Induction far exceeds reinforcement in explanatory power. The three laws of allocation, induction, and covariance explain most known behavioral phenomena.

Instruction Level: Basic
Target Audience:

Behavior analysts of all stripes

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) State the Law of Allocation in words; (2) Define a phylogenetically important event (PIE); and (3) Define behavior-PIE (B-PIE) covariance.
 
WILLIAM M. BAUM (University of California, Davis)
Dr. Baum received his BA in psychology from Harvard College in 1961. Originally a biology major, he switched to psychology after taking courses from B. F. Skinner and R. J. Herrnstein in his freshman and sophomore years. He attended Harvard University for graduate study in 1962, where he was supervised by Herrnstein and received his Ph.D. in 1966. He spent the year 1965–66 at Cambridge University, studying ethology at the Sub-Department of Animal Behavior. From 1966 to 1975, he held appointments as post-doctoral fellow, research associate, and assistant professor at Harvard University. He spent two years at the National Institutes of Health Laboratory for Brain, Evolution, and Behavior and then accepted an appointment in psychology at the University of New Hampshire in 1977. He retired from there in 1999. He currently has an appointment as associate researcher at the University of California, Davis and lives in Walnut Creek. His research concerns choice, molar behavior/environment relations, foraging, cultural evolution, and behaviorism. He is the author of two books, Understanding Behaviorism: Behavior, Culture, and Evolution (3rd ed.) and Science and Philosophy of Behavior: Selected Papers. • William M Baum, University of California, Davis, and University of New Hampshire • Three Laws of Behavior: Allocation, Induction, and Covariance
 
 
Symposium #35
CE Offered: BACB
When Number 2 is Your Number 1 Concern: Solutions for Bowel Movement Training Challenges
Saturday, May 27, 2023
12:00 PM–12:50 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/DDA; Domain: Translational
Chair: Maeve G. Donnelly (Northeastern University)
Discussant: Brandon C. Perez (Northern Illinois University)
CE Instructor: Maeve G. Donnelly, Ph.D.
Abstract:

Most behavior analytic toileting research is dedicated to urinary continence. However, when bowel movement continence is not achieved it can quickly become the number one concern for caregivers due to the impact bowel incontinence can have on an individual’s health and independence. Achieving bowel continence has far-reaching health and social benefits. When concomitant improvements in bowel movements do not occur once urine training is achieved, practitioners need to consider an array of factors related to the assessment and treatment of bowel movements. This symposium will provide an overview of the behavioral literature in this area with recommendations for future research as well as provide practical strategies for the assessment and treatment of bowel movement problems, through an applied study that focuses on treatment strategies for existing toileting habits that delay bowel movement training.

Instruction Level: Intermediate
Keyword(s): Assessment, Bowel continence, Shaping, Toileting
Target Audience:

The target audience for this symposium is active practitioners in the field of behavior analysis working with clients who do not display bowel continence. The literature review component of the symposium is designed to identify researched interventions for bowel incontinence to assist practitioners in identifying potential interventions that may be used to resolve bowel incontinence. This paper also includes a call to expand research related to this topic with specific suggestions for both researchers and practitioners. The second paper presents a model for addressing stalled acquisition of bowel training with a specific assessment followed by an intervention based on shaping and fading. Participant data are shared. The discussant has recently (2021) published a paper on this topic in the Journal of Applied Behavior Analysis.

Learning Objectives: At the conclusion of this presentation, participants will be able to: 1) List and describe commonly researched bowel movement training components 2) Identify several factors to consider in the assessment and treatment of bowel movement issues 3) Outline a framework for shaping bowel movement routines in the context of toilet training
 
Let’s Get This Potty Started! A Review of the Bowel Movement Training Literature
MAEVE G. DONNELLY (Northeastern University)
Abstract: Bowel and urinary continence are associated with nearly universal health and social benefits, and, thus, toileting skills are a common behavioral goal across populations. Review of the literature in this area reveals that most behavior analytic toileting research is dedicated to urine training. Relatively fewer studies have focused on bowel movement training, perhaps due to the frequent use of medical interventions or because concomitant improvements in bowel movements once urine training is achieved may reduce the need for specific intervention (e.g., Perez et al., 2021). However, absence of healthy bowel movements can result in severe health problems requiring extensive medical intervention. This absence may be due to medical issues, behavioral deficits, or a combination of both medical and behavioral influences. Practitioners seeking to improve bowel movement success in their clients will need to consider an array of factors in the assessment and treatment of bowel movement problems. This paper presents a summary of the behavioral literature in this area and describes recommendations for future research in the treatment of bowel movement problems.
 
Individualized Shaping Procedures to Support Bowel Movement Toilet Training
(Applied Research)
MAIA JACKSON (Summa Academy), Candice Colón (LEARN), Alison Spanoghe (LEARN Behavioral)
Abstract: In some cases, children diagnosed with an Autism Spectrum disorder (ASD) may acquire toileting habits that delay bowel movement toilet training. In addition, some children may also engage in behavior (e.g., aggression) that can interfere with bowel movement training. Due to the social learning impairments associated with ASD, interventions that promote a gradual approach, promote assent and reduce avoidance may be necessary. Previous research has shown that shaping decreases challenging behavior and increases new behavioral habits. However, very few studies have been conducted strictly in the area of BM production and none of these studies have accounted for the child’s strict behavioral routine/habits that contribute to their lack of progress towards bowel movement production on the toilet. This study replicated and extended the literature regarding shaping procedures for toilet training via a multiple probe design. In this study, children who were reliant on an absorbent brief and other specific environmental factors to produce a bowel movement were taught to instead produce bowel movements on the toilet in the absence of challenging behavior. Social validity data reported by caregivers who participated in the study indicated that the training procedure was acceptable and feasible under the direction of the clinical team and able to be maintained by the caregivers thereafter. Interobserver agreement was conducted in at least 30% of all sessions and the mean agreement was 100% for bowel movement production and at least 83% for challenging behavior across all participants.
 
 
Invited Paper Session #36
CE Offered: BACB
From HAL 9000 to Wall-E: How Artificial Intelligence Can Improve Clinical Decision-Making in Autism
Saturday, May 27, 2023
12:00 PM–12:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: AUT; Domain: Applied Research
Chair: Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute)
CE Instructor: Marc J. Lanovaz, Ph.D.
Presenting Author: MARC J. LANOVAZ (Université de Montréal)
Abstract:

Artificial intelligence and machine learning are currently revolutionizing how we work and interact in our daily lives. In behavior analysis, one specific area of application that shows tremendous potential involves the assessment and treatment of autism. However, behavior analysts have been slow to adopt machine learning algorithms despite their promising nature. This presentation aims to provide a gentle introduction to artificial intelligence and machine learning while discussing potential applications to autism services. First, the invited session will define and describe what are artificial intelligence and machine learning. Then, the talk will cover recent exemplars of machine learning in autism research from the presenter’s work. Some exemplars include the monitoring of treatment progress, the identification of behavioral function, the selection of behavioral interventions, and the measurement of stereotypy. Finally, some benefits and drawbacks of applying machine learning to solve problems of social significance will be discussed. Overall, the presentation should provide a balanced overview of what artificial intelligence and machine learning may do (and not do) to support both practitioners and researchers in autism.

Instruction Level: Intermediate
Target Audience:

Currently practicing behavior analysts and advanced graduate students

Learning Objectives: At the conclusion of the session, participants will be able to: (1) Describe the basic methodological logic underlying supervised machine learning; (2) Explain at least one potential application of machine learning to improve services in autism; (3) Name at least one benefit and one drawback of using machine learning in autism.
 
MARC J. LANOVAZ (Université de Montréal)
Marc J. Lanovaz, Ph.D., BCBA-D, is a professor at the École de psychoéducation of the Université de Montréal and Researcher at the Institut universitaire en santé mentale de Montréal in Canada. The work in his lab has been funded by several major granting agencies such as the Canadian Institutes for Health Research, the Social Sciences and Humanities Research Council, and Québec’s Research Funds. His research program currently involves the use of artificial intelligence, machine learning, and technology to improve the delivery of behavior analytic services. Dr. Lanovaz has authored more than eighty publications on diverse topics such as clinical decision-making, parent training, early intervention, and challenging behavior in individuals with developmental disability.
 
 
Panel #37
CE Offered: BACB
Direct Support Staff Training: A Comprehensive Staff Training Model
Saturday, May 27, 2023
12:00 PM–12:50 PM
Convention Center Mile High Ballroom 4C/D
Area: AUT/TBA; Domain: Service Delivery
CE Instructor: Julie Robyn Russell, M.S.
Chair: Julie Robyn Russell (Brooklyn Autism Center)
JULIET GRILLO (Brooklyn Autism Center)
ANDREA DELGADO (Brooklyn Autism Center)
FERNANDE DEGUENON (Verbal Beginnings)
Abstract:

Staff training is one of the most critical components of implementing high quality Applied Behavior Analytic services. While staff training may always include the basic principles of behavior analysis, the topics should also address less technical components including information on Autism, compassionate care, and professionalism. This panel presentation will outline best practices in the elements of staff training. The role of the direct support staff along with supervisory staff will be discussed. Panelists will share strategies that have helped promote a high skill level, bolster staff confidence, and a strong understanding of Autism and Applied Behavior Analysis. Examples of powerpoint presentations, staff competency exams, and video demonstrations will be shared.

Instruction Level: Basic
Target Audience:

N/A

Learning Objectives: 1. Discussion of the most effective components of staff training for direct support staff 2. Learn how to assess staff training competency 3. Understand the roles of various staff during the staff training onboarding process
Keyword(s): Staff Training
 
 
Panel #38
CE Offered: BACB — 
Supervision
Integrating Applied Behavior Analysis Into the Hospital: Some Perspectives on Navigating the System and Training Staff
Saturday, May 27, 2023
12:00 PM–12:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/TBA; Domain: Service Delivery
CE Instructor: Alec M Bernstein, Ph.D.
Chair: Alec M Bernstein (Children's Mercy Kansas City Hospital; University of Missouri-Kansas City School of Medicine)
SARA R. JEGLUM (Blank Children's Hospital)
RACHEL HOLDEN (Cincinnati Children’s Hospital)
OLIVIA MILLER (Boston Children’s Hospital; Simmons University)
Abstract:

Children with neurodevelopmental disabilities are twice as likely to be admitted to the hospital and almost three times as likely to have multiple admissions to the emergency department compared to their neurotypical peers. Many children with neurodevelopmental disabilities also engage in behavior that poses a risk of harm to themselves or others and impedes their access to medical care—both contribute to lengthy inpatient admissions. The effects of improperly managing such behavior in the hospital can be extensive. Staff encounter higher rates of injury and greater levels of stress. Hospitals experience large financial deficits. Caregivers report decreased satisfaction in services with continued delays to their child accessing medical care. The invited panelists will share their perspectives on overcoming the barriers to serving these patients by presenting avenues for navigating the hospital system. The discussion generally will entail training and supervising staff, accounting for various stakeholders’ needs, and identifying tactics to disseminate the importance of science.

Instruction Level: Advanced
Target Audience:

Advanced; necessary requisite skills and companies for attendees to gain the most from the panel discussion included (a) completion of graduate-level work focusing on applied behavior analysis, (b) licensure and credentials as someone able to legally and ethically provide behavior-analytic services, (c) some experience beyond graduate school working in the healthcare setting.

Learning Objectives: At the conclusion of the presentation, participants will be able to identify (1) common barriers to providing behavior-analytic care, (2) strategies that have proven useful for navigating these barriers, and (3) methods for training staff in the hospital setting.
Keyword(s): behavioral pediatrics, hospital, program development, staff training
 
 
Paper Session #39
CE Offered: BACB
Trauma-Informed Practice in Applied Behavior Analysis
Saturday, May 27, 2023
12:00 PM–12:50 PM
Hyatt Regency, Capitol Ballroom 1-3
Area: CBM
Instruction Level: Basic
Chair: Gabrielle Morgan (Bay Path University)
CE Instructor: Paul A. Spragg, Ph.D.
 

A Review of Research Literature Related to Trauma-informed Practice in Applied Behavior Analysis (ABA)

Domain: Service Delivery
GABRIELLE MORGAN (Bay Path University), Teresa Camille Kolu (Cusp Emergence), Anna Linnehan (Endicott College), Mary Jane Weiss (Endicott College)
 
Abstract:

The field of behavior analysis has recently undertaken incorporation of trauma-informed practices and acknowledgement of the contribution of emotional history to behavior (Friman, 2021; Rajaraman et al. 2022). However, it remains challenging to contact relevant literature within behavior analysis on the topic of behavior shaped through exposure to adverse experiences. With this paper, we will present foundational articles and research from inside and outside the field of behavior analysis to assist behavioral practitioners in the incorporation of trauma-informed practices. We will identify examples of theoretical and research-based papers to help behavior analysts define their role in addressing behavior shaped through traumatic events and give a starting point for practitioners to begin to better address the behavioral effects of adverse events on clients and provide appropriate treatment,

 

Trauma-Informed Practice: What Behavior Analysts Have to Offer in the Assessment of Trauma in At-Risk Persons With Communication Challenges

Domain: Service Delivery
PAUL A. SPRAGG (Spragg Consulting LLC)
 
Abstract:

In recent years there has been increased awareness of the pervasive, long-term deleterious effects of emotional trauma on human behavior which has provided the impetus for what has become known as trauma-informed care. In this presentation, the more focused concept of trauma-informed practice will be discussed as it applies to behavior analysts working with persons with intellectual and developmental disabilities potentially at-risk for trauma. By virtue of their specialized training in the principles and observation of behavior, behavior analysts are in a unique position to screen and assess for trauma in this population. An expanded four-term contingency framework for conceptualizing trauma is presented which incorporates recent advances in our understanding of the role and characteristics of biological setting factors, remote and proximate motivating operations, stress vulnerabilities, and antecedent control of behavior. A protocol based on the principles of practical functional assessment of low-frequency, variable behaviors; measurement of co-occurring psychophysiological events, retrospective behavior analysis, and data triangulation which is designed to be part of the multidisciplinary evaluation and treatment planning process, will be presented.

 
 
 
Invited Paper Session #40
CE Offered: BACB
Informing Policies to Promote Social and Health Equity
Saturday, May 27, 2023
12:00 PM–12:50 PM
Hyatt Regency, Mineral Hall D-G
Area: CSS; Domain: Service Delivery
Chair: Kathryn M. Roose (University of Nevada, Reno)
CE Instructor: Roberta Freitas-Lemos, Ph.D.
Presenting Author: ROBERTA FREITAS-LEMOS (Virginia Tech Carilion)
Abstract: A pressing policy problem in many countries is the aberrant pattern of social and health inequities among adolescents and adults. Social and health inequities are frequently a result of discriminatory practices and unjust policies that increase the vulnerabilities experienced by socially disadvantaged groups. For example, child labor decreases school enrollment rates and cigarette smoking reduces life expectancy, conditions that are more prevalent among those in the lower socioeconomic class. This presentation will explore the role of Behavior Analysis in building a more equitable society. More specifically, we will discuss ways policy can be designed to promote change in decision-making behaviors among individuals in the lower socioeconomic. We will illustrate how Behavior Analysis can inform: 1) intersectoral actions to decrease child labor via the provision of adequate social services to alter the options faced by lower socioeconomic status families, and 2) experimental research to forecast the consequences of regulatory tobacco policies on consumer behaviors and inform novel policies to decrease tobacco-related health disparities.
Instruction Level: Intermediate
Target Audience:

The target audience includes those who are interested in promoting equity through large-scale social changes.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) describe ways Behavior Analysis can inform policies to promote social and health equity; 2) discuss possible government interventions to incentivize individuals in the lower socioeconomic class to change their decision-making; 3) identify government actions that could alter lower SES familial options to address poverty and social exclusion; 4) discuss how research could be conducted prospectively to forecast the effects of regulatory policies on health disparities
 
ROBERTA FREITAS-LEMOS (Virginia Tech Carilion)
Roberta Freitas Lemos, PhD, is a Research Scientist in the Addiction Recovery Research Center at the Fralin Biomedical Research Institute at Virginia Tech Carilion. In her current position, Dr. Freitas Lemos leads three in-laboratory multi-week experiments examining decision making, behavioral economics, and policy in cigarette smokers. Dr. Freitas Lemos has over 10 years of experience acting on a range of municipal, state, and federal government programs developing opportunities to improve public policy based on behavioral principles. She has personally coordinated the implementation of large-scale social programs directed to vulnerable groups in different municipalities in Brazil. Dr. Freitas Lemos most recent position was as an advisor of the Vice-Minister at the Ministry of Social Development in Brazil (current Ministry of Citizenship). She has also worked as a social policy expert at the Ministry of Human Rights and the Ministry of Health in Brazil. Her interests include Translational Research, Behavioral Science, and Social Protection and Health Policies. Dr. Freitas Lemos has a BA in Psychology from Pontifical Catholic University in Sao Paulo and a BA in Sports Sciences from the University of Sao Paulo. Dr. Freitas Lemos received a Masters in Experimental Psychology with a focus on Behavior Analysis from Pontifical Catholic University in Sao Paulo. In addition, she took a graduate course in Public Management from Cândido Mendes University. Dr. Freitas Lemos received her PhD in Behavioral Sciences from the University of Brasília. Dr. Freitas Lemos was a Postoctoral Associate prior to her current position at the Fralin BIomedical Research Institute at Virginia Tech Carilion.
 
 
Symposium #41
CE Offered: BACB
Adaptations of Functional Communication Training With Multiple Schedules
Saturday, May 27, 2023
12:00 PM–12:50 PM
Convention Center Mile High Ballroom 1C/D
Area: DDA/AUT; Domain: Applied Research
Chair: Shannon Angley (Children’s Specialized Hospital Center for Autism Research, Education, and Services)
Discussant: Brian D. Greer (Rutgers Robert Wood Johnson Medical School)
CE Instructor: Brian D. Greer, Ph.D.
Abstract:

Functional communication training (FCT) is the most commonly used treatment for socially reinforced destructive behavior. Despite its efficacy in teaching functional communication requests (FCRs) and reducing destructive behavior, continuous reinforcement is not often feasible. Researchers have arranged multiple schedules in which two or more reinforcement schedules (continuous reinforcement; extinction) operate for FCRs, each correlated with a unique stimulus (e.g., green/red cards). This treatment, mult FCT, is effective at reducing destructive behavior, FCRs, and reinforcer deliveries. Much of mult-FCT research has involved (a) rapid alternations between reinforcement and extinction components and (b) the use of physical discriminative stimuli like index cards or poster boards. The current symposium describes adaptations of this arrangement. Kurywczak et al. evaluated the insertion of an extinction component in between two reinforcement components, as opposed to rapid schedule alternations, with four children with autism. Angley et al. assessed embedding discriminative stimuli directly into a communication device (e.g., coloring the communication icons themselves) with an adult with autism. Both mult-FCT extensions resulted in (a) a reduction in reinforcement to practical levels, (b) FCRs occurring near exclusively during the reinforcement component, and (c) suppression of destructive behavior. Dr. Brian Greer will discuss these findings and implications.

Instruction Level: Intermediate
Keyword(s): fct, multiple schedules, problem behavior, schedule thinning
Target Audience:

This symposium is ideal for BCBAs or BCBA-Ds who conduct functional communication training and are familiar with its literature. Terms such as multiple schedules and the treatment arrangement will be explained.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) accurately describe the essential components of functional communication training with multiple schedules; (2) accurately explain the procedural difference between rapid alternation of schedule components and the novel use of fading a single extinction component in between reinforcement components; and (3) accurately describe how, procedurally, behavior analysts can incorporate discriminative stimuli into augmentative and alternative communication devices.
 

Implementation and Thinning of Multiple Schedules Within a Demand Framework

GRACE P KURYWCZAK (Children’s Specialized Hospital Center for Autism Research, Education, and Services), Colin S. Muething (Marcus Autism Center), Jennifer M. Hodnett (University of South Florida)
Abstract:

Challenging behaviors can produce negative implications for individuals that engage in these behaviors. The literature suggests that functioned-based treatments are the most effective in addressing these maladaptive behaviors such as functional communication training (FCT; Carr & Durrand, 1986). The limitations with research regarding these interventions are that it requires dense rates of reinforcement that are more difficult to maintain in the natural environment leading clinicians to schedule thin using arrangements such as multiple schedules. (Fisher et al., 1998; Hagopian et al., 2011; Saini et al., 2016). Traditionally, clinicians run multiple schedules by alternating between the reinforcement (SD) and extinction (S-Delta) components for a pre-determined session length (e.g., 10 minutes). The current study evaluates the effects of a Multiple schedule using an embedded middle S-delta component with 4 participants diagnosed with autism spectrum disorder (ASD). Participants were exposed first to an SD interval then an S-Delta component then followed by another SD interval as opposed to the rapid alternation of SD, S-Delta components. Results across all four participants showed a significant decrease in challenging behaviors.

 

Incorporating Discriminative Stimuli Into an Augmentative and Alternative Communication Device During Functional Communication Training

SHANNON ANGLEY (Children’s Specialized Hospital Center for Autism Research, Education, and Services), Daniel R. Mitteer (Rutgers University (RUCARES)), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Christie Mercaldo (Children's Specialized Hospital - Rutgers University Center for Autism Research, Education, and Services), Aditi Poddar (Children's Specialized Hospital - Rutgers University Center for Autism Research, Education, and Services), Omar Elwasli (Children's Specialized Hospital - Rutgers University Center for Autism Research, Education, and Services)
Abstract:

Functional communication training (FCT) is a highly effective intervention for teaching communication responses and reducing destructive behavior. FCT has been used across communication modalities, from vocal-verbal behavior or to an augmentative and alternative communication (AAC) device. Bringing communication responses under discriminative control of a multiple schedule allow individuals to identify when communication responses will be reinforced while reducing reinforcement to practical levels. Although researchers have used physical discriminative stimuli in conjunction with an AAC device, no study has embedded the stimuli directly into the device where the communication icons reside. In the current study, we taught a non-vocal adult with autism and persistent communication requests to emit a variety of requests only when a reinforcement was signaled by the color of the AAC icon. We demonstrated the efficacy of this approach with two unique pairs of discriminative stimuli for tangible and edible items, thinning reinforcement for each stimulus class independently. We then rapidly transferred control to new icons and integrated both classes of stimuli into a single AAC grid. This first demonstration of embedding discriminative stimuli into an AAC device represents a promising advancement for non-vocal individuals who may not readily respond to delay or denial cues.

 
 
Symposium #42
CE Offered: BACB
Assessing and Changing Choice in Less-Studied Contexts: Delay Discounting of Recommended Treatments, Asymmetries, and Negative Values in Discounting, and Self-Control Under Noncontingent Money Loss
Saturday, May 27, 2023
12:00 PM–12:50 PM
Hyatt Regency, Centennial Ballroom C
Area: EAB/AUT; Domain: Applied Research
Chair: Camilo Hurtado-Parrado (Southern Illinois University; Konrad Lorenz University)
CE Instructor: Camilo Hurtado-Parrado, Ph.D.
Abstract:

Impulsive behavior is the preference of a smaller sooner (SS) reinforcer over a larger later (LL) reinforcer; the opposite is self-control behavior. Despite major advances in our understanding of factors that influence impulsive preference (e.g., fading, framing, and priming procedures to reduce delay discounting), there is a need to expand the assessment of relevant variables and procedures that affect impulsive choice to less studied contexts. The first presentation will examine delay discounting of a recommended autism spectrum disorder (ASD) treatment in parents of children recently diagnosed with ASD and others asked to imagine being in the same situation. The second presentation will discuss the notion of negative values and asymmetries in discounting (e.g., in social discounting, people could choose to take money from others instead of giving money) and will examine negative values and asymmetries in data from individuals exposed to scenarios in which they would choose to quit or not smoking, report negative versus positive affect, and take money from others instead of giving. The third presentation will analyze the findings of an experiment that tested the effects of different probabilities of noncontingent money loss on the impulsive responses of college students and will compare these findings with previous research that has tested other forms of aversive stimulation (intense noise, cold water, and unpleasant images).

Instruction Level: Intermediate
Keyword(s): autism treatment, aversive control, delay discounting, social discounting
Target Audience:

intermediate

Learning Objectives: (1) Differentiate self-control and impulsive behavior, and the experimental methodologies implemented in behavior analysis to study them. (2) Define different forms of discounting and the methodological approaches to measure them. (3) Define negative values and asymmetries in discounting. (4) Name the effects of aversive stimulation on self-control behavior of human and rodents reported on related research.
 

Delay Discounting of a Recommended Autism Spectrum Disorder Treatment

ERICH K. GROMMET (Troy University), Elizabeth Kryszak (Nationwide Children’s Hospital; Ohio State University), Nathan Hanna (Modern Integrative Psychiatry), Teresa Ibañez (Nationwide Children’s Hospital)
Abstract:

We examined decision-making factors in parents’ treatment-option choices for children diagnosed with autism spectrum disorder (ASD). We presented 31 parents of children recently diagnosed with ASD with a demographic questionnaire, the State-Trait Anxiety Inventory (STAI; Spielberger et al., 1983), the Parenting Stress Index, 4th ed., Short Form (PSI-4-SF; Abidin, 2012), and a delay-discounting task. We also administered the same tasks to 14 people we asked to imagine having a child diagnosed recently with ASD. In the delay-discounting task, participants chose between a recommended treatment and another option. We varied the recommended treatment’s annual cost ($195.31–$12,800,000.00) using an adjusting-amount procedure (Holt et al., 2003) that reset to $50,000.00 at the start of each waitlist duration. We varied the recommended treatment’s waitlist duration (immediately–128 weeks) by starting at the shortest or longest duration and progressively increasing or decreasing every nine trials. The other treatment option was always cost-free and available immediately. Regardless of group affiliation (actual child vs. imagined), STAI responses, or PSI-4-SF responses, most (64.44%) participants gave responses that indicated waitlist duration (i.e., delay) did not affect their treatment choices. This result suggests delay may not affect ASD treatment choices in the same manner it affects many other commodities.

 
Asymmetries and Negative Values in Discounting Research
ALVARO A. CLAVIJO ALVAREZ (Universidad Nacional de Colombia), Juan Pablo Molano Gallardo (Universidad Nacional de Colombia)
Abstract: Most discount research, whether delay, probability, or social, has focused on positive values, which researchers usually depict on the positive side of a Cartesian Coordinate System. For instance, participants in experiments on the subject choose between smaller, sooner money amounts and larger, longer amounts. As a rule, the dependent variable, some value measure, is always positive. On the same token, most research on social discounting has focused on forgoing money altruism. However, regarding discounting, negative values and asymmetries could exist. Rachlin (2016) conceived of the existence of such values and their implications for self-control. In the social distance case, people could take money from others instead of giving. This presentation shows preliminary data showing negative values obtained with 26 Colombian students who wanted or did not want to quit smoking, as Rachlin had foreseen. Another data set shows asymmetries in the hyperbolic function when people report negative versus positive affect and when participants take money from others instead of giving in a Social Discounting Task. These data came from Google questionnaires applied to 128 Colombian university students and 90 students from the National University of Colombia in another study. The presentation discusses the possible implications for future research and theorizing of negative values and asymmetries on discounting.
 

Effects of Noncontingent Point Loss on Impulsive Behavior During an Adaptation of Flora et al.’s (1992) Choice Task

CAMILO HURTADO-PARRADO (Southern Illinois University; Konrad Lorenz University), Julian Camilo Camilo Velasquez Lancheros (Konrad Lorenz University), Julian Cifuentes (Southern Illinois University)
Abstract:

Flora et al. (1992) reported that noncontingent aversive noise increased impulsive responses during a choice task in which participants earned points exchangeable for money. The impulsive option immediately produced 2 points. The self-controlled option produced 10 points after a 16-s delay. It is unclear if other type of aversive stimulation (e.g., symbolic, non-pain related; Crosbie, 1998) would produce the same effect. Twenty-four college students (12 men and 12 women) were exposed to three probabilities of noncontingent point loss (0, .03, .05) during a replication Flora et al.’s choice task. In the absence of point loss (0 probability), participants overall showed a moderate preference for the LL option (approximately 65%), which closely reproduced the choice pattern reported by Flora et al.’s (1992) in their control group (no aversive noise). Self-control responses decreased with the introduction of the point-loss conditions. Lower proportion of LL responses were observed under the .05 probability, as compared to 0 and .03, which approached indifference (approximately 51% LL). Although the same pattern was observed in women and men, women overall showed higher proportion of LL responses across all conditions, and their number of LL responses seemed to have been less affected by the higher probability of point loss (.05), as compared to men. These findings overall support the generality of the effect of noncontingent aversive noise on impulsive responses reported by Flora et al. (i.e., increments in impulsive choice towards indifference).

 
 
Symposium #43
CE Offered: BACB
Diversity submission Backyard Behavior Science: How Technology Allows Weekend Warriors to Conduct Research
Saturday, May 27, 2023
12:00 PM–12:50 PM
Hyatt Regency, Centennial Ballroom B
Area: EAB/AAB; Domain: Translational
Chair: Adrienne Jennings (Daemen University)
CE Instructor: David J. Cox, Ph.D.
Abstract: Science can be defined as the systematic study of the structure and behavior of the physical and natural world through observation and experiment. Historically, people may associate "doing science" with highly controlled laboratory or clinical settings, highly trained specialists, and significant amounts of funding for equipment and personnel. Assuming science can only be conducted under such specific conditions also assumes that only those with access to such conditions can advance our understanding of the physical and natural world. To this we say hogwash. The definition of science offered above highlights there are many ways to "do science" that anyone can participate in starting today. In this symposium we provide three demonstrations of how behavior science enthusiasts — in their free time, around existing commitments, and without breaking the bank — used their "backyard" to conduct translational research on behavior-environment relations. Importantly, recent advances in technology and computer science allow for any behavior science enthusiast to pick up similar tools and to start asking questions about the behavior of biological and artificial organismic behavior.
Instruction Level: Basic
Keyword(s): artificial intelligence, citizen science, technology, translational research
Target Audience: Behavior analysts seeking to better understand basic principles and processes of behavior.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe simple setups for studying nonhuman animal behavior in their backyard; (2) describe simple robotics setups for studying behavior; (3) identify how 1 and 2 allow behavior analysts to learn about basic operant and respondent behavioral principles and processes.
 
Diversity submission Back Porch Studies: Not a Birden at All
(Theory)
JAVIER SOTOMAYOR (Endicott College & Habita), Asim Javed (Endicott College), David J. Cox (RethinkFirst; Endicott College), Jacob Sosine (Behavioral Health Center of Excellence)
Abstract: There are over 50 billion wild birds on Earth – six times the number of humans – comprised of more than 18,000 different species. Although scientists have studied birds for centuries, they have largely focused on less than 1,000 species based on aesthetics, commonality, or a close relation to human affairs (e.g., food, sport). The remaining 94% of wild bird species are, thus, relatively understudied in terms of behavioral repertoires such as food preferences, feeding schedules, and interspecies and intraspecies competition. Relatedly, one may assume that studying wild birds requires a highly controlled environment, advanced equipment, and a large amount of funds. Think again! This presentation describes how behavior or birding enthusiasts alike can study birds on one’s back porch through simple methods and tools such as off-the-shelf cameras (e.g., Ring), suction cups, birdseed, and a little coding; all for under $150. More specifically, we describe how a simple setup allowed us to study six bird species in the North Shore region of Massachusetts, what we learned about bird behavioral ecology (and ourselves), and how the results of this work can bring behavior science into anyone’s backyard. Overall, we hope this talk inspires future backyard studies by demonstrating it’s not too much of a birden.
 
Diversity submission Squirreling Around: A Simple Setup to Study Sciuridae as They Scurry for Science
(Theory)
JACOB SOSINE (Behavioral Health Center of Excellence), David J. Cox (RethinkFirst; Endicott College), Asim Javed (Endicott College), Javier Sotomayor (Endicott College & Habita)
Abstract: In the past decade, consumer-level technology has become increasingly cheaper, more advanced in its primary utility, and easier for non-expert individuals to interact with and use in novel ways. Simultaneously, our data-driven culture has led technology to collect, store, transmit, and automate the analyses of increasingly larger datasets. This improved mixture of technological form and function allows us to use technology in novel and creative ways. For behavior analysts, technological advancements offer new methods to efficiently and accurately collect data on behavior-environment relations. In this backyard science project, we used commercially available products (costing under $99) to observe and analyze the behavioral patterns of members of the Sciuridae species (i.e., squirrels). In this presentation, we demonstrate how similar backyard behavior science enthusiasts can use simple techniques and existing computer technology to measure: time allocation, automate reinforcer delivery based on prescribed schedules, and detect animal positioning from a two-dimensional video stream. Audience members should walk away with a general understanding of how they can begin to leverage easy-to-use consumer-level technology for their own backyard science projects.
 
Diversity submission Robots as Ends in Themselves: How Robots Can Teach Us About Behavioral Principles
(Theory)
DAVID J. COX (RethinkFirst; Endicott College), Jacob Sosine (Behavioral Health Center of Excellence), Asim Javed (Endicott College), Javier Sotomayor (Endicott College & Habita)
Abstract: Behavior scientists from behavior analysis and behavioral ecology have used robots to study and change the behavior of organisms through social interactions (e.g., teach technicians to conduct therapy, condition verbal behavior, study social stimuli in nonhuman animals). Often, the utility of robots was to precisely control an independent variable that would be difficult to control with the same precision if the social partner were a living, biological organism. That is, robots were a means to an end. In this presentation, we describe how robots can be used as ends in themselves to learn about behavior-environment relations via robotics kits costing under $150. Faculty might find robots a cheap alternative to teach basic behavioral principles in an age of dwindling funds for basic nonhuman animal labs. Basic researchers might find robots useful to study how basic behavioral processes interact without extra-experimental bio-behavioral processes getting in the way. And, behavior enthusiasts might find robots useful to learn how behavior is determined by many processes within a whole organism as opposed to focusing only on isolated Antecedent-Behavior-Consequence units.
 
 
Panel #44
CE Offered: BACB — 
Ethics
Deja View All Over Again: Ethical Drift Continues
Saturday, May 27, 2023
12:00 PM–12:50 PM
Hyatt Regency, Centennial Ballroom D
Area: PCH/DDA; Domain: Service Delivery
CE Instructor: Thomas L. Zane, Ph.D.
Chair: Thomas L. Zane (University of Kansas)
JON S. BAILEY (Florida State University)
YULEMA CRUZ (Rutgers University)
MARY JANE WEISS (Endicott College)
Abstract:

The new "Ethics Code for Behavior Analysts," published by the Behavior Analyst Certification Board, is the newest iteration of our ethical obligations as behavior analysts. As our ethical requirements grow and clarify, there continues to be ethical lapses amongst the professionals in our field. Ethical drift continues. This panel, comprised of four members of the ABA ethics hotline, will present several case studies of ethical dilemmas, and each panel member will talk through how s/he thinks about each case, discussing interpretations, possible actions, and eventual resolutions. This panel has presented at ABAI for the past several years and has been very well attended.

Instruction Level: Intermediate
Target Audience:

There are no prerequisite skills - ethical behavior is required by all who practice in our field. We are targeting behavior analysts who work with humans and non-humans; ethics apply to all we do.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) make better discriminations between dilemmas that involve and do not involve unethical behavior; (2) orally describe the difference between coaching and disciplinary review consequences; ( (3) when given an ethical dilemma case, will be able to identify which section of the code it relates to, and possible approaches towards resolving it.
Keyword(s): drift, ethics, human rights, service delivery
 
 
Panel #45
CE Offered: BACB
Applications and Implications of Nonlinear Contingency Analysis and the Constructional Approach to Behavioral Interventions
Saturday, May 27, 2023
12:00 PM–12:50 PM
Hyatt Regency, Centennial Ballroom H
Area: PCH/AAB; Domain: Service Delivery
CE Instructor: Richard T. Codd, Eds
Chair: Richard T. Codd (Refresh Mental Health)
BARBARA HEIDENREICH (Animal Training Fundamentals)
JONATHAN AMEY (AIMS Instruction)
AWAB ABDEL-JALIL (Endicott College / Great Leaps Academy / Eastern Florida Autism Center)
Abstract:

This panel will discuss the design of constructional clinical and other behavioral interventions informed by a nonlinear contingency analysis (NCA). NCA considers disturbing patterns to be a successful adaptation to the current consequential context and its history. Accordingly, it often does not attempt to directly change the presenting complaint, or any associated thoughts or feelings. Instead alternative contingencies, in partnership with the client, are designed that provide the same or greater benefit as the disturbing pattern, but at less cost. When certain patterns are completely off occasion from that of the disturbing pattern, and participate in contingencies that serve to potentiate the benefits of the disturbing pattern, systemic intervention is often required. Such intervention often results in changes in the disturbing pattern, and any accompanying thoughts and feelings, without direct intervention. From time to time immediate relief may be provided by topical interventions as systemic intervention is underway. In this way there can be a mix of a variety of behavioral and related interventions when solving behavior problems. The panelists have extensive experience applying NCA in a variety of settings across different populations—clinics, schools, in-home, zoos, and wildlife conservations. They will answer questions posed by the chair and audience, and discuss how they have been able to provide NCA applications and how behavioral practitioners from a wide spectrum of approaches might benefit for NCA.

Instruction Level: Intermediate
Target Audience:

Practitioners of ABA, animal trainers, clinicians, BCBAs, RBTs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe what it means to apply a constructional approach; (2) Describe what it means to apply a constructional approach; (3) Provide examples of applications of the constructional approach in multiple settings.
Keyword(s): Animal Behavior, Constructional, Nonlinear Analysis
 
 
Paper Session #45A
CE Offered: BACB
Using a Behavioral Analytic Approach to Support Students in a Constructivist Preschool Setting
Saturday, May 27, 2023
12:00 PM–12:25 PM
Hyatt Regency, Capitol Ballroom 4
Area: DEV
Instruction Level: Intermediate
Chair: Kavya Kandarpa (University of Cincinnati)
CE Instructor: Kavya Kandarpa, M.S.
 
Using a Behavioral Analytic Approach to Support Students in a Constructivist Preschool Setting
Domain: Applied Research
KAVYA KANDARPA (University of Cincinnati), Mary Stepanek (University of Cincinnati), Kara Acosta (University of Cincinnati), JOSALYN ACCOYA FOSTER (University of Cincinnati), Catelyn Smeyne (University of Cincinnati), Alexis Blackmon (University of Cincinnati)
 
Abstract: Early childhood education settings allow children to develop relationships with adults and peers, practice social and emotional skills, habituate to daily routines, and establish age-appropriate behavioral and academic skills (McMullen et al., 2020). Preschool children have initial opportunities to socially interact with peers while learning developmentally appropriate behaviors expected at this age (Stanton-Chapman, 2015). While research has shown that preschoolers may benefit from a constructivist approach and experiential learning model where peers can learn social and behavioral skills from each other (Carr & Boat, 2019; Gealy et al., 2022; Huitt & Hummel, 2003), some students may need more instruction, modeling, practice opportunities, and behavior-specific feedback from school support staff to be successful (Gresham et al., 2001). When consulting with school staff who practice a different orientation compared to behavioral consultants, it is important to collaboratively define and measure the target variables, plan and implement the intervention, and collect data. The purpose of this presentation will be to display data from cases that used behavior analysis and a behavioral orientation to support students through behavioral consultation with school teachers who employ a constructivist and experiential teaching model.
 
 
 
Invited Paper Session #46
CE Offered: BACB/QABA — 
Supervision
Cultural Responsiveness in Research and Mentorship Within Behavior Analysis
Saturday, May 27, 2023
12:00 PM–12:50 PM
Convention Center Four Seasons Ballroom 1
Area: SCI; Domain: Service Delivery
Chair: Sarah A. Lechago (University of Houston-Clear Lake)
CE Instructor: Sarah A. Lechago, Ph.D.
Presenting Author: CORINA JIMENEZ-GOMEZ (University of Florida)
Abstract:

Although scientific endeavors strive to be objective, they are the work of individuals whose unique perspectives and experiences impact their research and interpretations of the world and data. Institutionalized discrimination – based on race, gender, national origin, disability, and socioeconomic position, among others – persists in academic and scientific institutions. Further, such discrimination has created barriers for individuals from minoritized groups to participate in building and adding their perspectives to our science. For the field of behavior analysis to truly “diversify,” we must actively engage in behaviors that foster inclusive and safe learning environments for students, engage in collaborative work, and incorporate culturally responsive research and mentorship practices. This talk will review where we are as a field, showcase exemplars of culturally responsive practices, and propose steps for moving forward.

Instruction Level: Basic
Target Audience:

Students, Researchers, BCBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify how research practices impact the scope and products of our science; (2) Identify how individuals in leadership positions shape the field; (3) Identify the current state of diversity in research and training in the field of behavior analysis; (4) Identify areas for growth and approaches to improve research and mentorship practices
 
CORINA JIMENEZ-GOMEZ (University of Florida)
Dr. Corina Jimenez-Gomez (she/her/ella) is an Assistant Professor in the Behavior Analysis program at the University of Florida. She earned a Licensure in Psychology at the Universidad Católica Andrés Bello in Caracas, Venezuela, and a doctoral degree in Psychology with an emphasis in Behavior Analysis from Utah State University. She completed post-doctoral training at the University of Michigan and was a Research Fellow at The University of Auckland, New Zealand. She has held faculty positions at the Florida Institute of Technology and Auburn University. In addition, she served as clinical supervisor at The Scott Center for Autism Treatment at Florida Tech and was the Director of the Center for Autism Research, Treatment, and Training (CARTT) at Auburn University. Dr. Jimenez-Gomez is a Board Certified Behavior Analyst at the doctoral level, whose professional interests include translational and applied behavioral research in the areas of choice and reinforcement processes, the use of technology in ABA settings, caregiver and staff coaching, and cultural responsiveness in Behavior Analysis. Dr. Jimenez-Gomez has served as a reviewer for various scientific journals and is currently on the editorial board of the Perspectives on Behavior Science and the Journal of Applied Behavior Analysis, and is Associate Editor for Behavior Analysis in Practice. She is also the mom of two amazing humans and an elderly Labrador, and is married to a fellow behavioral scientist.
 
 
Invited Panel #205
CE Offered: BACB
SQAB Panel: Billy Baum: Contributions to the Experimental and Theoretical Analysis of Behavior
Saturday, May 27, 2023
12:00 PM–12:50 PM
Convention Center Four Seasons Ballroom 4
Area: SCI; Domain: Theory
Chair: Leonard Green (Washington University in St. Louis)
CE Instructor: Julian C. Leslie, Ph.D.
Panelists: SARAH COWIE (University of Auckland, New Zealand), JULIAN LESLIE (Ulster University), TIMOTHY A. SHAHAN (Utah State University), CARSTA SIMON (University of Agder, Norway)
Abstract:

This panel briefly describe the work of Dr. Billy Baum as they discuss how it has influenced their own work and perspectives on Behavior Analysis.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe at least one way in which Dr. Baum’s work contributed to the experimental analysis of behavior, (2) describe at least one way in which Baum’s work contributed to theoretical perspectives about applications of behavior analysis, and (3) describe how his contributions have been important for the work described by at least one of the panelists.
SARAH COWIE (University of Auckland, New Zealand)
JULIAN LESLIE (Ulster University)

I obtained my doctorate from Oxford University in 1974, supervised in part by Jock Millenson who had been trained in operant conditioning at Columbia University, New York.  Since then I have been in academic posts in Northern Ireland and have been a full professor since 1986. I published textbooks on behaviour analysis from 1979 to 2002, and some of these remain in print. As well as teaching undergraduate and postgraduate courses, I  have  successfully supervised 50 students  who  have  obtained PhDs  in fields including, experimental analysis of behaviour, applied behaviour analysis, psychopharmacology, behavioural neuroscience, experimental psychology, applied psychology. Three PhD’s were concerned with behavioural strategies to address environmental issues. In 1977 I was co-founder of the group, Behaviour Analysis in Ireland which became a chapter of ABAI. In 2004, the group became the Division of Behaviour Analysis of the Psychological Society of Ireland, and I was the Division chair from 2009 to 2020. I organised the Third European Meeting for the Experimental Analysis of Behaviour in Dublin, Ireland 1999, and have co-organised 15 annual conferences of the Division of Behaviour Analysis from 2007 to 2023. I was on the program committee for the ABAI 11th International conference, Dublin 2022.   In 2014, I was awarded a Doctorate of Science by Ulster University for career research on the experimental analysis of behaviour.  In 2018 I was appointed as a  Fellow, Association for Behavior Analysis International.  From 2014 to 2023, I have given a series of papers on conceptual issues in behaviour analysis (including behavioural accounts of consciousness and the metaphysical basis of behaviour analysis). Recent empirical work is mostly on the application of behavior analysis in mainstream education.  

TIMOTHY A. SHAHAN (Utah State University)

Dr. Shahan received his Ph.D. in Psychology from West Virginia University in 1998. He was a postdoc at the University of Vermont, and then a Research Assistant Professor at the University of New Hampshire. He was the recipient of the 2006 B.F. Skinner Young Researcher Award and the 2023 Distinguished Contribution to Basic Behavior Analysis Award, both from Division 25 of APA. He is presently a Professor in the Psychology Department at Utah State University. Dr. Shahan’s research focuses on fundamental processes in learning, adaptation, and behavioral regulation with an emphasis on development, testing, and translation of quantitative theories of operant behavior. Much of his research has used animal models to examine how reinforcement and reinforcement-related stimuli contribute to attention, decision making, persistence, and relapse. His research has been supported for more than 20 years by various institutes at NIH including NIMH, NIAAA, NIDA, and NICHD. Dr. Shahan is a Fellow of ABAI and has served as an Associate Editor and Guest Editor for the Journal of the Experimental Analysis of Behavior, president of the Society for the Quantitative Analyses of Behavior, and chair of the Biobehavioral Regulation, Learning and Ethology study section at NIH. 

CARSTA SIMON (University of Agder, Norway)
Carsta Simon is full professor at the University of Agder (Norway). She holds a Ph.D. degree in Behavior Analysis and a master's degree with distinction in Psychology. She is alumna of the German Academic Scholarship Foundation. In her empirical and conceptual work, she investigates what qualifies as meaningful behavioral units of analysis. She aims at understanding how behavior is selected by its effects on the organism’s environment in ontogeny and in phylogeny, how an organism's behavior shapes the environment, and the interplay between the two. Dr. Simon’s experimental work focuses on the molar dynamics of verbal behavior in conversations. She aims at contributing to an interdisciplinary integration of behavior analysis, behavioral ecology, and evolutionary theory. She co-organizes an open access zoom-based journal club on the Philosophy of Behavior Analysis and teaches university courses on a plethora of topics in English, the Scandinavian languages, and German.
 
 
Panel #49
CE Offered: BACB
Responding to Recent Critiques of Applied Behavior Analysis (ABA): Behavior Analyst and an Autistic Adult’s Perspectives
Saturday, May 27, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 4A/B
Area: AUT/DEV; Domain: Service Delivery
CE Instructor: Joseph H. Cihon, Ph.D.
Chair: Joseph H. Cihon (Autism Partnership Foundation; Endicott College)
JUSTIN B. LEAF (Autism Partnership Foundation; Endicott College)
MELISSA SAUNDERS (Creative Interventions)
NOAH RUSSELL (Autism Partnership Foundation)
Abstract:

For over 50 years, intervention methods informed by the principles of applied behavior analysis (ABA) have been empirically researched and clinically implemented with autistics/individuals diagnosed with autism spectrum disorder. Despite the plethora of evidence for the effectiveness of ABA-based interventions, some autism rights and neurodiversity activists have expressed concerns with ABA-based interventions. Concerns have included discontent with historical events, issues with assent, issues with behavior analytic procedures, issues with what we are teaching, ableism, masking, and possible harm that we are causing. These concerns are continually raised and discussed in various platforms (e.g., social media, conferences, in peer-reviewed papers). The purpose of this panel is to examine some of the expressed concerns about ABA-based interventions and suggest productive ways of moving forward to help provide the best outcomes for autistics/individuals diagnosed with autism spectrum disorder. The panelist members will provide a variety of different perspectives (e.g., behavior analysts, clinicians, autistic adults).

Instruction Level: Intermediate
Target Audience:

This panel would be beneficial to any behavior analyst currently in the practice wing of the field providing behavioral intervention for autistics/individuals diagnosed with ASD (e.g., RBTs, BCaBAs, BCBAs, paraprofessionals).

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) describe the risks of ABA critics; 2) At the end of the presentation participants will identify strategies for appropriately responding to ABA critiques; 3) At the end of the presentation participants will describe strategies for continuous improvement and innovation in research and clinical practice
Keyword(s): ABA-based intervention, ableism, masking, neurodiversity
 
 
Panel #51
CE Offered: BACB
Slowing the Revolving Door: Strategies for Building and Maintaining a Team of Technicians
Saturday, May 27, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 4C/D
Area: AUT; Domain: Service Delivery
CE Instructor: Shawn E Kenyon, Ed.D.
Chair: Shawn E Kenyon (Northeastern University and Grupo Método)
ALYSON BURCHILL (Behavioral Consultant)
PAULA KENYON (Northeastern University and Grupo Método)
JÚLIA BRAGA KENYON (Assumption University, ABS Behavioral Health Services, LLC)
Abstract:

Quality services in behavior analysis depend in great measure on stability of team members. Attrition has historically been a stumbling block to providing quality services in schools, day programs, residential programs, clinics, and home settings. With the onset of the COVID-19 pandemic and its devastating effect around the globe, organizations are now forced to contend with what has been referred to as the “great resignation”. This panel will bring together perspectives on this issue from three different levels in a behavior analytical organization (owner, chief clinical officer, and technician). The owner will discuss the importance of having policies to address desired schedule by technicians, the impact of contract and rates on financial sustainability, and the balance between profitability and investing in clinical resources. The chief clinical officer will discuss the importance of clinical standards when designing the technician cycle from onboarding to training, to performance management. The technician will provide perspective on personal experience and will highlight practices that increase satisfaction with employment.

Instruction Level: Basic
Target Audience:

N/A Basic

Learning Objectives: (1) Identify policies to address desired schedule by technicians, the impact of contract and rates on financial sustainability, and the balance between profitability and investing in clinical resources. (2) Identify the importance of clinical standards when designing the technician cycle from onboarding to training, to performance management. (3) Identify potential perspectives from a technician point of view on practices that may increase job satisfaction.
 
 
Symposium #53
CE Offered: BACB
Embracing Child Voice and Compassion: Best Practices for Application of Adapted Group-Based Cognitive Behaviour Therapy for Children and Youth With Autism Spectrum Disorder (ASD), Anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD)
Saturday, May 27, 2023
3:00 PM–3:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/DDA; Domain: Service Delivery
Chair: Tricia Corinne Vause (Brock University)
Discussant: Christina M. Peters (Northwest Behavioral Associates)
CE Instructor: Christina M. Peters, Ph.D.
Abstract:

Adapted group-based Cognitive Behaviour Therapy (CBT) has been linked to a number of benefits for children with ASD, anxiety and ADHD, including increased social interactions, skill generalization, coping strategies, and emotional regulation. Further, it provides clinicians with the ability to work with children simultaneously, making it more accessible to a larger number of individuals at potentially reduced costs. This symposium includes two presentations on the application of adapted group-based CBT for children and youth with ASD, anxiety and ADHD. The first presentation will provide a synthesis of best practices and clinical recommendations for implementing adapted group-CBT for children with ASD and anxiety and/or obsessive compulsive behaviours. The second presentation is a direct application of these best practices within a blended dance and behaviour therapy program for children with ADHD in mental health day treatment. Together, these presentations will provide practical information for clinicians coupled with a direct application of adapted group-CBT.

Instruction Level: Intermediate
Keyword(s): adapted CBT, child voice, group treatment, neurodiversity
Target Audience:

Target audience members should have or be working toward BCBA certification and have a thorough understanding of basic behaviour principles. No knowledge of Cognitive Behavioural Therapy is required.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list the effects of integrating child voice and compassion on both children and their parents within the context of adapted group-CBT; (2) identify a minimum of three adaptations needed to effectively deliver group-based CBT to children with ASD, anxiety, and/or ADHD; and (3) describe how these adaptations can be implemented within a community-based treatment program.
 

Best Practices and Clinical Recommendations for Adapted Group Cognitive Behaviour Therapy to Treat Anxiety and Obsessive Compulsive Behaviours in Children With Autism Spectrum Disorder

BRIANNA M. ANDERSON (Brock University), Tricia Corinne Vause (Brock University), Donato Tarulli (Brock University), Jan Frijters (Brock University), Maurice Feldman (Dept. of Applied Disability Studies, Brock University)
Abstract:

Many children with high functioning autism spectrum disorder (ASD) experience mental health challenges, such as obsessive-compulsive behaviours (OCBs) and anxiety. While a number of studies have been published evaluating adapted group-based Cognitive Behaviour Therapy (CBT) with and without behaviour analytic strategies for treating OCBs and anxiety, a synthesis of best practices for clinical implementation is sorely needed. Upon review of existing literature, we chose to highlight best practices across four key areas—(a) consent, assent, and child voice; (b) compassionate care; (c) parent involvement; and (d) ASD adaptations (e.g., simplifying instructions, providing structure and predictability). The aim of this presentation is to provide clinicians with a cohesive summary of best practices across these four areas so they can effectively provide adapted group-based CBT to children with ASD and anxiety and/or OCBs. Further, we provide empirically informed recommendations that can be implemented by frontline clinicians as well as examples from evidence-based adapted CBT programs for children with ASD to further illustrate these recommendations.

 

Dance With a B-E-A-T: Individualized Dance Programming With Behavior Analysis and Therapy for Children With Attention-Deficit/Hyperactivity Disorder (ADHD)

DANA KALIL (Brock University), Tricia Corinne Vause (Brock University), Linda Morrice (Pathstone Mental Health), Sarah Davis (Brock University), Brianna M. Anderson (Brock University), Priscilla Burnham Riosa (Brock University), Maureen Connolly (Brock University)
Abstract:

A manualized program, Dance with a B-E-A-T (Behavior Analysis and Therapy), was embedded within children’s day treatment. Our program combines recreational dance with behavior analysis and therapy to help facilitate improvements in motor skills, social skills, emotional regulation, and self-coping. The present study used therapeutic components, such as antecedent strategies, a token economy, relaxation, constructive self-talk and covert coping strategies. Five participants with ADHD and anxiety (7-9 years) participated with the aim of teaching three dance combinations and facilitating social-emotional coping. Observational probes at pre- and post-test measured percentage of dance skills completed correctly using a task analysis for each dance skill. Results suggested a positive impact on the group’s physical and social skills. There was a statistically significant improvement in correct steps between pre- and post-test for two of the three dance skills and the mean IOA score was 86%. Treatment integrity for program implementation was 91%. The Consumer Satisfaction Questionnaire indicated that the day treatment counsellor and teacher were extremely satisfied with the program. Qualitative data from satisfaction questionnaires, case notes and a word cloud conducted with children and staff suggested that participants had a very positive experience. Implications and current iterations of the program will be discussed.

 
 
Symposium #54
CE Offered: BACB
Health, Sport, and Fitness Special Interest Group (SIG) Grant Recipients: Exciting New Areas of Research
Saturday, May 27, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 2B
Area: CSS/TBA; Domain: Applied Research
Chair: Tyler Ré (The Chicago School of Professional Psychology)
CE Instructor: Tyler Ré, Ph.D.
Abstract:

This symposium will include three recently completed projects by the 2021 Behavior Analysis in Health, Sport, and Fitness Special Interest Group (HSF SIG) research grant recipients. The purpose of the HSF SIG Small Research Grant is to support experimental research that demonstrates the application of behavior analysis to address human behavior in the areas of health, sport, or fitness. Additional goals of this program are to disseminate behavior analytic research and practice and to expand research opportunities for students of behavior analysis. The first presentation will describe a study that evaluates whether ultramarathon runners who discount more steeply across monetary delay discounting tasks than non-ultrarunning peers. It then takes a within group analysis to evaluate whether motivation and presumed effort would cause additional changes to discounting rates. The second presentation will examine the effects of self-monitoring and goal setting on the number of elevated heart rate minutes accrued each week in overweight adults. The final presentation will describe a study that investigated the use of a remote video-based training on the ball direction prediction in goalkeepers. This study investigated components of a BST approach and slow motion videos as a possible training intervention. Recipients of the 2023 HSF SIG Small Research Grant will be announced at the end of the session.

Instruction Level: Basic
Keyword(s): Delay Discounting, HSF, Self-Management, Video Training
Target Audience:

graduate students, researchers, behavior analysts interested in the application of behavior analysis to health, sport, and fitness

Learning Objectives: Attendees will be able to identify applications of behavior science in health, sport and fitness by: 1. describe an application of delayed discounting within health, sport and fitness application of behavior analysis. 2. identify the implications of self-management on maintaining an elevated heart rate to achieve selected personal goals. 3. identify the importance of kinematic variables associated with predictive behavior in soccer.
 

Delay Discounting in Ultramarathon Runners: Identifying the Indifference Point in Finishing the Barkley’s Fall Classic

AMY RACHEL BUKSZPAN (Endicott College, Butterfly Effects), David J. Cox (RethinkFirst; Endicott College), Victoria Lovelace (TSI Health, LLC)
Abstract:

Ultramarathon running is a quickly developing sport with a growing research base (Garbisu-Hualde & Santos-Concejero, 2020). Despite findings that imply that ultramarathon runners make unhealthy decisions, other findings suggest that ultramarathon runners are less likely to take risks and more likely to be health motivated (Hoffman & Krouse, 2018). This study aims to evaluate whether ultramarathon runners who ran The Barkley Fall Calssic in 2022, discount more steeply across monetary delay discounting tasks than non-ultrarunning peers. It then takes a within group analysis to evaluate whether motivation and presumed effort would cause additional changes to discounting rates. This research seeks to extend the work of Ostaszewski et al. (2013) on cognitive and physical effort on discounting rates as well as Kopetz et al. (2021) on motivation and discounting. Lastly this study seeks to create a functioning model to predict whether motivation or effort cause certain ultramarathon runners to discount race completion more steeply than others and if coaches can utilize this knowledge to improve training and race performance.

 

The Effects of Self-Monitoring and Goal Setting on the Number of Minutes Engaged in an Elevated Heart Rate

AMBER LAMPERT (32803), Rachael Tilka (Western Michigan University), Jonathan K Fernand (Florida Institute of Technology)
Abstract:

The CDC recommends that adults engage in moderate physical activity for 150 minutes or vigorous activity for 75 minutes each week. These measures can be observed with ease with the assistance of a heart rate monitor. The present research utilizes a changing criterion design with an embedded withdrawal to evaluate the effects of self-monitoring and feedback on the number of minutes participants engage in an elevated heart rate. The participants in this study were adults over the age of 18, overweight with a BMI of at least 25, and had an interest in losing weight. Participant’s selected weekly goals, wore a smart watch daily, and engaged in self-monitoring. Self-monitoring consisted of hand graphing their data if they reach their weekly goal and submitting a checklist and supplemental materials to the researcher each week. The majority of the current research in behavior analysis focuses on increasing daily distance traveled and/or steps taken through a pedometer. Although these studies have shown positive results, they do not account for intensity in real time and assume the intensity based on the topography and/or description of the behavior. Thus, this study holds potential to expand the current literature regarding self-monitoring and weight loss.

 
Effects of a Video-Based Training on the Prediction of Ball Direction in Penalty Kicks
JAIR YEPEZ TORRES (The Chicago School of Professional Psychology), Tyler Ré (The Chicago School of Professional Psychology), Kathryn L. Kalafut (The Chicago School of Professional Psychology), Chrystal Jansz Rieken (The Chicago School of Professional Psychology)
Abstract: Predicting the behavior of the opponent player is an important skill during penalty kick actions in soccer. Research has shown different kinematic variables that reliably correlate with the direction of a soccer ball during penalty kicks. However, research has not identified an effective training strategy that uses these variables to train goalkeepers. This study used the support foot angle to train goalkeepers as this variable is one of the earliest sources of information that predicts ball direction and one of the easiest variables to detect from a goalkeeper’s frontal view. A combination of instruction, modeling, practice, and feedback was used to train three amateur goalkeepers remotely. A multiple baseline design across participants was used to analyze the effects of these interventions on the goalkeeper’s prediction of ball direction during penalty kick videos. Additionally, slow-motion videos were used as a remedial training strategy to increase ball direction prediction. Results of the study showed that the use of practice and feedback when in combination with slow-motion videos were effective at increasing the prediction of ball direction across participants. Nevertheless, only one participant was able to reach mastery criteria with videos at 100% speed. Despite this limitation, all participants showed an increased accuracy of ball direction prediction during maintenance sessions when compared to baseline. Results of this study showed that it is possible to train goalkeepers remotely for behaviors that incorporate multiple components such as the prediction of ball direction.
 
 
B. F. Skinner Lecture Series Paper Session #57
CE Offered: BACB
Targeted Medication Treatments for Behavioral Features of Autism and Fragile X – Research Trial Results and Challenges
Saturday, May 27, 2023
3:00 PM–3:50 PM
Convention Center Four Seasons Ballroom 1
Area: DDA; Domain: Applied Research
Chair: Patrick Romani (University of Colorado, Anschutz Medical Campus)
CE Instructor: Nicole Tartaglia, M.D.
Presenting Author: NICOLE TARTAGLIA (University of Colorado School of Medicine and Children's Hospital Colorado)
Abstract: Advances in neuroscience have led to discovery of many potential medication targets for treatment of behavioral and cognitive disorders in autism spectrum disorder and other neurogenetic syndromes, leading to many different clinical research trials in these conditions. This presentation will introduce audiences to the different pharmaceutical trials targeting behavioral outcomes, including trials of glutamate antagonists and GABA agonists in Fragile X syndrome, and vasopressin antagonists and cannabidiol (CBD) for treatment of irritability and anxiety in autism. We will also discuss some of the challenges in designing and executing medication trials targeting behavioral outcomes in individuals with autism and other developmental disabilities, and the unmet need for strong behavioral outcome measures for use in pharmaceutical trials.
Instruction Level: Intermediate
Target Audience:

The target audience includes those interested in medication treatment trials and research in autism and developmental disabilities, those involved in the development of new tools and strategies to measure behavioral outcomes in clinical trials

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the results of recent medication trials targeting behavior in autism, Fragile X and other neurogenetic conditions; (2) List challenges faced by investigators studying new medication treatments for behavioral and neurodevelopmental disorders; (3) Recognize important components of the tools needed to study behavioral outcomes in pharmaceutical trials
 
NICOLE TARTAGLIA (University of Colorado School of Medicine and Children's Hospital Colorado)
Nicole Tartaglia, MD, MS is a Developmental-Behavioral Pediatrician and Professor of Pediatrics at University of Colorado School of Medicine and Children's Hospital Colorado. She completed her medical education and graduate studies in Clinical Investigation at University of Colorado, Pediatric training at Children's Hospital Los Angeles, and fellowship training in Developmental-Behavioral Pediatrics at the University of California Davis MIND Institute. Since 2007, she has been Director of the Denver Fragile X Clinic for children and adults affected by mutations in the FMR1 gene and Director of the eXtraordinarY Kids Clinic for individuals with sex chromosome disorders serving patients from the prenatal period to adulthood. She leads a research team focused on identifying behavioral phenotypes in these neurogenetic disorders, and conducting clinical trials for investigational medications targeting behavioral and developmental outcomes in Fragile X, autism, and sex chromosome disorders. Her clinical practice focuses on neurodevelopmental care and psychopharmacologic medication management for psychological and behavioral challenges in children and adolescents with autism, ADHD, intellectual disability and neurogenetic disorders. She lives in Colorado with her husband and 2 children, and enjoys hiking, snowboarding, backpacking, red wine, and social engagements with friends, colleagues, and family.
 
 
Invited Paper Session #58
CE Offered: BACB
Process-Based Analysis of Defusion and Self-Based Exercises in Acceptance and Commitment Therapy
Saturday, May 27, 2023
3:00 PM–3:50 PM
Hyatt Regency, Capitol Ballroom 1-3
Area: DEV; Domain: Applied Research
Chair: Kieva S. Hranchuk (Brock University)
CE Instructor: Francisco José Ruiz Jiménez, Ph.D.
Presenting Author: FRANCISCO JOSÉ RUIZ JIMÉNEZ (Fundación Universitaria Konrad Lorenz)
Abstract:

A unique characteristic of Acceptance and Commitment Therapy (ACT) is the possibility of being updated and enhanced according to clinically-relevant conceptualization and research conducted within Relational Frame Theory (RFT). Defusion and self-based exercises are distinctive components of ACT. However, they might be seen as interactions only suitable for individuals with sophisticated verbal repertoires. This presentation will discuss different RFT conceptualizations of the processes involved in defusion and self-based exercises and the empirical evidence obtained from experimental analogs. First, we will present examples of different types of defusion and self-based exercises. Second, different theoretical proposals of the processes involved in these exercises will be discussed. Third, we will review laboratory research conducted to understand defusion and self-based exercises. Fourthly, we will discuss how RFT conceptualization and research could help to improve the efficacy of these types of exercises. Lastly, we will suggest how defusion and self-based exercises can be adapted to individuals with less sophisticated verbal repertoires.

Instruction Level: Intermediate
Target Audience:

Researchers and practitioners interested in Acceptance and Commitment Therapy and Relational Frame Theory

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) List types of defusion and self-based exercises; (2) Identify research results on basic processes involved in defusion exercises; (3) Identify research results on basic processes involved in self-based exercises; (4) Integrate research results within an RFT conceptualization of psychological flexibility.
 
FRANCISCO JOSÉ RUIZ JIMÉNEZ (Fundación Universitaria Konrad Lorenz)
Francisco J. Ruiz received his doctoral degree in Psychology in Universidad de Almería (Spain) under the supervision of Dr. Carmen Luciano. He worked in several Spanish universities before accepting a professor position in Fundación Universitaria Konrad Lorenz (Colombia) in 2015. In this position, he designed a Ph.D. program with a high emphasis on behavior analysis. He has been also awarded as “Distinguished Researcher” of Fundación Universitaria Konrad Lorenz twice and has been inducted as a Fellow of Association for Contextual Behavioral Science. He has published about 100 scientific articles focused on Acceptance and Commitment Therapy (ACT) and Relational Frame Theory (RFT).
 
 
Invited Paper Session #59
CE Offered: BACB
Induction and the Provenance of the Activity Anorexia Cycle
Saturday, May 27, 2023
3:00 PM–3:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: EAB; Domain: Applied Research
Chair: Marco Vasconcelos (University of Aveiro)
CE Instructor: Ricardo Pellon, Ph.D.
Presenting Author: RICARDO PELLON (Universidad Nacional de Educacion a Distancia)
Abstract:

Anorexia nervosa is a disorder characterized by the high failure of treatment approaches, both psychological and pharmacological. The low rate of clinical success may be due to a mischaracterization in most commonly used classifications, which implies a therapeutic approach focused on non-nuclear symptoms and delayed diagnosis. Some authors point out that core symptomatology of food rejection and distortions in the body image could develop in late stages and be the result of the neurological affectation of malnutrition, rather than the cause of the disorder. The activity-based anorexia protocol has been widely accepted as an animal model of the disorder and has been used to test possible treatments for anorexia nervosa. There is experimental evidence in activity anorexia suggesting that excessive activity is a crucial factor in the development of the phenomenon. The aim of this presentation is to review the results from animal research using the activity-based anorexia model with an emphasis on the evidence and possible explanatory mechanisms of excessive activity. Results obtained in our laboratory suggest that the combination of food restriction and exercise is the way to develop anorexia. Increased activity is a common foraging response in mammals subjected to food restriction. This activity is expressed more frequently under diet, which facilitates its subsequent increase by mechanisms of reinforcement and induction. It has been proposed that the contingencies established by western culture encourage people to be involved in exercise and diet regimes, which in some individuals may lead to the combination of strong food restriction and hyperactivity, initiating the cycle of anorexia. These results are in line with historical descriptions of the disorder and new clinical and research evidence that reports an excessive physical activity in a high proportion of diagnosed patients. The proposed theoretical view will be based on basic and clinical research data of several studies that point in a similar direction, to propose a framework that can guide future research and clinical approaches to anorexia nervosa.

Instruction Level: Intermediate
Target Audience:

People interested in behavioral approaches to eating disorders.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) evaluate the validity of an animal model of anorexia nervosa; (2) distinguish different theoretical interpretations and their key components; (3) predict results from the conceptual understanding of the phenomenon of activity anorexia.
 
RICARDO PELLON (Universidad Nacional de Educacion a Distancia)
Ricardo Pellón got the Degree in Psychology in 1980 and in 1987 defended his PhD in the area of Experimental Psychology, both at Universidad Autónoma de Madrid (Spain). He has held research positions at University of Wales College of Cardiff, UK (1981-1984) and the Addiction Research Centre of the National Institute on Drug Abuse, Baltimore, USA (1990-1991). In 2005-2006 he spent a sabbatical leave at Arizona State University, USA. He is currently Professor of Psychology at Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain, where he directs an Animal Learning and Behaviour Lab working predominantly (but not exclusively) on animal models of excessive behavior, such as schedule-induced polydipsia and activity-based anorexia, both using laboratory rats as experimental subjects. He has published in international journals in the areas of learning and behavior, behavioral pharmacology, and neural substrates of behavior. He has supervised 14 PhD thesis in different Spanish universities and is currently supervising 7 PhD students at UNED. He has served as external examiner in many committees, including 43 PhD dissertations. For more information, please check the website: http://portal.uned.es/portal/page?_pageid=93,698044&_dad=portal&_schema=PORTAL
 
 
Panel #61
CE Offered: BACB — 
Ethics
Diversity submission Applied Behavior Analysis (ABA) Consultation in Diverse Public School Settings: Community-Centered Frameworks
Saturday, May 27, 2023
3:00 PM–3:50 PM
Convention Center 403/404
Area: EDC/TBA; Domain: Service Delivery
CE Instructor: Megan G. Kunze, Ph.D.
MENAKA KUMARI DE ALWIS (University of Oregon)
BERENICE DE LA CRUZ (Texas A&M University-San Antonio)
WENDY I GUFFEY (Texas A & M University-San Antonio)
Abstract:

Educators in public schools face a diverse student population, requiring them to address unique academic and adaptive needs, encourage self-regulation, and decrease challenging behavior. Pre-service teachers receive some classroom management training in their preparation programs, yet this is limited and often leaves teachers with minimal understanding of preventing and responding to disruptive classroom behavior. Limited resources and budgets are common barriers to further in-service training for educators, burdening school administrators with increasing maladaptive behaviors and teacher burnout. One solution is strengthening the partnership between Behavior Analysts and schools through consultation. This panel will discuss various frameworks and share their experiences of providing ABA consultation in public schools (Pre-K through Secondary) to support diverse student populations and stakeholders. Panelists will explicitly highlight three consulting frameworks, each addressing unique school needs and settings: a multi-year consultation, a framework based on the Registered Behavior Technician Task List (2nd ed.), and a framework supporting regional district needs in rural areas. Panelists will discuss lessons learned, challenges, and ethically responsible problem-solving using the Ethics Code for Behavior Analysts (2020). Finally, panelists will discuss the impact of legislation on available resources and the implementation of ABA in schools. Attendee participation is highly encouraged. Questions and experience-sharing are welcome throughout the session.

Instruction Level: Intermediate
Target Audience:

Students should have completed some coursework toward their BCBAs and have experience working or practicum experiences in school settings. Professionals should be BCBAs or educators working with BCBAs looking to learn key factors in teaming in schools and have experience with behavior consulting or would like to pursue this partnership.

Learning Objectives: At the conclusion of this presentation, participants will be able to: 1. Define at least two community-centered frameworks and how to begin a partnership between BCBA and educators in a public school setting 2. Name three critical ethical considerations when in the role of a consultant. 3. Describe at least three key factors to consider in supporting diverse students when positioned in a behavioral consultation role. 4. Describe at least three key factors to consider in supporting diverse teachers when building partnerships with in-school personnel and stakeholders in behavioral consultation situations.
Keyword(s): community-centered frameworks, ethical ABA, school consultation
 
 
Panel #62
CE Offered: BACB
Diversity submission Learn From the leaders: Roadmap to be a Successful Clinical Leader in an Applied Behavior Analysis (ABA) Organization
Saturday, May 27, 2023
3:00 PM–3:50 PM
Hyatt Regency, Mineral Hall A-C
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Fumi Horner, Ph.D.
Chair: Fumi Horner (Bierman Autism Centers)
JANA M. SARNO (Hopebridge)
CHRISTINA BAROSKY (Bierman Autism Centers)
NANETTE PFEIFFER (Key Autism Services)
Abstract:

As more and more individuals are getting certified as BCBAs (Behavior Analyst Certification Board, 2021), there are increased opportunities to grow as a clinical leader. Only a small percentage of BCBAs start their own practice and become their own bosses, while many BCBAs work for organizations or institutions for the bulk of their careers. Even a smaller number of BCBAs make it to the highest level of the clinical leadership role in mid-to-large ABA organizations. In recent years, more resources and training opportunities to be an effective supervisor have become widely available, yet there are limited opportunities to learn how to be a leader within an ABA organization with the current climate of business operations in the field. Leading a large group of BCBAs and RBTs on top of working collaboratively with the operations team and other service providers requires far more than being a great BCBA. This panel discussion addresses some critical learning opportunities, difficult decision-making experiences, strategies, and tips to be a successful leader.

Instruction Level: Intermediate
Target Audience:

Any BCBAs who are currently practicing as a case manager (supervise groups of RBTs) and interested in learning some tips on how to become a successful and effective clinical leader/supervisor at a mid- to large- sized ABA organization.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify some critical steps to take as a brand-new BCBA. 2) Describe the supervisor’s responsibilities to help others to grow. 3) Describe the critical learning opportunities as a leader. 4) Describe some strategies to resolve conflicts between clinical and operation teams. 5) Describe some strategies to ensure/maintain clinical quality when transitioning from a “client-facing” role. 6) Describe steps/tips to build partnerships with non-BCBAs (other service providers, individuals with business background, etc.)
Keyword(s): Collaboration, Ethics, Leadership, Supervision
 
 
Symposium #63
CE Offered: BACB
Diversity submission Incorporating Diversity, Equity, and Inclusion within Behavior Analytic Coursework
Saturday, May 27, 2023
3:00 PM–3:50 PM
Convention Center 401/402
Area: TBA/CSS; Domain: Theory
Discussant: Sarah A. Lechago (University of Houston-Clear Lake)
CE Instructor: Anita Li, Ph.D.
Abstract:

Behavior analysis graduate programs must train their students to be culturally responsive and aware so that they are prepared to effectively serve a diverse clientele. One important strategy for helping students gain cultural responsiveness and awareness is embedding diversity, equity, and inclusion materials into behavior analysis graduate course sequences. However, little guidance exists for selecting content related to diversity, equity, and inclusion within behavior analysis to include in behavior analytic coursework. This symposium will present two papers to address topic recommendations and readings that can be embededded into typical course structures into behavior analytic graduate programs.

Instruction Level: Basic
Keyword(s): diversity, equity, inclusion, literature
Target Audience:

Faculty, instructors, and supervisors in behavior analysis

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list topics in diversity, equity, and inclusion that can be included in coursework part of a verified course sequence; (2) identify commonly assigned readings on diversity, equity, and inclusion; (3) identify what is considered essential readings in diversity, equity, and inclusion in behavior analysis.
 
Diversity submission Essential Readings in Diversity, Equity, and Inclusion in Behavior Analytic Training Programs
ANITA LI (University of Massachusetts Lowell), Nicole Hollins (The University of Kansas), Cody Morris (Salve Regina University), Hannah Christine Grey (Salve Regina University)
Abstract: Cultural responsiveness is imperative for the success of behavior analysts. As topics within diversity, equity, and inclusion are emphasized within coursework and supervision, there is growing need for resources. To date, there is limited research on suggested readings within diversity, equity, and inclusion for behavior analysts. We surveyed behavior analysts to construct a list of essential readings within diversity, equity, and inclusion and reported common publications that instructors assigned and students were assigned within behavior analytic coursework.
 
Diversity submission Some Suggestions for Including Diversity, Equity, and Inclusion Content in Behavior Analysis Graduate Course Sequences
CODY MORRIS (Salve Regina University), Anita Li (University of Massachusetts Lowell), Nicole Hollins (The University of Kansas)
Abstract: Behavior analysis graduate programs must train their students to be culturally responsive and aware so that they are prepared to effectively serve a diverse clientele. One important strategy for helping students gain cultural responsiveness and awareness is embedding diversity, equity, and inclusion materials into behavior analysis graduate course sequences. However, little guidance exists for selecting content related to diversity, equity, and inclusion within behavior analysis to include in behavior analytic coursework. This paper provides topic recommendations for diversity, equity, and inclusion within behavior analysis that can be embedded into typical course structures in behavior analysis graduate programs. Each course requirement in the Association for Behavior Analysis International’s Verified Course Sequence is given specific recommendations.
 
 
Symposium #65
CE Offered: BACB
Partnering with Caregivers and School Personnel to Reduce Challenging Behavior & Improve Communication
Saturday, May 27, 2023
3:00 PM–4:50 PM
Convention Center Mile High Ballroom 1C/D
Area: DDA; Domain: Applied Research
Chair: Tonya Nichole Davis (Baylor University)
Discussant: David M. Richman (Texas Tech University)
CE Instructor: David M. Richman, Ph.D.
Abstract:

Children with intellectual and developmental disabilities spend most of their day with parents, caregivers, and/or school personnel. In order to have a meaningful impact, behavior analysts must successfully collaborate with natural change agents such as parents and educators in developing and implementing interventions to reduce challenging behavior and increase communication in home and school settings. Therefore, behavior analysts need to develop skills to collaboratively design interventions well-suited for the natural environment as well as teach and coach natural change agents to implement the intervention. This symposium will highlight four studies in which interventions to reduce challenging behavior and/or improve communication that were designed to be implemented in homes and schools by parents and school personnel. These studies sought to evaluate (a) a comparison of two function-based interventions implemented by school personnel in an inclusive classroom, (b) telehealth coaching to support a father’s implementation of enhanced milieu teaching, (c) an FCT intervention modified to meet the needs of the father implementing the intervention, and (d) a participatory action research collaboration with an elementary school to improve class-wide function related intervention teams.

Instruction Level: Intermediate
Keyword(s): challenging behavior, coaching, educator-mediated intervention, parent-mediated intervention
Target Audience:

Audience members should have the following prerequisite skills and competencies: 1. Common functions of challenging behavior. 2. Functional communication training 3. Differential reinforcement 4. Noncontingent reinforcement 5. Enhanced milieu teaching

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the benefits of collaborating with caregivers and school professionals to reduce challenging behavior,; (2) summarize methods for teaching and coaching caregivers and school professionals interventions; (3) describe potential barriers to implementing interventions in natural settings as well as ways to overcome those barriers.
 

A Comparison of Non-Contingent Reinforcement (NCR) and Differential Reinforcement of Alternative Behavior (DRA) With Students With Severe Disabilities in Inclusive School

LAUREN WRIGHT HILLS (The University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Linda Wright (Utah Tech University)
Abstract:

Decades of research have highlighted the benefits of inclusive education to students with disabilities. Per special education law, students with disabilities have the right to be educated with their peers without disabilities. However, there are multiple barriers to creating successful inclusive experiences for all students. Specifically, teachers have noted problem behavior as a key reason for segregating students into more restrictive environments. Training teachers and other school personnel to implement function-based interventions for students with disabilities can help overcome this barrier to inclusion. This presentation shares findings from a study comparing the effects of noncontingent reinforcement (NCR) and differential reinforcement of an alternative behavior (DRA) in inclusive school settings with students with severe disabilities using an alternating treatments design. Three elementary-aged students with severe disabilities participated in the study. School personnel were trained using behavior skills training (BST) to implement each intervention. Data were gathered on (a) occurrences of problem behavior; (b) on-task behavior; (c) treatment fidelity; and (d) social validity (school personnel and participant). Results provided insight into the potential differences in effectiveness and social validity across the two interventions in inclusive school settings with students with severe disabilities.

 

Father-Mediated Communication Intervention for a Young Child With Autism

ERIC SHANNON (Purdue University), Mandy J. Rispoli (University of Virginia), Mehreen Zehra Hassan (Purdue University)
Abstract:

Naturalistic communication interventions embedded into play routines have been effectively taught to parents of young children with autism. Enhanced Milieu Teaching (EMT) strategies can be taught during naturally occurring play routines within the home, with a focus on parents arranging the environment, following their child’s lead, and imitating and modeling language use. However, most parent-mediated interventions have focused on mothers as intervention agents, although fathers may be just as effective. The present study was specifically designed to meet the needs of fathers, including: short, flexible, weekly telehealth coaching sessions outside of typical working hours in which the child did not need to be present; targeting natural father-child play routines; and initial training on autism and the principles of behavior analysis. One father-son dyad was recruited to participate. Father implementation of EMT strategies and child expressive communication were evaluated using a multiple baseline across behaviors design. Results indicate that the father was able to increase his use of EMT strategies, which resulted in an increase in child manding. Future implications of naturalistic communication interventions targeting fathers of children with autism are discussed.

 

Functional Communication Training Without the Removal of a Tangible in Discrete Trial Training

EMILY PAIGE EXLINE (Baylor University), David William Cosottile (University of Oregon), Jessica Akers (Baylor University), Stephanie Gerow (University of Nevada, Las Vegas), Remington Michael Swensson (Baylor University)
Abstract:

Many individuals with autism spectrum disorder (ASD) engage in challenging behaviors. A common intervention for challenging behavior is functional communication training (FCT). FCT teaches the individual a different response to access the reinforcer of the challenging behavior. Common functions of challenging behavior are access to attention, access to tangibles, and escape from demands. There are situations where the challenging behavior is so severe that challenging behavior persists even when there is a 0-second delay to emit the targeted communication response. We had one participant, named Mostafa. Mostafa was a 4-year-old white male, who engaged in tangibly maintained challenging behavior. Mostafa engaged in high levels of challenging behavior even with a 0-second delay. We modified FCT procedures to abolish the motivation to engage in challenging behavior. The modified FCT procedures involved Mostafa requesting for a piece of a toy, so the entire toy did not have to be removed. Once we modified FCT procedures, Mostafa’s communication increased, and challenging behavior decreased. We will discuss the implications this case has for clinical practice.

 

Pyramidal Training to Improve General Education Teachers’ Class-Wide Behavior Management in a Public Elementary School

AMANDA M BOROSH (Purdue University), John Augustine (Purdue University), Charissa Donn Richards (Purdue University), Shannon Gardiner (Tippecanoe School Corporation), Stephanie Montoya (Tippecanoe School Corporation), Rose A. Mason (Purdue University), David Ray Gutierrez Miranda (Purdue University)
Abstract:

This session will describe a participatory action research (PAR) collaboration with an elementary school to improve the school’s implementation of Tier I class-wide behavior supports using a pyramidal training model. Researchers trained two school-based coaches – an instructional coach and a kindergarten teacher - to fidelity in Class-wide Function Related Intervention Teams (CW-FIT) and Practice-Based Coaching. We used a multiple-baseline across classrooms design to evaluate the effects of school-based coach-delivered training and coaching on four general education teachers’ implementation fidelity of CW-FIT. Rate per minute of behavior-specific praise and reprimand statements were also measured. Distal student outcome data were collected on student whole-class on-task behavior. Results indicated a functional relation between pyramidal training and general education teachers’ implementation of CW-FIT and an increase in rates of behavior-specific praise; no change in reprimand statements was observed. Student whole-class on-task behavior also improved across all classrooms when teachers implemented CW-FIT to fidelity. Teachers found pyramidal training, coaching, and the use of CW-FIT in their classrooms to be acceptable and feasible. Benefits and challenges of using a pyramidal training model to support class-wide behavior interventions in schools will be discussed.

 
 
Symposium #67
CE Offered: BACB
Experimental, Applied, and Translational Research on Olfactory Stimulus Control in Rats and Dogs
Saturday, May 27, 2023
3:00 PM–4:50 PM
Hyatt Regency, Centennial Ballroom C
Area: EAB/AAB; Domain: Translational
Chair: Annie Galizio (Middle Tennessee State University)
Discussant: Mark Galizio (University of North Carolina Wilmington)
CE Instructor: Annie Galizio, Ph.D.
Abstract: Conducting behavioral research in nonhuman animals requires that stimuli be presented in a modality appropriate for the subject. For rodents and canines, the dominant sense is olfaction. Given their keen sense of smell, rats and dogs would benefit from the use of olfactory stimuli in behavioral experiments. In this symposium, the presenters will share some recent research in the use of olfactory stimuli when working with rats and dogs. First, Dr. Jay Hinnenkamp will present a series of experiments in which olfactory stimuli were used as reinforcers to maintain responding in rats. Next, Sophia Kirkland will describe a self-made apparatus used to deliver olfactory stimuli into an operant chamber and establish stimulus control in rats. The final two presentations will focus on olfactory research with dogs. Dr. Nathaniel Hall will explain how canine olfactory detection may be a useful tool to limit the spread of microscopic invasive species. Finally, Dr. Timothy Edwards will present some of the challenges that arise when dogs are used to detect lung cancer. To conclude, Dr. Mark Galizio, who has significant experience with olfactory stimulus control in rats, will discuss the presentations and their contributions to our understanding of behavioral control by olfactory stimuli.
Instruction Level: Intermediate
Keyword(s): dog, olfaction, rat, stimulus control
Target Audience: The target audience for this symposium is anyone who is interested in olfactory stimulus control and its potential applications for socially significant concerns. This includes students, researchers, and practitioners, especially those interested in work with rats or dogs. The translational nature of this symposium would appeal to basic researchers, applied researchers, and anyone interested in applied animal behavior. The ideal participant will have at least a basic understanding of the concepts of stimulus control and reinforcement.
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) describe the use of olfactory stimuli as reinforcers for rats' behavior; (2) describe an apparatus for presenting olfactory stimuli to rats; (3) describe the application of olfactory stimulus control for canine detection of invasive species and lung cancer.
 
An Investigation of Olfactory Stimuli as Reinforcers for Female Rats’ Nose-Poking Behavior
(Basic Research)
JAY HINNENKAMP (Middle Tennessee State University), Annie Galizio (Middle Tennessee State University), Alexander Dunthorn (Middle Tennesse State University), Jordan Latham (Middle Tennessee State University), Mark Rust (Middle Tennessee State University)
Abstract: A variety of items and events, including food, water, cool air streams, and electrical brain stimulation have been shown to maintain responding in rats. This presentation will show data from three studies investigating the effects of contingent olfactory stimuli on responding in female rats. Across the three experiments, social, nonsocial, and control scents were created by blowing air through jars containing used rat bedding, clean rat bedding mixed with essential oils, and clean rat bedding, respectively. In the following experiments rats emitted nose-poke responses, and each response was followed by a brief puff of air from either a social, nonsocial, or control scent. Experiment 1 explored the ability of social and nonsocial olfactory stimuli to establish and maintain nose-poking responses in rats not deprived of food or water. Experiment 2 investigated the relative value of social and nonsocial olfactory stimuli within a free-operant choice procedure. Experiment 3 examined the effects of social isolation on rats’ preference for social and nonsocial stimuli. Clinical and theoretical implications for the results of all three experiments will be discussed.
 
Using Ambient Odor as an Independent Variable in Rat Training
(Basic Research)
SOPHIA BELLE KIRKLAND (University of North Texas), April M. Becker (University of North Texas; University of Texas Southwestern Medical Center)
Abstract: The purpose of this study was to construct a functional ambient odor delivery and removal system, which can be used in an operant setting to train lever pressing in rats contingent on the manipulation of olfactory stimuli. Because ambient odors are contained in odorant particles suspended in the air, it is difficult for experimenters to manipulate these odorant stimuli with the same precision as auditory and visual stimuli. This is often achieved by using restricted odor-presenting apparatuses that require animals to nose poke in order to contact odorants, but such approaches do not allow for stimulus presentation from anywhere in the chamber or during nose poke-incompatible behavior, as is easier for visual and auditory modalities. Using an ambient odor which is suspended in the chamber surrounding the organism rather than simply in a restricted portal allows the organism to move freely while maintaining contact with the desired stimulus. I designed a wind tunnel-based apparatus for such odorant presentation, which controls unidirectional airflow through the chamber to present and remove scented air. In this presentation, I will share the rationale and design of the chamber, challenges that came along during its development, and experimental data collected using the apparatus.
 
Canine Olfactory Detection of Invasive Mussel Veligers
(Applied Research)
NATHANIEL HALL (Texas Tech University), Ashley Whitehead (Texas Tech University), Kaitlin Plate (Texas Tech University), Paul Bunker (Chiron K9, Somerset, TX), Debra DeShon (Mussel Dogs, Oakdale, CA), Bethany Steinkraus (Mussel Dogs, Oakdale, CA), Matthew Barnes (Texas Tech University)
Abstract: Invasive Dreissenid mussels act as ecosystem engineers having significant impact on native communities, frequently causing substantial economic damages. Mussel larvae (veligers) disperse and spread, typically through transport on watercraft, causing new invasions. Canine detection of these microscopic invasive freshwater mussel veligers maybe a real-time detection tool to help limit spread. This study used an automated olfactometer system to evaluate (1) whether dogs can be trained to detect water samples containing veligers (2) the minimum veliger concentration dogs can detect, and (3) accuracy of canines screening unknown lake samples for veliger presence. The results of the three studies will be presented with discussion of the potential context in which canine veliger detection may be useful.
 

Challenges With Stimulus Control in Lung Cancer Detection With Dogs

(Applied Research)
TIMOTHY EDWARDS (University of Waikato), Catherina Chang (Department of Respiratory Medicine, Waikato Hospital, Hamilton, New Zealand), Clare Browne (School of Science, University of Waikato, Hamilton, New Zealand), Michael Jameson (University of Auckland, Waikato Clinical Campus, Hamilton, New Zealand)
Abstract:

Dogs have been trained for lung cancer detection, but the methods and results have varied widely. We aimed to clarify dogs’ capacity to detect lung cancer under operationally viable conditions. Using an automated apparatus, we trained dogs to indicate the presence of breath samples from individuals with lung cancer. We then conducted a blind test by interspersing samples of unknown status among samples with known status so that correct indications could be reinforced intermittently. Despite efforts to make blind samples indistinguishable from training samples, we observed a significant bias away from indicating blind samples as positive. We also observed a significant reduction in accuracy with both blind samples and training samples during the blind test. Following the blind test, we retrained the dogs and recovered the higher accuracy initially obtained. These findings raise some critical theoretical questions related to stimulus control. Notably, the findings suggest that highly complex discriminations are more likely to be disrupted by intermittent reinforcement than simple discriminations; they also suggest that alternative sources of stimulus control are more likely to emerge with complex discriminations. The findings also raise practical questions related to the clinical utility of dogs as detectors of cancer.

 
 
Symposium #68
CE Offered: BACB
Integrating Electronic Data Collection Into Classrooms: Barriers, Solutions, and Innovations
Saturday, May 27, 2023
3:00 PM–4:50 PM
Convention Center 405
Area: EDC/OBM; Domain: Service Delivery
Chair: Sarah Frampton (University of Nebraska Omaha)
Discussant: Kerry Ann Conde (St. Joseph's College, Behavior Science Technology)
CE Instructor: Kerry Ann Conde, Ph.D.
Abstract:

There’s a lot more to adopting electronic data collection systems than simply throwing out the paper and pencils. The presenters in this symposium will share their experiences utilizing electronic data collection systems in classrooms with individuals with autism spectrum disorder with high support needs. First, staff members must be trained to utilize the electronic data collection system. Tyree Davis will present data on use of the teaching interaction procedure to train staff members to build CentralReach © program books. Next, staff members must collect data in the classroom and teach the relevant targets. Becky Barall will discuss use of an enhanced data sheet to increase the frequency of data collection and teaching of instructional targets. Then, data must be actively reviewed to promote student outcomes. Kara Driscoll will share the effects of an interdisciplinary data review process implemented across classrooms to increase goal attainment. Finally, electronic systems should be leveraged to create universally designed programming. Kathryn Davies and Courtney Bright will present on class-wide implementation of picture-based activity schedules supported by CentralReach ©. Dr. Kerry Conde will discuss these projects and share insight on the role of technology in applied behavior analysis services.

Instruction Level: Basic
Keyword(s): Classrooms, Data collection, Interdisciplinary, Training
Target Audience:

The intended audience for the presentation is teachers, BCBAs, BCBA-Ds. Attendees should have competencies in basic forms of data collection and analysis.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe barriers encountered when converting from paper and pencil data collection to electronic data collection systems. (2) Identify two systems-level solutions to overcoming barriers to adopting new systems. (3) Describe relevant training procedures for supporting staff members in adopting new systems.
 
Using a Teaching Interaction Procedure to Train Staff on Building Electronic Clinical Programming Books in CentralReach
TYREE ANDRELL DAVIS (Endicott College; May Institute, Inc.), Lisa Tereshko (Endicott College), Mary Jane Weiss (Endicott College), Ashley Creem (Cultivate Behavioral Health and Education)
Abstract: With the onset of software aimed at practitioners of applied behavior analysis (ABA) comes the need for training solutions that are effective at translating clinical programming, traditionally developed for pen-and-paper, to a digital format. There has become a need for evidence-based training models on these platforms to alleviate the challenges of transforming clinical programming from physical-to-digital. The Teaching Interaction Procedure (TIP) is an evidence-based intervention that has been highly effective at treating the symptoms associated with ASD. Research has shown that this method of training, along with other methods based on the principles ABA, can also be effective at training populations outside of those with ASD. The current study examined the effectiveness of TIP to train staff on inputting clinical programming into CentralReach, a practice management software program that is widely used in the field of applied behavior analysis. The data show that TIP is highly effective at teaching practitioners how to build a program in CentralReach.
 
Considerations for Structure of Effective Data Collection Systems in Classroom Settings
REBECCA JANE BARALL (May Institute - The Bay School), Sarah Frampton (University of Nebraska Omaha), Tyree Andrell Davis (Endicott College)
Abstract: Educators and behavior analysts in special education classroom settings are commonly expected to design and evaluate the effectiveness and efficiency of data performance management systems. In addition, educators and behavior analysts are often expected to train support staff to utilize and implement data collection systems (e.g., pencil and paper data sheets, live electronic sessions) while providing instruction to clients. Staff in special education classroom settings often do not acquire the skills that are trained to in staff training procedures (Clark, Cushing, & Kennedy, 2004) and may benefit from the use of specially designed data collection systems which enhance the implementation of best practice recommendations (LeBlanc et al., 2019). For educators and behavior analysts to successfully design data collection systems which support staff training procedures, additional guidance on the use of data performance management systems and the potential combination of methods is warranted. This presentation will discuss some of the barriers and benefits from use of written and electronic data performance management, with examples of specially designed tools (e.g., an enhanced data sheet for applied verbal behavior instruction) that promote procedural integrity for staff and an increase in skills acquired for students within special education classrooms.
 

A Treatment Package Utilizing Data-Based Decision-Making to Increase Academic Achievement in the School Setting

Kara Romanetz (May Institute), MEGHAN SILVA (Melmark New England, Inc.), Meghan Borgondy (Franklin Public Schools), Sarah Frampton (University of Nebraska Omaha)
Abstract:

Data-based decision-making (DBDM) is an essential component of evidence-based educational services. However, use of data in schools to analyze and change instructional practices may not always be occurring (Silva et al., 2021). Collecting data alone without instructional changes does not affect student performance (Stecker et al., 2005). We evaluated a treatment package aimed at increasing individualized education program (IEP) goal achievement through improvements to progress monitoring systems within a non-public school serving children with autism spectrum disorder (ASD). It utilizes data in four main components of the IEP process: (a) assessment data (b) linking assessment data to the development of IEP goals, (c) frequent progress monitoring of goals, and (d) the analysis of goal progress after instructional changes are made. The researchers compared the final progress reports for IEPs completed before and after all intervention components were in place for 10 students. Overall, annual IEP objective achievement increased by an average of 2.1 goals per student (23.6% increase) and the percentage of goals achieved increased from 49.7% to 85.3% on average. This treatment package resulted in increased achievement of annual goals, showing the importance of utilizing DBDM to make instructional changes.

 
Class-Wide Implementation of Activity Schedules Using CentralReach
KATHARINE DAVIES (May Institute), Courtney Lynne Bright (May Institute), Emily Sullivan (Western New England University), Sarah Frampton (University of Nebraska Omaha)
Abstract: Activity schedules are a tool used to teach individuals with autism to engage in a chain of meaningful activities to promote greater independence. The literature shows success of implementation with a variety of individuals in numerous settings. However, implementation of evidence-based practices on a wide scale is a challenge in applied settings. The present study introduced a universal activity schedule package in an intensive behavioral classroom of 6 participants with autism and developmental disabilities ages 17-20, all of whom engaged in severe problem behavior. The package included gaining participant assent, cooperation with 1-5 meaningful activities, and checking in with an adult following schedule completion. The universal activity schedule package was selected from the site’s shared CentralReach program library and data collection occurred entirely using CentralReach. Each participant demonstrated over 90% assent to sessions, quickly mastered between 1-5 meaningful alternative leisure activities, generalized those skills to novel activities and staff, and made progress towards their individual IEP goals. Additionally, staff and parent social validity data suggest the class-wide universal activity schedule package was easy to implement and produced meaningful acquisition of functional skills for each student. These results show the benefits of leveraging electronic databases to disseminate evidence-based practice.
 
 
Invited Tutorial #182
CE Offered: BACB
SQAB Tutorial: A Practical Introduction to Information Theory in Experimental Design and Model Comparison
Saturday, May 27, 2023
3:00 PM–3:50 PM
Convention Center Four Seasons Ballroom 4
Area: SCI; Domain: Theory
BACB CE Offered. CE Instructor: Greg Jensen, Ph.D.
Chair: Ryan D Ward (University of Otago)
Presenting Authors: : GREG JENSEN (Columbia University)
Abstract:

As a branch of applied mathematics, information theory provides a set of tools and axioms for describing the patterning and structure of streams of events. Such streams are an indispensable form of data for learning theory. While measurements of disorder, or “entropy,” are now widely familiar to academics and laypeople, these only represent the tip of information theory’s iceberg. In concert with probability theory, its tools make possible the measure of how surprising an event is (contingent on some probabilistic expectation), how interrelated streams of events are, and how costly it is to translate between different sets of expectations. In this tutorial, I will give an overview of a practical toolkit of information-theoretic measures that can be used to make normative predictions about experimental designs. I will also introduce a strategy for how to measure the degree of correspondence between a model and data in a way that allows entirely different classes of statistical model to be compared with one another. Throughout, my emphasis will be on making these calculations practical for working experimentalists, so that these tools can be put to work in service of advancing learning theory.

Instruction Level: Intermediate
Target Audience:

Graduate students, experimental psychologists, and quantitative behavior analysts

Learning Objectives: At the conclusion of the presentations, participants will be able to: (1) Understand the motivation behind foundational measures of information and entropy, (2) Apply information theory to experimental designs in order to make normative predictions, and (3) Apply information theory to models of learning in order to assess how well they explain available data.
 
GREG JENSEN (Columbia University)
Greg Jensen received a B.A. from Reed college in 2003, where he remained doing post-baccalaureate research on operant variability and matching under concurrent schedules involving three or more simultaneous response alternatives. This work continued during graduate school, eventually resulting in a Ph.D. from Columbia University in 2014. While remaining at Columbia to do post-doctoral work, Dr. Jensen also taught as a lecturer in discipline. He remains affiliated with Columbia as an adjunct associate research scientist at the Zuckerman Institute, while also teaching at Reed College as a visiting assistant professor. Dr. Jensen's current focus is the comparative study of the mechanisms underlying transitive inferences. This work depends in part on the use of Bayesian statistical modeling to estimate latent variables that best describe behavior under various experimental conditions, and partly (in collaboration with system neuroscientists) through analysis of in vivo electrophysiological recordings made during task performance
 
 
B. F. Skinner Lecture Series Paper Session #71
CE Offered: BACB
Diversity submission Advancing Racial Equity in Applied Behavior Analysis: Autism as a Case Example
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 1
Area: DEI; Domain: Service Delivery
Chair: Jomella Watson-Thompson (University of Kansas)
CE Instructor: Brian Boyd, Ph.D.
Presenting Author: BRIAN BOYD (University of North Carolina)
Abstract: In many ways, autism research is at a crossroads. There are debates over the language used to describe the condition, the interventions provided to those who are autistic, and who should have a voice in articulating any future research agenda. In these debates, we sometimes fail to acknowledge that autistic people and their families are not a monolithic group and can occupy multiple minoritizing identities. These multiple minoritizing identifies, such as being black and autistic, can affect their access to quality services, life experiences, and outcomes. Thus, there have been increasing calls to better center equity within autism research and practice to address long-standing disparities that exist along socioeconomic and racial lines. This presentation will (a) highlight research that demonstrates existing disparities; (b) discuss strategies for advancing racial equity within clinical practice, including within ABA-based interventions; and (c) describe a path forward for autism research and practice.
Instruction Level: Intermediate
Target Audience:

Researchers and Clinicians

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the state of autism research showcasing existing disparities; (2) Describe strategies to promote more culturally focused care; (3) Discuss ways to better center equity within autism research and practice
 
BRIAN BOYD (University of North Carolina)
Brian A. Boyd is the William C. Friday Distinguished Professor in Education in the School of Education at the University of North Carolina at Chapel Hill. He was previously the Director of the Juniper Gardens Children’s Project at the University of Kansas. Dr. Boyd is quite engaged in research that involves the most vulnerable, and often marginalized, populations. As a special educator by training, much of his research has involved the development and evaluation of evidence-based practices that could be implemented within school and home contexts. His more recent work has focused on how issues of implicit bias and race affect the outcomes of children with and without disabilities. Dr. Boyd’s research has been continuously funded by federal agencies such as the Institute of Education Sciences and National Institutes of Health. Currently, he serves as Vice President of the International Society for Autism Research and Co-Editor of the Journal of Early Intervention. He also serves on multiple national boards that are dedicated to improving the outcomes of autistic persons and those from historically underserved communities.
 
 
Invited Paper Session #72
CE Offered: BACB
Motivation in Working Dogs: Problems, Myths, and Forgotten Solutions
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: AAB; Domain: Applied Research
Chair: Nathaniel Hall (Texas Tech University)
CE Instructor: Simon Gadbois, Ph.D.
Presenting Author: SIMON GADBOIS (Dalhousie University)
Abstract: The past few decades have seen the overdue rise of force-free, pain-free, fear-free (also known as “positive”) training methods in training animals, and dogs in particular. This new Zeitgeist has helped change the way we train dogs for the better, yet, it has also contributed to some theoretical and practical disconnects with modern Learning Theory, ideas about reinforcement, and conditioned reinforcers and seems to have mostly ignored the neurobiology of learning. There are missed opportunities, especially if we are willing to consider modern theories of motivation, i.e., to consider what neuroscience and the motivation construct in the behavioural sciences have to offer. I will discuss old (seemingly forgotten, ignored or unduly rejected) and new theories of motivation, reinforcement and conditioning that may offer some help in addressing motivational issues with our canine research assistants, trainees and helpers. Contrasting examples from two different fields of working canines will be given: Wildlife Conservation Canines, and Biomedical Alert Canines. The importance of incentive motivation and the development of intrinsic motivation will be discussed.
Instruction Level: Intermediate
Target Audience:

Academics, practitioners, animal trainers, dog trainers.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Get a better understanding of the theories of motivation from neuroscience and psychology; (2) Reconsider methods to enhance and mostly maintain motivation in working dog; (3) Apply both incentive motivation and intrinsic motivation principles in training dogs.
 
SIMON GADBOIS (Dalhousie University)
Simon Gadbois is a researcher in animal behaviour and behavioural neuroscience at Dalhousie University, Halifax, Canada. Early in his academic career he integrated biology (ethology), experimental animal psychology and neuroscience within a post-cognitivist perspective. A true generalist, he has studied olfaction, learning and social behaviour in species of insects, molluscs (slugs and snails), fish, reptiles, birds (pigeons) and mammals (rats, dogs, red foxes, coyotes and wolves). He has studied wild canids for over 20 years and established the Canid and Reptile Behaviour and Olfaction lab at Dalhousie in 2006, prior to that he had studied the behavioural endocrinology of social behaviour in wolves and behaviour patterns in foraging behaviours comparatively in foxes, coyotes and wolves. Since 2007 his lab has been engaged mostly in research on biomedical detection, diagnosis and assistance as well as tracking and trailing of species-at-risk with his wildlife conservation canines. The lab has a strong applied and methodological focus.
 
 
Symposium #75
CE Offered: BACB
Traumatic Brain Injury and Behavior: Future Directions in Language Assessment, Field Research and Data
Saturday, May 27, 2023
4:00 PM–4:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/BPN; Domain: Service Delivery
Chair: Chris Persel (Centre for Neuro Skills)
CE Instructor: Arielle Reindeau, M.S.
Abstract:

This symposium will address clinical challenges facing professional working in brain injury rehabilitation. This population offers unique dynamics that impact treatment and future program development. A functional-based language assessment tool to better identify the complex deficits and help treat important skills with the neurologically impaired will be presented. Developing guidelines for treating difficult behavior following brain injury could assist clinicians in effective implementation of rehabilitation.

Instruction Level: Basic
Keyword(s): brain injury, language assessment, neurocognitive disorder, rehabilitation
Target Audience:

Basic

Learning Objectives: 1. identify two clinical research strategies to improve internal validity in single case designs, increasing confidence in findings to aide in developing treatment guidelines in brain injury rehabilitation. 2. identify at least one refinement in the assessment of functional-based language difficulties following brain injury. 3. discuss one methodological and one environmental barrier to data collection on acute hospital, brain injury rehabilitation.
 

Clinical Research and Treatment Guidelines for Use in Brain Injury Rehabilitation: A Review of What We Have Learned

CHRIS PERSEL (Centre for Neuro Skills), Cynthia Beaulieu (Ohio State University College of Medicine), Jennifer Bogner (Ohio State University College of Medicine), John Whyte (Moss Rehabilitation Research Institute), Tracy Shannon (Ohio State University College of Medicine), Daniel Hurlburt (Ohio State University College of Medicine), Natasha Huffine (Origami Brain Injury Rehabilitation Center)
Abstract:

This presentation will discuss evidence found on the effectiveness of behavior interventions with single-case experimental design methodology including behavior interventions that may display sufficient evidence to assist in the development of recommendations for management of behaviors in adults following moderate to severe TBI. Evaluation was completed on thirty-four studies that met inclusion criteria to review the effect of treatment interventions on defined target behaviors. Results will be presented on studies rated as having large, medium, small and no effect sizes. A trend was observed for lower internal validity scores in large and medium effect size studies. Randomization, blinded provider and assessor, and assessment of treatment adherence were the internal validity items consistently unlikely to be met. Single-case methodology was found to produce large and medium effect sizes for behavior interventions targeting difficulties in behavior regulation following moderate to severe brain injury. The strength of the evidence, however, was limited due to study designs that failed to meet internal validity criteria designed to reduce risk of bias when studying single subject interventions. Strategies will be outlined to improve the quality of study methodology and reduce the risk of bias, which may then provide better evidence to develop treatment guidelines for behavior interventions.

 

Piloting a Function-Based Language Assessment for Adults With Neurocognitive Disorder

SAMANTHA HOUSTON (California State University, Sacramento), Dani Buckley (California State University, Sacramento), Megan R. Heinicke (California State University, Sacramento), Jonathan C. Baker (Western Michigan University), Shelby Marie Bryeans (California State University, Sacramento)
Abstract:

Language deficits are common following neurocognitive disorder (NCD), yet behavior analysts serving this growing population do not have a validated, function-based assessment to guide language programming. Gross, Fuqua, and Merritt (2013) developed and piloted the Verbal Behavior Assessment Battery (VBAB) to evaluate language deficits for older adults with dementia, but researchers have yet to replicate this study or evaluate this tool for adults following acquired brain injury (ABI). We expanded the VBAB to better capture the complex changes that may occur following ABI. We conducted the revised assessment with five adults with severe ABI and a matched control participant and found 1) varying deficits across ABI participants, 2) significant differences between the performance of ABI and control participants, 3) acceptable test-retest reliability, and 4) evidence for both functional independence and interdependence of verbal operants. Our discussion will focus on methodological considerations and potential refinement of the assessment for future clinical use.

 
Changing Neurobehavioral Measurement Systems in an Acute Inpatient Brain Injury Rehabilitation Setting
ARIELLE REINDEAU (Craig Hospital), Karen Fouts (Craig Hospital), Raevyn Goates (Craig Hospital), David White (Craig Hospital), Joshua Civic (Craig Hospital), Stephanie Agtarap (Craig Hospital), Emily Almeida (Craig Hospital)
Abstract: Patients with moderate-to-severe acquired brain injury (ABI) often present with a multitude of behavioral changes, especially in the acute, inpatient hospital phase of rehabilitation. Inpatient rehabilitation staff such as nurses are asked to manage and measure behaviors that range from verbal threats to physical aggression alongside their daily routines. No gold standard currently exists to measure and monitor individualized behaviors within this unique setting. Utilizing a behavior analytic approach to measurement, we created an individualized data collection system to operationally define and track specific patient behaviors. This retrospective research study compared the utilization of the Agitated Behavior Scale (ABS) scale for patients with 1:1 supervision needs pre-program to the utilization of individualized scatterplots for patients with 1:1 supervision needs post-program. We found 1) a larger quantity of data collection related to behavior post-program 2) fewer instances of ‘no-data’ collected post-program and 3) significant differences between the percent of occurrence and non-occurrence of challenging behavior pre- to post-program. Our discussion will focus on methodological considerations and environmental barriers to measurement in acute, hospital-based neurorehabilitation settings.
 
 
Panel #77
CE Offered: BACB
Diversity submission It's Not Just Racism: The Framing of Political Extremism
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 2B
Area: CSS; Domain: Theory
CE Instructor: Natalie A. Parks, Ph.D.
Chair: Ryan Sain (Mary Baldwin University)
NATALIE A. PARKS (Saint Louis University)
BEVERLY KIRBY (Team ABA LLC)
SHAWN THOMAS CAPELL (Covenant 15:16 LLC)
Abstract:

In the United States, it is sometimes taken for granted that those who stand for Black Lives Matter are also pro-choice and anti-death penalty, even though these topics and issues are not clearly interrelated functionally or topographically. Have you wondered why those who practice racism also seem to practice homophobism, are pro-life, and believe in cutting taxes? To move towards a more socially just society, we must first understand the interrelatedness of seemingly unrelated topics including racism, classism, ageism, abortion, taxation, abolishing police, and freedom. Stimulus class formation occurs when a group of stimuli evoke functionally similar responses. The panelists and chair of this presentation have conducted preliminary exploratory research and hypothesized that stimulus classes exist that evoke responses with topics that are seemingly different, both topographically and functionally, often sometimes contradictory. Further, we will discuss how to identify functional reinforcers that establish beliefs (i.e., verbal behavior) and actions. A conversation regarding stimulus equivalence and nonequivalence of extremist parties will occur, focusing on the behavioral phenomena that both form and maintain these classes as well as how to change them.

Instruction Level: Intermediate
Target Audience:

This panel discusses interlocking contingencies, stimulus class formation, and stimulus equivalence and nonequivalence. Participants should be well versed in these topics prior to attending.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify how stimulus classes that contain seemingly unrelated topographical and functional classes form 2. State how the development of extremist groups are the similar 3. Identify at least one strategy to change a stimulus class to move away from extremism and towards a more socially just society
Keyword(s): classism, diversity, interlocking contingencies, stimulus equivalence
 
 
Symposium #78
CE Offered: BACB
Current Research on Mand Preference and Proficiency
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 2A
Area: DDA/DEV; Domain: Applied Research
Chair: Sara R. Jeglum (Blank Children's Hospital)
CE Instructor: Sara R. Jeglum, Ph.D.
Abstract:

Functional communication training is an effective and established method to teach an appropriate replacement behavior, including mands, for individuals with developmental disabilities. Clinicians choose a mand topography for a functional communication response based on many factors, including available resources, response effort, and the client’s previous learning history. However, few studies systematically examine how to select an appropriate mand topography. Furthermore, there is inadequate knowledge of how preference for mand topography influences proficiency and usage. Incorporating client preference for mand topography prior to intervention may lead to better outcomes, such as facilitating efficiency of behavior acquisition, supporting treatment sustainability, and maintaining treatment effects. Despite these potential benefits, proficiency and preference are rarely studied simultaneously, and therefore the predictive value of proficiency on preference is not well-understood. In this symposium, we evaluate how to systematically identify appropriate mand topographies, assess client preference for mand topographies in different regions of the United States, and examine the relationship between proficiency and preference for mand topographies. We propose future directions for clinicians and researchers in this line of work.

Instruction Level: Advanced
Keyword(s): Functional Communication, Mand Assessment, Preference Assessment, Proficiency
Target Audience:

Practitioners and applied researchers should have a strong understanding of functional communication training, preference assessments, and single-case design.

Learning Objectives: 1. Recognize systematic methods to identify appropriate mand modalities, mand proficiency, and mand preference. 2. Understand the importance of determining mand modality preference prior to intervention. 3. Explain the relationship between acquisition, proficiency, and preference in teaching mand modalities.
 
Teaching Mands: Correspondence Between Acquisition, Recommendations of Communication Modality Assessment, and Preference
CLAUDIA CAMPOS (Simmons University), Daniella Orozco (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida)
Abstract: Individuals with autism spectrum disorder do not always acquire vocal speech and may require an augmentative and alternative communication (AAC) modality. The process used to identify an appropriate communication modality is not always systematic. Thus, the acquisition of the specified AAC modality may be slow. To date, there are a few methods that may be used to select an AAC modality. However, these methods consider different variables. For example, McGreevy et al. (2014) included a communication assessment within the Essential for Living® (EFL) manual which identifies and ranks appropriate AAC modalities for individuals. Nevertheless, to date, there is no research demonstrating that individuals will acquire the communication modality recommended by the EFL or comparing acquisition of this AAC modality to other frequently used AACs. Thus, this study aimed to compare acquisition of mands across three AACs, evaluate mands taught using the AAC modality recommended by the EFL, and determine whether participants preferred the AAC modality acquired in fewer sessions. Four children with limited vocal repertoires participated in this study. All participants acquired mands using the AAC modality recommended by the EFL. For all participants, rate of acquisition was similar across all modalities and preference was idiosyncratic.
 
Choice Matters! Including Client Preference in the Selection of a Communication Response
JESSICA PHAM TRAN (University of Nebraska Medical Center), Cynthia P. Livingston (University of Nebraska Medical Center's Munroe-Meyer Institute), Sara R. Jeglum (Blank Children's Hospital), Mathew C. Luehring (University of Colorado, Anschutz Medical Campus), Patricia F. Kurtz (Kennedy Krieger Institute), Brinea Charles (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract: Functional communication training is a widely used function-based intervention to replace inappropriate and severe challenging behavior (Tiger et al., 2008). When considering which mand topography (e.g., vocal, card touch, augmentative and alternative communication device, etc.) to teach for a functional communication response, implementers may consider several factors such as, response effort, social significance, and topography. Prior research has investigated mand topography preference during pre-evaluation acquisition rates (Ringdahl et al., 2009) and choice allocation during functional communication training (Winborn-Kemmerer et al., 2009). However, few studies have sought to examine pre-evaluation mand topography preferences. Therefore, the purpose of this study was to evaluate the validity of using a concurrent choice arrangement to determine reinforcer value for a mand topography within four children with autism spectrum disorder. The results of the mand topography assessment differed across participants, but a preferred topography was identified for all participants. Furthermore, the preferred topography was incorporated into subsequent functional communication training interventions for three of the participants and were found to be effective at decreasing problem behavior and increasing appropriate behavior.
 
The Relationship Between Mand Modality Proficiency and Mand Modality Preference Prior to Functional Communication Training
MATTHEW O'BRIEN (The University of Iowa), Joel Eric Ringdahl (University of Georgia), Kelly M. Schieltz (University of Iowa)
Abstract: Functional communication training (FCT) studies often do not detail the selection process or the specific reason(s) for choosing a particular function communication response (FCR) modality. For those that do, a variety of factors have been used to guide the FCR selection process. Two commonly cited reasons for choosing a particular FCR modality are related to the user’s proficiency and preference for each modality. Although research suggests that FCT outcomes may be better when proficiency or preference are used to select an FCR modality, it is rare for both metrics to be considered prior to selecting the FCR modality. Moreover, it is possible that when both approaches are considered there may be contradictory results. The purpose of this study was to evaluate the mand proficiency and mand preference using standardized assessments for individuals with disabilities exhibiting communication deficits prior to implementing FCT. Further, we analyzed the relationship between these two measures, including the predictive value of modality proficiency on modality preference. We will discuss the results in relation to current research on proficiency and preference and provide recommendations for practice and future research.
 
 
Symposium #79
CE Offered: BACB/NASP
Innovative Applications of Telehealth
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA; Domain: Applied Research
Chair: Kelly M. Schieltz (University of Iowa)
CE Instructor: Kelly M. Schieltz, Ph.D.
Abstract:

Telehealth is a service delivery tool that has been used across healthcare for decades to increase patient access to healthcare. However, the use of telehealth as a mode to increase access takes on many purposes (e.g., increase skills or knowledge) within a variety of formats (e.g., synchronous versus asynchronous; direct patient care versus consultation versus education). As the use of telehealth continues to grow in behavior analysis, the expansion of its focus and format also grows with innovative applications that continue to further our understanding of how it can best be used to fulfill the needs of our clients and workforce. As an example of this expansion, this symposium highlights the work of three different research groups who sought to (a) evaluate the effects of a telehealth model for improving the workplace social skills of adolescents with developmental disabilities, (b) understand the current literature on the use of teleeducation to improve the knowledge and practices of teachers, and (c) qualify the live coaching behaviors of therapists who supported parents via telehealth to implement functional analysis and functional communication training procedures with their children in their homes.

Instruction Level: Intermediate
Keyword(s): coaching, teleeducation, telehealth
Target Audience:

Intermediate audience experience with telehealth and coaching providers/caregivers and/or clients

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how telehealth was utilized to increase workplace social skills of adolescents with developmental disabilities; (2) summarize the techniques used via telehealth to improve the knowledge and skills of teachers; (3) describe the most and least commonly used therapist behaviors during behavioral assessment and treatment phases when providing live coaching to parents via telehealth.
 

Technician-Delivered Telehealth to Teach Transferable Vocational Skills to Adolescents With Intellectual or Developmental Disabilities

JULIA M HRABAL (Baylor University), MacKenzie Raye Wicker (Baylor University), Tonya Nichole Davis (Baylor University), Renming Liu (Baylor University), Kristina McGinnis (Baylor University), Poorvi Balaji (Baylor University)
Abstract:

Obtaining and maintaining employment is a critical goal for individuals transitioning into adulthood; however, high rates of unemployment continue to be demonstrated among individuals with disabilities. Deficits in transferable skills, also known as “soft skills” or “workplace social skills”, are a barrier that prevents many individuals with autism from acquiring and maintaining employment. The purpose of this study was to evaluate the effectiveness of a technician-delivered telehealth model to teach transferable skills to adolescents and adults diagnosed with intellectual or developmental disabilities. Three individuals ages 15 to 18 years with a diagnosis of autism spectrum disorder participated in the study. Each participant selected three transferable skills in which they wished to improve. During intervention sessions, a BCBA shared written instructions via the screen share function of Zoom. The implementer then instructed the participant to complete the specific vocational skill and delivered least-to-most prompting with vocal instructions and model prompts. Results indicate that technician-delivered telehealth is a viable model for teaching transferable vocational skills. Limitations and areas for future research will be discussed.

 
Using Virtual Coaching to Increase Teacher Implementation Fidelity: A Systematic and Quality ReviewUsing Virtual Coaching to Increase Teacher Implementation Fidelity: A Systematic and Quality Review
CHARISSA DONN RICHARDS (Purdue University), Amanda M Borosh (Purdue University), Rose A. Mason (Purdue University)
Abstract: Teachers often report feeling that they need more training and support to implement evidence-based practices in the classroom. One way to help teachers feel better equipped in this area is to provide them with professional development and coaching around specific practices. This can be a challenge for some school districts due to budgetary concerns or distance from experts in the field. Recently, there has been a move towards providing coaching and feedback via virtual methods. To assess what research is currently available on this this topic, a systematic review was conducted. Results of the systematic review show that numerous coaching and feedback techniques are being used across different classroom topics including behavior management strategies, social-emotional development, and academic skills. To better understand which of these studies are of high quality, the authors also conducted a quality review using the CEC quality indicators. The results of the review will be discussed along with future implications for the field around virtual coaching methods.
 

A Retrospective Analysis of Therapists’ Coaching Behavior When Directing Parents to Conduct Behavioral Assessments and Treatments via Telehealth

Alesia Larsen (University of Iowa), KELLY SCHIELTZ (University of Iowa), Amanda Barrett (University of Iowa), Matthew O'Brien (The University of Iowa)
Abstract:

Research on the delivery of behavioral assessment and treatment via telehealth has focused largely on child outcomes and parent procedural fidelity. By contrast, the behavior of the therapists coaching parents to conduct assessment and treatment has garnered little research consideration. In this study, we conducted a retrospective analysis of behavior therapists’ coaching behaviors when directing parents to conduct functional analysis (FA) and functional communication training (FCT) with their young children with autism via telehealth. Coaching behaviors for five experienced behavior therapists across seven parent-child dyads were scored using a combination of standardized and novel behavior codes. Therapists displayed more social engagement behaviors than any other type of behavior throughout the study, and rates of antecedent and consequence behaviors shifted across the FA and FCT phases. Results are discussed in relation to therapists’ goals during behavioral assessment and treatment and the implications for training behavioral therapists to coach parents via telehealth.

 
 
B. F. Skinner Lecture Series Paper Session #81
CE Offered: BACB
Equity in Education: How to Leverage Existing Systems and Resources to Support Positive Student Outcomes
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center 401/402
Area: EDC; Domain: Service Delivery
Chair: Tai Collins (University of Cincinnati)
CE Instructor: Tamika La Salle, Ph.D.
Presenting Author: TAMIKA LA SALLE-FINLEY (Georgia State University)
Abstract:

This keynote will focus on breaking the silos that inadvertently separate related and overlapping school efforts to promote positive student outcomes for students with minoritized and marginalized identities. Attendees will learn how to leverage related data to inform cultural responsive and affirming practices with students from marginalized and minoritized backgrounds. Recommendations for practice will be discussed.

Instruction Level: Intermediate
Target Audience:

ABA Practitioners, professionals working in schools

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the impact of school climate on student outcomes- particularly for students with marginalized and minoritized identities; (2) Discuss how to leverage MTSS systems to meet needs at the universal and targeted levels based on relevant and integrated data; (3) Discuss key components of equity, cultural responsiveness and social justice as they relate to school climate
 
TAMIKA LA SALLE-FINLEY (Georgia State University)
Dr. Tamika La Salle is an Associate Professor of School Psychology at Georgia State University and the Director of the Center for Research on School Safety, School Climate. She is also the editor-in -Chief of the International Journal of School & Educational Psychology. Dr. La Salle’s research focuses on the impact of school climate on the outcomes of students, particularly those with minoritized and marginalized identities. Dr. La Salle also serves as an educational consultant; She Is particularly interested in the impact of culture on students’ educational experiences and on developing and maintaining culturally responsive school environments that are equitable, safe, and positive for students, teachers, and families.
 
 
Symposium #82
CE Offered: BACB
Public Speaking for Behavior Analysts: From Mock Interviews to Speeches
Saturday, May 27, 2023
4:00 PM–4:50 PM
Hyatt Regency, Mineral Hall A-C
Area: OBM; Domain: Applied Research
Chair: Matthew M Laske (University of Kansas)
CE Instructor: Aimee Giles, Ph.D.
Abstract: This symposium includes three talks that demonstrate the effectiveness of behavioral skills training (BST) and awareness training (AT) in teaching public speaking skills and reducing vocal verbal disfluencies. Laske will share experimental findings of an evaluation of BST and AT on public speaking performance and speech disfluencies. Perrin will describe the results of an experiment evaluating the effects of AT on speech disfluencies during asynchronous speeches. Last, Giles will present the results of an experiment evaluating the effects of AT on speech disfluencies during mock interviews.
Instruction Level: Basic
Keyword(s): interview skills, public speaking
Target Audience: Presentations during this symposium will be delivered at an intermediate instruction level.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Discuss how BST can be applied to train public speaking performance, (2) Describe how video-based AT procedures can be used to reduce speech disfluencies, (3) Describe how in-vivo AT procedures can be used to reduce speech disfluencies, (4) Explain how AT procedures can be applied to reducing speech disfluencies in both speech delivery and interviews.
 
Um, So, Like… How Do We Train Public Speaking?
MATTHEW M LASKE (University of Kansas), Florence D. DiGennaro Reed (University of Kansas), J Turner Braren (University of Kansas)
Abstract: Public speaking is a relevant skill for career advancement. Despite the importance of public speaking, it is the most common social phobia reported by Americans. Because of the discomfort it may cause and the potential impact on careers, identifying ways to teach effective public speaking is worthwhile. The current study sought to address this issue by using a multiple-baseline design across behaviors to evaluate the effects of behavioral skills training (BST) in a Zoom environment on public speaking behaviors. Following the BST intervention, awareness training (AT) was added to target speech disfluencies. BST was effective in teaching three sets of public speaking behaviors. AT was effective at reducing rates of speech disfluencies. Participants' self-ratings of effectiveness increased and reported anxiety decreased following the intervention. Additionally, an external expert in communications rated the participants as more effective speakers. Implications of these findings for future behavior-analytic research on public speaking will be discussed.
 
Effects of Asynchronous Awareness Training on Public Speaking Speech Disfluencies
CHRISTOPHER J. PERRIN (Bancroft), Jonathon Metz (Bancroft), Tracy L. Kettering (Bancroft)
Abstract: Although effective communication is an important skill for many professions, people often emit speech disfluencies when speaking publicly. Recent research has demonstrated that simplified habit reversal training, consisting only of awareness training, is effective at reducing public speaking speech disfluencies (e.g., Montes et al. 2019; 2020; Ortiz et al. 2022; Spieler & Miltenberger, 2017). Although awareness training requires less resources than other forms of habit reversal, awareness training has been delivered in a one-on-one format which may reduce practicality for widespread adoption. The purpose of the present study was to evaluate the effectiveness of asynchronous awareness training with clinicians from a large not-for-profit organization. To assess rates of speech disfluencies, each participant met remotely with an experimenter and delivered unrehearsed speeches. Following baseline, participants completed a computer-based training that described common speech disfluencies and provided opportunities to practice detecting speech disfluencies in recordings. Then participants took an online quiz during which they scored the frequency of disfluencies in recorded speeches. During post-training speeches, all participants' rates of speech disfluencies decreased relative to baseline. In addition, results of a questionnaire indicated high acceptability ratings and all participants indicated a preference for asynchronous to synchronous training.
 
Awareness Training for Decreasing Speech Disfluencies During Job Interviews
AIMEE GILES (University of South Wales), Edward Wong (University of South Wales), Saloni Sahu (University of South Wales)
Abstract: Performance during job interviews can be a critical factor in obtaining employment for recent university graduates. During a job interview, it is important to convey ideas and answer questions fluently and coherently. One strategy that is effective at decreasing speech disfluencies for college students during short speeches is awareness training. The present study used a concurrent multiple baseline design across participants to evaluate the effects of awareness training on speech disfluencies for five university students or recent graduates. All sessions were conducted remotely using video conferencing software and speech disfluencies were measured during mock job interviews. Components of awareness training included response detection, video detection, and in-vivo detection. Awareness training decreased targeted speech disfluencies for all participants without requiring booster sessions. For some participants, untargeted speech disfluencies also decreased following awareness training. Participants reported that they felt more confidant and comfortable speaking following awareness training.
 
 
Panel #83
CE Offered: BACB
Values, Quality, and Systems Design; Scaling Autism Service Delivery That Makes a Meaningful Difference
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 4C/D
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Timothy Michael Yeager, M.A.
Chair: Timothy Michael Yeager (Centria Healthcare)
EMILY CALLAHAN (Centria Healthcare)
HILLARY LANEY (Centria Healthcare)
KAJZA MAYE COATS (Centria Healthcare)
Abstract:

The field of applied behavior analysis (ABA) is growing exponentially, as are the organizations that are providing ABA services. Maintaining quality can be challenging during periods of rapid growth. Regardless of an organization’s size, scaling quality care is vital for the continued success of our field and for the patients we serve. When considering sustainable systems change, we are obligated by our ethical code to develop a system that benefits others, treats others with compassion, dignity, respect, integrity, and ensures competence. At Centria, we have developed a clinical framework that begins with understanding our client's values from the start of care. As Montrose Wolf outlined eloquently in 1978, as practitioners, we should continually ask ourselves if what we are doing matters to those with whom we are working (Wolf, 1978). It’s a simple question, but one that can often get lost in the middle of a therapeutic plan based upon standardized and criterion-referenced assessments. During this panel, we will be discussing the development of our patient-centered, values-aligned approach to therapeutic intervention. We'll discuss a multi-step process across a large-scale system, including; communication strategies, our mentorship model, training systems, and the development of tools to assess outcomes and monitor implementation.

Instruction Level: Intermediate
Target Audience:

The audience should have an introductory understanding of delivering aba therapy, management of staff, and experience with training staff to deliver aba therapy.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the necessary components of developing a system to drive clinical quality; (2) speak to the role of social validity when considering systems design; (3) identify the components of an effective behavior analytic change management program.
Keyword(s): OBM, quality, System
 
 
Symposium #84
CE Offered: BACB
Advancing the Field of Behavior Analysis Through Social Justice and Compassion
Saturday, May 27, 2023
4:00 PM–4:50 PM
Hyatt Regency, Centennial Ballroom D
Area: PCH/CSS; Domain: Theory
Chair: Ilene S. Schwartz (University of Washington)
Discussant: Ilene S. Schwartz (University of Washington)
CE Instructor: Ashley Penney, Ph.D.
Abstract:

As criticism of the field of Applied Behavior Analysis (ABA) increases in intensity, there have been growing calls for reform. In response to these criticisms, the field has also seen an increase in discussions of social justice and compassion. In this symposium we will discuss how social justice and compassion are vital to fostering human dignity and quality of life for our consumers. The first presentation will discuss current criticisms and the rationale for growth and evolution within the field of ABA. Building on the original seven dimensions of ABA and incorporating lessons learned from more than 50 years of practice within our field, we propose compassion as the eighth dimension of ABA. The second presentation will cover social justice as a core tenet of applied behavior analysis. We will present social validity and social invalidity as measures of quality of life. This presentation will conclude with suggestions for behavior analysts to engage in meaningful actions towards transformation.

Instruction Level: Intermediate
Keyword(s): compassion, reform, social justice, social validity
Target Audience:

Intermediate. Audience members should have a basic understanding of theory and philosophy of behavior analysis and have an understanding of the seven dimensions and their application.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Name and discuss compassion as the new dimension for applied behavior analysis (2) Define social validity and social invalidity and describe their role in improving quality of life (3) Discuss actionable implications for practice with peers and colleagues
 

Compassion: The Eighth Dimension of Applied Behavior Analysis

ASHLEY PENNEY (University of Washington Autism Center), Katherine Bateman (University of Washington), Yevgeniya Veverka (University of Washington), Adriana Luna (University of Washington), Ilene S. Schwartz (University of Washington)
Abstract:

The goal of Applied Behavior Analysis has always been to help our clients achieve the goals that are important to them and improve their lives in ways that they choose. Over more than half a century, this approach has proven successful in changing lives. But we are now hearing growing criticism that behavior analysts have lost sight of this objective through problematic application of strategies and procedures and ignoring the science and analysis —sometimes to the detriment of clients’ needs and concerns. In this paper, we propose a reconceptualization of the practice of ABA, adding compassion to the current dimensions that have represented our field for several decades, to help behavior analysts find their way back to implementing interventions in a compassionate, responsive, and humble manner that includes working with our consumers and our critics, and listening to perspectives that can help us improve our practice.

 
Social Invalidity as a Catalyst to Inform Contingency Analyses and Socially Valid Outcomes
MALIKA N. PRITCHETT (University of Kansas), Jamaun Willis (Positive Enlightenment)
Abstract: Social justice is inherent in the spirit of the science of applied behavior analysis. For applied science, measures of social validity and social invalidity are critical features that provide insight on the impact of scientific endeavors that are dedicated to understanding the betterment of quality of life for individuals and for humanity as a whole. As contemporary discourses continue, public outcries of rejection, refusal, repulsion, and similar sentiments continue to emerge. Some of these are cased within objections to science, others in response to scientific practices, and others to violations of human rights. Applied behavior analysts are part of these discussions. Behavior analysts can better understand and participate in these discourses through conducting dynamic and ongoing contingency analyses that are aimed toward reimagining current practices. This presentation will end with a discussion about every day, small yet transformative changes that have the potential to unite scientists and society toward collective well-being of all humanity.
 
 
Symposium #86
CE Offered: BACB
Getting Down to It: Mechanisms Matter
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 3B
Area: VBC/AUT; Domain: Applied Research
Chair: Judah B. Axe (Simmons University)
Discussant: Lesley A. Shawler (Southern Illinois University)
CE Instructor: Lesley A. Shawler, Ph.D.
Abstract:

The present symposium will focus on molecular analyses of seemingly ubiquitous intervention procedures. In the first presentation, Olga Meleshkevich will share her investigation of the relationship between echoic and listener responses with children with autism. In the second presentation, Kara LaCroix will share findings from a review of the shaping literature. Both presentations will shed light on the critical mechanisms behind these commonplace procedures. Lesley Shawler will discuss implications of these findings and future directions for molecular analyses of behavior.

Instruction Level: Intermediate
Keyword(s): joint control, shaping, verbal behavior, verbal operants
Target Audience:

Some understanding of verbal operants and Skinner's verbal behavior conceptualization of language development

Learning Objectives: 1. Describe the potential relationship between echoics and listener behavior 2. Discuss the role that shaping plays in our everyday practice 3. Learn how these essential mechanisms play an important role in skill development
 
Echoics Count: The Relationship Between Echoic and Listener Repertoires
OLGA MELESHKEVICH (Simmons University), Judah B. Axe (Simmons University), Sarah Frampton (University of Nebraska Omaha), Kylan S. Turner (Simmons University)
Abstract: Researchers have suggested that echoic behavior plays an important role in the development of emergent listener conditional discriminations (Causin et al., 2013), emergent speaker behavior (Fisher et al., 2020; Ribeiro et al., 2015), and acquisition of secondary targets (Vladescu & Kodak, 2013). To further address this hypothesis, we examined the relationship between the number of words a child can echo as a chain in one trial (e.g., say cup, shoe, hat) and the number of pictures a child can receptively identify in one trial (e.g., point to dog, tree, boat). We conducted this assessment with 37 children with autism between the ages of 3 and 18 years old receiving services in educational centers in the USA and Russia. We found a strong correlational relationship with high prediction accuracy between the number of words echoed and the number of pictures identified. Follow up regression analysis indicated that the length of the echoic behavior could be a predictor of the length of the receptive stimulus. These results might have implications regarding teaching strategies to establish generalized listener repertoires in children with autism and promote further discussion on the topics of emergent verbal behavior, bidirectional naming, and joint control.
 
Response Shaping in Applied Works
KARA LACROIX (TACT, LLC), Gregory P. Hanley (FTF Behavioral Consulting), Cory Whelan (Vinfen)
Abstract: Skinner coined the term “shaping” after his day of great illumination when he taught a pigeon to bowl. Since then, shaping has been used in both the experimental and applied branches of behavior analysis to teach human and non-human organisms new behaviors in a gradual fashion. When used in the applied world, shaping is often combined with prompting procedures to increase the efficiency, however the addition of these procedures may be contraindicated to some of the underlying processes of shaping. In Study 1, we conducted a narrative analysis of shaping definitions from Skinner’s 1943 description to present day. Findings of this analysis were then used to create a comprehensive definition of shaping focused on the underlying behavioral processes. Study 2 is a review of response shaping in the applied literature that describes (a) how shaping has been used in applied works, (b) when to tact shaping as an independent variable, (c) and to provide recommendations as to when and how to use shaping in applied practice.
 
 
Symposium #87
CE Offered: BACB — 
Ethics
Diversity submission Using Data to Inform Ethical Practices in Research and Clinical Work
Saturday, May 27, 2023
4:00 PM–5:50 PM
Convention Center Mile High Ballroom 4A/B
Area: AUT; Domain: Applied Research
Chair: Kathryn Glodowski (Mission Autism Clinics)
Discussant: Amy Gravino (Rutgers Center for Adult Autism Services/A.S.C.O.T Consulting)
CE Instructor: Kathryn Glodowski, Ph.D.
Abstract:

Professional organizations for behavior analysts and the Ethics Code for Behavior Analysts (Behavior Analyst Certification Board, 2020) are intended to protect vulnerable populations receiving applied behavior analysis (ABA) services and offer service providers support and accountability in upholding guidelines set to protect clients. When selecting practices in alignment with professional guidelines, behavior analysts also may want to confer with the research literature to ensure their selections are evidence-based. This symposium includes four presentations, each one showcasing a dataset related to an area of ethical need within the field. The first presentation will discuss survey results about researchers’ use of practices to obtain consent and assent from research participants. The second presentation will cover survey results regarding clinicians’ use of assessments and behavioral procedures to minimize behaviors that may cause harm. The third presentation will share results from an experiment comparing the efficacy and acceptability of using parents’ preferred or non-preferred language during behavioral skills training. The fourth presentation will consider results from a systematic review of recent literature in behavioral journals involving autistic people, comparing the use of deficit-based vs. strengths-based terminology. Amy Gravino (A.S.C.O.T Consulting, LLC) will discuss these four presentations based on her experiences and perspective.

Instruction Level: Intermediate
Keyword(s): Assent, Language Diversity, Problem Behavior, Strengths-Based Terminology
Target Audience:

The target audience includes BCBAs or BCBA-Ds providing ABA services and/or conducting ABA research. The pre-requisites include knowledge of the Code of Ethics for Behavior Analysts and the ability to make evidence-based decisions.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe various methods to obtain consent and assent from research participants, as well as the relevant items from the Ethics Code for Behavior Analysts (the Code). 2. Describe clinicians’ reports of using assessment and behavior-reduction procedures when minimizing behaviors causing harm, as well as the relevant items from the Code. 3. Describe the benefits of using a families’ preferred language when working with culturally and linguistically diverse families, as well as the relevant items from the Code. 4. Describe behavioral researchers’ use of deficit-based vs. strengths-based terminology in autism research, as well as the relevant items from the Code.
 
Diversity submission Consent and Assent Practices in Behavior Analytic Research
SARAH C. MEAD JASPERSE (Emirates College for Advanced Education), Michelle P. Kelly (Emirates College for Advanced Education (ECAE)), Shannon Ward (Mohammed bin Rashid Center for Special Education operated by The New England Center for Children), Jonathan K Fernand (Florida Institute of Technology), P. Raymond Joslyn (Utah State University), Wilhelmina van Dijk (Utah State University)
Abstract: While consent and assent (when relevant) are required components of behavior analytic research activities according to the Ethics Code for Behavior Analysts (Behavior Analyst Certification Board®, 2020), information about the use of assent procedures is not always included in published research (Morris et al., 2021). The purpose of the present study was to explore consent and assent processes in behavior analytic research by surveying researchers about their knowledge, practices, resources, barriers, and solutions with respect to consent and assent. The results from 123 behavior analytic researchers suggest that a variety of methods are being used to seek consent and assent, even though those processes are not always described in published literature. Additionally, discrepancies were noted between behavior analytic researchers’ responses related to consent and assent, which suggests the need for more research, training, resources, and social contingencies related to assent.
 
Diversity submission Clinicians' Use of Assessments and Treatment Procedures to Reduce Problem Behavior
KATHRYN GLODOWSKI (Mission Autism Clinics), Jacqueline Duchow (They Pennsylvania State University - Harrisburg), Sundal Ghori (The Pennsylvania State University - Harrisburg), Emma Olszewski (The Pennsylvania State University - Harrisburg), Lindsay M. Knapp (Yellow Brick Academy)
Abstract: Evidence-based and ethical practice for treating problem behavior includes selecting, designing, and implementing FBAs and reinforcement-based treatment procedures informed by the results of the FBAs (BACB, 2020). A punishment component may also be needed only if socially valid outcomes have not been achieved with less intrusive procedures or if the risk of harm of the behavior outweighs the potential risk of harm of the procedure. Relatively little empirical information is available about clinicians’ process for treating problem behavior. The current project includes a survey of 252 BCBAs’ use of FBAs, treatment procedures for problem behavior, and punisher assessments if they’ve used punishment. Most respondents reported always using interviews and descriptive assessments when developing behavior-reduction plans, and almost all reported using differential reinforcement, extinction, and noncontingent reinforcement to reduce moderate or severe forms of aggression and self-injurious behavior. In addition, most respondents reported using response blocking, response interruption and redirection, response cost, and contingent demands; but few respondents reported using direct punisher assessments. A discussion about practice recommendations and future research is included.
 
Diversity submission An Empirical Investigation of the Effects of Preferred Language Use in Parent Training
ABRIL GISELLE LOPEZ CERVANTES (Fresno State), Marianne L. Jackson (California State University, Fresno)
Abstract: The Behavior Analyst Certification Board’s (BACB) Ethics Code for Behavior Analysts provides guidelines for BCBAs to follow when working with diverse populations. Ethical code 1.07, Cultural Responsiveness and Diversity, points out that behavior analysts need to gain knowledge and skills related to cultural responsiveness and diversity while assessing their own biases and capacity to address the needs of people with diverse backgrounds. Within the provision of ABA services, many systemic barriers exist for culturally and linguistically diverse (CLD) families. These barriers include the lack of diversity in research and practitioners and the common use of English as the default language in the provision of services. The current study examined the effectiveness and acceptability of caregiver training using their preferred and less preferred language. We recruited four parent-child dyads. Parent participants identified as Hispanic or Latina females between 37 and 57 whose primary language is Spanish and secondary is English (bilingual), with children aged between 3 to 8 years diagnosed with ASD or a related IDD. The study employed an alternating treatment design to assess the effectiveness and acceptability of each condition (i.e., preferred versus less preferred language) and its related intervention (i.e., sleep and toilet training) during behavioral skills training (BST). The results suggest that the use of each parent participant’s preferred language was slightly more effective and that parents rated the preferred language intervention higher on scales of acceptability and preference. The implications of this are discussed, as are the difficulties of conducting research in this area and suggestions for future studies.
 
Diversity submission 

A Systematic Review of How Behavioral Researchers Talk About Autism and Implications for Ethical Practice

SUMMER BOTTINI (Marcus Autism Center, Emory School of Medicine), Hannah Morton (Oregon Health & Science University), Kelly Buchanan (Binghamton University), Kait Gould (College of St. Rose)
Abstract:

Autism and disability research are shifting to a strengths-based approach including acceptance of characteristic differences and recognizing differences can be socially constrained. Advocates have suggested that terminology surrounding autism may negatively impact service delivery and people on the autism spectrum. In response, advocates have published recommendations for alternative terms to use in autism research. We aimed to identify how behavioral researchers describe autism and intervention supports to determine whether current language practices are consistent with recommendations. We conducted a systematic review using PRISMA-S guidelines for articles involving autistic people in 2021, yielding 2360 articles across 242 peer-reviewed journals. We will present results from articles in behavioral journals (n = 98 articles). We specifically examined the use of traditional deficit-based language relative to recommended alternative terms. Initial findings suggest that behavioral researchers still predominantly use terms consistent with a deficit-based model as opposed to strength-based alternatives; however, this is consistent with autism discourse across other disciplines of research as well. We will discuss ethical and practical implications of such language choices and provide recommendations for behavioral researchers.

 
 
Symposium #88
CE Offered: BACB
Diversity submission Navigating Barriers to Large-Scale Change: Work, Clinical Applications, Education, and Climate
Saturday, May 27, 2023
4:00 PM–5:50 PM
Convention Center Mile High Ballroom 3C
Area: CSS/PCH; Domain: Theory
Chair: William L. Heward (The Ohio State University)
Discussant: Thomas S. Critchfield (Illinois State University)
CE Instructor: Thomas S. Critchfield, Ed.D.
Abstract:

Successful behavior change interventions often fail to scale, limiting their impact. Analysis of the contingencies surrounding large-scale change is frequently required; indeed, the entire field of implementation science focuses on this challenge. Established empirical methods reminiscent of functional analysis - sometimes called "barriers analysis” or “determinants analysis” - identify potential barriers to adoption, and suggest ways to surmount them. A nonlinear analysis of the contingencies and meta-contingencies enhances this exercise. In this symposium, we use a comparative approach to deconstruct attempts to scale up interventions in organizations, large-n autism service delivery, K-12 education, and environmental sustainability. Interdisciplinary insights will add to the lessons learned. Developing a successful intervention is only the first step in an implementation process leading to meaningful large-scale change. And as prominently illustrated the case of climate change, we are rapidly running out of time to scale up.

Instruction Level: Intermediate
Keyword(s): climate, education, metacontingencies, systems
Target Audience:

Intermediate: understand contingency analysis, meta-contingences

Learning Objectives: ...describe ways that histories of reinforcement influence interlocking behavioral contingencies (such as in cultural practices) ...identify experimental designs that could help increase the potential of behavior analysis in large groups in autism services ...analyze the contingencies surrounding large-scale applications of behavior analysis to education ...summarize the advantages of an interdisciplinary approach toward addressing the climate crisis.
 
Diversity submission Behavior Analytic Account of Cultural Change in Organizations and Beyond
RAMONA HOUMANFAR (University of Nevada, Reno), Alison Szarko (University of Nevada, Reno), Mark P. Alavosius (Praxis2LLC)
Abstract: The behavioral sciences are challenged to conduct the extensive and difficult analyses needed to pinpoint the variables that will bring about massive, yet crucial, changes in individual behaviors and organizational actions. These challenges may exceed the skill set and resources of these scientific communities especially when the focus is on individuals’ behaviors. The ideals, perseverance, and success in solving the socio-cultural problems addressed by behavior change suggest that behavior analysis is poised to scale behavioral sciences to address what may ultimately prove to be the biggest challenges that humans have ever faced. This presentation provides an overview of the elaborated account of metacontingency with the primary focus on ways this perspective offers points of entry to alter contextual factors that inform large-scale applications in organizations (public & private sectors) and at large. We discuss the multi- layered ways leader’s communication and groups members’ histories of reinforcement influence the observed patterns of interlocking behavioral contingencies, aggregate product, and the behavior topographies of consumers (i.e., cultural practices).
 
Diversity submission Challenges and Opportunities of Large-n Behavior-Analytic Research in Applied Settings
JAVIER VIRUES ORTEGA (Universidad Autónoma de Madrid)
Abstract: Applied behavior-analytic (ABA) interventions have traditionally relied on frequent samples of discrete behavior units compounded with unstandardized social validity measures as the sole basis of treatment evaluation. While this approach has served the field well for decades, it has faced fierce opposition from non-behavioral scientists who often rely on group-based studies and standardized outcomes as their lingua franca. This insidious conflict questions the very nature of scientific evidence and alienates behavior analysis from mainstream applied sciences. We will analyze common barriers to large-N research designs in ABA along with potential alternatives that may be compatible to both the single-subject and the nomothetic experimental traditions. The presenter will discuss two recent behavioral education studies as proof of concept illustrating experimental designs that could help to bridge the ideographic-epidemiological gap in ABA research: a mixed multiple-baseline randomized controlled trial (RCT) design, and a multi-arm RCT component analysis. These studies underline the potential of behavior analysis for the modification of socially important behavior in large groups in autism services and beyond.
 
Diversity submission Hiding in Plain Sight: The Impact of Behavior Analysis in Education
JANET S. TWYMAN (blast: a learning sciences company)
Abstract: Applied behavior analysis has had a substantial, yet largely unrecognized, impact on educational practice. Behavior analysts have had a role in delivering effective, efficient instruction since Skinner’s development of the teaching machine in the 1950’s. Major contributions in behavioral education—such as Skinner’s technology of teaching, Keller’s personalized systems of instruction, Markle’s instructional design and concept formation, Lindsley’s precision teaching, Heward’s active student responding, Johnson and Layng’s generative instruction, Horner and Sugai's school-wide positive behavior supports —have provided a foundation for meaningful, system-wide change in teaching and learning. Yet behavior analysts continue to lament the absence of widespread acceptance, often asking "Why hasn't behavior analysis played a larger role in education?" Perhaps our collective lamenting is misplaced. Perhaps behavior analysis is more pervasive in schools than we recognize. This presentation will consider how the analysis of a network of contingencies--not just of education systems but of our own approaches--might help us to recognize existing applications of behavior analysis in education and help spread their acceptance and use.
 
Diversity submission Overcoming Barriers to Climate Action
SUSAN M. SCHNEIDER (Western Michigan University)
Abstract: One of the challenges of the climate crisis is the epic range of behavior changes needed. On the community level, school districts, businesses, neighborhoods, health care systems, and local governments all need to move faster toward sustainable practices. Scaling up existing successful projects is a way to get large-scale behavior change quickly. An essential element in that process - indeed, for any project - is an analysis of the barriers to change at the different levels (somewhat akin to functional analysis). Longstanding methods to do so exist, originally designed for public health applications, and now routinely used in the mainstream sustainability community. This presentation will explore these methods and their connections to behavior analysis, and provide examples that can serve as models for our own efforts toward addressing the climate crisis.
 
 
Symposium #89
CE Offered: BACB
Applied Research on Early Childhood Development
Saturday, May 27, 2023
4:00 PM–5:50 PM
Hyatt Regency, Capitol Ballroom 1-3
Area: DEV/DDA; Domain: Applied Research
Chair: Ciobha A. McKeown (University of Florida)
Discussant: Martha Pelaez (Florida International University)
CE Instructor: Martha Pelaez, Ph.D.
Abstract:

This symposium features four fantastic presentations extending behavior analytic methodology to infants and toddlers. First, Dr. Carolynn Kohn will present research surrounding the common assertion that infants have unlearned preferences for prosociality, and results suggest that few infants reliably made choices. Dr. Kohn will emphasize the value of single-case designs and repeated measures. Second, Carley Smith will present on extending behavior analytic preference assessment methodology to infants as young as six-months-old. Carley’s presentation will highlight what behaviors best indicate preference. Dr. Hayley Neimy will present on the efficacy of different operant social reinforcement procedures to promote vocalizations in neurodiverse infants in single- and dual-language households, and results highlight the importance of teaching caregivers to provide contingent reinforcement to improve early social communication skills in their children. Fourth, Dr. Katerina Monlux will present on teaching parents, in-person and through telehealth, strategies to establish joint attention and social referencing skills in neurodiverse toddlers. The results replicate the efficacy of an operant learning paradigm when teaching these skills. We are excited and honored to have Dr. Martha Pelaez as our discussant given her expertise and passion for this area of research.

Instruction Level: Intermediate
Keyword(s): development, infant, preference, social communication
Target Audience:

Understanding of the application of behavior analysis in developmental psychology; elicited behavior compared to operant behavior.

Learning Objectives: (1) Describe the benefit of behavior analysis to other disciplines; describe how behavior analytic methodology can be applied to child development; (3) be able to list methods that can promote early social communication skills.
 
Do Infants Make Moral Judgments? Investigating Other Probable Explanations
CAROLYNN S. KOHN (University of the Pacific), Samantha Crooks (University of the Pacific), Matthew P. Normand (University of the Pacific), Henry D. Schlinger (California State University, LA)
Abstract: Highly cited research on infant moral development (e.g., Hamlin, Wynn, & Bloom, 2007) suggests infants have an unlearned preference for prosocial others. However, these studies use a single measure of the dependent variable (puppet choice), which does not evaluate choice stability. Replications using single-case designs (SCDs) with repeated measures exist, and largely fail to replicate the original research; however, a limitation of repeated measures after one puppet show is that infants may display side perseveration (choosing a puppet on the same side). We used a virtual format (due to COVID-19 restrictions) to address these limitations. Infants (N = 6) watched a puppet show before making each choice and this sequence was repeated a total of four times. No clear patterns in infant choices emerged, and some infants made no choices. Results suggest a virtual format may not be suitable to evaluate infants’ choices. Findings from previous failed replications suggest infants may not display preferences for similar others and our current findings support previous recommendations to (1) publish null findings, (2) use SCDs with repeated measures to establish choice stability (reliability), and (3) assess infants’ choices by experimentally examining the conditions under which infants make specific puppet choices.
 

Determining Preference in At-Risk Infants

CARLEY SMITH (University of Florida), Ciobha A. McKeown (University of Florida), Caitlin Cantrell (University of Florida), Timothy R. Vollmer (University of Florida), Kerri P. Peters (University of Florida)
Abstract:

Identification of reinforcers is an essential component when teaching new skills to individuals with neurodevelopmental disorders. Commonly, a preference assessment is used to identify potent reinforcers. However, it is unknown if common methodology used to identify preferences for children and adults with neurodevelopmental disabilities also can be used for children under two years old. The purpose of this study was to evaluate efficacious methods to determine preference in infants as young as six-months-old. In addition to evaluating the efficacy of commonly used preference assessment methods (e.g., free operant versus paired stimulus preference assessments), we also evaluated if behaviors, other than a reach response, could reliably predict preference. We discuss the implications of our findings on expanding behavior analytic interventions to a younger population. In addition, we will provide recommendations on how to respond when infants do not have the prerequisite skills to participate in standardized preference assessments.

 
Talk to Me Baby! Promoting Vocalizations and Echoics in Neurodiverse Infants
HAYLEY MAY NEIMY (SHABANI INSTITUTE & CAPILANO UNIVERSITY), Martha Pelaez (Florida International University), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids), Mary Jane Weiss (Endicott College), Rebecca Pelaez (Florida International University), Elisa Lage (Florida International University)
Abstract: We compare the use of different operant social reinforcement procedures to promote vocalizations in a series of studies with neurodiverse infants in both single and dual-speaking households. The results reliably confirmed findings from previous research that contingent reinforcement procedures are more effective than non-contingent reinforcement and elicitation procedures, including the use of “motherese”/”parentese” and vocal imitation (Pelaez, Virues, & Gewirtz, 2011a and 2011b; Pelaez, Borroto, & Carrow, 2018; Neimy et al., 2020). Implications of these studies highlight the important role of systematically and contingently arranging the social consequences delivered by caregivers to promote early communication repertoires, and how idiosyncratic preferences of the infant are identified during the course of interventions. Future research and application are discussed in the context of prevention, optimal infant-caregiver environmental arrangements, misplaced contingencies, and the establishment of caregivers as social reinforcers.
 
Training Parents to Establish Joint Attention and Social Referencing Repertoires in Neurodiverse Toddlers via Operant Learning Procedures
KATERINA MONLUX (University of Washington), Martha Pelaez (Florida International University)
Abstract: Deficits in social engagement are among the core diagnostic criteria observed among children with autism spectrum disorders (ASD). In particular, joint attention and social referencing skills are critical for developing more complex social interactions and occur at a lower rate in those with an ASD diagnosis. The use of behavioral techniques and brief parent-infant engagement training has successfully promoted these social skills. We present data showing the acquisition of joint attention and social referencing skills in the natural environment in person and over telehealth using caregivers as therapists. The current presentation reviews and extends previously published procedures for training joint attention and social referencing modeled after Pelaez and colleagues’ (2012) operant learning paradigm with data from neurodiverse toddlers. We propose a model for expanding previous findings to the natural environment with a population at a higher likelihood of developing ASD and Fragile X syndrome. We teach joint attention skills first to aid in acquiring social referencing. While very similar social behavior chains, joint attention and social referencing have functional differences, which we will discuss.
 
 
Invited Tutorial #219
CE Offered: BACB
SQAB Tutorial: The Organization of Behavior in Bouts of Responses
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 4
Area: SCI; Domain: Basic Research
BACB CE Offered. CE Instructor: Federico Sanabria, Ph.D.
Chair: Suzanne H. Mitchell (Oregon Health & Science University)
Presenting Authors: : FEDERICO SANABRIA (Arizona State University)
Abstract:

Behavior analysts often rely on aggregate measures of behavior to conduct functional analyses and assess the efficacy of their treatments. These aggregate measures, nonetheless, obscure informative features of behavior. A more fine-grained analysis of how motivated behavior unfolds over time, for instance, suggests that, even in a relatively constant environment, motivated behavior is organized in bouts of engagement. Although this is likely in part an artifact of how behavior is measured, it reveals that (a) motivational, cognitive, and sensorimotor processes that underlie observable actions are, in principle, separable, and (b) the most important functional impact of reinforcement is not on conditioned responses or operants, but on behavioral states that give rise to those responses. This tutorial will discuss key insights on behavior that emerge from its temporal organization, the relation of this organization to theories of motivated behavior, and the analytical and procedural approaches to the estimation of organizational parameters.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts and graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) indicate the importance and implications of the organization of behavior in bouts of engagement, (2) formulate the link between the organization of behavior and other theories of behavior, (3) estimate parameters of the organization of behavioral data
 
FEDERICO SANABRIA (Arizona State University)
Prof. Sanabria obtained his Ph.D. from Stony Brook University under the mentorship of the late Howard Rachlin, and was a postdoctoral researcher in Arizona State University (ASU) under the supervision of Peter Killeen and Janet Neisewander. He is the Director of Diversity, Equity, Inclusion and Belonging at the Department of Psychology at ASU. Prof. Sanabria was Associate Editor of the Journal of the Experimental Analysis of Behavior and of Learning & Behavior. He was the Program Board Coordinator for the Annual Meeting of ABAI and currently serves in its Science Board. Prof. Sanabria also serves as Program Chair and President-Elect of the Society for the Quantitative Analysis of Behavior (SQAB), in the Executive Boards of SEAB and APA Division 25, in the Editorial Board of the Journal of Experimental Psychology: Animal Learning and Cognition; Journal of Neuroscience, Psychology, and Economics; Behavioral Neuroscience; among others. He has published over 70 empirical and theoretical papers and chapters on basic behavioral processes, as well as the entry on Pavlovian and instrumental conditioning for the Oxford Research Encyclopedia of Psychology and a textbook on learning and conditioning. Dr. Sanabria’s research has been funded by NIH and NSF.
 
 
Panel #73
CE Offered: BACB
Naturalistic Developmental Behavioral Intervention: Frequently Asked Questions to Support Implementation
Saturday, May 27, 2023
5:00 PM–5:50 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: Sophia R D'Agostino, Ph.D.
Chair: Sophia R D'Agostino (Utah State University)
ANA DUENAS (San Diego State University)
TRACY RAULSTON (Texas State University)
ELIZABETH ANNE HORTON (Hope College)
Abstract:

Naturalistic developmental behavioral interventions (NDBIs) are a group of evidence based early interventions that use a variety of strategies from developmental and behavioral sciences. Despite strong and growing evidence base, NDBIs are not implemented on a wide scale. Our panelists will answer frequently asked questions related to funding, data collection, resource considerations, training, fidelity, and more.

Instruction Level: Advanced
Target Audience:

Practicing BCBAs, BCBA-Ds and researchers in the field. Prerequisite skills include a general understanding of what NDBIs are.

Learning Objectives: Deeper understanding of NDBI implementation in community settings Identify resources for knowledge and training on NDBIs Understand various ways of data collection for NDBIs
 
 
Panel #91
CE Offered: BACB — 
Ethics
Diversity submission Cultural Responsiveness and Values-Based Care: What Starting Services in the Caribbean Can Teach Us
Saturday, May 27, 2023
5:00 PM–5:50 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT/CSS; Domain: Service Delivery
CE Instructor: Yaniz C. Padilla Dalmau, Ph.D.
Chair: Yaniz C. Padilla Dalmau (Flamboyán Behavioral Services)
SLOANE PHARR (The Wellness Centre)
MEGHAN CROWLEY (Tropical Behavioral Services)
GABRIELLE INDAH TORRES (Autism Aid Foundation / Find Your Balance LLC / Capella University)
Abstract:

Acceptance of care, quality of care and outcomes of care are all influenced by the cultural responsiveness of the clinicians delivering that care. Nowhere has this been clearer than in service delivery in the Caribbean. Our panelists from the Cayman Islands, St. Croix and Curacao will provide a brief introduction of who they are and the roles they play and have played in behavior analysis in the Caribbean. After these introductions, our chair from Puerto Rico will moderate a discussion based on questions from the audience focused on exploring the importance of cultural responsiveness and values-based care in communities where access to care has been limited; mental health stigmas still exist; and cultural factors must be taken into consideration. This panel is appropriate for anyone interested in learning more about starting services outside the United States or in rural/remote areas in the United Stated where services are not yet accessible, and barriers to care including cultural barriers exist.

Instruction Level: Intermediate
Target Audience:

Behavior analysts with at least 1-2 years of experience.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify the importance of cultural responsiveness in a service delivery model 2) Understand what it means to provide values-based care to clients and their families 3) Describe considerations for delivering high quality, appropriate care in settings with limited resources 4) Explore how to resolve conflicts of interest and issues of scope of competence when they are the only, or one of few, providers in a region
Keyword(s): Caribbean, cultural responsiveness, dissemination, values-based care
 
 
Panel #93
CE Offered: BACB
Integrating Applied Behavior Analysis Into the Hospital: Some Perspectives on Establishing a Patient-Care Model
Saturday, May 27, 2023
5:00 PM–5:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/DDA; Domain: Service Delivery
CE Instructor: Alexis Constantin Pavlov, Ph.D.
Chair: Alexis Constantin Pavlov (Marcus Autism Center; Emory University School of Medicine)
ALEC M BERNSTEIN (Children's Mercy Kansas City Hospital; University of Missouri-Kansas City School of Medicine)
SARA ELIZABETH WISE (University of Iowa Hospitals & Clinics; University of Iowa College of Medicine)
WILLIAM SULLIVAN (Golisano Children's Hospital & Center for Special Needs; SUNY Upstate Medical University)
Abstract:

Children with intellectual and developmental disabilities (e.g., autism) require more visits to the emergency department than neurotypical children. This, in part, is due to the escalation of challenging behavior to crisis state and higher rates of co-occurring medical conditions. Challenging behavior also makes providing preventative and routine medical care difficult, often resulting in longer lengths of stay and more invasive forms of medical care (e.g., restraint or inpatient hospitalization) for procedures that typically are completed in less-restrictive settings. The invited panelists will present their perspectives on the application of behavior analysis and patient-centered care in hospital settings. Considerations for establishing care models for patients with intellectual and developmental disabilities and challenging behavior will be discussed.

Instruction Level: Advanced
Target Audience:

Advanced; necessary requisite skills and companies for attendees to gain the most from the panel discussion included (a) completion of graduate-level work focusing on applied behavior analysis, (b) licensure and credentials as someone able to legally and ethically provide behavior-analytic services, (c) some experience beyond graduate school working in the healthcare setting.

Learning Objectives: At the conclusion of the presentation, participants will be able to identify (1) best practices for providing behavioral services within the hospital setting, (2) the differences across healthcare settings and how service provisions differ across these, and (3) barriers to current systems and future directions for integrated health care systems.
Keyword(s): behavioral pediatrics, challenging behavior, hospital, IDD
 
 
Symposium #94
CE Offered: BACB/QABA/NASP
Advances in the Analysis of Behavior-Physiology Relations
Saturday, May 27, 2023
5:00 PM–5:50 PM
Convention Center Mile High Ballroom 1C/D
Area: DDA/AUT; Domain: Applied Research
Chair: Joseph D. Dracobly (University of North Texas)
CE Instructor: Joseph D. Dracobly, Ph.D.
Abstract:

As the science of behavior advances, we seek new ways to understand the dynamic variables that influence behavior. With the advancement of technology, behavior analysts are better able to look "under the skin," and understand how a variety of physiological variables interact with other behavior-environment relations. In this symposium, researchers will present three recent advancements in the investigation of the interaction between physiology and behavior, including a method for identifying trauma-related stimuli in the everyday environment, an investigation of the relationship between heart rate and severe problem behavior, and a demonstration of the utility of measuring heart rate in the treatment of phobias. Each study will present unique insights into these dynamics and include practical strategies for including these measures to enhance more precise, wholistic interventions.

Instruction Level: Advanced
Keyword(s): heart rate, phobia, problem behavior, technology
Target Audience:

Intermediate to advanced; Attendees should have experience in the assessment and treatment of either severe behavior disorders or other psychological conditions (e.g., phobia).

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe a method to identify trauma-related stimuli present in the everyday environment through analysis of heart rate and various parameters of choice during preference assessments; (2) describe how to analyze the relationship between heart rate and problem behavior and functional properties of problem behavior; (3) describe the utility of measuring heart rate in the assessment and treatment of phobias.
 

An Evaluation of the Effects of Trauma-Related Stimuli on Behavior and Heartrate During Preference Assessments

AARON JOSEPH SANCHEZ (University of North Texas), Elizabeth Joy Houck (University of North Texas), Joseph D. Dracobly (University of North Texas), Melanie Bauer (University of North Texas), Danielle Pelletier (University of North Texas), Richard G. Smith (University of North Texas)
Abstract:

Traumatic events can result in persistent, undesirable behavior changes, detrimental to one’s quality of life. Some "triggers,” stimuli related to traumatic events, may be difficult or impossible to avoid. People with intellectual disabilities (ID) are often unable to tact their “triggers”. Objective procedures to identify “triggers,” not requiring advanced verbal behavior, represent an opportunity for effective and compassionate care. In this study, we evaluated a method to assess the effects of trauma-related stimuli on behavior of adults with ID. We measured heartrate, freezing, scanning, choice latency, and selection order during preference assessments in the presence and absence of trauma-related stimuli. Our results suggest these additional measures used during preference assessments could be useful in identifying “triggers” for people with limited verbal communication skills. Objective procedures that can be used to identify “triggers” could improve compassionate care for people with ID and a history of exposure to traumatic events.

 
Heart Rate as a Predictive Biomarker for Severe Destructive Behavior
LIAM MCCABE (Rutgers University), Brian D. Greer (Rutgers Robert Wood Johnson Medical School)
Abstract: Previous studies have examined the predictive validity of heart rate (HR) on severe destructive behavior, however such research has yet to improve clinical procedures or our understanding of physiology and destructive behavior. The purpose of this study was to examine the predictive validity of HR on varying topographies and functions of destructive behavior while controlling antecedent and consequent events through functional analyses (FA). In Experiment 1, we assessed the reliability of the Polar H10 HR monitor and the feasibility of its use in an analog FA session using a confederate participant and found that the Polar H10 HR monitor was a reliable measure of HR. In Experiment 2, we examined the predictive validity of HR on destructive behavior and the patterns of physiological arousal across within-session intervals of reinforcer presence or absence in four children with autism spectrum disorder (ASD). Results of Experiment 2 indicated that HR was not a reliable predictor of either automatically or socially reinforced destructive behavior. However, we found that measurement of reinforcer presence or absence was sufficient to predict socially reinforced destructive behavior. Although HR was not predictive of destructive behavior, we have provided a procedural framework for future assessment of other biological measures.
 
Measuring Heart Rate During Treatment of Needle Phobia
LINDSAY LLOVERAS (University of Florida), Kerri P. Peters (University of Florida)
Abstract: There are many empirically validated treatments for needle phobia that have been evaluated with both participants with and without autism spectrum disorder, such as differential reinforcement and stimulus fading. These studies typically include problem behavior or questionnaire data as the primary dependent variables to demonstrate treatment effectiveness. However, some of the most socially valid dependent variables are not visible to the casual observer; they occur beneath the skin, but nonetheless can be directly measured. The current study used wearable heart rate monitors during treatment of needle phobia in participants with histories of problem behavior in the context of blood draws and medical procedures involving needles. We present these physiological data along with observable behavior data as dependent measures during treatment. Ethical implications for treatment of problem behavior in aversive contexts are considered. We discuss potential future applications including using heart rate monitors during treatment of phobias and problem behavior during aversive contexts.
 
 
Symposium #95
CE Offered: BACB
Identifying Factors Predicting Autistic Roommates Compatibility From Literature, Experts, Adults on the Spectrum, and Caregivers
Saturday, May 27, 2023
5:00 PM–5:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Laura E. Mullins (Brock University)
CE Instructor: Laura E. Mullins, Ph.D.
Abstract:

While multiple measures are used to inform and assess compatibility with supported living placements for adults on the autism spectrum with intellectual disabilities, no single measure has considered all the relevant factors. Therefore, Kerry’s Place Autism Services (KPAS) developed the Group Living Compatibility Assessment Tool (GCAT) to predict the potential compatibility of prospective housemates. The GCAT includes six domains consistent with a behavioural perspective using a bio-psycho-social approach to compatibility and challenging behaviour. The assessment aims to identify environmental modifications and skill development opportunities that could improve prospective housemates’ compatibility and transitions. In partnership with researchers from Brock University, this research aims to evaluate the psychometric properties of the GCAT. To establish the content validity of the GCAT, we conducted three projects: a scoping review of the current literature, a survey of experts in the field, and focus groups with self-advocates and family members. The results suggest that the areas included in the GCAT are consistent with the literature, resonant with our experts, self-advocates, and family groups, and are socially significant to persons on the autism spectrum while also suggesting potential areas to improve the GCAT. We will also review next steps for the research and insights for professional practice.

Instruction Level: Intermediate
Keyword(s): "Adults", "Group Living"
Target Audience:

Must have a strong understanding of principles of applied behaviour analysis. Specifically the impact of the environment on behaviour, and the importance of creating socially significant treatment goals.

Learning Objectives: (1)Understand the development, and social significance, of the Group Living Compatibility Assessment Tool (GCAT) through evaluation of the rationale and historically documented challenges with housemate compatibility. (2)Integrate sources of evidence consistent with evidence-based practice (clinical judgment, the best available evidence, and client values and characteristics) (3)Learn the importance of consideration of multiple stakeholders in the development of assessments and in making supportive living placement decisions (4)Understand relevant factors that inform whether autistic roommates are likely to be compatible living with one another.
 

Exploring Factors Influencing Compatibility of Roommates on the Autism Spectrum: A Scoping Review

AMANDA MARIE BAILEY (Brock University), Laura E. Mullins (Brock University)
Abstract:

Many adults on the autism spectrum live in group-based settings. While the person should be central to the decision regarding placements, there are limited resources to aid in determining potential roommate compatibility. Challenging behaviours and placement breakdowns can often occur when social and environmental factors are not considered. This scoping review explores the current research on the factors that influence the compatibility of roommates on the autism spectrum. Following the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Review (PRISMA-ScR) guidelines, 41 resources were reviewed to identify issues that influenced roommate compatibility and living arrangements. A deductive content analysis was used to identify areas within six subdomains: general house details, health needs, sensory, lifestyle, social interaction, and behavioural profile. Initial results suggest the highest supported subdomain was social interaction and the least represented subdomains include health needs and lifestyle. The literature also suggested additional subdomains to consider, including the importance of one’s culture and balancing the right to make choices while considering safety. This scoping review will be used to inform an assessment to guide the placement decisions of prospective housemates and improve the transition process.

 

Compatibility of Roommates on the Autism Spectrum: Consensus Among Expert Clinicians and Senior Leaders

EMILY WYKES (Kerry's Place Autism Services), Carmela Campanella-Borraccia (Kerry’s Place Autism Services), Amanda Marie Bailey (Brock University), Laura E. Mullins (Brock University), Jan Frijters (Brock University), Sue Vandevelde-Coke (Kerry's Place Autism Services)
Abstract:

Evidence-based practice calls for integrating clinical judgment, the best available evidence, and client values and characteristics in professional decision-making (Slocum et al., 2014). Since there is no standardized measure to assess compatibility between adults on the autism spectrum, experts often rely on their clinical and professional experiences. To capture these experiences, a virtual questionnaire was sent to experts in the developmental field, including Board Certified Behaviour Analysts (BCBA) at a Master or Doctoral level, psychologists, researchers, and persons in senior leadership positions. Experts were asked to evaluate and provide feedback on the GCAT items, scoring, and administration and suggest additional areas of compatibility. A Content Validity Ratio (CVR; Lawshe, 1975) was conducted on all expert responses (n = 56) and compared across groups of experts (leadership vs. clinical groups; less or more than ten years of experience). Several items exceeded the Lawshe minimum values (Ayre & Scally, 2013) for experienced clinicians and leaders representing five of the six subdomains, including general house details, sensory profile, health and safety, social and behavioural profile. Interestingly, the leadership group agreed with each other the most and years of experience in the field also appeared to be a relevant factor in establishing consensus.

 
Exploring Factors Influencing Compatibility of Roommates on the Autism Spectrum: Perspectives of Self-Advocates and Families
CARMELA CAMPANELLA-BORRACCIA (Kerry’s Place Autism Services), Emily Wykes (Kerry's Place Autism Services), Laura E. Mullins (Brock University), Amanda Marie Bailey (Brock University), Jan Frijters (Brock University), Sue Vandevelde-Coke (Kerry's Place Autism Services)
Abstract: Adults should have a say in their homes and where they live (Autistic Self Advocacy Network, 2016). When the person cannot directly communicate their preferences, others may act as an informant in this decision-making process. Ideally, these individuals should know the person well, like their family members (Browning & Jones, 2002; McCoy et al., 2020). Self-advocates and families have the essential knowledge about a person’s daily life patterns, preferences, behaviours, and physical needs. These perspectives are valuable to collect. Therefore, the perspectives of 14 self-advocates and 17 family members of adults on the spectrum were obtained through virtual focus groups (7 per focus groups participant group). Participants were given the option to respond using the chat function or with their microphone to semi-structured questions about what is important about where autistic adults live and what they look for in a roommate. We also asked about the importance of each domain and subdomain. Examples, prompts, and alternative phrasing of subdomains were provided when necessary to increase accessibility and generate conversation. Preliminary deductive content analysis of the focus group transcripts suggested that each subdomain of the GCAT is essential to consider when transitioning adults on the spectrum into group living.
 
 
Symposium #97
CE Offered: BACB
Improving Student Behavioral Outcomes Through Interdisciplinary Collaboration in Public Schools
Saturday, May 27, 2023
5:00 PM–5:50 PM
Convention Center 405
Area: EDC; Domain: Applied Research
Chair: Kwang-Sun Cho Blair (University of South Florida)
CE Instructor: Kwang-Sun Cho Blair, Ph.D.
Abstract:

This symposium will present three federally-funded training and research projects that focus on improving behavioral outcomes for K-12 students with or without disabilities in the public school system through interdisciplinary collaboration and classroom teacher consultation. The focus will be on the use of a team-based collaboration model for functional behavior assessments and interventions (the Prevent-Teach-Response; PTR model) and a modular-based teacher consultation model. The first presentation will provide an overview and initial outcomes of Project iSED aimed at preparing school-based behavior analysts and social workers to work collaboratively for students with emotional and behavioral disorders. The second presentation will describe behavioral outcomes for students with or without disabilities who were served by preservice behavior analysts and school psychologists supported by Project EBAS, which is designed to prepare school-based behavior analysts and school psychologists in an interdisciplinary training approach. The third presentation will describe the results of implementing a modular-based teacher consultation model in which teachers completed an assessment and selected specific practices that would be most helpful in addressing class-wide behavior concerns.

Instruction Level: Intermediate
Keyword(s): behavior intervention, interdisciplinary collaboration, school-based intervention, teacher-consultation
Target Audience:

Basic knowledge and skills on school-based intervention, functional behavior assessment and intervention, teacher consultation, and interdisciplinary collaboration

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the need for interdisciplinary service provision for students with behavioral challenges in schools; (2) explain the 4-step, team-based process used in implementing the school-based Prevent-Teach-Reinforce (PTR) model; and (3) explain the impact of implementing school-based consultation using the modular-based model on student behavioral outcomes.
 
Great Together: Interdisciplinary Collaboration Between Applied Behavior Analysis and Social Work via Project iSED
CATIA CIVIDINI-MOTTA CIVIDINI (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Kimberly Crosland (University of South Florida), Alison Salloum (University of South Florida), Rose Iovannone (University of South Florida/College of Behavioral and Community Sciences)
Abstract: In this presentation the Project iSED (Advancing Interdisciplinary Services for Students with Severe Emotional and Behavioral Disorders) team, which includes faculty from the Applied Behavior Analysis and Social Work programs, will provide an overview of Project iSED and the various activities it is completing to ensure scholars are prepared to work in interdisciplinary teams to improve outcomes for children with emotional and behavioral disorders who have high-intensity needs. The presentation will include an overview of steps of the Prevent-Teach-Reinforce (PTR) model of consultation, consisting of teaming, goal setting, assessment, intervention, and evaluation. The PTR model of consultation is unique in its collaborative approach, its focus on social validity, and its team-driven process. Furthermore, presenters will share sample data from children served by the scholars supported by this grant and discuss some of the successes and challenges encountered by the Project team.
 
Evaluation of an Interdisciplinary Training Project for School-Based Behavior Analysts and School Psychologists
KWANG-SUN CHO BLAIR (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: Considering that much of the knowledge and many of the skills that behavior analysts and school psychologists possess are not unique to their particular discipline and that the school-based services they provide for students with behavioral challenges overlap to varying degrees, it is important to consider the potentially overlapping roles that they share. This presentation will introduce behavioral outcome data of children with behavioral challenges who were supported by preservice school-based behavior analysts and school psychologists funded by an interdisciplinary personnel preparation project (Project EBAS). Project EBAS (Enhancing Behavior Analytic Services for Children with Severe Emotional and Behavioral Disorders) is designed to improve training for future generations of school-based behavior analysts and school psychologists to work collaboratively in the public school system. Participants of the presentation will learn the benefits of having interdisciplinary preservice behavior analysts and school psychologists work with classroom teachers and school-based teams to support children who require intensive behavior interventions. The presentation will describe the aggregated child data from a number of single subject design studies and the moderator effects of interventions on child behavioral outcomes.
 

A Modular-Based Teacher Consultation Approach to Increase Class-Wide Engagement for Students With Emotional Disturbance

KIMBERLY CROSLAND (University of South Florida), Rose Iovannone (University of South Florida/College of Behavioral and Community Sciences)
Abstract:

Compared to other students who receive special education services, students with emotional disturbance (ED) demonstrate significantly more social and/or behavioral problems (Poulou, 2015; Wang & Fredricks, 2014). Currently, a wide research-to-practice gap exists regarding what works in classroom management for students with ED (Gable, 2014). Modular approaches allow teachers to select and customize evidence-based practices to have contextual fit for their classroom. This project evaluated a modular approach in which teachers completed an assessment and selected specific practices that would be most helpful for addressing class-wide behavior concerns. Behavior skills training and practice-based coaching were used to train teachers to implement the module strategies. Teachers selected the routine or time of day in which challenging behavior occurred most often. Data on class-wide challenging behavior and student engagement was collected using a multiple baseline design across classrooms. Results indicated that student engagement increased for all classrooms and challenging behavior decreased after implementation of the modules by teachers. Teacher fidelity data was high and social validity data from teachers indicated that the modules were feasible to implement and resulted in perceived improvements in class-wide behaviors.

 
 
Symposium #101
CE Offered: BACB
Graduate Program Course Content: Implications for Education and Training for the Field
Saturday, May 27, 2023
5:00 PM–5:50 PM
Convention Center 406/407
Area: TBA; Domain: Translational
Chair: Caitlyn Peal (University of Nevada, Reno )
CE Instructor: Jana M. Sarno, Ph.D.
Abstract: Graduate training programs in behavior analysis are tasked with developing well-rounded and competent behavior analysts. To help ensure the quality of education in behavior analysis, professional organizations such as the Behavior Analyst Certification Board (BACB) and the Association for Behavior Analysis International (ABAI) provide standards, guidance, and oversight of courses and educational training. However, within the guidelines and standards set by the BACB and ABAI, there is significant leeway in terms of the what material is covered and how it is taught. In this symposium, we will present data from three projects that sought to evaluate the content and approach to teaching in behavior analysis graduate training programs. Caitlyn Peal will present data gathered from a survey of Verified Course Sequence (VCS) instructors on what philosophical topics are included in graduate courses. Leonora Ryland will present the results of a review of syllabi from VCS programs regarding instruction on norm- and criterion-referenced skills assessments. Jana Sarno will then present data from a survey study that assessed the education and training experiences of behavior analysts in administering standardized skills assessments
Instruction Level: Intermediate
Keyword(s): assessment, graduate training, philosophy
Target Audience: intermediate
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the importance of teaching a breadth of philosophical topics in behavior analysis graduate training programs (2) Explain the utility of norm- and criterion-references skills assessments (3) Describe the importance of specific training in conducting standardized assessments
 
The State of Teaching Philosophy in Applied Behavior Analysis Graduate Training Programs
(Theory)
CAITLYN PEAL (University of Nevada, Reno), Bethany P. Contreras Young (University of Nevada, Reno), Matthew Lewon (University of Nevada, Reno), Nicholas L Vitale (University of Nevada, Reno)
Abstract: While many graduate training programs likely place a focus on the applied domain of the broader field of behavior analysis, many would argue that training in philosophical issues is just as important. This is reflected in the requirements for both Verified Course Sequences (VCS) and Association for Behavior Analysis International (ABAI) accredited programs – both require at least 45 hours of instruction in topics related to the philosophical underpinnings of behavior analysis. While these requirements attest to the importance ascribed to training in philosophy, they allow significant leeway in terms of the material that is covered. In light of this, the purpose of the present study was to assess the state of training in philosophy in VCS programs, which train the majority of behavior analytic practitioners. We sent a survey to all VCS program coordinators and asked them to report on the importance of teaching philosophical issues, commonly assigned readings, and topics included in courses. We found that instructors generally ascribe importance to training in philosophical topics. We also found that, while a range of philosophical topics and assigned readings were reported, the majority of VCS instructors seem to be including a narrow range of topics and readings in their courses.
 

Assessment Training in Behavior Analysis: A Review of Syllabi

(Applied Research)
KRISTEN L. PADILLA (Baylor University), Leonora Ryland (Baylor University), Benjamin N. Witts (St. Cloud State University), Ryan Farmer (University of Memphis), Shane McLoughlin (University of Birmingham-Edgbaston)
Abstract:

Due to the increased usage of norm- and criterion-referenced assessments in the field, it is crucial that programs integrate more comprehensive assessment education and training. Behavior analysts have an ethical obligation to accurately administer assessments and understand reliability and validity evidence to support the use of assessments. Behavior analysts need proper education and training in the administration, scoring, and interpretation of assessment data along with the psychometric properties of assessments. The purpose of this study is to identify the breadth and depth of assessment coverage in behavior analysis graduate training programs. Twenty syllabi from Association for Behavior Analysis International Verified Course Sequence (ABAI-VCS) registered programs were reviewed and analyzed. Data were extracted on program components, such as geographic location, type and format of program, and degree area. Data were also extracted on types of assessment content (e.g., norm- and criterion-referenced), semi-structured/standardized types of assessments, psychometric properties (e.g., reliability, validity), readings, assignments, and incorporation of task list items from the BCBA Task List (5th ed.; BACB, 2017). Results indicate that the majority training programs lack educational content and training experiences external to the assessment content and evidence typically covered in behavior analysis (e.g., social validity, interobserver agreement, functional behavior assessment).

 
State of Current Practice and Training with Norm-Referenced Assessments: A Preliminary Analysis
(Theory)
JANA M. SARNO (Hopebridge), Kristen L. Padilla (Baylor University), Leonora Ryland (Baylor University), Monserrat Austin (Baylor University)
Abstract: With the increasing prevalence of developmental disabilities, in particular autism spectrum disorder (ASD), coupled with the rising popularity of ABA and related assessments, there is a growing need for research in this area to evaluate assessment training, coursework, and supervision of assessment use. Historically, assessment education and training has primarily focused on functional behavioral assessments to determine functions of behavior and to develop appropriate intervention plans. Moreover, behavior analysts working in the field are expected to now administer norm-referenced assessments as required by insurance policies (Padilla 2020). The state of standardized assessment training has yet to be evaluated in the field of ABA. This study sought to identify the training experience and competency of behavior analysts in the administration, scoring, and interpretation of norm-referenced assessments. Preliminary results of the survey indicate a small number of respondents (N=212), with a majority of respondents being practitioners (58.1% are BCBAs [N=119]; 25.4% are BCBA-Ds [N=52]; 16.6% are current students [N=34]). With regard to the perceived purpose or usage of norm-referenced assessments while practitioners disagreed that data obtained from norm-referenced assessments provide no clinical use for practice (63% Strongly Disagree/Disagree), many identify that “many behavior analysts have not used norm-referenced assessments” (44.3% Agree/Strongly Agree). Additional results and future directions will be discussed.
 
 
Symposium #102
CE Offered: BACB
Investigating Instructional Practices to Support the Joining of Listener and Speaker Repertoires
Saturday, May 27, 2023
5:00 PM–5:50 PM
Convention Center Mile High Ballroom 3B
Area: VBC/DEV; Domain: Applied Research
Chair: Dolleen-Day Keohane (Nicholls State University, Touchstone)
CE Instructor: Dolleen-Day Keohane, Ph.D.
Abstract:

In this symposium we present three papers designed in an effort to expand our current understanding of Verbal Behavior Development. We present research on the procedures utilized to test for the presence of target listener, speaker, and social learning cusps, and results of the tests indicated which learners required the implementation of verbal behavior protocols to establish those missing verbal developmental cusps. The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model established a system to train teachers and staff utilizing the CABAS® Ranks and was applied as the training matrix to ensure implementors acquired the necessary repertoires and competencies to carry out the procedures. Following the completion of the training, implementors ran protocols to induce cusps and results of those procedures are examined and further areas of research are suggested. Collectively, the three papers discuss the complexity of addressing verbal behavior deficits and emphasizes the need for continued analyses at all levels of an intervention.

Instruction Level: Basic
Target Audience:

Verbal Behavior, Developmental Behavior

Learning Objectives: 1. Demonstrate foundational understanding of verbal behavior development 2. Identify pre-requisite cusps to induce the joining of listener and speaker repertoires. 3. Identify effective procedures to train professionals to implement developmental protocols.
 

Verbal Behavior Analysis and the Development of Skills Necessary to Support the Joining of the Listener and Speaker Repertoires

DANICA SAVOIE (Touchstone Center), Tricia Clement (LaBAA), Dolleen-Day Keohane (Nicholls State University; Touchstone)
Abstract:

Verbal behavior is the basis of human learning (Greer & Ross, 2008). When verbal behavior does not develop as expected, additional interventions may be warranted. Years of research have provided a means to not only analyze verbal behavior but to also establish those missing in children through the implementation of verbal behavior and social developmental cusps and protocols. We investigated the research related to protocols used to induce new verbal cusps and capabilities, as a means to increase speaker and listener repertoires, support the necessary skills to further develop joining of listener and speaker repertoires, and thus facilitate growth in social development. This first study was conducted to determine whether children with autism or related developmental disabilities had certain listener, speaker, and social learning cusps in repertoire. Results of the initial tests were analyzed to identify the absences of critical missing cusps and capabilities needed to support the joining of listener and speaker repertoires.

 
The Effects of Verbal Developmental Protocols on the Joining of Listener and Speaker Repertoires
FRANCIS HWANG (Touchstone ABA), Tricia Clement (LaBAA), Jayven J. Encarnacion (Touchstone Applied Behavior Analysis; Thrive Center for Success), Grant Gautreaux (Nicholls State University)
Abstract: Behavior analysis has long demonstrated the need for effective procedures to remediate deficits related to social and communication repertoires due to the frequent the absence of a robust communication and social repertoire in children with autism and related developmental disabilities. This study investigates the effects of verbal developmental protocols on the joining of listener and speaker repertoires across children with an autism or related developmental diagnosis. Additional results of several protocols targeting social verbal behavior and social learning cusps are also evaluated. The goal of the research was to not only teach the necessary operants but to also determine if participants would contact reinforcement from environmental social contingences in that they would essentially “learn a reinforcer” (Greer, 2020).The use of listener, speaker, and social reinforcement protocols were used to increase responding across target operants and subsequent tests for the induction of social learning cusps. Results suggests further discussions concerning the source of reinforcement for the target cusps.
 
A Comprehensive Approach to Training Staff and the Effects on Learner Progress
JAYVEN J. ENCARNACION (Touchstone Applied Behavior Analysis; Thrive Center for Success), Jennifer Weber (Teachers College, Columbia University & Nicholls State University), Dolleen-Day Keohane (Nicholls State University; Touchstone), Grant Gautreaux (Nicholls State University)
Abstract: The search for effective training and mentorship procedures to support staff in behavior analytic services is a critical area for continued research. We utilized strategic teaching procedures to train teachers, paraprofessionals, and clinicians to test for the presence of verbal behavior listener, speaker, and social developmental cusps and then implement verbal behavior protocols to induce those cusps that were identified as missing. The training procedures were implemented with professionals who taught children that demonstrated language delays in public schools and private clinical settings. The teaching procedures utilized the CABAS (Comprehensive Application of Behavior Analysis to Schooling) ranks which address three specific areas of expertise: acquisition of the scientific vocabulary, in-situ tactical applications, and progressive acquisition of rule-governed behavior. Following the training, the trainees demonstrated the skills to successfully identify the presence or absence of target cusps and implement listener, speaker and social reinforcement protocols to induce it with the children at their sites. N/A
 
 
Special Event #104
CE Offered: BACB
Presidential Scholar: New Ways of Preventing and Treating Domestic Violence for Individuals, Families, and Communities
Saturday, May 27, 2023
6:00 PM–6:50 PM
Convention Center Four Seasons Ballroom 1-4
Area: CSS
Instruction Level: Basic
Chair: RuthAnne Rehfeldt (Emergent Learning Center)
CE Instructor: Amie Zarling, Ph.D.
 

Presidential Scholar: New Ways of Preventing and Treating Domestic Violence for Individuals, Families, and Communities

Abstract:

Domestic violence is a public health problem affecting millions of families each year. Domestic violence can be physical, sexual, emotional, economic, psychological, or technological actions or other patterns of coercive behavior within an intimate relationship. Domestic violence not only affects those who are abused, but also family members, friends, co-workers, other witnesses, and communities. Children who have witnessed domestic violence are among those most seriously affected. This presentation highlights current approaches and traditional treatments for domestic violence. These approaches often take place in the context of the criminal justice system and punitive methods. Unfortunately, these methods rarely produce the desired effect and often lead to further harm for the individual, family, and wider community, and disproportionately impacting non-white people. One novel treatment approach we have implemented and studied is Acceptance and Commitment Therapy (ACT), which relies on principles and techniques of behavior analysis. I will discuss the application of ACT to individuals who cause harm, and outline the barriers and opportunities that have emerged from this work. Developing programs that are effective for these individuals has evolved to also include the professionals, communities, and contexts in which violence prevention and treatment occurs

 
AMIE ZARLING (Iowa State University)
 
Amie Zarling, Ph.D., is a clinical psychologist and an associate professor at Iowa State University in the Human Development and Family Studies program where she maintains an active research program focused on developing and testing evidence-based interventions for under-served and/or under-resourced populations. One of the primary areas of her work is the prevention and treatment of family violence, and evaluating programs based on Acceptance and Commitment Therapy (ACT) for domestic violence and criminal behavior. Dr. Zarling has received over $2 million in funding for her work, including multiple grants from the Office on Violence Against Women and the Department of Justice. She is the recent recipient of the American Psychological Foundation’s Visionary Award and the Association for Contextual Behavioral Science’s Early Career Award.   
 
 
 
B. F. Skinner Lecture Series Paper Session #123
CE Offered: BACB
Why Animals Fight? Using Principles From Behavioral Ecology to Understand Aggression
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center Four Seasons Ballroom 2/3
Area: AAB; Domain: Theory
Chair: Erica N. Feuerbacher (Virginia Tech)
CE Instructor: Gareth Arnott, Ph.D.
Presenting Author: GARETH ARNOTT (Queen’s University Belfast)
Abstract:

Contest behaviour is a feature throughout the animal kingdom. Animals compete for access to resources including food, territories and mates. These resources impact fitness in terms of survival and reproduction. As such, contests are important drivers of natural selection. Given the fundamental role of animal contests, behavioural ecologists are interested in the factors that drive and shape these aggressive encounters. Game theory has provided a useful framework to model these interactions and develop predictions and theory to explain them. This presentation will explore the dynamics of animal contest behaviour including the information gathering and decision making strategies used to resolve aggressive encounters. It will examine the assessment strategies used by animals in contests, including recent research detailing how this is linked to cognitive ability and affective state. It will also discuss the role of early life factors in shaping the development of aggression, including the role of play behaviour. Finally, it will illustrate how this understanding can be used in an applied animal welfare context to address issues of aggression in managed animals.

Instruction Level: Intermediate
Target Audience:

General

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Gain an understanding of the reasons why animals engage in contests; (2) Develop knowledge and understanding of contest theory; (3) Gain knowledge of how contest theory can be used to understand aggression from an animal welfare perspective.
 
GARETH ARNOTT (Queen’s University Belfast)

Dr Gareth Arnott is a Reader (Associate Professor) in Animal Behaviour and Welfare within the School of Biological Sciences at Queen’s University Belfast. He is a behavioural biologist, with research interests spanning a number of topics in a range of animal species. He has a research track record studying animal contest behaviour and the strategies animals use to resolve aggressive encounters. He has studied contest behaviour from a fundamental behavioural ecology perspective, while also translating these principles to applied settings to address animal welfare issues related to aggression. In addition, he conducts animal welfare research in both farmed and companion animals. Gareth is also passionate about science communication and has previously written a feature article on animal contests for Scientific American magazine. He currently serves as an editor for Animal Behaviour and is the academic lead of the Animal Welfare Research Network (https://awrn.co.uk/). Gareth is also the Director of Postgraduate Research for his school and joint Programme Director for an MSc in Animal Behaviour and Welfare.  

 
 
Invited Paper Session #123A
CE Offered: BACB
Cutting the Red Tape: Cultural Barriers to Implementing ABA Services in Brazil
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center Four Seasons Ballroom 1
Area: PRA; Domain: Service Delivery
Chair: Paula Kenyon (Northeastern University and Grupo Método)
CE Instructor: Susan Wilczynski, Ph.D.
Presenting Author: MECA ANDRADE (Grupo Metodo)
Abstract: Having 10 years of experience in Brazil, starting with public services and evolving to private practice, the author will identify some critical different between Brazil and the United States that affect regulation, cultural practices, and values. The history of Behavior Analysis in Brazil points to a solid experimental base developed in the 60s and 70s with strong Brazilian scientists and collaboration with such people as Fred Keller and Murray Sidman, to name a few. The incredible amount of knowledge produced during these years was unfortunately restricted to universities, with a focus on experimental, theoretical, and philosophical practice. Applied Behavior Analysis services, as we know them, did not arrive in Brazil until mid-late 90s. The author received all ABA training in the United States and came back to Brazil in 2012, having training in both experimental and applied settings. Having had her BCBA for 10 years at the time, she quickly understood that there were cultural barriers to implementing ABA services in Brazil. With that knowledge, she allowed her certification lapse with the understanding that regulation in Brazil would not work with American governance, as Brazilian professions are regulated by the federal government, with branches such as CFP and CRP, which do not require specialization in ABA, allowing any psychologist to implement ABA without training. Participants attending this talk will have the opportunity to learn about the importance of creating practices that are culturally appropriate when entering countries outside the United States.
Instruction Level: Intermediate
Target Audience:

Practitioners of ABA

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the history of behavior analysis in a developing country, and how it guides practice; (2) Identify critical practices that may not be readily available in developing countries and how to adapt to such reality; (3) Describe cultural sensitive practices when entering countries different than the US
 
MECA ANDRADE (Grupo Metodo)
Meca Andrade is a Psychologist in Brazil. She was a Board-Certified Behavior Analyst from 2001 to 2013. Throughout her career, she led important projects delivering ABA services in the US, Uganda, and Brazil. Meca published in Brazilian and American Journals. She also co-authored the National Guidelines for Autism Services along with Federal Regulators and other Health professionals in Brazil. Meca is the founder of one of the largest ABA companies in Brazil, serving students in five clinics in São Paulo, and one in Porto Alegre, in addition to providing telehealth services across 17 other States in Brazil. She has developed the first physical management program in the country and ran an important project in the State Hospital in São Paulo, and trained State employees on Autism Care.
 
 
Panel #124
CE Offered: BACB
Understanding Non-Compliance Through a Self-Advocacy Lens
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 4A/B
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Cody Morris, Ph.D.
Chair: Cody Morris (Salve Regina University )
AMY GRAVINO (Rutgers Center for Adult Autism Services/A.S.C.O.T Consulting)
ALEX KISHBAUGH (Melmark New England)
HALEY STEINHAUSER (Melmark New England; Regis College)
Abstract: Recent criticism has been directed toward Applied Behavior Analysis, or ABA. Of these, there has been criticism that ABA based services overly emphasize the compliance of autistic learners. Receiving such criticism can be difficult; however, we can improve our research and clinical practices by genuinely listening to concerns, considering how they apply to our work, and adjusting our perspectives and practices. This criticism, in particular, has led behavior analysts and others to reconsider “non-compliance”, rethinking it as a target for deceleration and considering it as an essential skill related to self-advocacy (Kishbaugh et al., 2022). Goals to decrease non-compliance can have unintended effects, such as an individual being overly willing to follow any instruction. To account for this, we must teach our learners important self-advocacy skills, such as communicating “no”, negotiation, and problem-solving. Similarly, this area lends to a discussion of assent in research, reframing non-compliance as a potential sign of withdrawing assent, and arranging educational and clinical contexts that learners opt into (Morris et al., 2021; Rajaraman et al., 2022). This panel will involve a discussion of how we can reframe non-compliance, embed teaching and promoting self-advocacy skills, and integrate assent into our clinical and research practices.
Instruction Level: Intermediate
Target Audience: Audience members who are practicing behavior analysts or applied researchers with experience developing behavior and/or skill objectives for autistic learners will benefit most from the content of this panel discussion.
Learning Objectives: (1) Describe how "non-compliance" can be understood through a self-advocacy lens. (2) Identify ways self-advocacy skills can be taught and promoted for autistic learners. (3) Outline methods for incorporating assent considerations into educational, clinical, and research practices.
Keyword(s): assent, non-compliance, self-advocacy
 
 
Symposium #125
CE Offered: BACB
Unique Applications of Telehealth
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 4E/F
Area: AUT/CBM; Domain: Applied Research
Chair: Tracy Raulston (Texas State University)
Discussant: Wendy A. Machalicek (University of Oregon)
CE Instructor: Tracy Jane Raulston, Ph.D.
Abstract: Telehealth research and practice have increased in recent years, and even more so during and after the COVID-19 pandemic. Healthcare providers and patients may feel more comfortable utilizing technology to access treatment than before the pandemic. In this symposium, two papers that extend the applications of telehealth will be presented. In the first study, Ousley and colleagues coached parents of young children on the autism spectrum in Naturalistic Developmental Behavioral Interventions during playtime routines. A multiple baseline across five parent-child dyads design was employed to evaluate the effects of strengths-based video feedback delivered online and the additive effects of additional online coaching for three dyads. The second study by Wicker and colleagues evaluated the effects of technician-delivered telehealth to teach vocational skills within workplace settings for adults with autism spectrum disorder (ASD). The study includes two multiple baseline across three skill-set designs. Both studies utilized Zoom as the platform to deliver intervention online. A discussion on the utility of telehealth, common barriers, and considerations will conclude this symposium.
Instruction Level: Intermediate
Keyword(s): autism, NDBIs, telehealth, vocational skills
Target Audience: Intermediate
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe ways to coach families using online platforms (2) describe ways to utilize video feedback in an online platform (3) describe ways technicians can coach adult online
 
Effects of a Parent-Implemented Intervention Using Strength-Based Video Feedback Coaching During Playtime
CIARA OUSLEY (The University of Nebraska - Lincoln), Tracy Raulston (Texas State University), Christina Gilhuber (Penn State University)
Abstract: Young children diagnosed with autism spectrum disorder (ASD) often experience difficulties in social communication, potentially exasperating the likelihood of difficulties forming friendships and living independently in the future. Parent-implemented interventions are evidence-based practices that have successfully been incorporated within home settings; however, the time-intensity of interventions can be a barrier to families of children with ASD, particularly when there are several training and coaching sessions. Recent research has demonstrated that parents can implement Naturalistic Developmental Behavioral Interventions (NDBIs; interventions that blend applied behavior analysis with developmental psychology), during naturally occurring routines (e.g., playtime) when on-going coaching is provided. Therefore, we evaluated the effects of a telepractice-based NDBI with a single training session and once-weekly strength-based video feedback coaching. A concurrent multiple-baseline single case design across five parent-child dyads (i.e., two mothers, three fathers; five sons with ASD) during playtime was employed. An additional coaching package was introduced to three parents and maintenance data was collected for four dyads. Visual analysis and supplemental standardized mean difference effect sizes revealed a functional relation and strong effects on parent strategy use, suggesting that the use of strength-based video feedback may be an effective coaching tool for parents of young children with ASD.
 

Evaluation of Technician-Delivered Telehealth to Teach Vocational Skills Within the Workplace to Adults With Autism Spectrum Disorder

MACKENZIE RAYE WICKER (Baylor University), Julia M Hrabal (Baylor University), Tonya Nichole Davis (Baylor University), Renming Liu (Baylor University), Kristina McGinnis (Baylor University)
Abstract:

The number of individuals with autism spectrum disorder (ASD) entering the workforce is increasing, yet vocational rehabilitation support and services remain scarce. The telehealth model to deliver behavior analytic interventions has been demonstrated as effective, efficient, resourceful, and socially valid. To date, telehealth is most commonly used to coach caregivers and practitioners to implement interventions. Recently, two studies evaluated technician-delivered telehealth in which the therapist directly teaches individuals with intellectual and developmental disabilities, without the facilitation of a caregiver or practitioner. The purpose of this study was to evaluate technician-delivered telehealth to provide vocational skills training to two adults with ASD within their place of employment. Participants identified three job-specific skills they wished to acquire. We developed a task analysis of each skill to measure the percent of steps of the skill completed independently. All sessions were conducted via Zoom. During baseline, participants were provided with written instructions to complete the task. During intervention, we implemented a total-task chaining procedure with least-to-most prompting. Both participants demonstrated low levels of independent responding during baseline. Following intervention, both participants met mastery criteria and had maintained skills three weeks later. The participants and their caregivers expressed positive experiences with the procedures and use of the technician-delivered telehealth model.

 
 
Panel #126
CE Offered: BACB
From Individuals to Systems: Supporting Caregivers With Compassion
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 1E/F
Area: AUT; Domain: Service Delivery
CE Instructor: Karen Nohelty, M.Ed.
Chair: Karen Nohelty (Center for Autism and Related Disorders-CARD®)
ADAM DELINE HAHS (Hopebridge Autism Therapy Centers)
EMILY CALLAHAN (Centria Healthcare)
KAREN NOHELTY (Center for Autism and Related Disorders-CARD®)
Abstract:

The goal of applied behavior analysis (ABA) is to effect socially significant outcomes. How ABA is implemented and how we interact with caregivers is just as critical as the specific strategies used during intervention. Collaborative relationships with caregivers can be fostered by approaching interactions with empathy and compassion. While social validity is a valuable aim in and of itself, engaging compassionately with caregivers has the potential to improve outcomes. This panel will explore definition and measurement of compassionate behavior, review empirically supported strategies in the space from within and outside of ABA, share pilot data, and propose future directions. A method of improving treatment planning will be shared which begins with a values alignment conversation and continues with alignment of therapeutic services with the identified values. While engaging compassionately with caregivers on an individual level is impactful, those interactions are just one part of a broader system. Thus, varied perspectives of compassionate care from multiple levels will be explored. Methods to promote compassionate organizational systems will be offered, including leveraging protective factors against burnout and discounting.

Instruction Level: Intermediate
Target Audience:

Participants should have experience conducting caregiver training.

Learning Objectives: 1) Participants will be able to define elements of compassionate care as it pertains to caregivers. 2) Participants will be able to identify how to link identified caregiver values to elements of the treatment plan. 3) Participants will be able to identify at least 2 empirically supported strategies to use to increase compassion with caregivers.
Keyword(s): caregivers, compassion, systems, values
 
 
Symposium #127
CE Offered: BACB/QABA/NASP
Clinical Evaluations of PEAK Relational Training System and Related Assessments
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 3C
Area: AUT; Domain: Applied Research
Chair: Allyssa Minick (Endicott College)
CE Instructor: Amanda N. Chastain, M.A.
Abstract:

The PEAK Relational Training System is a standardized behavior-analytic comprehensive treatment model that has been supported by over 70 published peer-reviewed studies. This symposium will present three papers extending previous work on PEAK by examining the impact of treatment dosage, exploring a play-based assessment for early-childhood learners, and evaluating its assessment tool in classifying autism symptom severity. Specifically, the first paper will present the outcome of a systematic literature review on using play-based unstructured assessment in early-childhood intervention and preliminary results on a new play-based assessment. The second paper will focus on parameters, such as dosage, that predicted the treatment outcome of PEAK-based intervention. The third paper will examine convergent validity on the PEAK Comprehensive Assessment’s (PCA) ability in classifying autism symptom severity. Implication on the assessment and treatment delivery of PEAK will be discussed.

Instruction Level: Intermediate
Keyword(s): Assessment, PEAK, Psychometrics, Symptom Severity
Target Audience:

It would be helpful for audience members to have a basic understanding of complex language and cognition from a behavior-analytic perspective (e.g., derived relational responding, equivalence, relational frame theory, PEAK).

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe factors impacting the treatment outcome of PEAK; (2) describe the differences between play-based and structured behavior-analytic skill assessment; (3) describe convergent validity between the PCA and common instruments for autism symptoms.
 

Play-Based Assessments in Early-Childhood Applied Behavior Analysis Intervention

JENNIFER POSEY (Endicott College), Mark R. Dixon (Endicott College)
Abstract:

This presentation seeks to examine the efficacy of play-based assessments as compared to highly structured skill-based assessments when identifying treatment areas for learners enrolled in early childhood ABA programs. In order to provide the most effective treatment, it is essential that providers accurately identify the skill repertoire of their learners to include foundational skills such as early communication and learner readiness, as well as more advanced social communicative repertoires that include derived relational responding. Young learners enrolled in early intervention programs may lack necessary prerequisite skills to engage in highly structured assessments and may be more appropriately assessed in a play based format. As such, it is essential that an assessment of skills is not only robust, but adequately engages the learner. Through a systematic literature review, the current paper argues that there is a lack of empirically validated play-based assessment tools available to behavior analysts. In addition to reviewing current research surrounding play-based behavior-analytic assessments, this presentation will also provide data supporting the use of play-based assessment according to learner repertoires and provide evidence that a new play-based behavior analytic tool is both effective and utilitarian to practitioners of early childhood behavior analytic programming.

 
Evaluating the Relationship between Dosage and Outcomes for Children with Autism Receiving PEAK Intervention
LINDSEY NICOLE HOLTSMAN (Emergent Learning STL Center), Mark R. Dixon (University of Illinois at Chicago), Zhihui Yi (Univeristy of Illinois at Chicago)
Abstract: Applied behavior analysis (ABA) has received wide support in its effectiveness in promoting socially significant changes. The intensity of such intervention is often left to the hands of clinicians. Although it is often assumed that a more intense intervention started at early stages of life would lead to better long-term outcome, very few study examined the relationship between the intensity of ABA treatment and learner outcome. The current study examined the relationship between dosage of ABA services and learner’s progression during standardized behavior-analytic testing. Using a cohort of 26 participants who all received center-based ABA services, the current study presents post-hoc analyses of learner’s data on parameters predicting learner’s progress. Results show that the weekly average of ABA services predicted learner’s improvements in the PEAK Comprehensive Assessment (PCA) through 6-month of PEAK-based intervention. Other parameters were also analyzed for potential predictors of treatment success. Implications for optimizing dosage for PEAK treatment delivery was discussed.
 
Evaluating Relationships Between the PEAK Comprehensive Assessment and Measures of Autism Symptomology
AMANDA N. CHASTAIN (University of Illinois, Chicago), Zhihui Yi (Univeristy of Illinois at Chicago), Meredith T. Matthews (University of Illinois at Chicago), Mark R. Dixon (University of Illinois at Chicago)
Abstract: The Autism Diagnostic Observation Schedule Second Edition (ADOS-2) is often used as a diagnostic tool used for evaluating symptoms of autism spectrum disorder (ASD). The ADOS-2 is used in combination with other, often subjective, measures, such as Child Autism Rating Scale questionnaire for parents and caregivers (CARS-2), to formally diagnose an individual with ASD. The PEAK Comprehensive Assessment (PCA) is a standardized objective measure of language and cognition and includes the PEAK Autism Symptoms and Behavioral Observation Summary (PAS-BOS). The purpose of the current study was to evaluate the relationship between scores on the PAS-BOS, ADOS-2, PCA, and CARS. Results indicate statistically significant correlations between the CARS-2 parent questionnaire and PAS-BOS, as well as between the CARS-2 and total PCA score. Analyses were also conducted evaluating the relationship between the above variables and the ADOS-2 autism classification. Implications and findings in PCA’s ability in classifying autism symptom severity will be discussed.
 
 
Symposium #129
CE Offered: BACB
Diversity submission From the Tyranny of the Few to Survival of All: Culturo-Behavior Science for All
Sunday, May 28, 2023
8:00 AM–9:50 AM
Convention Center Mile High Ballroom 2B
Area: CSS/PCH; Domain: Translational
Chair: Nanni Presti (Kore University)
Discussant: Anthony Biglan (Oregon Research Institute)
CE Instructor: Anthony Biglan, Ph.D.
Abstract:

Periodically, social upheavals challenge well established cultural rules and practices. A sampling of current tensions includes what is observed between those who accept social stratification as inevitable and those who labor for social justice, between conservative, progressive, and libertarian agendas, between those who would grant remarkable power to businesses and those who would limit those powers in favor of public health and climate justice. Culturo-behavior scientists have advanced a number of strategies grounded in evolutionary, prevention, and behavior sciences, Skinner’s philosophy of science, and contemporary approaches to language and cognition. Advances in conceptual and empirical evidence for the planned use of interlocked behavior contingencies suggest that it is not too late to create a sustainable economy in which all humans matter, all voices are heard, and all can access basic goods and services. In this symposium, Giovambattista Presti, Francisco Perez, Thomas Szabo, Yukie Kurumiya, and Dennis Embry discuss these advances. At the end, Tony Biglan will provide commentary.

Instruction Level: Intermediate
Keyword(s): Cultrobehavior Science, Radical Behaviorism, RFT, Social Change
Target Audience:

Board-certified behavior analysts, teachers, and psychologists

Learning Objectives: Learning objectives are required and should take the following format: At the conclusion of the presentation, participants will be able to: (1) analyze competing cultural contingencies; (2) describe interlocked behavioral contingencies; (3) assess intrinsic versus extrinsic variability and the implications of these assumption.
 
Diversity submission 

Engineering the Upswing - A Behavior-Based Blueprint for Reframing Our Culture

(Theory)
FRANCISCO IGNACIO PEREZ (University of Texas Health Science Center - Houston School of Public Health), Henry S. Pennypacker (University of Florida)
Abstract:

Putnam and Garrett in The Upswing document the evolution of the United States from a We to an I culture over the last 125 years. They examined how “economic inequality, political polarization, social fragmentation, cultural narcissism, racism, and gender discrimination” evolved. They concluded that these changes are constructed by “human agency.” Skinner warned us that “great changes must be made in the American way of life to prevent a potential catastrophic future.” He urged us to “use our knowledge about human behavior to create a social environment” so we can live productive lives and not jeopardize the future for those who follow us. We have been asked “why are we still not acting to save the world?.” We propose that positive change can be managed. We now have a matured science of behavior and the technologies to engineer the next steady upswing. We propose that behavior analysis is a truly unifying science. It brings together, with behavior as the thread, evolutionary, social and biological-neurological sciences within the context of selection by consequences. We propose that together, we can ignite a commitment to initiate a behavior-based cultural evolutionary process that will reframe our culture towards the greater good.

 
Diversity submission 

Breaking the Silence: Applying Skinner’s Conception of Variability to Social Change Actions in and Beyond Our Field

(Theory)
THOMAS G. SZABO (Capella University)
Abstract:

Behavior analysts have long done what Putnam (2001) said America does; that is, we have gone “bowling alone.” Our commitment to an inductive, within-subject research tradition perplexes others. They leave us be, so long as we stay clear of social and psychological issues. Yet these troubles have turned up at our own door. We struggle with issues regarding race, gender, neurodiversity, and aversive technologies. If behavior analysis is to withstand these storms, we will need to break our silence on matters all but forgotten in our history. In this talk, I chronicle the climate in which Skinner advanced the experimental analysis of behavior. I discuss the deductive approach to analyzing variability in data and its connection to the British and American eugenicists. If, as eugenicists argued, behavioral variability is intrinsic, there is reason to cease helping those who will never do well. In contrast, if behavioral variability is extrinsic, then environmental experiences can be engineered to assist all those who live. The eugenics movement went underground after WW2, but its impact on science and the helping professions remains. I argue that now is the time to break our silence and show the world that all people matter, that everyone belongs.

 
Diversity submission 

Cultural Evolutionary Perspectives: Creating Service Delivery and Educational Environments for the Future of Behavior Analysis

(Theory)
YUKIE KURUMIYA (The Chicago School of Professional Psychology)
Abstract:

In recent years, behavior analysts have focused research attention on professional burnout (Brown, 2021; Daunavi et at., 2019). It seems ironic that behavior change agents that establish nurturing environments for others are not nurtured by their professional environments. One explanation for this phenomenon is that graduate programs teach behavior analysts to engineer behavior change at the level of the individual and the service industry reinforces practice at this same level of analysis. However, decades of studies show that by combining contingency management with both compassionate attention to emotions and the transmission of sustainable cultural practices, service delivery and service environments transform for the good of all. In this presentation, I will discuss training behavior analysts to engineer their service environments into nurturing, collaborative spaces with tools borrowed from culturo-behavior science, evolutionary science, and prevention science, each tethered in a quadrilateral matrix to the overarching philosophy of radical behaviorism. This approach is consistent with Skinner’s view of parallel selection processes that can be yolked together to create an appetitive, sustainable, and evolving professional field of applied behavior practice.

 
Diversity submission Using Behavioral Science for Population-Level Peace, Productivity, Health, and Happiness
(Theory)
DENNIS D. EMBRY (PAXIS Institute)
Abstract: Take a breath, several times. Applied behavior analysis (ABA) cannot create population-level peace, productivity, health, and happiness conducting individual functional behavioral assessments and individual behavioral therapies. Accept that. Many Americans take psychotropic medications and yet much of life still sucks. ABA was never conceived as just palliative procedures to help individuals. I know better, as among the fading generations of students of Don Baer, Todd Risley and Montrose Wolf. I chose to do population-level multiple baselines to reduce the third leading cause of death of preschool-age children. I conducted a randomized trial to reduce medically coded violent injuries of children by applying relational frame theory to ABA strategies. Today, my colleagues and I have population-level RCTs that reduce just about any behavioral disorder with ABA principles. We do this as a global business—not dependent on soft monies. ABA has become a guild, depressing a slim set of levers—never imagined by Baer, Risley or Wolf. Thus, my talk and work explain how ABA can create a vibrant “Carbon Valley” (life) versus a “Silicon Valley” to better the world. Nobody lives a good life based on silicon chips; rather we die or thrive in live based on daily human interactions.
 
 
Symposium #130
CE Offered: BACB
On the Effectiveness of Combination Interventions Featuring Elements With Decelerative Properties
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 1C/D
Area: DDA; Domain: Applied Research
Chair: Nazurah Khokhar (Brock University)
Discussant: Griffin Rooker (Mount St. Mary's University)
CE Instructor: Griffin Rooker, Ph.D.
Abstract:

Often the term effectiveness and efficacy as applied to describe behavioral interventions outcomes in the treatment of challenging behavior in individual with intellectual and developmental disabilities are used interchangeably. Given these terms are unique and are generally mutually exclusive - this is problematic when it comes to understanding and disseminating the status of the literature. The importance of maintaining this distinction was depicted well in a recent comprehensive systematic review on functional communication training. The current symposium features two different but complementary approaches to tackling this question of effectiveness. First, we will describe the outcomes of a comprehensive meta-analysis showcasing intervention research featuring treatment elements with decelerative properties. The second talk showcases applied research in action, specifically targeting combination intervention effectiveness through a retrospective consecutive controlled case series. Additionally, discussant commentary may provide further insight for attendees around consuming the research on this topic, as well as important next steps (i.e., future research).

Instruction Level: Intermediate
Keyword(s): challenging behavior, combination interventions, intervention effectiveness, punishment-based interventions
Target Audience:

Attendees will benefit from having previous training on single-case experimental design effect sizes and related calculations (e.g., Tau-U, standardized mean difference), quality rigor processes in the context of meta-analytic work, and applied research methodology conducive to conducting clinical research (e.g., consecutive controlled case series, program evaluation).

Learning Objectives: (1) Attendees will be able to describe the current status of the literature featuring combination interventions that utilize both reinforcement and punishment strategies; (2)Attendees will be able to describe important characteristics (e.g., participant, study) associated with best outcomes (i.e., marked challenging behavior reduction depicted by Tau-U coefficients); (3)Attendees will be able to describe design elements that can assist applied research initiatives in exploring effectiveness outcomes in clinical settings
 

A Meta-Analysis of Punishment Procedures for Challenging Behavior in Individuals With Intellectual and Developmental Disabilities

ASUDE AYVACI (Brock University), Andreas Dimopoulos (Brock University), Alison Cox (Brock University)
Abstract:

The current review explored single-case experimental design (SCED) research conducted to evaluate punishment procedures in the treatment of challenging behavior in individuals with intellectual and developmental disabilities. Featured articles were published between December 2013 and October 2022. Some primary research objectives included examining: (a) the relationship between select characteristics and the effectiveness of combination interventions that included punishment, (b) any differential affect across punishment method type applied, and (c) patterns in effect size outcomes coinciding with study rigor. After conducting several screening steps, the researchers uncovered 31 studies that met inclusion criteria. Relevant data was extracted and the articles were coded. Preliminary quality rigor outcomes showcase an average quality ranking of 3.3 (out of 4), with most employing reversal designs. None of the articles depicted punishment fading, while only one article showcased reinforcement fading. Maintenance was rarely collected, while generalization appeared absent. We will discuss the clinical implications informed by our outcomes, including how relatively limited research on punishment intervention fading may prevent practitioners from effectively and efficiently fading interventions that feature elements with decelerative properties.

 

Program Evaluation of a Specialized Treatment Home for Adults With Severe Challenging Behavior

THURKA THILLAINATHAN (Brock University), James Padua (Safe Management Group), Bruce Linder (Pryor, Linder & Associates), Alison Cox (Brock University)
Abstract:

High-risk problem behaviors can preclude the individuals who engage in them from meaningfully participating in everyday activities due to associated risks (e.g., substantial injury to self and others, extreme property destruction, outward physical aggression targeting others). Unfortunately, research featuring adult participants who engage in severe problem behavior is relatively scarce compared to research featuring child participants. In addition, problem behavior literature tends to emphasize efficacy (e.g., does the intervention work) more often than effectiveness (e.g., does it work in ‘real world’ settings, for whom and under which parameters). The current project is a systematic program evaluation conducted to evaluate the effectiveness of a comprehensive behavioral treatment package (i.e., including both reinforcement-based interventions and decelerative strategies) at reducing severe challenging behavior and generating adaptive skills. A retrospective consecutive controlled case series design is employed featuring all clients who participated in the treatment program, regardless of their ‘success’. Project results, thus far, depict primarily therapeutic outcomes. Upon completion, the results will: (1) add to an understudied area (i.e., adults with intellectual and developmental disabilities who engage in severe challenging behavior); (2) speak to behavioral program effectiveness; and (3) inform other works interested in program evaluations.

 
 
Symposium #132
CE Offered: BACB
Parametric Analyses of Skill Acquisition Arrangements for Children With and Without Developmental Disabilities
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center 405
Area: EDC; Domain: Applied Research
Chair: Tom Cariveau (University of North Carolina Wilmington)
CE Instructor: Tom Cariveau, Ph.D.
Abstract: Skill acquisition programs in clinical or educational settings may frequently include procedural components that are arbitrarily selected by the behavior analyst. The selection of these components may be uniquely informed by legacy (i.e., the behavior analyst has used them before or seen others use them) as limited research is available to guide the behavior analysts’ programming. This symposium includes three papers that arranged parametric evaluations of variables relevant to skill acquisition programming for children with and without developmental disabilities. The first paper will describe a parametric evaluation of the intensity of a speaker immersion protocol with preschool students. The second paper will describe an evaluation of instructive feedback arrangements that differ in set size on second-language acquisition for children with and without developmental disabilities. The final presentation will describe an analysis of mastery criteria and number of target exposures during a teaching session (i.e., dosage) for children with and without developmental disabilities.
Instruction Level: Basic
Keyword(s): children, instruction, parametric analyses, skill acquisition
Target Audience: At least BCBA-level clinicians and researchers; graduate students
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Describe methods to execute parametric analyses in skill acquisition programs. 2) Describe considerations when selecting mastery criteria in skill acquisition programs. 3) Describe methods to arrange differential outcomes in skill acquisition programs.
 
Speaker Immersion: A Parametric Analysis and Effects on Vocal Verbal Behavior Towards Adults and Peers
APARNA NARESH (Marcus Autism Center), Daniel Mark Fienup (Teachers College, Columbia University), Georgette Morgan (Teachers College, Columbia University)
Abstract: Previous research has indicated the efficacy of the speaker immersion procedure (SIP) in increasing the emission of independent mands and tacts. In the present study, the researchers determined the effects of different intensities of the SIP on the emission of vocal verbal operants (VVOs) and peer observing responses in 3 dyads (i.e., 6 preschool students). During the SIP, the researchers either provided the participants with 100 or 50 opportunities to mand by contriving or using naturally occurring establishing operations (EO) across the school day. The researchers recorded the number of mands (i.e., target, non-target, and non-vocal mands) emitted during EO probe sessions, the number of VVOs (i.e., mands, tacts, sequelics, and conversational units) emitted towards adults and peers during non-instructional settings (NIS), and the number of peer observing responses emitted as a measure of peer awareness. Results indicated that the SIP led to increases in all dependent measures regardless of the intensity of the intervention received. However, the rate of learning was substantially quicker in the 50 opportunities condition across dyads. Implications are discussed in relation to the degree of differences in the emission of target mands as well as VVOs in NIS across both levels of SIP.
 

Differential Outcomes During English-Spanish Intraverbal Training With Instructive Feedback

ALEXANDRIA BROWN (University of North Carolina Wilmington), Tom Cariveau (University of North Carolina Wilmington), Delanie Fetzner Platt (University of North Carolina Wilmington)
Abstract:

Bilingualism starting from a young age may result in significant short and long-term benefits related to academics, cultural awareness, occupation, and aging. Recent work has emphasized the utility of behavior analytic technologies to promote second-language repertoires. Two procedural arrangements that may be particularly effective in promoting the rapid acquisition of second languages include differential outcomes and instructive feedback (IF). Previous research from our lab suggests that differential outcomes may be effectively, albeit inadvertently, arranged during IF. In addition, increasing the number of IF targets presented during differential outcomes arrangements may facilitate acquisition by arranging for a greater number of discriminable elements in the arranged contingency and increasing the number of non-target relations that might emerge following training The purpose of the current study was to evaluate the effectiveness and efficiency of arranging differential outcomes and nondifferential outcomes during tact-intraverbal training that included one or three IF targets with children with and without developmental disabilities. All participants learned Spanish words from four categories. The findings suggest that all procedures were effective; however, differential outcomes arrangements consistently resulted in greater rapidity of acquisition. These findings are considered for their relevance to clinical interventions and experimental research on stimulus control.

 
Acquisition “Mastery” Criteria: Effects of Application to Individual Operants and Teaching Trial Doses
JI YOUNG KIM (Pennsylvania State University - Harrisburg), Daniel Mark Fienup (Teachers College, Columbia University), Cassandra Draus (Teachers College, Columbia University), Kristina Wong (Teachers College, Columbia University)
Abstract: This study compared the effects of different applications of acquisition-mastery criteria (Set and Operant Analyses) and doses (3 and 5 opportunities per operant per session) during sight word instruction for 4 second-grade students with and without disabilities. In the Set Analysis 5 (SA5) and Operant Analysis 5 (OA5) conditions, sessions included 4 target operants (5 opportunities per operant) in a 20-trial session and the acquisition criterion (100% accuracy) was applied to all 4 operants (SA5) or individual operants (OA5). We extended previous research by evaluating the OA3 condition where the dose was reduced to 12 trials per session (4 operants, 3 opportunities per operant). All participants acquired textual responses to novel sight words fastest under the OA3 condition and required far fewer trials to maintain each sight word under OA3 compared to SA5 and OA5 conditions. Implications for arranging acquisition criteria and the interaction with trial-dosages are discussed.
 
 
Symposium #133
CE Offered: BACB
Using Treatment Packages and Component Analyses to Teach University Students Graphing and Citation Formatting
Sunday, May 28, 2023
8:00 AM–8:50 AM
Convention Center 403/404
Area: EDC/OBM; Domain: Applied Research
Chair: Rachel Thomas (Caldwell University)
CE Instructor: Rachel Thomas, M.S.
Abstract: A growing area for research is training university students to use the various forms of technology available to them. The first study featured a treatment package to train graduate students to format citations using the American Psychological Association (APA) 7 guidelines. Their results aligned with previous research providing further evidence that individuals require various levels of intervention for behavior change to occur. The second study was a component analysis comparing no instruction to instructor-led versus video modeling to increase skills in Microsoft Excel graph construction. Their results showed a statistically significant difference between both the instructor-led condition and the video modeling condition related to the no instruction control. The final study evaluated a treatment package with video tutorials, checklists, and post-performance feedback to design AB graphs in Microsoft Excel. Although results showed a difference in skill acquisition after the treatment package, the social validity results provided evidence to the contrary.
Instruction Level: Basic
Keyword(s): graph training, staff training, university students, video modeling
Target Audience: Graduate Students BCBAs
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) describe the effects of an online sequential training package in a higher education setting; (2) describe the effects of a component analysis on various instruction types; (3) describe the effects of a treatment package with feedback to increase skill acquisition in a training setting.
 
An Online Training Package to Teach Citation Formatting: Within and Across Participant Analyses
KENDRA GUINNESS (Regis College), Diana Parry-Cruwys (Regis College), Ryan Atkinson (BABAT), Jacquelyn M. MacDonald (Regis College)
Abstract: When teaching complex skills in higher education settings, different individuals may require different levels of instruction to achieve mastery. The current study replicated and extended Parry-Cruwys et al. (2022) by evaluating the effects of an online sequential training package on accuracy of American Psychological Association (APA) citations with graduate students in behavior analysis. The intervention consisted of (a) a checklist of APA citation criteria, (b) online modules based on principles of behavioral instruction, and (c) specific feedback. All components were delivered remotely through course management software and introduced sequentially such that participants experienced only the intervention necessary to meet mastery criterion. Of 13 participants, seven required the checklist only, two required the checklist and online modules, and four required the checklist, modules, and feedback. An across-participant acquisition analysis revealed additional response patterns that could inform refinement of future training materials. This evaluation demonstrates an efficient mechanism for assessing skill acquisition at the level of the individual learner in the context of higher education.
 
A Comparison of Instructor Led, Video Modeling, and No Instruction on Single-Subject Design Graph Construction in Microsoft Excel: A Systematic Replication
SAMANTHA PAIGE KUNO (Brock University), Kimberley L. M. Zonneveld (Brock University), Alison Cox (Brock University), Jan Frijters (Brock University), Madeline Marie Marie Asaro (Brock University), Arezu Alami (Brock University), Laura Tardi (Brock University)
Abstract: Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an intervention on behavior; however, there is not a consensus on the most suitable method to teach this skill. We used a repeated measures between-groups design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master’s students with some reported Microsoft Excel experience. We observed a statistically significant main effect of submission time point (e.g., from pretest to posttest) for each tutorial group and a non-significant main effect of tutorial group. Finally, tutorial group significantly interacted with submission time point, suggesting that both instructor-led and video-model tutorials may be superior to providing participating graduate students with a written list of graphing conventions (i.e., the no-instruction control condition) to improve their graphing performance. Further, effects generalized to a novel graph type (multielement) for all three tutorial groups.
 
Remote Teaching of AB Graphs in Microsoft® Excel
Ashley Diana Mondati (Caldwell University), Sharon A. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), Ruth M. DeBar (Caldwell University), RACHEL THOMAS (Caldwell University)
Abstract: Video tutorials (also known as video modeling) are a common teaching intervention used across many fields. In today’s times, remote work is becoming more prevalent, video tutorials have been a go-to tool for training. In instances where training is needed in a given area, organizations, such as universities or other corporations, may provide video tutorials to employees and/or students as both a time-efficient and cost-effective tool. To supplement these video tutorials, other tools, such as a checklist, may be provided to maintain an asynchronous learning environment. The current study extended Lehardy et al. (2021) by using a treatment package featuring video tutorials, checklists, and post-performance feedback to train undergraduate and graduate students in any field of study to use Microsoft® Excel 2016 to create AB design graphs. The results suggested that the treatment package increased graphing skills performance across three participants to socially significant levels, although anecdotal evidence suggested that further research on the components of the treatment package is needed.
 
 
Symposium #135
CE Offered: BACB
Advances in Compassionate Applied Behavior Analysis
Sunday, May 28, 2023
8:00 AM–9:50 AM
Convention Center Four Seasons Ballroom 4
Area: AUT/DDA; Domain: Translational
Chair: Tess Fruchtman (Queens College, City University of New York)
Discussant: Cory Whelan (Vinfen)
CE Instructor: Cory Whelan, Ph.D.
Abstract:

Compassionate applied behavior analysis (ABA) encompasses components of Trauma-informed Care and autistic-affirming socially valid assessment and treatment approaches. There is a large movement in the ABA field to promote and disseminate these practices to embrace a growing trend towards a more inclusive field. This symposium will focus on, not only how to practice compassionate ABA, but provides empirical evidence for doing so. A mixed methods survey was conducted in Study 1 to directly assess the perspectives of autistic individuals, and other stakeholders, regarding the educational decision-making process. The results from the respondents indicate the need for respecting autistic culture and selecting procedures that consider social and emotional needs. Study 2, introduces a novel, trauma-informed assessment of problem behavior that (a) reduces exposure to evocative situations that could potentially re-traumatize the individual and (b) ensures that the child maintains a level of control over their own environment. The authors validated the procedures among multiple participants by conducting function-based treatments informed by the results of the assessment to reduce problem behavior. The authors of Study 3 used the trauma-informed framework to incorporate the principles throughout the design of the entire assessment and treatment process of problem behavior. Following which, caregivers were presented with a series of questionnaires to determine the level of (a) stress experienced throughout and following the process and (b) acceptability of the comprehensive strategies employed. In Study 4, the implications of behavioral history in ABA are discussed. The authors propose how knowing an individual’s behavioral and medical history can assist in the development of compassionate treatment of problem behavior.

Instruction Level: Intermediate
Keyword(s): compassionate care, PFA/SBT, social validity, trauma-informed
Target Audience:

Audience should be interested in learning about autistic-affirming practices, trauma-informed functional analysis and treatment of problem behavior, compassionate applied behavior analysis, and the implications of behavioral and medical history.

Learning Objectives: (1) At the conclusion of the presentation, participants will be able to describe the trauma-informed framework of the performance-based IISCA and subsequent function-based treatment; (2) At the conclusion of this presentation, expanding on Ethics Code 2.09, participants will be able to identify new and emerging discrete strategies for involving clients and relevant stakeholders in selecting goals, designing assessments and interventions, and conducting progress monitoring; (3) At the conclusion of the presentation, participants will be able to describe how the PFA and SBT are aligned with commitments of trauma-informed care in the treatment of severe problem behavior; (4) Participants will be able to identify three possible benefits from a review of medical & behavioral history in developing effective, compassionate treatment.
 
Towards a Trauma-Informed Functional Analysis
(Applied Research)
TESS FRUCHTMAN (Queens College, City University of New York), Joshua Jessel (Queens College, City University of New York)
Abstract: Many individuals diagnosed with intellectual and development disabilities who engage in problem behavior have most likely been exposed to traumatic events in their lifetime (Darnell et al., 2019; Kerns et al., 2018). The performance-based, interview-informed synthesized contingency analysis (IISCA; Iovino et al., 2022) is a brief model adapted from the original IISCA format described in Hanley et al. 2014. The novel components of the performance-based IISCA are the following: (1) determine the duration of reinforcement based on how calm the participant is, (2) measure count of problem behavior instead of rate, and (3) measure how engaged and calm the participant is throughout the analysis. These novel elements are aligned with a trauma-informed framework. Our participants included two autistic children who engaged in problem behavior. They both experienced the performance-based IISCA, the original IISCA, functional communication training, and delay- and denial-tolerance training. Each step of the assessment and treatment process served as validation for the previous step. Social validity measures were gathered from the mothers of the participants. The presenter will discuss the validation of the performance-based IISCA as a trauma-informed framework.
 

Trauma-Assumed Assessment and Treatment of Problem Behavior

(Applied Research)
FLORIANA CANNIELLO (Neapolisanit Clinical and Research Center), LUIGI IOVINO (Neapolisanit Center), Roberta Simeoli (University of Naples, Italy; Neapolisanit Rehabilitation Center), Maria Gallucci (AIAS Onlus sez.Nola), Rosaria Benincasa (Neopolisanit Clinical and Research Center), MARIA ROSARIA RICCO (AIAS Onlus sez.Nola)
Abstract:

The new perspectives of applied behavior analysis (ABA) are leading behavior analysts to assume that patients exhibiting problem behavior have experienced multiple adverse events, many of which passed the criteria to be recognized as trauma. Within the conceptual framework of Trauma-Informed Care (TIC), we will illustrate how to incorporate this framework in ABA by promoting safety, trust, and governance. We will emphasize how the core TIC commitments could be applied to the assessment and treatment of problem behavior using the Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT; Hanley et al., 2014). Our participants were two autistic 6-year-old twin girls who engaged in severe problem behavior. Our intervention prioritized client safety and compassionate practice to mitigate the risk of trauma while fostering the development of skills. The full treatment was generalized to the parents. The Parenting Stress Index was used to evaluate the magnitude of stress in the parent–child system. Social validity was assessed using a 7-point scale. Results showed the effectiveness of the PFA and SBT in reducing problem behavior and in increasing communication, toleration, and cooperation skills. The caregivers reported high levels of satisfaction and usability and lower stress levels after treatment.

 
Can Behavioral and Medical History Help Achieve Compassionate Care and Trauma-Informed Applied Behavior Analysis?
(Theory)
DAVID R DONNELLY (University of Rochester), Meghan L. McGee (University of Rochester)
Abstract: In the field of Applied Behavior Analysis (ABA), a generation of behavior analysts have used Functional Analysis (FA) and Functional Behavior Assessment (FBA) to inform decisions regarding challenging behaviors exhibited by individuals with myriad diagnostic profiles, with profound positive impact. Recent advances in this area include the development of brief forms of assessment, expediting the onset of effective treatment. Within ABA, a small but growing area of interest and clinical focus has been on providing Compassionate Care (CC), providing treatment informed by empathy (EX: Taylor, LeBlanc & Nosik, 2019). At the same time, other clinical disciplines and governmental bodies have focused on training and system change that is informed by an awareness of the prevalence and effect of traumatic events on individuals exhibiting challenging behaviors. This approach is characterized as Trauma Informed Care (TIC). TIC has recently received attention as potentially important in clinical applications of ABA (Raharaman et al. 2021). This presentation will briefly discuss behavioral history in the development of ABA, and possible applications of behavioral and medical history on our understanding of the function of behavior. Awareness of the individual’s medical and behavioral history can assist behavior analysts in developing effective, compassionate treatment of challenging behaviors in collaboration with individuals with disabilities, caretakers, and other clinical disciplines involved in service provision.
 
 
Symposium #136
CE Offered: BACB — 
Supervision
Intentional Engagement and Learning Activities in Supervision and Clinical Practices: Outcomes and Considerations
Sunday, May 28, 2023
8:00 AM–9:50 AM
Convention Center Mile High Ballroom 4C/D
Area: AUT; Domain: Applied Research
Chair: Caitlin Fulton (University of Nebraska Medical Center)
Discussant: Alice Shillingsburg (Munroe-Meyer Institute, UNMC)
CE Instructor: Alice Shillingsburg, M.S.
Abstract:

The Behavior Analyst Certification Board, Inc.® (BACB®) established a platform for supervisors to direct and implement learning and training activities in alignment with practice standards and ethics requirements. In this symposium, authors present key topics related to skill acquisition and practice corresponding to the BACB’s® task list and ethics code. Salvatore and colleagues target collaborations with providers and present results of completed hospital provider knowledge surveys related to knowledge of behavioral function, autism knowledge, and stigma. In addition, they review key considerations to optimize quality of care received and providers. Shanker et al., address considerations related to trainee and supervisor preference in virtual supervision timing across measurable dimensions of supervision in fixed and open-ended conditions. Supervision behaviors (i.e., questions asked, feedback provided) showed different patterns between conditions across participants. Loder and colleagues present results of a program evaluation project targeting skill acquisition in constructing behavior-analytic treatment protocols. Sherman et al., present results for an evaluation of the accuracy of staff implementation of multiple stimulus without replacement preference assessments when trained via a program developed in Articulate Rise. Dr. Alice Shillingsburg will provide comments on consideration for clinicians, supervisors, and supervisees in clinical practice and supervision.

Instruction Level: Intermediate
Keyword(s): skill development, supervision, training
Target Audience:

BCBA's

Learning Objectives: 1.) Supervision- Ethical Requirements 2.) RBT Training 3.) Skill Development
 
Measuring Hospital Provider Knowledge of Behavioral Function and Autism
GIOVANNA SALVATORE (Rowan University), Christina Simmons (Rowan University)
Abstract: Research consistently documents deficits in physician knowledge and confidence in treating patients with autism spectrum disorder (ASD). Qualitative data analysis from focus groups suggests that medical trainees and physicians demonstrate poor understanding of behavioral function and often rely on restraint (Salvatore et al., 2021). Although there is a need to assess behavioral function and incorporate function-based treatment across settings, there is no existing measure in the literature to assess provider knowledge of behavioral function. In this study, a measure assessing hospital provider knowledge of behavioral function was developed by the research team using an iterative development process, including (1) Stage 1: Item writing; (2) Stage 2: Expert review (feedback solicited from BCBAs, RBTs, psychologists, individuals with ASD/caregivers and medical providers); and (3) Stage 3: Cognitive interviews (i.e., provider thoughts while completing the measure). A total of 200 physicians will complete (1) the newly developed survey measuring knowledge of behavioral function and (2) the Autism Stigma and Knowledge Questionnaire to measure knowledge of ASD. We hypothesize that results will demonstrate the need for greater knowledge of behavioral function in hospital settings to maximize the quality of care received by patients with ASD. Implications for behavioral training across settings will be discussed.
 

A Comparison of Fixed Versus Open-Ended Supervision Timing on Trainee and Supervisor Satisfaction

MAYA SHANKER (Rowan University), Christina Simmons (Rowan University), Abigail Moretti (Rowan University), Morgan Caione (Rowan University), Taylor Pankiewicz (Rowan University), Michelle Ennis Soreth (Rowan University)
Abstract:

Effective supervision in the field of applied behavior analysis relies on the professional development of trainees during practical fieldwork experiences; however, research evaluating virtual supervision delivery is limited. Trainee preference and satisfaction with supervision timing could result in increased skill development for trainees and positive treatment outcomes for their clients. This study explores trainee and supervisor preference in virtual supervision timing and compares measurable dimensions of supervision across methods. Using a multiple baseline with embedded reversal design, this study compared two conditions of weekly virtual supervision timing: a fixed condition (i.e., same time per client session determined by supervisor) and an open-ended condition (i.e., same percentage of client session duration at time(s) requested by the trainee). Results with five trainees demonstrate higher trainee and supervisor satisfaction scores in the open-ended condition and greater variability in scores during the fixed condition, with consistent supervisor engagement ratings across conditions. Both the supervisor and the trainees indicated a preference for the open-ended condition. Supervision behaviors (i.e., questions asked, feedback provided) showed different patterns between conditions across participants. Findings suggest that the opportunity for the trainee to request the supervisor’s presence during critical times of a client’s session may lead to more effective supervision.

 
An Assessment of Skill Acquisition and Skill Generalization in Constructing a Comprehensive Protocol in a Graduated Instructional Format
BRITTANY HOPE LODER (University of Nebraska Medical Center- Munro-Meyer Institute), Kyle Dawson (Munroe-Meyer Institute), Desiree Dawson (UNMC-Munroe Meyer Institute), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute)
Abstract: Previous research demonstrates the effectiveness of behavioral skills training in teaching core skills and behavior-analytic procedures to adult trainees. Developing efficient and impactful training for staff to acquire and master skills related to the registered behavior technician task list® (RBT®). In the current evaluation we conducted a program improvement project to teach RBT® staff to construct comprehensive skill acquisition and behavior reduction protocols in an outpatient clinic setting. The main aims of the project included assessing the extent to which components of graduated instructional strategies facilitated mastery of the core features of protocol development. In addition, we tested generalization of this skill when asked to construct a new protocol. Findings suggested that for all participants, the combination of textual + didactic instruction + feedback was required for mastery on the protocol construction task. For individuals who completed the generalization test, all participants maintained mastery. Additional research is warranted to determine the extent to which each training component impacted skill development and what combination of instructional strategies are required to reach mastery. Considerations will be discussed.
 
An Assessment of Interactive Computer Training on Staff Acquisition of MSWO Preference Assessment Implementation
JAMES SHERMAN (Evergreen Center), Joseph M. Vedora (Evergreen Center), Rebecca Hotchkiss (Evergreen Center, Cambridge College, CABAS)
Abstract: Abstract Interactive Computer Training (ICT) is an increasingly popular way to train employees on job-related skills. Advantages of interactive computer training include consistency in training, fewer resources needed in training, and flexibility for the person learning the target skill (Gerencser et al., 2018). ICT applications in applied behavior analysis have, thus far, been primarily used to teach staff discrete trial procedures (Erath & DiGennaro-Reed, 2020). In the current study, a multiple baseline across participants design was used to evaluate the effects of a program developed in Articulate Rise on the accuracy of staff conducting a multiple stimulus without replacement preference assessment. Participants were newly hired staff members with no background or formal training in applied behavior analysis who attended orientation for a residential treatment school that provides services to children with severe and significant disabilities. Results indicate that while staff did show improvement, ICT alone may not be sufficient for training staff to implement multi-step procedures. No participant demonstrated mastery of the procedure without the addition of other behavior skills training components (i.e., feedback, modeling). Limitations and recommendations for future research and practice are explored.
 
 
Symposium #137
CE Offered: BACB/QABA
Behavior Analytic Approaches to Understanding the Effects of Psychotropic Medication on Challenging Behavior
Sunday, May 28, 2023
8:00 AM–9:50 AM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/DDA; Domain: Applied Research
Chair: Matthew O'Brien (The University of Iowa; University of Iowa Stead Family Children's Hospital)
Discussant: M. Christopher Newland (Auburn University)
CE Instructor: M. Christopher Newland, Ph.D.
Abstract:

Psychotropic medications are commonly prescribed for individuals who exhibit severe and challenging behavior, but their effects on challenging behaviors are seldom evaluated with empirical data at the individual level and usually assessed with indirect methods (e.g., rating scales and interviews) at the group level. Although behavior analysts rarely receive training concerning medication and rarely take part in monitoring the effects of psychotropic medications, given their focus on data collection and behavioral monitoring, behavior analysts are well-suited to study the effects of psychotropic medications on challenging behavior. This symposium brings together four studies interested in the relationship between psychotropic medication and challenging behavior. Across these studies, individual (studies 1 and 2) and group (studies 3 and 4) analyses are conducted to demonstrate how the initiation of medication and/or changes in medication effect the behavior of individuals with intellectual and neurodevelopmental disabilities from childhood to adulthood. These studies highlight the interaction of psychotropic medications and environmental context on the occurrence of challenging behavior and subsequently the importance of collecting data and monitoring medication for individuals with challenging behavior. Dr. Christopher Newland will provide a discussion on these talks.

Instruction Level: Intermediate
Keyword(s): challenging behavior, functional analysis, neurodevelopmental disabilities, psychotropic medication
Target Audience:

Audience should have a basic understanding of psychopharmacology and behavioral assessment and treatment.

Learning Objectives: At the conclusion of this symposium, participants will be able to (1) describe some of the positive effects of psychotropic medications on challenging behavior; (2) identify strategies for monitoring the effects of psychotropic medications; and (3) state ways in which psychotropic medications and the environment interact to impact challenging behavior.
 

The Combined Effects of Antipsychotic Medications and Competing Stimuli on Psychotic Symptoms Exhibited by a Patient With Schizophrenia

SHANNA BAIKIE (Children's Hospital Colorado), Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

This presentation will describe results from a multidisciplinary model for treating youth diagnosed with psychotic disorders. We will highlight results from a 17-year-old patient diagnosed with autism spectrum disorder and schizophrenia admitted to a psychiatric inpatient unit. Behavior analysts coordinated closely with psychiatrists to evaluate the function of responding to internal stimuli and corresponding behavioral treatment approaches following different dosages of antipsychotic medications. A functional analysis of responding to internal stimuli showed maintenance by automatic reinforcement. Within a reversal design, we evaluated the effect of response-independent delivery of competing stimuli as Zyprexa and Clozapine titrated to therapeutic doses. During medication-only conditions, psychotic symptoms occurred during approximately 200 s of a 300-s session. The addition of the competing stimuli along with Zyprexa decreased levels of responding to internal stimuli. Unfortunately, this behavior continued to be impairing and occurred variably during sessions. The addition of Clozapine plus competing stimuli produced the best treatment outcome with zero or near-zero levels of responses to internal stimuli occurring with this treatment package in place. In addition to discussing the role of behavioral strategies when evaluating medication-behavior relations, we will also discuss ways to engage with a multidisciplinary team when treating serious psychopathology.

 

The Effects of Stimulant Medication on Disruptive Behavior and Choice in Children With Attention-Deficit/Hyperactivity Disorder (ADHD)

ALEX PAULS (University of Iowa), Matthew O'Brien (The University of Iowa; University of Iowa Stead Family Children's Hospital), Elizabeth Freiburger (University of Iowa), Brendon Nylen (University of Iowa)
Abstract:

Many children and adolescents diagnosed with ADHD also display disruptive behavior, such as aggression and destruction (Strine et al., 2006) and even though stimulant medication is a first line treatment for ADHD symptoms, it has not been indicated to treat disruptive behaviors. Several large studies have suggested that stimulant medication may reduce disruptive behavior (e.g., Pringsheim et al., 2015) and single case studies have shown that stimulant medication may differentially effect disruptive behavior across functions (e.g., Torelli et al., 2019). Additionally, LaRue et al. (2008) demonstrated differential effects on social behavior and choice making for children taking stimulant medications. The purpose of this study is to evaluate the effects of stimulant medication on (a) disruptive behavior, (b) social behaviors, and (c) delay discounting for children and adolescents diagnosed with ADHD. Using a reversal design, functional analyses, preference assessments, and a test of delay discounting were conducted on and off medication. The results will be discussed in terms of implications for behavioral intervention planning for children and adolescents who display disruptive behavior and take stimulant medication.

 
Psychotropic Medication Usage Among Patients in an Intensive Day Treatment Clinic for Severe Behavior
ANNA MARIE-KILZER CATES (University of Iowa), Matthew O'Brien (The University of Iowa; The University of Iowa Stead Family Children's Hospital), Alex Pauls (The University of Iowa)
Abstract: Behavioral intervention is often recommended as a first line treatment for severe and challenging behavior (SCB) among individuals with intellectual and other neurodevelopmental disabilities. However, a large proportion of individuals with SCB are also prescribed psychotropic medications to address their SCB, many of which have never received behavioral intervention. Unfortunately, most research on psychotropic medication and SCB has been focused on the adult population. In this study, we summarize the prevalence and patterns of psychotropic medication usage among children and adolescents referred to an intensive day treatment clinic for (SCB) over a 10-year period. We assess the relationship between patient demographics and medication usage, with a particular focus on access to behavioral intervention services. Finally, we compare behavioral profiles between patients taking psychotropic medications and those who are not. The results are discussed in terms of current guidelines on best practice for prescribing psychotropic medication for children and adolescents with SCB.
 

Conditional Probabilities of Challenging Behavior in Individuals With Intellectual Disabilities During Psychotropic Medication Changes

CLAIRE ELIZABETH EPPERSON (Drake University), Faith Hollihan-Moy (Drake University), Meg Dredge (Drake University), Carissa Johnson (Drake University), Maddie Jones (Drake University), Maria G. Valdovinos (Drake University)
Abstract:

Challenging behavior is common for individuals with intellectual disabilities, and psychotropic medications are prescribed as treatment (Cox, et al., 2022; Matson & Neal, 2009). However, little is known about the influence that psychotropic medication has on the presentation of challenging behavior and environmental events that occasion it (Cox & Virues-Ortega, 2021; Falligant & Bednar, 2021). The current study examines conditional, and background, probabilities of challenging behavior across psychotropic medication changes. Weekly one-hour observation sessions were conducted (and video recorded) for seven participants (range of 25-90 observations conducted with each). The observations were coded for antecedents (e.g., demands, restricted access, no attention), challenging behavior (e.g., problem vocalizations, physical aggression, self-injurious behavior), and consequences (e.g., attention, access to items, escape from demand). We used a parametric design to evaluate changes in probabilities following psychotropic medication alterations. Preliminary results revealed that the presentation of demands and delivery of attention (physical and verbal) were associated with higher conditional probability values than other variables coded. Following psychotropic medication changes, slight changes in these values were observed. These calculated probabilities give insight into the potential interaction between environmental events, challenging behavior, and changes in psychotropic medication regimen.

 
 
Symposium #138
CE Offered: BACB
Social Validity of Interventions and Outcomes in the Treatment of Pediatric Feeding Disorders
Sunday, May 28, 2023
8:00 AM–9:50 AM
Hyatt Regency, Centennial Ballroom E
Area: CBM/CSS; Domain: Service Delivery
Chair: Nicole C Demchuk (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Kathryn M. Peterson (Rutgers University and Children's Specialized Hospital)
CE Instructor: Kathryn M. Peterson, Ph.D.
Abstract:

Social validity in behavior analytic service delivery is paramount. Recent trends in behavior analytic research and service delivery illustrate the intentions of researchers and practitioners to improve social validity of interventions (Ferguson et al., 2018). One sector of behavior analytic service delivery that has been particularly criticized is treatment of children with pediatric feeding disorders (Taylor & Taylor, 2022). Currently, the most empirically supported intervention is escape extinction or non-removal of the spoon (Peterson et al., 2018). This intervention has repeatedly shown rapid effectiveness in the published literature and is warranted for children who experience severe food refusal. Though escape extinction is a well-established behavioral treatment for feeding disorders, the intrusive nature of the procedure has led to questions and misconceptions related to social validity of interventions. The purpose of this symposium is to explore social validity related to various treatments and outcomes for pediatric feeding disorders.

Instruction Level: Intermediate
Keyword(s): Diversity, Pediatric Feeding, Social Validity
Target Audience:

Intermediate

Learning Objectives: (1) Attendees will be able to identify at least 3 new measures related to social validity in treatment of pediatric feeding disorders. (2) Attendees will learn about the social validity of at least 2 interventions related to pediatric feeding disorders. (3) Attendees will gain insight on outcomes of intensive treatment for feeding disorders related to race and ethnicity.
 

Assessing Physiological Responses and Emotional Expression During Pediatric Feeding Treatment

LAURA E PHIPPS (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Trauma-informed care necessitates that practitioners understand and consider how their clients feel during treatment. Escape extinction during pediatric feeding treatment may be warranted for some children. Although these procedures are highly effective, it is unclear if any undesired emotional response that occurs during extinction has lingering effects on how children feel during future meals (i.e., a child may be consuming their bites efficiently, but still feel unhappy). Thus, the current study aims to assess the two dimensions of emotion (Gay & Leijdekkers, 2013) for children with pediatric feeding disorders while they receive treatment. Specifically, researchers recorded child indices of happiness and unhappiness (Phipps et al., 2022) to assess emotional valence and measured physiological responses using a wrist-worn biosensor to assess emotional arousal for children with pediatric feeding disorders. The findings from this study reveal the potential emotional experiences of children during treatment and further the discussion on the feasibility of measuring private events to inform practice.

 

Evaluating Undergarment Type and Nutritional Intake on Toileting Continence During Day Treatment Pediatric Feeding Program Enrollment

FAITH KIRKLAND (Florida Autism Center, a division of BlueSprig Pediatrics, University of South Florida), Janelle Kirstie Bacotti (University of Miami), Vivian F Ibanez (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Most day-treatment feeding programs aim to promote substantial and rapid changes in oral intake (Sharp et al., 2020). As such, a child will likely experience a shift in the amount and type of food and liquid consumed, which may impact toileting patterns and continence. Prior research has not targeted or monitored continence throughout a feeding admission despite the importance of independent toileting skills and the relation between intake and urine and stool output (Santos et al., 2017). We also know that modifying an individual’s undergarments can produce changes in toileting continence (Greer et al., 2016). In the current study, a 5-year-old female with Williams-Beuren syndrome, autism spectrum disorder, avoidant/restrictive food intake disorder, and diaper dependency was admitted to a day-treatment feeding program. Therefore, we measured and compared in-toilet eliminations, self-initiations, and nutritional intake while she was in diapers relative to underwear. Overall, in-toilet eliminations and self-initiations remained stable and increased when she wore underwear. We discuss the benefits of a hybrid program in which important adaptive skills like feeding and toileting can be dually addressed and plan to retrospectively review food and liquid intake to determine whether these changes affected outcomes.

 

Assessment of Social Validity and Passive Refusal in the Treatment of Avoidant/Restrictive Food Intake Disorder

EMILY KATE RUBIO (Emory University School of Medicine), Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine)
Abstract:

Children with avoidant/restrictive food intake disorder may refuse to consume an adequate variety and/or volume of food to maintain expected growth and cognition (APA, 2013). They can consume food by mouth but may actively (e.g., turning head, hitting spoon) or passively (e.g., clenching mouth while sitting still) refuse to escape or avoid eating. Behavioral interventions like positive reinforcement and stimulus fading with escape prevention have been shown to increase consumption and decrease refusal in these children. However, sometimes these interventions are insufficient, especially in treating passive refusal. In these cases, physical guidance procedures may be utilized to prompt an open mouth to deposit food. Research indicates that these procedures are effective and rated as acceptable. However, additional research is warranted as these interventions may be conceptualized as punishment and should be used only if necessary (BACB, 2014). This study replicated an existing physical guidance procedure, the finger prompt (Rubio et al., 2020), and compared its efficacy and acceptability to that of a clinically utilized procedure, a spoon prompt, not yet empirically evaluated. This study further extended research by defining and measuring passive refusal as a dependent variable and assessing social validity among different stakeholders and time points.

 

Outcomes of Intensive Multidisciplinary Intervention for Patients With Avoidant/Restrictive Food Intake Disorder (ARFID) Through a Lens of Cultural Diversity

SANDHYA RAJAGOPAL (Marcus Autism Center), Emily Kate Rubio (Emory University School of Medicine), Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine), Abby Hodges (Emory University School of Medicine, Children's Healthcare of Atlanta)
Abstract:

Avoidant/restrictive food intake disorder (ARFID) is the psychiatric diagnosis for feeding disorders, and requires the failure to achieve proper weight gain, presence of nutritional deficiencies, dependence on eternal or oral supplementation, and/or psychosocial factors such as increased stress in caregivers (DSM-5). The recognized standard of care for chronic and severe pediatric feeding problems is intensive multidisciplinary intervention including psychology, nutrition, medicine, and speech-language pathology/occupational therapy; the most common treatment component being behavioral intervention (Sharp et al., 2016). Recent evaluation of our intensive multidisciplinary program yields positive outcomes such as increases in acceptance and swallowing of new foods, reductions in problematic mealtime behaviors, a high percentage of goals met during the child’s admission, and high caregiver satisfaction across clinical presentations of ARFID (i.e., tube dependence/food refusal and severe food selectivity; Sharp et al., 2020; Volkert et al., 2021). This paper extends the analysis of outcomes for subtypes of ARFID by considering race and ethnicity. A closer examination of these outcomes may illuminate disparities and therefore assist in the identification of steps to enhance program outcomes.

 
 
Symposium #140
CE Offered: BACB
Toward a Role of Behavior Analysis in Physical Rehabilitation
Sunday, May 28, 2023
8:00 AM–9:50 AM
Hyatt Regency, Centennial Ballroom D
Area: EAB; Domain: Translational
Chair: J. Logan Gibson (University Of North Texas)
Discussant: Rogelio Escobar (National Autonomous University of Mexico)
CE Instructor: Brennan Patrick Armshaw, Ph.D.
Abstract:

The effectiveness of Applied Behavior Analysis (ABA) derives from the ability of behavioral scientists to isolate socially-relevant behavior of interest and to create artificial behavior-environment interactions in support of that behavior. In simpler and more familiar terms, our prowess derives from our ability to create contingencies of reinforcement and establish stimulus control. As such, the scope of ABA is limited only by what we are able to measure and our ability to embed that information into a systematic protocol of feedback. Each of the four talks in this symposium use surface electromyographs to measure the electrical activity of muscles. This information is used to create contingencies of reinforcement to support the development of muscle strength. The first talk will present data on the rehabilitation of the knee in a clinical context. The second talk will present data on the use of conjugate schedules to drive muscle strength. The third talk will present data on a comparison between active and passive muscle training protocols. Finally, the fourth talk will present data on the rehabilitation of the pelvic floor by reinforcing activation of a correlated set of muscles. Taken together, these studies can help contribute to the expansion of the scope of ABA.

Instruction Level: Intermediate
Keyword(s): contingent feedback, dissemination, physical rehabilitation, reinforcement modalities
 

The Heart of a Flexible Science of Behavior: Expanding Our Scope Examples From Physical Therapy

(Applied Research)
BRENNAN PATRICK ARMSHAW (West Virginia University), Manish Vaidya (University of North Texas)
Abstract:

The flexible nature of the science of behavior lends itself to diverse applications. However, in practice, bringing the science to bear across different domains often proves challenging. The fields of medicine and physical therapy are no exception to this challenge of domain bridging. Despite these obstacles, there is a growing need for behaviorally informed approaches to health and wellness. This presentation describes a series of works centered around recovery from total knee replacement. The aim of this presentation is four-fold. First, outline a behavioral approach to asking questions that are commonly considered medical in nature. Second, describe considerations when approaching intradisciplinary collaboration and employing a patient-centered care model of applied research. Third, discuss the importance of balancing the considerations made for empirical research and those for patient quality of life as an applied researcher. Finally, present translational and applied data supporting the utility and importance of expanding the application of our science to diverse areas, such as physical therapy.

 
Conjugate Reinforcement of Muscle Contractions Using Surface Electromyography
(Applied Research)
MATTHEW NGUYEN (University of North Texas), Russell Silguero (University of North Texas), Manish Vaidya (University of North Texas)
Abstract: Biofeedback has been shown to be an effective strategy for training or retraining neuromuscular responses. The strategy arranges for environmental feedback, such as a brief sound, following a response that meets certain pre-established criteria such as intensity of the response. One particular kind of biofeedback strategy is called a conjugate schedule. In conjugate schedules, parameters of the feedback (such as amount of stimulation) are related in some fashion to parameters of the response (such as intensity) such that a more intense response produces greater feedback than a less intense response. These arrangements have been shown to improve upon the effects of more standard biofeedback arrangements. In the proposed study, we wish to explore the nature of the relationship between response and feedback. Specifically, we ask if a curvilinear relation between response and reinforcement parameters will be more effective than the linear relation that is typically arranged between response and reinforcement.
 
Tracking the Effects of Active and Passive Training on Muscle Strength
(Applied Research)
ALEXANDRA ZACHARY SMITH (University of North Texas), Brennan Patrick Armshaw (West Virginia University), Manish Vaidya (University of North Texas)
Abstract: Total Knee Arthroplasty (TKA) procedures are performed on over a million adult patients per year in the U.S, and sometimes up to twice in the same year for some patients due to the effect of severe Osteoarthritis in both of their knees. Physical therapy aids recovery in the knee post-surgery by strengthening the Vastus Medialis Oblique (VMO) muscle. The current standard in physical therapy is the application of neuromuscular stimulation (NMES) to passively contract the muscle. However, results from our lab sEMGBF) is more effective as an intervention to strengthen the VMO in comparison to NMES. The current study sought to track the development of VMO muscle strength across a patient’s time in a rehabilitation clinic. In particular, we compared the development of muscle strength following active training via sEMGBF and after passive training via NMES. The data appear to replicate the patterns seen earlier in that participants receiving NMES gained muscle strength slower than participants receiving sEMGBF. The data presented below present the findings from an earlier study with the same goal.
 
Investigating Operant Control of the Pelvic Floor Muscles in the Context of a Surface Electromyography Informed Feedback Protocol
(Applied Research)
J. LOGAN GIBSON (University of North Texas), Manish Vaidya (University of North Texas)
Abstract: Urinary incontinence (UI) is a life-altering condition in which urine can leak due to physical stress, such as standing, lifting heavy objects, or sneezing. Risk factors that lead to UI are varied, but one common proximal cause is the weak pelvic floor muscles (PFM) that control urine retention. These muscles can be strengthened by exercise; however, current rehabilitation protocols are invasive, expensive, and have low acceptability. Furthermore, the anatomical structure of the PFM is such that little naturally occurring feedback is present even when contracting the muscle properly. In the case of total knee arthroplasty, our lab has investigated the use of surface-electromyography (sEMG) to measure the performance of the vastus medialis oblique while using audiovisual feedback to reinforce responding, contingent upon meeting prespecified criteria. Similarly, in the present study, we used sEMG to measure the PFM via two co-contracting muscles – the Transverse Abdominus (TrA) and the Internal Oblique (IO) while providing contrived consequences when participant responses met criteria. Early results suggest that the amplitude of activation of the TrA/IO site is sensitive to consequences. Orderly data from this study may have clinical implications for PFM rehabilitation in the future.
 
 
Symposium #141
CE Offered: BACB
How Effective Collaboration Leads to Increased Ethical and Inclusive Practice Across the Consumers of Behavior Analysis
Sunday, May 28, 2023
8:00 AM–9:50 AM
Convention Center 401/402
Area: TBA/OBM; Domain: Applied Research
Chair: Lisa Tereshko (Endicott College)
Discussant: Alan Kinsella (Endicott College)
CE Instructor: Lisa Tereshko, Ph.D.
Abstract:

Within the human service industry, often a diversity of professionals with various backgrounds, training, and credential come together to support individuals. This diversity can create more specialized treatment for the individuals they support but also may create difficulty when working to support individuals. Collaboration with all levels of professionals working with our clients and stakeholders is essential to ensure ethical and inclusive practices for all consumers of behavior analysis. The papers presented here represent a behavior analytic approach to measuring collaboration as it relates to ethical and inclusive practice. Included here are the results of an inclusive team collaboration model implemented in a special education school that includes direct instructional staff to increase staff and student performance, the results of a survey of behavior analysts and other professionals that collaborate with behavior analysts on collaboration and the use of soft skills, the results of surveys of students and faculty of behavior analysis on inclusive practices within their experiences in higher education as it relates to inclusivity and belonging, and the results of an ethical decision making model as it relates to both behavior analysts and registered behavior technicians.

Instruction Level: Intermediate
Keyword(s): Collaboration, Ethical, Inclusivity
Target Audience:

Intermediate audience is required. Those who supervise or teach behavior analytic programs are recommended. Experience with supervision and collaboration of staff members across domains and at various levels of education would assist in comprehension of material presented.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify ways within their daily work responsibilities to increase collaboration of all team members; (2) increase their ability to assess team members sense of belonging and inclusivity; (3) increase their ability to assess and assist team members when faced with ethical dilemmas
 

Increasing Opportunities to Respond Through Inclusive Team Collaboration

KATHLEEN I DYER (Endicott College)
Abstract:

There is a substantial body of research on the importance of providing frequent opportunities to respond (OTR) to increase learning outcomes for students. In special education classrooms with multiple treatment providers, treatment coordination to ensure that these opportunities are provided can be complex and challenging. This paper will discuss an intervention designed to increase the opportunities to respond for 3 students in an autism classroom in the context of a multiple-baseline design. An inclusive team model, involving weekly scheduled meetings with the direct instructional staff, the classroom teacher, clinical team members, and a lead BCBA-D interventionist was implemented. The results showed that collaborative goal setting, nondirective consultation, feedback, and reinforcement strategies implemented at the meetings were effective in increasing OTR to IEP programs. The positive role of team collaboration was reflected in acceptability surveys, where direct care staff rated the team discussions as the most helpful treatment component.

 

Understanding the Perspectives of Our Colleagues: How Behavior Analysts Are Perceived

KRISTIN BOWMAN (Endicott College), Lisa Tereshko (Endicott College), Kimberly Marshall (University of Oregon), Mary Jane Weiss (Endicott College), Karen Rose (Horry County Schools/Endicott College)
Abstract:

Scientifically established, effective treatments for autism are based on the principles of applied behavior analysis. With the increasingly high prevalence of autism and growing demand for effective behavioral interventions, now, more than 70% of the Behavior Analyst Certification Board (BACB) certificants work in professional areas specific to autism. However, given the complex symptomatology and dynamic interaction of the deficits associated with autism, treatment from an array of professionals, each representing different disciplines and specialties within medicine, education, and allied health is typically warranted. Therefore, to best meet the various needs of individuals on the autism spectrum, behavior analysts will often be required to work collaboratively with professionals from other disciplines and must acquire the skills to do so effectively. To learn more about these collaborative relationships and identify opportunities for further education and training, we surveyed behavior analysts and professionals from other disciplines including speech-language pathologists, occupational therapists, educators, administrators, and psychologists. Overall, participants agreed that continued collaboration was useful although the results indicate challenges in collaboration and disparities in reported perceptions and experiences. These findings, as well as ideas for fostering better collaboration will be reviewed.

 

Assessing Perceptions of Inclusivity Among Students and Staff Within an Applied Behavior Analysis (ABA) Department

LISA TERESHKO (Endicott College), Mary Jane Weiss (Endicott College), Videsha Marya (Endicott College), Christen Russell (Endicott College), Natalie M. Driscoll (Seven Hills Foundation & Endicott College), Kathleen I Dyer (Endicott College), Rebecca Shinn (Endicott College), Sacha KG Shaw (Endicott College)
Abstract:

Recent events have confirmed the need for behavior analysis to attend to issues of diversity, equity, inclusion, and belonging in service provision and in higher education. This leads to a call to action to increase cultural responsiveness and cultural humility in training opportunities for students of behavior analysis and practicing behavior analysts. In order to ensure that training opportunities for students and staff appropriately address these issues in the field, surveys were developed and deployed across an ABA department of higher education to assess the effects of various initiatives taken by the department to increase inclusivity and belonging. The surveys identified areas of growth for the department and serve as ongoing assessments for inclusivity and belonging within the department and the higher education institution as a whole.

 
Promoting Ethical Discussions and Decision Making in a Human Services Agency: Updates to LeBlanc et al.’s (2020) Ethics Network
Amber Valentino (Trumpet Behavioral Health), ROXANNE GAYLE (Trumpet Behavioral Health, Endicott College, Pepperdine University), Amanda J George (Trumpet Behavioral Health), Ashley Marie Fuhrman (Trumpet Behavioral Health)
Abstract: Ethical behavior is operant behavior, evoked and maintained by environmental variables; as such, it can be taught. Behavior analysts have focused on effective ways to teach and establish ethical behavior in both individual practitioners and within organizations. Teaching people to notice ethical issues in their environment is an important first step in promoting ethical discussions and decision-making. In 2022, the Behavior Analyst Certification Board (BACB®) issued two revised ethics codes—one for behavior analysts and one for registered behavior technicians (RBTs ®). In the current study, we expanded upon the work of LeBlanc et al. (2020) by updating an Ethics Network and hotline submission form within a human service agency to reflect both new codes of ethics. We provide data for the first seven months of the updated system and analyze the data for common themes. We detail the updates to our system for readers wishing to create similar infrastructure in other organizations.
 
 
Symposium #142
CE Offered: BACB
Staff Training Approaches to Improve Procedural Fidelity
Sunday, May 28, 2023
8:00 AM–9:50 AM
Convention Center 406/407
Area: TBA; Domain: Applied Research
Chair: Haven Sierra Niland (University of North Texas)
Discussant: Tiffany Kodak (Marquette University)
CE Instructor: Tiffany Kodak, M.S.
Abstract:

Procedural fidelity is the degree to which interventions are implemented as prescribed. Behavior analysts may use a variety of tools to train behavior change agents to implement procedures with high fidelity. This symposium includes four studies that evaluated staff training approaches to improve procedural fidelity. Aguilar et al. will present research evaluating the effects of training novice staff to collect procedural-fidelity data on their implementation of differential reinforcement of other behavior (DRO) procedures. Lionello-Denolf et al. will present the effects of teaching staff to use Train to Code software to collect fidelity data on their fidelity with discrete trial instruction (DTI). Lai et al. will present the effects of in-vivo self-monitoring on procedural fidelity for staff implementing DTI. Finally, Bartle et al. will present a comparison of video modeling with exemplars or exemplars and nonexemplars to train staff to implement DTI and preference assessments. Presentations will be followed by a discussion of implications for research and practice.

Instruction Level: Intermediate
Keyword(s): data collection, procedural fidelity, staff training, treatment integrity
Target Audience:

supervising BCBAs and behavior-analytic researchers

Learning Objectives: 1. Define procedural fidelity 2. Describe in-vivo self-monitoring 3. Describe the effects of training staff to collect procedural-fidelity data on implementation
 
Impacts of Collecting Fidelity Data on Subsequent Implementation
MARISELA ALICIA AGUILAR (West Virginia University), Abbie Cooper (West Virginia University), Claire C. St. Peter (West Virginia University)
Abstract: Training staff to implement behavior interventions with high fidelity is critical to client success. Performance feedback is effective at improving fidelity. However, feedback requires a trained professional's time, which may be impractical in some situations. Therefore, the purpose of this study was to evaluate antecedent approaches that may improve the procedural fidelity of novice implementers. We conducted two experiments using a group design and community sample to determine impacts of fidelity data collection on subsequent fidelity of implementation. Across both experiments, participants in both groups watched videos of a resetting differential reinforcement of other behavior (DRO) implemented with varying levels of fidelity. The independent variable was whether the participant collected fidelity data on the therapist’s implementation while they watched videos, and the primary dependent variable was the participant's fidelity when role-playing implementation of the DRO procedure. In Experiment 1, participants received only instructions about how to collect data, and neither group consistently achieved sufficient mastery, suggesting that other training components may be needed. In Experiment 2, we provided more intensive training on data collection. Results from this study inform ways to train novice implementers to implement behavior-change procedures with high fidelity and increase their accuracy of fidelity data collection.
 

Teaching Discrete-Trial Implementation With Train-to-Code

KAREN M. LIONELLO-DENOLF (Assumption University), David A. Eckerman (University of North Carolina, Chapel Hill), Rebecca Hise (Central Massachusetts Collaborative), Elizabeth Pinzino (Central Massachusetts Collaborative), Roger D. Ray ((AI)2, Inc.; Rollins College)
Abstract:

Entry-level personnel (e.g., behavior therapists) frequently deliver discrete trial (DT) programs to students with autism. Because outcomes are related to intervention quality, staff must deliver these programs correctly. The Train to Code (TTC) software teaches observation skills using behavior-analytic adaptive instruction methods. To accomplish this, TTC presents a series of video clips depicting a teacher delivering trials of receptive labeling, social questions, and motor imitation programs. In many clips, the teacher makes an error. By entering a code, the trainee indicates if the teacher correctly followed the steps or what error was made. TTC increases/decreases the degree of prompting given to the trainee based on coding accuracy. The efficacy of using TTC to train staff to deliver DT programs was tested in a pre/posttest and multiple baseline design. Pre-/posttests were role plays in which participants (undergraduates studying applied behavior analysis or behavior therapists) acted as teachers delivering DT programs to a scripted research assistant. Participants completed 1–3 pretests, TTC training, and 1–2 posttests. IOA and procedural integrity on role plays were above 90%. Results indicated substantial improvement in DT delivery at posttest. TTC may be an effective method for training delivery of DT programs in applied settings.

 

Can In-Vivo Self-Monitoring Improve Discrete Trial Instruction (DTI) Implementation?

RAY LAI (University of North Texas and UNT Kristin Farmer Autism Center), Samantha Bergmann (University of North Texas), Walberto Resendez (University of North Texas), Julia Wang (Texas Academy of Mathematics and Science at the University of North Texas), Katherine Drummond (University of North Texas)
Abstract:

Beneficial consumer outcomes are most likely when behavior-analytic interventions are implemented with high procedural fidelity (i.e., degree to which the procedure is implemented as intended). Video self-monitoring, which involves teaching staff members to monitor their own behavior when watching recordings of themselves, can be used to improve and maintain high procedural fidelity, but video self-monitoring requires additional staff time and resources. In-vivo self-monitoring involves monitoring behavior during or immediately following implementing a behavior-analytic intervention, which could be a cost-effective option, but in-vivo self-monitoring needs additional research. The focus of the current study was to assess the effects of in-vivo self-monitoring with checklists on the procedural fidelity of three behavior technicians implementing discrete trial instruction with children with autism. We used a nonconcurrent multiple baseline across participants design, and our data suggested that in-vivo self-monitoring was effective for two of the three participants. Procedural fidelity for the third participant did not increase with in-vivo or video self-monitoring. Results of this evaluation were used to inform the supervisors about the efficacy of self-monitoring for each staff member, and implications of using self-monitoring in practice will be discussed.

 
The Effects of Training Containing Different Exemplar Types on Procedural Integrity
GRACE ELIZABETH BARTLE (University of Kansas), Sandra Alex Ruby (University of Kansas), Florence D. DiGennaro Reed (University of Kansas)
Abstract: This study evaluated the efficacy of training containing different exemplar types on procedural integrity of discrete trial teaching (DTT) and a multiple stimulus without replacement (MSWO) preference assessment. A multi-element comparison design was used to evaluate the effects of training that used video modeling with voiceover instruction with exemplars only (E) or both exemplars and nonexemplars (E+NE). Both types of training increased procedural integrity for all participants, which maintained for two and five weeks. Mean posttraining integrity for the E condition was 87.9% and E+NE condition was 96.8%. Follow-up performance for the E condition was 90% and for E+NE was 96.7%. These data provide preliminary evidence that there may be benefits to incorporating nonexemplars into training, which required roughly 2 min of additional training time. Despite this finding, it is possible that participants found MSWO to be more difficult to implement than DTT, which could influence the results. Finally, all participants reported satisfaction with the trainings.
 
 
Symposium #180
CE Offered: BACB — 
Ethics
Counter-Control: Treatment Implications and Assent Considerations
Sunday, May 28, 2023
8:00 AM–8:50 AM
Hyatt Regency, Centennial Ballroom H
Area: PCH/CSS; Domain: Service Delivery
Chair: Dawn O'Neill (Judge Rotenberg Center; Contextual Behavioral Science Institute)
Discussant: John O'Neill (Judge Rotenberg Educational Center)
CE Instructor: Dawn O'Neill, Ph.D.
Abstract:

For over 70 years, the conceptual development of countercontrol in behavior analysis has focused on broad societal issues (e.g., public protests & social movements) with little attention to the behavior of individuals in clinical, residential treatment, and educational settings (see Delprato, 2002; Skinner, 1953, 1971, 1974; Spencer, King, Martone, & Houlihan, 2022). In fact, we are not aware of any interventions or experimental manipulations of countercontrol published in the applied behavior analytic literature. The purpose of this symposium is to first extend the conceptual literature by exploring dependent, independent, and extraneous variables associated with countercontrol in clinical, residential treatment, and educational settings. Next, we will discuss the treatment of countercontrol as a special example of the necessary risk/benefit analysis associated with client assent in applied behavior analysis. We propose that assent should be viewed on a continuum, be balanced with treatment effectiveness, and that assent (or lack thereof) can complicate applied behavior analytic treatment under certain conditions.

Instruction Level: Intermediate
Keyword(s): assent, choice, counter-control
Target Audience:

Behavior analysts interested in the clinical treatment of counter-control and associated assent considerations.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) conceptualize and define counter-control at the individual level; (2) be able to identify counter-control in their clinical setting; (3) list considerations when obtaining assent to the treatment of counter-control.
 

Treatment of Counter-Control: A Clinical Case Study

JOSEPH TACOSIK (Judge Rotenberg Education Center), Halle Apelgren (Judge Rotenberg Center), John O'Neill (Judge Rotenberg Educational Center)
Abstract:

Skinner (1953, 1971, 1974) described countercontrol as a response to social aversive control that functions to escape/avoid control at the individual (e.g., noncompliance) or group (e.g., protest) level that is often multiply-maintained by the attention of peers. Delprato (2002) asserted that socially mediated controlling conditions (e.g., rules) often function as establishing operations for countercontrolling responses while Spencer, King, Martone, and Houlihan (2022) emphasized the role of rule-governed behavior. Although countercontrol has received conceptual attention in behavior analysis for over 70 years, no experimental manipulations or interventions for countercontrol exist in the behavioral literature. Given that all residential treatment and educational settings operate around rules of conduct, one might expect that behavior analysts experience some degree of countercontrolling responses in practice. The purpose of this presentation is to provide: (1) a review of the conceptual literature; (2) an overview of residential treatment and educational factors; and (3) recommendations for implementing function-based interventions and ways to address treatment challenges specific to countercontrol.

 

Assent Considerations in the Case of Counter-Control

HALLE APELGREN (Judge Rotenberg Center), Joseph Tacosik (Judge Rotenberg Education Center), John O'Neill (Judge Rotenberg Educational Center)
Abstract:

Behavior analysts are obligated to consider “obtaining assent from clients when applicable” as dictated by the ethics code - section 2.11 (Behavior Analyst Certification Board, 2020). Assent is broadly thought of as client agreement or approval of treatment procedures. The American Academy of Pediatrics advises that assent should include following elements: (1) helping the patient achieve a developmentally appropriate awareness of the nature of his or her condition; (2) telling the patient what he or she can expect with tests and treatments; (3) making a clinical assessment of the patient’s understanding of the situation and the factors influencing how he or she is responding; and (4) and soliciting an expression of the patient’s willingness to accept the proposed care. In behavior analysis, there is limited research describing assent procedures or studying the implications for treatment outcomes (Morris, Detrick, & Peterson, 2021). We will explore how factors such as court-mandated placements, regulatory guidelines, conservatorships, substituted judgement, and health related supports can impact client assent in function-based treatment.

 
 
Paper Session #144
CE Offered: BACB
Precision Teaching + Verbal Behavior = Student Success! Verbal Mediation in Algebraic Instruction
Sunday, May 28, 2023
9:00 AM–9:25 AM
Convention Center 405
Area: EDC
Chair: Christina Scenna (University of Pittsburgh )
CE Instructor: Olivia Grace Enders, Ph.D.
 
Precision Teaching + Verbal Behavior = Student Success! Verbal Mediation in Algebraic Instruction
Domain: Applied Research
Olivia Grace Enders (Coastal Carolina University), CHRISTINA SCENNA (University of Pittsburgh)
 
Abstract: Rate-building academic practices support students’ attainment of critical learning outcomes, such as endurance and generalization across stimuli and tasks. In mathematics, researchers most often study rate-building practices in relation to simple computations (i.e. single-digit addition problems). The present project considers a recent study which evaluated the effects of explicit instruction followed by frequency-building sessions on students’ rate of solving one-step equations. This study employed error correction which featured overt echoic rehearsal related to the task analysis presented. As such, our current project considers the relationship between students’ fluent performance and overt, observable mediating responses within rate-building practice. We theorize how mediation may account for greater performance in equation solving and generalizing, which occurred in the present study. We discuss how further conceptual exploration of problem solving and verbal mediation may inform the development of systematic practices related to algebraic reasoning. We provide present and possible applications of these conceptualizations in the context of more complex algebraic equations and other important critical disciplines.
 
 
 
B. F. Skinner Lecture Series Paper Session #145
CE Offered: BACB
Pairing with Medical Service Providers: Getting on the Same Page, Speaking the Same ABC’s
Sunday, May 28, 2023
9:00 AM–9:50 AM
Hyatt Regency, Capitol Ballroom 1-3
Area: CBM; Domain: Service Delivery
Chair: Michele R. Traub (St. Cloud State University)
CE Instructor: Takahiro Soda, M.D.
Presenting Author: TAKAHIRO SODA (University of Florida)
Abstract:

Psychopharmacological agents are prescribed in a high proportion of individuals with ASD/IDD, with several agents with formal FDA-approved indications; many are used off-label. The data-based approach that ABA providers/ RBTs who are supervised by BCBA’s is ideal for contextualizing and measuring the behaviors (e.g., self-injury) for which medications are often considered. As a result, their involvement can tremendously aid in the decision-making process about initiating, adjusting, and discontinuing medications. On the other hand, medical providers (e.g., psychiatrist) can guide the recognition of potential conditions, psychiatric and otherwise that may be leading to sudden changes in target behaviors that have been identified for behavioral intervention. Given these goals and contributions, coordinating care is beneficial and critical. Several examples of achieving such coordination of care will be presented at multiple levels of care with thoughts on how such coordination can be achieved where no ongoing relationships currently exist.

Instruction Level: Intermediate
Target Audience:

Anyone who will have patients/ clients comanaged with psychopharmacology providers, anyone that has had medical concerns for their clients

Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) Identify commonly prescribed medication classes and the onset of effects as well as side effects; (2) Understand common context and information typically provided to medical providers when being asked to prescribe various interventions to address behaviors; (3) Identify suggested strategies to interface with medication prescribers to achieve a mutually beneficial relationship
 
TAKAHIRO SODA (University of Florida)
Takahiro Soda, MD, PhD is the Medical Director for the UF Health Center for Autism and Neurodevelopment and Assistant Professor of Psychiatry at the University of Florida College of Medicine. His research focuses on bridging the quality gap between the standard of care in the treatment of patients with neuropsychiatric developmental disorders and the quality of care provided in the real world and nudging clinical practice towards the use of patient-specific factors (genetics, environmental/ socioeconomic) to aid in the provision of optimal care of patients and to do so in an equitable and ethical manner. His work has been funded by the NIH, Foundation of Hope for Treatment of Mental Illness, and the UNC Quality Improvement Fellowship. He serves on the ethics as well as the autism/ intellectual developmental disorder committee of the American Academy of Child and Adolescent Psychiatry, and on the Ethics/ Policy Committee of the International Society of Psychiatric Genetics. He is a fellow of the American Psychiatric Association
 
 
Panel #146
CE Offered: BACB
Diversity submission Exploring Commitments to Diversity, Equity, and Inclusion Efforts: From Values to Actions
Sunday, May 28, 2023
9:00 AM–9:50 AM
Hyatt Regency, Mineral Hall D-G
Area: CSS; Domain: Service Delivery
CE Instructor: Gabrielle Indah Torres, M.S.
Chair: Gabrielle Indah Torres (Autism Aid Foundation / Find Your Balance LLC / Capella University )
ELIZABETH M. MATTHEWS (EMG Consulting)
KATIE WOLFE (University of South Carolina)
Abstract:

Organizations may commit to diversity, equity, and inclusion efforts, but getting from a simple commitment to real actions takes work. This panel consisting of behavior analysis state chapter leaders will explore what it takes to truly commit to actions rooted in increasing diversity, expanding inclusion, and fostering equity beyond a simple addition to their mission statement. Based on your questions, our chair, who serves as the Diversity Equity & Inclusion Coordinator for District ABA, will lead us through a conversation with chapter leaders from Arizona, South Carolina and Virginia, that will explore steps taken, successes achieved, road bumps encountered, strategies considered, future plans, and what behavior analytic principles helped guide their way. If you have considered diversity, equity, and inclusion efforts, do not miss this opportunity to learn from others who have already started creating organizations rooted in values and committed actions to create diverse and inclusive communities that create paths of equity in our field.

Instruction Level: Intermediate
Target Audience:

Behavior analysts with at least 1-2 year of experience and who are in, or moving into, leadership positions within their organizations.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Understand the importance of including diversity, equity, and inclusion in their organization’s framework 2) Identify the importance of establishing organizational values that can drive committed actions towards increased diversity, inclusion, equity, and cultural responsiveness 3) Create a systematic plan for the introduction of diversity, equity, and inclusion efforts into their organization
Keyword(s): committed actions, equity, inclusion, values
 
 
Invited Paper Session #147
CE Offered: BACB/QABA — 
Ethics
Community-Informed Practice: Engaging Communities We Serve to Inform Applied Behavior Analysis Services
Sunday, May 28, 2023
9:00 AM–9:50 AM
Convention Center Four Seasons Ballroom 1
Area: DDA; Domain: Service Delivery
Chair: Yaniz C. Padilla Dalmau (Flamboyán Behavioral Services)
CE Instructor: Pablo Juárez, M.Ed.
Presenting Author: PABLO JUÁREZ (Vanderbilt University Medical Center)
Abstract:

Applied Behavior Analysis (ABA) has encountered several challenges which have negatively impacted the application of behavior analysis and importantly, public trust in ABA. Community-Informed Practice (CIP) – developed by TRIAD, the autism institute at Vanderbilt Kennedy Center (VKC) – is a model for developing partnerships and seeking regular input and feedback from communities served by practitioners in human services fields to ensure those services reflect socially valid best-practice. CIP began as a conceptual model focused on understanding and categorizing common and increasing objections to ABA. Through substantive engagement with existing advocacy groups such as VKC’s Community Advisory Committee and The Arc Tennessee, as well as TRIAD’s Autistic Advisory Committee, we developed a set of guiding principles for a CIP-based implementation of ABA across various TRIAD service lines. In this way, CIP honors societal concerns about ABA and the ethics of its providers, as well as the professional expertise and judgement of behavior analysts. This balance can be elusive without direct and ongoing community engagement by a team devoted to reflecting the appropriate implementation of behavior analysis in their work and discussion of that work. This presentation will focus primarily on the work of TRIAD’s behavior analysts across Tennessee schools supporting students with intellectual and development disabilities who engage in complex and dangerous behavior; however, the processes of development and implementation of CIP will be discussed in a manner that will be applicable across different types of service models. The development of a strong CIP approach to ABA (or any other human services) can be challenging, resource-intensive, and time consuming, making it impractical for most, so additional discussion within this presentation will focus on considerations for taking CIP to scale at the state level and beyond. Finally, Community-Assessed Practice – a process by which a diverse advisory group provides ongoing feedback on service delivery, will be briefly highlighted.

Instruction Level: Basic
Target Audience:

Practitioners, Organizational Leadership, Public Policy

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify common criticisms about Applied Behavior Analysis; (2) Understand what community-informed practice (CIP) is and its utility in addressing concerns about ABA; (3) Learn about potential models for bringing CIP to scale
 
PABLO JUÁREZ (Vanderbilt University Medical Center)
Pablo Juárez received his undergraduate training in behavior analysis at University of North Texas and his graduate training in special education and behavior analysis at Vanderbilt University. He has over twenty years of experience in the field and is currently a Senior Associate in Pediatrics, Psychiatry and Behavior Sciences, and Special Education (VU) at Vanderbilt University Medical Center (VUMC). He is Co-Director of TRIAD, the autism institute at Vanderbilt Kennedy Center (VKC), and Director of Behavior Analysis for VKC and Developmental Medicine. In his roles he oversees statewide behavior analytic and autism services, which are embedded within state systems of early intervention and education, clinical behavior analysis programming and expansion within VUMC, and the expansion of a practice-based behavior analysis research program. Additionally, he serves on local, statewide, and national disabilities-focused committees, work groups, and boards of directors.
 
 
Panel #148
CE Offered: BACB
A Conversation About Disability Rights, Human Rights, and the Professional Practice of Applied Behaviour Analysis
Sunday, May 28, 2023
9:00 AM–9:50 AM
Convention Center Mile High Ballroom 1A/B
Area: DDA/CSS; Domain: Service Delivery
CE Instructor: HOLLY GOVER, Ph.D.
Chair: Holly Gover (Vanderbilt University Medical Center)
ERIN S. LEIF (Monash University)
BRIAN FRANKLIN MIDDLETON (Mindful Behavior LLC & The Lighthouse for Equitable Access in Practice for ABA)
ADITHYAN RAJARAMAN (Vanderbilt University Medical Center)
Abstract:

In 2006, the United Nations adopted the The Convention on the Rights of Persons with Disabilities (CRPD). Developed in collaboration with people with disabilities, the purpose of the Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities. However, people with disability still struggle to access appropriate communication, education, healthcare, recreation, and employment. Although behaviour analysts often work directly with people with disabilities and their families, few descriptions of a human rights-based approach to the provision of applied behaviour analysis services have been published. This panel provides an opportunity for behaviour analysts, some of whom have lived experience of disability, to engage in a meaningful conversation about the CRPD and human rights model of disability, why the CRPD is important to all behaviour analysts who provide services to people with disability and describe practical ways that BCBAs can align their professional practice with a human rights-based model of disability.

Instruction Level: Basic
Target Audience:

N/A

Learning Objectives: At the conclusion of the panel, participants will be able to: 1) Summarize the Convention on the Rights of Persons with Disabilities, 2) Describe the ways in which on-going behavior analytic practices have been misaligned with a human-rights based approach to service delivery 3) Describe practical ways that BCBAs can align their professional practice with a human rights-based model of disability
Keyword(s): Assent, Choice, Human rights, Professional ethics
 
 
Panel #150
CE Offered: BACB
PDS: Building Your Productive Writing Repertoire: Tips and Strategies for Graduate Students
Sunday, May 28, 2023
9:00 AM–9:50 AM
Convention Center 403/404
Area: EDC; Domain: Theory
CE Instructor: Tara A. Fahmie, Ph.D.
Chair: Molly Mattes (Western Michigan Universtiy )
TARA A. FAHMIE (University of Nebraska Medical Center)
FLORENCE D. DIGENNARO REED (University of Kansas)
MICHAEL P. KRANAK (Oakland University)
Abstract:

A vital part of becoming a successful graduate student and professional is the ability to be a productive and efficient writer. Writing is hard, however, and students often need support developing strategies that lead to productive writing. This professional development series panel brings together leaders in the field who are historically productive writers. Panelists will share their success stories, hardships, strategies related to productive academic writing, and answer audience questions.

Instruction Level: Basic
Target Audience:

Graduate Students (Master and Doctoral Level) and BCBA or BCBA-D Level Professionals who engage in academic writing

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) Identify at least two strategies they can use to improve the efficiency or productivity of their writing; (2) Explain at least one way that they can begin, or continue to, track their writing progress using quantitative measures; (3) Identify and discuss at least two behavior-analytic principles that relate to productive and efficient writing.
Keyword(s): Career Development, Graduate Students, Professional Development, Writing Strategies
 
 
Symposium #151
CE Offered: BACB
Diversity submission What’s the Word on Applied Behavior Analysis (ABA)? Discourse Analyses Outside and Within Our Discipline
Sunday, May 28, 2023
9:00 AM–9:50 AM
Hyatt Regency, Centennial Ballroom H
Area: PCH/CSS; Domain: Theory
Chair: Rosemary A. Condillac (Applied Disability Studies, Brock University)
CE Instructor: Rosemary A. Condillac, Ph.D.
Abstract:

In 2021, ABAI President Carol Pilgrim issued a call to action for Behaviour Analysts to examine discourse on ABA and DEI to assist us in finding solutions to current social issues. In this symposium, we are pleased to present three studies using different approaches to analyze discourse relating to ABA. The first study examined the sentiments expressed about ABA on Twitter related to the hashtags #ABA, #BehaviorAnalysis, and #appliedbehaviouranalysis. The second study examined the sentiments and themes expressed in TikTok videos related to the hashtags #ABA, #ABA Therapy, #AppliedbehaviorAnalysis and compared these across speaker groups including autistic adults, families, non-ABA professionals, and ABA Professionals. The third study analysed the abstracts of DEI related presentations at ABAI over a four-year period and reports on themes and trends over time. These studies offer opportunities to reflect on the content of the discourse surrounding ABA and to consider recommendations on ways behaviour analysts might influence that discourse within and outside of our field.

Instruction Level: Intermediate
Keyword(s): DEI, Discourse Analysis, Qualitative Methods, Social Media
Target Audience:

Behaviour Analysts interested in learning more about the nature of discourse surrounding ABA on social media, how it has changed over time, and how our inside (ABAI) efforts with respect to diversity, equity, and inclusion have evolved, and must continue to evolve to change the narrative inside and outside our community. Researchers and graduate students interested in the use of different qualitative methods to examine discourse.

Learning Objectives: 1. Participants will learn about prevailing sentiments and common themes in the discourse surrounding ABA on social media, how it has changed over time, and how our inside (ABAI) efforts concerning diversity, equity, and inclusion have evolved and must continue to evolve to change the narrative outside our community.   2. Participants will learn about different methods of analyzing discourse across three research exemplars and how these methods can be used in solving socially significant problems.   3. Participants will consider the impact of the language in our discourse and how it may strengthen or interfere with our diversity, equity, and inclusion efforts
 
Diversity submission #ExploratoryAnalysisOfSentimentTowardABAonTwitter
ALBERT MALKIN (Western University), Priscilla Burnham Riosa (Applied Disability Studies, Brock University), Laura E. Mullins (Applied Disability Studies, Brock University), Kristi Thompson (Western University), Allison Kretschmer (Western University), Chee Wan (Applied Disability Studies, Brock University)
Abstract: Naturalistic observation of verbal behaviour on social media is a novel method of gathering data on the acceptability of topics of social interest. In other words, online social opinion is a modern-day measure of social validity. We sought to gain an objective understanding of online discourse related to the field of applied behaviour analysis. We conducted an analysis of Twitter posts related to Applied Behavior Analysis (e.g., #ABA, #BehaviorAnalysis,#appliedbehaviouranalysis). Our initial sample consisted of 110,008 Tweets from the past ten years (2012 – 2022). We selected a random subset (n = 12,000) for further analysis using a stratified sampling procedure to ensure that Tweets across years were adequately represented.Two observers were trained to code Tweets for relevance and sentiment toward the field. We will discuss trends regarding the valence (i.e., positive, negative, neutral) of relevant ABA Tweets toward the field in the broad context of observed Tweets. We will suggest some potential paths forward.
 
Diversity submission Vibe check on TikTok #ABA: Voices, themes, and sentiments
ROSEMARY A. CONDILLAC (Applied Disability Studies, Brock University), Emily Bulten (Brock University, Applied Disability Studies), Kathryn Matthyssen (Applied Disability Studies, Brock University)
Abstract: The field of Applied Behaviour Analysis (ABA) is gaining attention on social media, but the kinds of attention are quite variable. In this study we explored videos with #ABA and related hashtags (i.e., #aba, #abatherapy, #appliedbehavioranalysis) to objectively record the sentiments, the speakers, and the common themes being expressed about our science. Videos not specifically related to ABA were excluded from analysis. Using a 3-point scale to measure valence (Negative, Neutral, Positive), two coders analyzed a random sample of 1000 relevant videos, and grouped these data by speaker (ABA professional, Autistic person, Parent/family member of ABA recipient, and other professionals) to identify trends. The video content was reviewed and coded into emerging themes. To examine potential maintaining variables the number of comments for each post were recorded and a randomly selected, representative number of comments were coded for valence. Finally, the number of likes for each video were recorded. We will provide an overview of our results, an opportunity to reflect on the sentiments relating to ABA from different groups, and consider recommendations for behaviour analysts and allies to change the vibe on TikTok and make our own discourse, and practices more inclusive.
 
Diversity submission 

Talking About Diversity, Equity, and Inclusion (DEI) at the Association for Behavior Analysis International (ABAI): Is Our Focus Evolving?

Laura E. Mullins (Applied Disability Studies, Brock University), Rachel Sheppard (Applied Disability Studies, Brock University), REXELLA DWOMOH (Brock University), Amanda Marie Bailey (Applied Disability Studies, Brock University), Sabrina Palmer (Applied Disability Studies, Brock University), Courtney Denise Bishop (Durham College)
Abstract:

Discourse surrounding Diversity, Equity, and Inclusion (DEI) have become part of an expanding and evermore present narrative about how to improve practices within Applied Behavior Analysis (ABA). As suggested by Dr. Carol Pilgrim, in her 47th ABAI Presidential address, “wouldn’t it seem good to know the nature of this discourse, and be able to follow its development”? This project aimed to describe the changing discourse and the development of DEI at the ABAI Annual Convention since the inception of the DEI subcommittee in 2019. A descriptive analysis provided an overview of the events labelled as DEI, by identifying the frequency of presentation types, domains, and program areas. A summative content analysis was conducted on abstracts labelled as DEI (N = 488) and explored the areas of diversity (e.g., age, gender, disability, religion, ethnicity, and sexuality) and dimensions of diversity (e.g., recognizing discrimination and diversity, and cultural humility), equity (e.g., systematically addressing barriers and individualized accommodations), and inclusion (e.g., cultural competence and creating space). This presentation will provide an overview of the current state of practices and gaps between ABA and the movement toward more inclusive, equitable, and diverse practices.

 
 
Invited Paper Session #152
CE Offered: BACB
Neurodiversity-Informed Applied Behavior Analysis (ABA): Ethics Through the Neurodiversity Paradigm
Sunday, May 28, 2023
9:00 AM–9:50 AM
Convention Center Four Seasons Ballroom 2/3
Area: SCI; Domain: Service Delivery
Chair: Linda J. Parrott Hayes (University of Nevada, Reno)
CE Instructor: Cas Breaux, M.S.
Presenting Author: CAS BREAUX (Cassi Breaux Consulting, LLC)
Abstract:

The neurodiversity paradigm is a philosophy that all neurological development is equal and acceptable. The neurodiversity paradigm views neurological variation as expected, similar to the variations we expect in other in other characteristics. According to the neurodiversity paradigm, neurological variation should not be viewed as problematic. Essentially, a “normal” brain does not exist and expecting all people to have similar neurocognitive functioning leads to social dynamics that are oppressive to neurodivergent individuals. Practitioners can use the neurodiversity paradigm to guide and reframe their ethical practices. This reframing process will be offered in four parts. First, this presentation will define and offer appropriate use of terminology related to the neurodiversity paradigm and the neurodiversity movement. Next, this presentation will reframe the ethics of target behavior selection through the social model of disability. Then this presentation will explore how individuals and organizations within the neurodiversity movement view the practice of applied behavior analysis. Last, suggestions for ABA practitioners and organizations that seek to be more neurodiversity-informed will be offered.

Instruction Level: Basic
Target Audience:

BCBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify and define terminology related to the neurodiversity paradigm; (2) Identify three benefits of the social model of disability; (3) Create a list of five ways that the neurodiversity paradigm can be applied in ABA practices.
 
CAS BREAUX (Cassi Breaux Consulting, LLC)
Cas Breaux has been adjunct faculty in the Center for Behavior Analysis at the University of West Florida since 2013 and the manager of educational content for CentralReach since 2018. Prior to CentralReach, Cas was a special education teacher, school administrator, and behavior specialist for the New York City Department of Education. Cas has also been a private practice owner, supervisor, behavior support tech, and several other roles within the behavior field for more than 15 years. As the primary content developer of ABA Knowledge Builder and long-time BCBA supervisor, Cas has extensive experience in content knowledge, skill development, and ethical practices within the BCBA task list (5th ed.). Cas has created more than 150 hours of asynchronous teaching content related to the BCBA task list (5th ed.), LGBTQIA+-inclusive ABA, assent-based ABA, and neurodiversity-informed ABA. As a trans and neurodivergent practitioner, Cas is deeply committed to helping practitioners develop inclusive and neurodiversity-informed practices.
 
 
Symposium #153
CE Offered: BACB
Some Important Considerations for the Functional Assessment of Severe Problem Behavior
Sunday, May 28, 2023
9:00 AM–10:50 AM
Convention Center Mile High Ballroom 4A/B
Area: AUT/DDA; Domain: Applied Research
Chair: Joyce Chenchen Tu Battersby (Easterseals of Southern California)
Discussant: Joanna Lomas Mevers (Marcus Autism Center)
CE Instructor: Joyce Chenchen Tu Battersby, Ed.D.
Abstract: Functional analysis (FA) is the gold standard in identifying function of severe problem behavior. When conducting an FA, individuals are repeatedly exposed to testing conditions (e.g., tangible, demand, attention, alone) so that accurate result can be obtained. It is important that accurate function of the behavior is necessary for effective treatment, however, there are risks such as the intensity of the behavior can magnify within and outside of the FA sessions. In this symposium, variations of expanding the FA technology will be discussed. Furthermore, different treatment strategies including ways to minimalizing risks associated with FAs will also be discussed.
Instruction Level: Intermediate
Target Audience: Experience on conducting functional behavior assessment
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. State ways to train parents on conducting functional analysis 2. State ways to preventive screening of problem behavior 3. State treatment strategies based on the outcome of functional analysis
 

Differential Outcomes in Therapist Versus Clinician Lead Functional Analyses of Challenging Behavior

ARMEN GUSHCHYAN (Children's Hospital of Orange County), Casey J. Clay (Children's Hospital of Orange County), Eric Ishijima (Thomson Autism Center - CHOC Children's), John Robert Budde (Children's Hospital of Orange County)
Abstract:

Functional analysis (FA) is the gold standard in identifying function of severe challenging behavior. Variations of the traditional FA have been conducted to include more endogenous variables relevant to the individual engaging in challenging behavior. One modification to FA involves parent-implemented conditions. We trained parents to conduct functional analysis and functional communication training for their child's problem behavior. Parents learned to implement procedures with fidelity. We saw differentiated response patterns when comparing parent-conducted and therapist-conducted sessions. Furthermore, we saw parent implemented function-based interventions were effective in decreasing their child’s problem behavior. During this presentation, we will review and discuss the process FA, considerations for safety, and medical necessity related to challenging behavior.

 

On the Utility of Differentiating Data Collection for Target Behavior During Functional Analyses of Severe Problem Behavior

JUSTIN CHAN (Easterseals Southern California), Shaji Haq (Easterseals Southern California), Fahad Alresheed (Easterseals Southern California)
Abstract:

Functional analyses (FA) of problem behavior are conducted to determine the function of a behavior (or behaviors) of concern. Unless an FA is conducted, the results of functional behavior assessments (FBA), which typically include non-experimental methods, may produce inconclusive or inaccurate results. Although it is common to treat all targeted behaviors that are presumed to be in the same response class as the same, there may be some utility in differentiating data collection across various categories of problem behavior. We will present the results of one functional analysis, which indicates that different topographies of problem behavior were maintained by different functions. Thus, differentiated data collection resulted in a more efficient process of assessment, and provided information that was necessary to make recommendations for function-based treatments. Implications for future research directions and clinical practice will be discussed.

 
In Search of FCT Strategies that Work: Using VR Schedules and Other Strategies to Manage Demand Fading and Prevent Resurgence
DAVID W. SIDENER (ROOT Autism Center)
Abstract: One treatment, perhaps currently the most common function-based treatment for disruptive behavior, Functional Communication Training (FCT), will be discussed in detail along with its possible risks, especially resurgence of the disruptive behavior. Strategies to prevent resurgence will be discussed. An assessment and treatment package including intensive functional analyses and treatment consisting of FCT, MULT schedules, demand fading, schedule thinning, behavior rehearsal and progressive VR chained schedules will be enumerated. Data will be presented showing several years of remarkable progress in three individuals, depicting up to 100% reduction of severe, aggressive and self-injurious behavior, all while steadily and systematically re-building academic programs from the opportunity for constant breaks to socially-valid instructional time that shows rates of worktime engagement between 70% and 80% on task.
 

Function-Based Prevention: Screening of Problem Behavior and Appropriate Behavior Occurring Under Functional Analysis Conditions

MONIQUE NADINE MONARREZ (California State University, Northridge), Chunying Jin (California State University, Northridge), Jennifer L. Posey (Holdsambeck Behavioral Health), Aarti Haresh Thakore (Central Texas Autism Center), Tara A. Fahmie (University of Nebraska Medical Center)
Abstract:

Children diagnosed with and without Autism Spectrum Disorder (ASD) often engage in challenging behavior of varying topography. Functional behavior assessment, in particular functional analysis (FA), primarily focuses on identifying the function of a problem behavior to inform the design of function-based treatment. Although this focus has been instrumental in informing evidence-based interventions, the assessment logic may also be used in the context of preventative screening of problem behavior (Fahmie, Iwata, & Mead, 2016; Fahmie et al. 2020). The current study expands the FA technology to identify 57 topographies of problem behavior that vary in level of severity from mild to severe, as well as topographies of appropriate behavior that vary in the level of complexity and the specificity of function in two children diagnosed with ASD. More specifically, children were exposed to challenging situations which included deprivation of attention, deprivation of preferred items, presentation of difficult tasks, deprivation of social stimulation, and deprivation of any idiosyncratic and preferred context to screen for the presence and the absence of challenging behavior and appropriate behavior. Children then experienced functional communication training and delay and denial tolerance teaching to see whether skill-based treatments prevented the emergence of severe problem behavior. We will review and discuss function-based prevention and safety considerations during the screening process.

 
 
Symposium #154
CE Offered: BACB/QABA/NASP
Basic and Applied Advances and Digitization of Relational Framing Procedures for Persons With Autism
Sunday, May 28, 2023
9:00 AM–10:50 AM
Convention Center Mile High Ballroom 4E/F
Area: AUT/EAB; Domain: Applied Research
Chair: Mikayla Campbell (Utah Valley University)
Discussant: Caleb Stanley (Utah Valley University)
CE Instructor: Zhihui Yi, M.S.
Abstract:

This symposium will span multiple novel and innovative areas in the delivery of relational training (RT) procedures. The presentations will include 1) basic research that compares fixed and mixed presentation during relational training and their efficacy in promoting the emergence of derived relational responding (DRR); 2) an applied study comparing traditional table-top RT and computer-assisted RT in learner engagement and robustness in DRR; 3) applied study using alternating treatment design comparing learner outcomes between table-top pen-and-paper RT and computer-assisted RT which involves a custom-built electronic data collection (EDC) system and computer-assisted RT instructions; and finally 4) an exploratory randomized controlled trial evaluating the effect of the same custom-built system on learner and staff outcomes among eight students receiving RT as part of their Individualized Education Programs (IEP) in a public school setting. Implications for improving and optimizing the delivery of RT procedures will be discussed. In sum, presentations 1-3 seek to expand research in parameters optimizing RT procedures through basic and applied research, while presentation 4 seeks to investigate the real-world impact of the above findings.

Instruction Level: Basic
Keyword(s): Electronic Data-Collection, PEAK, Relational Training
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe differing outcomes between mixed and blocked RT procedures; (2) describe outcomes of computer-assisted RT and EDC; (3) compare the differences between pen-and-paper table-top RT and computer-assisted RT with EDC.
 
Rates of Learning Under Fixed- and Mixed-Operant Arrangements: Adult Performance on Computer-Based Discrete Trial Tasks
CRAIG A MARRER (Endicott College), Mark R. Dixon (Endicott College)
Abstract: Discrete trial training remains a common intervention procedure within applied behavior analysis. However, a variety of procedural variations have arisen within applied practice, some of which do not appear to be directly related to applied research. The current study investigated the effects of fixed- and mixed-operant instructional arrangements on rates of learning with adult participants. A group design was used in which participants completed matching and listener discrimination training with arbitrary stimuli via a computer program across both operant arrangements. Results indicate that rates of learning were better during fixed-operant training compared to a mixed-operant training. These preliminary results suggest the need for additional examination of procedures commonly used within applied practice, especially those that do not seem to be emergent from the experimental literature.
 
Comparing the Effectiveness of Traditional and Automated Relational Frame Training on Client Engagement
MEREDITH T. MATTHEWS (University of Illinois at Chicago), Zhihui Yi (Univeristy of Illinois Chicago), Mark R. Dixon (University of Illinois Chicago), Jordan Belisle (Missouri State University)
Abstract: Discrete trial training (DTT) is an extremely widely used and highly supported method of teaching skills by breaking them down into smaller, chain-like increments through the use of reinforcement using preferred items. Match to sample training procedures presented in a DTT format have been documented to promote derived relational responding. While traditional DTT is long supported, using physical stimuli can become repetitive and redundant, can reduce the efficiency during trial blocks, and often consumes far more time and resources when compared to similar gamified programs. We utilized an alternating treatment design across three programs to determine if a computerized version of PEAK reaches the same or better outcomes when compared to the traditional DTT delivery mode. The programs selected were novel to the learner to ensure that no previous relationships had been established, and each set contained unique stimuli to ensure that no symbols received reinforcement from the other trials. The present study sought to assess the effects of computer-assisted relational training against the traditional tabletop relational training delivery mode through the robustness of derived relational responding, percentage of independent correct responding, as well as frequency measures of inattention during trial blocks. Implications of applying an automated, computer-assisted form of relational training versus the traditional tabletop relational training delivery mode alone are discussed.
 
Comparing Traditional and Automated PEAK Programming on Client and Staff Outcomes: PowerPEAK
CLAIRE M ZUCH (Missouri State University), Meredith T. Matthews (University of Illinois at Chicago), Kaylee Liley (Missouri State University), Lindsey Nicole Holtsman (Emergent Learning STL Center), Jordan Belisle (Missouri State University)
Abstract: The long-standing traditional approach to DTT utilizes physical stimuli which can become monotonous for participants and can decrease efficacy in programming when compared to similar programs that has been gamified. While these effects are true for participants, traditional DTT programming can become redundant or repetitive to clinician while consuming more time than programs which have been automated. The first study utilized an alternating design across five participants comparing the robustness of derived relational responding (DRR), percentage of correct responding, as well as frequency of inattention through traditional DTT procedures against an automated form of DTT. Participant’s results demonstrated similar outcomes when using traditional and automated DTT programming. The second study provides an extension off the first by comparing fidelity of treatment implementation by clinicians, duration of individual program, and total programs completed through traditional DTT procedures against automated DTT procedures in an alternating treatment design. Efficiency in automated programming is demonstrated by the decrease of program duration and increase of total programs completed when compared to traditional programming. Both studies demonstrate the potential for automation to advance the field forward in the localized context of a clients programming and in the broader context of efficiency in programming for clinicians.
 

The Digital Revolution: Comparing Staff and Learner Outcomes of Computer-Assisted Applied Behavior Analysis (ABA) Relational Frame Training of Children With Autism and Related Disabilities

ZHIHUI YI (Univeristy of Illinois Chicago), Jennifer Koenig (Highland Community Unit School District #5), Mark R. Dixon (University of Illinois Chicago)
Abstract:

There has been an increasing presence using electronic data collection (EDC) among applied behavior analysis (ABA) services. Studies show that both generic and custom-built proprietary software can effectively and accurately collect behavior data similar to traditional pen-and-paper data collection. The current study extended previous findings in evaluating the efficacy of a custom-built EDC during relational frame training based on the PEAK curriculum, given its unique procedures (e.g., scoring, relational training procedures, etc.). Eight participants were randomly assigned to two groups (Experiment VS Control), and over the course of three weeks, participants received PEAK-based relational training as part of their Individualized Education Program (IEP). After week 1, participants in the Experiment Group transitioned to the EDC, where teachers and staff used the custom-built EDC in delivering ABA services. Results show a significant interaction between group assignment and time (p < .006). The total duration needed to complete all assigned programs for participants in the Experiment Group significantly decreased after the transition to EDC (p = .003) and maintained at the reduced level in week 3 (p = .862). No significant changes were observed for participants in the Control Group (p = .676). Implications for using EDC to assist relational training were discussed.

 
 
Symposium #155
CE Offered: BACB
Enhancing Vocational Access and Leisure Activities for Adolescents and Adults With Developmental Disabilities
Sunday, May 28, 2023
9:00 AM–10:50 AM
Convention Center Mile High Ballroom 2A
Area: DDA/AUT; Domain: Translational
Chair: Sally Grabert Guidry (Michael R. Boh Center for Child Development Ochsner Hospital for Children )
Discussant: Dorothea C. Lerman (University of Houston-Clear Lake)
CE Instructor: Nicole M. Trosclair-Lasserre, Ph.D.
Abstract:

Research suggests that post-secondary vocational and independent living outcomes for individuals with intellectual and developmental disabilities (IDD) significantly lacks behind others without identified disabilities. Rates of competitive employment remain low, with unemployment and underemployment contributing to increased poverty and decreased community access and overall quality of life. The current symposium explores service delivery models that can help to improve long-term outcomes for this population. The first presentation explores guidelines for building and establishing quality relationships with prospective employers within the community. The second presentation then outlines how a large hospital system has begun to support the IDD community through workforce diversity by developing individual and systemic systems of support. The remaining presentations highlight two research studies related to the assessment of various factors shown to be related to positive vocational and life outcomes for adults with IDD. The third presentation compares indirect and direct vocational assessments that can help with vocational matching. The fourth presentation presents data that extends these direct preference assessment procedures to leisure activities for adults, which can help facilitate participation in community activities. The symposium will conclude with remarks from our discussant.

Instruction Level: Intermediate
Target Audience:

Behavior Analysts who work with adolescents or adults with autism or other developmental disabilities. Attendees should posses intermediate knowledge of behavior analytic principles and applied behavior analytic intervention procedures.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Apply learned guidelines for finding and developing lasting relationships with local community partners (2) Describe the application of direct assessments and behavior-based supports for increasing access to competitive employment within a large organization (3) Describe how to incorporate preference and choice into the process of finding new leisure activities for clients
 

Community Partnerships: A Model for Cultivating Lasting Relationships With Employers

(Service Delivery)
SOPIA SOM (Virginia Institute of Autism), Kate Gariepy (Virginia Institute of Autism), Lauren Haskins (Virginia Institute of Autism)
Abstract:

Individuals with autism spectrum disorder (ASD) may often encounter difficulties with obtaining and maintaining employment. To increase the likelihood of successful employment, researchers have investigated ways to make employees with ASD more successful in the workplace, such as through identifying preferred work tasks (LaRue et al., 2020). Researchers have also developed different methods of teaching interview (Roberts et al., 2021) and job-related social skills (Grob et al., 2019; Lerman et al., 2017). These studies have provided evidence that employees with ASD diagnoses can learn to successfully navigate the social work environment in controlled, clinical environments. However, the effectiveness and long-term outcomes of these training programs may be more readily assessed through direct, on-the-job observations and coaching. To that end, establishing positive, collaborative relationships with community partners is an important part of teaching employees with ASD to succeed at work. One of the first steps in this collaboration may be to identify the behaviors or challenges that employers may perceive as barriers to employing people with ASD. To address employers’ concerns, we propose a model and offer guidelines on how to establish and build relationships with community partners and employers.

 

Increasing Workforce Diversity: Supporting Neurodiverse Employees and Their Managers

(Service Delivery)
NICOLE M. TROSCLAIR-LASSERRE (Michael R. Boh Center for Child Development Ochsner Hospital for Children ), LeighAnn Milinich (Michael R. Boh Center for Child Development Ochsner Hospital for Children ), Lacey Ellis (Michael R. Boh Center for Child Development Ochsner Hospital for Children), Sally Grabert Guidry (Michael R. Boh Center for Child Development Ochsner Hospital for Children)
Abstract:

Research on competitive employment for individuals with disabilities continues to show that this group has difficulty obtaining and maintaining jobs. Correlational studies have identified several modifiable predictors of post-secondary employment including paid work experience while in high school, parental expectations, self-help and social skills (including communication), and engagement in extra-curricular and community activities. Recent behavior analytic research has expanded behavioral technology to the direct assessment and remediation of vocationally related skills and provides effective methods to address the modifiable predictors of post-secondary employment. The current presentation outlines a program developed to support increased workforce diversity and access to competitive employment for neurodiverse individuals within our system. First, we use behavior analytic strategies to directly assess vocational social skills to identify areas of support needs, to teach skills deficits, and to recommend support strategies to prospective employers. Second, we provide an internal manager/employer training program to address identified barriers to hiring individuals with disabilities, to educate them on neurodiverse diagnoses, and to teach them ways to support neurodiverse employees. Finally, we will provide a case review of one participant’s path from direct behavioral assessment to paid internship and how this can further refine our internal pathway to competitive employment.

 

Using Indirect and Direct Vocational Assessments to Improve Employment Matching for Individuals With Autism

(Service Delivery)
JENNA BUDGE (Rutgers University), Robert LaRue (Rutgers University), James Maraventano (Rutgers University), Todd Frischmann (Rutgers University), SungWoo Kahng (Rutgers University)
Abstract:

Employment rates for adults with autism are significantly lower than those reported for any other population of adults with disabilities (Bush & Tassé, 2017). One of the most significant predictors of competitive employment for adults with autism is the use of sound assessment procedures to inform intervention (Kaya et al., 2016). LaRue and colleagues (2019) developed a skill-based vocational assessment for individuals with autism with varying abilities. The assessment evaluated preference for specific task characteristics. The authors used the assessment results to design matched and unmatched work tasks. They found that matched tasks were consistently more preferred and resulted in less disruptive behavior and more on task behavior. This assessment is useful for the purpose of modifying jobs, however it does not inform the type of industry to explore when job matching. In the current investigation, we used an extension of the assessment model proposed by LaRue and colleagues that includes environmental factors. We then compared the results of the vocational assessment to indirect methods. Preliminary data suggest that the using both the brief, skill-based vocational assessment in addition to an indirect methods may inform tasks and jobs that lead to better employment outcomes for adolescents and adults with autism.

 

Assessing Preference for and Engagement With Leisure Activities for Adults With Autism Spectrum Disorder

(Applied Research)
ROBERT W. ISENHOWER (Rider University), Jenna Budge (Rutgers University), James Maraventano (Rutgers University), Robert LaRue (Rutgers University)
Abstract:

Individuals with autism spectrum disorder (ASD) often have limited opportunity in choosing novel and engaging leisure activities, and behavior analysts need guidance in identifying and predicting which leisure activities their clients prefer. Three adults participated in a leisure activities assessment in three phases. During Phase 1, concurrent arrangements were used to develop a profile for each of three leisure skills components: social interaction versus no interaction; electronic versus non-electronic activities; and stationary activities versus activities that require movement. Clear preferences were found for all three participants. Phase 2 compared on-task behavior for a leisure activity matched and a leisure activity unmatched to the profile generated in Phase 1. In general, participants were on-task more often for activities matched to profile. Phase 3 assessed client preference for the matched versus the unmatched leisure activity using another concurrent arrangement. Participants preferred the matched activity. Overall, this study presents a user-friendly leisure activity assessment that considers client preference when determining suitable leisure activities for individuals with ASD who require significant support.

 
 
Symposium #156
CE Offered: BACB — 
Supervision
Engaging in Ethical and Effective Supervision Practices
Sunday, May 28, 2023
9:00 AM–10:50 AM
Hyatt Regency, Mineral Hall A-C
Area: OBM/TBA; Domain: Service Delivery
Chair: Melissa L. Olive (Self-Employed)
Discussant: Melissa Saunders (Creative Interventions)
CE Instructor: Melissa Saunders, Ph.D.
Abstract:

With 36 states requiring licensure in behavior analysis and over Board Certified Behavior Analysts (hereafter behavior analysts), the demands on our growing field could not be greater. Less than half of those behavior analysts have been certified 5 years or longer leaving few experienced supervisors to train the next generation of behavior analysts. Moreover, very few behavior analysts receive training in how to supervise. At best, behavior analysts complete the BACB required 8-hour training prior to providing supervision. Luckily, future behavior analysts will receive formal training as part of the coursework requirements for the 5th Edition task list (BACB, 2017). Given the importance of and need for quality supervision, this symposium on will focus on ethical issues in supervision, completing 360 evaluations as part of supervision, elements of effective supervision, and effective tiered supervision in large organizations. Disclaimer: This session will not prepare you to become a supervisor but may be used in conjunction with additional training and experiences to become a supervisor.

Instruction Level: Intermediate
Keyword(s): Ethical Supervision, Supervision, Supervision Evaluation
Target Audience:

This session is for BCBAs who supervise RBTs, Trainees, and other BCBAs. Supervision at all levels will be covered.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Participants will identify ethical considerations regarding supervision of independent fieldwork and they will be able to identify the problem-solving process for resolving ethical dilemmas. 2. Participants will identify how to set up and track 360 feedback evaluation data 3. Participants will describe the importance of structuring supervision sessions with an agenda and measurable and targeted goals. 4. Participants will describe how to complete clinical audits as one measure of supervision effectiveness
 
Ethical Considerations When Supervising
MELISSA L. OLIVE (Self-Employed)
Abstract: This session will apply the Ethics Code for Behavior Analysts to various ethical situations that arise as a supervisor and supervisee move through the independent fieldwork process. Strategies for problem solving ethical dilemmas will be presented and finally procedures for preventing subsequent ethical missteps will be discussed.
 
Conducting Effective 360 Evaluations as a Component of Supervision
PAMELA M. MARTIEN-KOCH (Clear Creek Behavior Services, LLC)
Abstract: The BACB Supervision Curriculum 2.0 states that several types of supervision evaluations are required as part of the supervision process. This includes both knowledge and performance-based evaluations. However, it also includes supervision performance evaluations, competency evaluations, professionalism evaluations, child progress evaluations, on-going effects of supervision, and supervisor evaluations. The process of completing evaluations while also receiving performance feedback is known as 360-degree evaluations. 360 evaluations help both the supervisee and supervisor understand their strengths and weaknesses from a variety of perspectives. This session will discuss the 360 evaluation process as well as review possible forms that may be used for the evaluations. Pros and cons of this process will be discussed.
 
Effective Tiered Supervision in Large Companies
STEPHEN WOOD (Cultivate Behavior Management Corporation)
Abstract: This session will focus on the role of higher-level clinical leadership. Participants will learn strategies for managing oversight of clinical services in larger and/or growing organizations. Specifically, the presentation will focus on the role of tiered supervision in including the role of a Clinical Supervisor, Clinical Manager, and Clinical Director. Supervision of BCBAs will be discussed including the structure and function of 1:1 meetings including the development of an agenda and measures of progress and goal attainment. The role of compliance audits will also be discussed including documenting 5% RBT supervision and completion of session note audits.
 
 
Symposium #157
CE Offered: BACB
Applied Behavior Analysis (ABA) interventions to Enhance Dance: What Works Best?
Sunday, May 28, 2023
10:00 AM–10:50 AM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM; Domain: Applied Research
Chair: Shreeya Deshmukh (University of South Florida)
Discussant: Jennifer L Cook (University of Manitoba)
CE Instructor: Shreeya Deshmukh, M.S.
Abstract:

Previous research has shown evidence to suggest interventions such as TAGteach™ and video feedback are viable options to enhance sports performance, specifically in dance. This symposium focuses on recent developments and possible alternatives to utilizing video feedback to improve performance of skills related to dance. The first presentation will analyze the feedback delivered in the Deshmukh et al. (2022) study which compared verbal and video feedback to improve dance skills. The second presentation will compare the effects of TAGteach™ and self-evaluative video feedback on dance performance with beginner level dance students. Implications and limitations of each method will be discussed as well as areas for future research in dance. The presentations will be followed by a discussion from Dr. Jennifer Cook who will comment on these studies.

Instruction Level: Intermediate
Keyword(s): Dance, TagTeach, Verbal Feedback, Video Feedback
Target Audience:

This symposium is appropriate for BCBAs within their first 5 years of practice, including practitioners, supervisors, etc. and for those currently enrolled in or recently completed graduate-level work in ABA.

Learning Objectives: 1. Attendees will be able to discuss prior research conducted targeting the improvement of dance skills. 2. Attendees will be able to explain video feedback, verbal feedback, TagTeach and video self-evaluation procedures used in sports performance. 3. Attendees will be able to discuss the implications and limitations of verbal feedback, video feedback, TagTeach, and video self-evaluation procedures used for sports performance.
 
An Analysis of Feedback to Enhance Sports Performance
SHREEYA DESHMUKH (University of South Florida), Raymond G. Miltenberger (University of South Florida)
Abstract: Verbal feedback and video feedback are commonly used interventions to enhance sports performance in a variety of sports (e.g., basketball, golf, football, martial arts, dance, etc.). Deshmukh et al. (2022) compared the effects of verbal feedback versus video feedback to improve dance skills of three beginner-intermediate dancers. In this study, we conducted an analysis of the feedback delivered during training for participants in the Deshmukh et al. (2022) study. We analyzed the completeness and accuracy of the feedback. Completeness was the percentage of steps on the task analysis with feedback delivered. Accuracy was the percentage of steps where the feedback delivered (i.e., praise or corrective feedback) matched the correct or incorrect performance of the step. For all participants, the completeness of feedback was higher in video feedback than verbal feedback. For one participant, the accuracy of feedback was consistently higher in video feedback than verbal feedback. For two participants, the accuracy of feedback was slightly higher in video feedback than verbal feedback. The implications and limitations of verbal feedback and video feedback are discussed.
 
A Comparison of TAGteach® and Video Self-Evaluation to Increase Dance Movement Accuracy
ELIZA GOBEN (University of Kansas), Rachael Ferguson (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology)
Abstract: Previous behavior analytic research to improve dance performance has demonstrated the effectiveness of TAGteach® and self-evaluative video feedback separately. However, no research has directly compared these two interventions. In this study, we used an adapted alternating treatment design to examine the effects of TAGteach® versus self-evaluative video feedback to improve the accuracy of dance movements among four beginner-level dancers. We counterbalanced the procedures across the two types of dance moves taught. All participants performed better on movements taught using TAGteach® compared to movements taught using self-evaluative video feedback. All participants also maintained the skill taught using TAGteach® to a greater degree than the skill taught using self-evaluative video feedback. We also collected procedural fidelity data; implementation of both procedures was near 100% fidelity. We discuss the results in terms of the social validity of the two procedures. Suggestions for future research are also provided. Based on these results, TAGteach® may be an effective and relatively efficient method of teaching dance skills.
 
 
B. F. Skinner Lecture Series Paper Session #157A
CE Offered: PSY/BACB
A Paradigm Shift in This Moment of Invisible Symptoms: What the Adolescent Brain Tells Us About How to Conceptualize Addiction and its Treatment
Sunday, May 28, 2023
10:00 AM–10:50 AM
Convention Center Four Seasons Ballroom 1
Area: SCI; Domain: Applied Research
Chair: Liz Kyonka (California State University - East Bay)
CE Instructor: Liz Kyonka, Ph.D.
Presenting Author: SARAH FELDSTEIN EWING (University of Rhode Island)
Abstract:

There has been a global surge in adolescents’ use of electronic nicotine delivery systems (ENDS)/vaping, cannabis (vaped, edible), and use of prescription opioids (POs) not-asprescribed. The nature of these substances often renders them “difficult-to-detect” due to limited physical and behavioral signs, along with subtle, but often, hazardous longer-term effects. Here, Dr. Feldstein Ewing will address the nature of substance use presentation in the adolescent age group, including challenges in detection and related complications that impact screening and prevention. Further, in terms of intervention, many of the existing addiction treatments that we use with adolescents were originally designed for adults; however, the adolescent brain is increasingly being recognized as substantively different than the adult brain. And, likely for related reasons, adolescents engage with substances in different ways than adults. Dr. Feldstein Ewing will begin by reviewing empirical data on “difficult-to-detect” effects, including acute effects at neural levels and longer-term neurocognitive and developmental changes that precede outward physical symptoms. Dr. Feldstein Ewing will also present translational approaches, integrating brain (developmental human neuroscience; fMRI) and behavior (clinical intervention programs) to begin to inform timely updates in how we approach defining addiction in this age group, along with how we update our approaches to behavioral treatment in this age group.

Instruction Level: Intermediate
Target Audience:

Clinicians, scientists, mental health faculty

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify the nature of substance use and related risk behaviors during the teen years; (2) Identify existing prevention and intervention approaches for adolescent health risk behaviors; (3) Describe translational approaches to inform improvements in adolescent prevention and intervention approaches
 
SARAH FELDSTEIN EWING (University of Rhode Island)
Dr. Feldstein Ewing is the Prochaska Endowed Professor of Psychology, Director of the Adolescent Neuroscience Center for Health Resilience (ANCHoR) at URI, and Adjunct Professor in the Departments of Psychiatry and Human Behavior (DPHB) and Advance CTR at Brown University. She currently serves as Associate Editor at Transla'onal Psychiatry (Nature). With over 147 peer-reviewed publicaQons and 4 books, she has published widely regarding the developmental fit, neurocogniQve mechanisms, gender differences, and cross-cultural adaptaQon of intervenQon approaches for this developmental stage. She has also developed a highly innovaQve NIH-funded line of translaQonal research to evaluate the connecQon between basic brain mechanisms (e.g., brain structure, funcQon, connecQvity) and youth health risk behavior (e.g., clinical symptoms, prevenQon and intervenQon outcomes). She has conducted this work primarily with underserved and underrepresented youth [e.g., low SES youth, young people of color (POC), young females, sexual and gender minority (SGM) youth), and in the context of youth cannabis use, alcohol use, prescripQon opioids (POs used not-as-prescribed], HIV/STI risk, and high body mass (BMI). Dr. Feldstein Ewing has served as a key member of the NaQonal Academy of Sciences Workgroup for the Health Effects of Cannabis and Cannabinoids (2017), and naQonal and internaQonal panels addressing youth brain:behavior translaQonal research and its implicaQons for intervenQon approaches for this age group (e.g., Novavi Symposium on AddicQon Research and Treatment, Denmark: 2022; NIH Science of Behavior Change Capstone Conference, 2021; MacArthur FoundaQon Law and the Brain, 2016).
 
 
Symposium #158
CE Offered: BACB
Diversity submission Clinical Applications of Behavior Analysis With Justice-Involved Youth
Sunday, May 28, 2023
10:00 AM–10:50 AM
Convention Center Mile High Ballroom 2B
Area: CSS; Domain: Translational
Chair: Anna Kate Edgemon (Auburn University)
CE Instructor: Anna Kate Edgemon, M.S.
Abstract:

Applied behavior analysis has been demonstrated as effective for addressing a wide variety of socially significant issues across many populations and contexts. Yet many marginalized populations continue to be underserved and understudied. This symposium will cover a range of methods in which behavior analytic methodology may be used in the assessment and treatment of justice-involved youth. The first presentation will describe recent prevention and intervention strategies for juvenile sex trafficking (JST) within the child welfare system. The second presentation will describe a contingency management system used within a juvenile residential treatment facility to improve staff-implemented strategies for improving behavior within the facility. The final presentation uses conditional probabilities to evaluate periods of increased likelihood of challenging behavior displayed by adolescents within a juvenile residential treatment facility. Implications and future directions within juvenile justice will be discussed.

Instruction Level: Advanced
Keyword(s): conditional probabilities, contingency management, juvenile justice, sex trafficking
Target Audience:

Participants should be licensed, certified, or are completing coursework to fulfill BCBA eligibility requirements.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify environmental conditions corresponding with JST victimization, and commonly used lures for abduction and victimization (e.g., coercion, grooming, threats); (2) Gain knowledge of the training components used to train juvenile justice facility staff and be able to identify the challenges of training in this environment; and (3) Identify contexts in which statistical analysis based on behavioral data supports data-based administrative decision-making within a juvenile justice facility.
 
Diversity submission Review of Prevention and Intervention Strategies for Juvenile Sex Trafficking, and Future Directions
(Applied Research)
ARTURO GARCIA (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: Existing literature on human trafficking suggests the vulnerability to sexual exploitation changes by (a) the prevalence of certain risk factors (e.g., runaway, developmental disabilities); (b) the trafficker used lures; and (c) the environmental conditions present at the time of victimization. However, the extent to which vulnerability in the presence of cumulative risk factors could change the value of the lure has not been previously evaluated. Often found, youth involved in the child welfare system are at high risk for juvenile sex trafficking (JST) victimization associated with runaway instances. By assessing the commonly used lures that precede the runaway episode, a functional relationship between the lure and the environment may be established. A scoping analysis approach to screening and assessment, of both published and case studies, could be used to identify (a) prevalent indicators of victimization; (b) risk factors commonly present; and (c) traffickers used lures for the abduction and JST victimization of youth. The current paper will describe the recent prevention and intervention strategies for victims/survivors of JST. This paper will also discuss behavioral strategies that could be used to develop function-based interventions for runaway youth at high risk of victimization and vulnerability.
 
Diversity submission Contingency Management System: Juvenile Justice Facility
(Applied Research)
ASHLEY ANDERSON (Auburn University), Daniel John Sheridan (Auburn University), Anna Kate Edgemon (Auburn University), John T. Rapp (Auburn University)
Abstract: Punitive and negative environments contradict evidence-based rehabilitation strategies for juvenile offenders. To facilitate an evidence-based and therapeutic environment, the authors developed a comprehensive model of program-wide behavior-analytic assessments and interventions, which include best practices, a large-scale token economy, and tiered supports for residents in a juvenile justice setting. All residents, regardless of tier, participated in the token economy where residents received pretend cash or fines in correspondence with their behavior recorded through a red, yellow, and green system. Tier 1 consisted of training staff through videos on how and when to give praise, give instructions, and respond to problem behavior (i.e., best practices) as well as how to score residents for the token economy. The authors evaluated implementation fidelity through direct observation with subsequent feedback and used the behavior data acquired through the color system, as well as direct observation of resident behavior, to make data-based decisions for remedial staff training, referral of the resident for additional behavior-analytic services through Tier 2 or 3 services, or both.
 
Diversity submission 

Descriptive Assessment and Analysis of Challenging Behavior Displayed by Adolescents Within a Juvenile Residential Treatment Facility

(Applied Research)
ANNA KATE EDGEMON (Auburn University), John T. Rapp (Auburn University)
Abstract:

Treatment of problematic behavior often begins with functional assessment. However, in many contexts, not all components of functional assessment are possible. That is, components of functional assessment (e.g., functional analysis) may not be feasible ethically or logistically in contexts where problematic behavior is infrequent, presents substantial risk to staff members, or both. In these contexts, behavior analysts may use indirect assessment alone to identify environmental conditions that give rise to problem behavior. Such assessments may inform treatment plans, even when the function of the behavior is unclear. The present study is a descriptive assessment of behavioral data collected by dormitory staff at a juvenile residential treatment facility. We used conditional probabilities and statistical analyses to identify setting events (e.g., days of week, time of day) that predict likelihood of problematic behavior. The findings allow clinicians and administrators within the facility allocate resources strategically to prevent and respond to problematic behavior effectively. Implications, limitations, and future directions are discussed.

 
 
Symposium #159
CE Offered: BACB
Contemplating Service Provision Efficiencies Through Tool Development and Program Evaluation
Sunday, May 28, 2023
10:00 AM–10:50 AM
Convention Center Mile High Ballroom 1C/D
Area: DDA/OBM; Domain: Service Delivery
Chair: Alison Cox (Brock University)
Discussant: Joseph Michael Lambert (Vanderbilt University)
CE Instructor: Joseph Michael Lambert, Ph.D.
Abstract:

Often behavior analytic intervention research emphasizes improving efficacy through direct intervention to generate improved efficiency in service provision. Some examples may be treatment fidelity and training studies, including pyramidal approaches to implementer training. While important efficiencies may be afforded by endeavoring to improve direct implementation practices, there are also many opportunities to generate efficiencies through the enhancement of the service provision process. This can be done without compromising service delivery. Developing and validating effective intake processes (i.e., client triage) may be one approach. Another option could be assessing service delivery (i.e., program evaluation) to discern specific elements that add value as well as uncover areas for improvement. The current symposium aims to showcase strategies to assessing (and refining) service delivery that may be less common across the behavior analytic research. Each talk will provide an in-depth description of respective projects, culminating with a discussant highlighting key aspects and areas for future research.

Instruction Level: Intermediate
Keyword(s): developmental disabilities, program evaluation, service delivery, tool development
Target Audience:

Attendees should have an introductory understanding of applied research design and tool development and validation analyses. It would also enhance attendees' experience if they are well-versed in best practice approaches in the treatment of challenging behavior.

Learning Objectives: (1) Attendees will be able to describe the steps involved in structured tool development and validation, as well as recognize opportunity for application. (2) Attendees will be able to describe consecutive controlled case series, and areas of application. (3) Attendees will be able to describe important program evaluation tenants and how they may be easily applied to ongoing clinical service provision.
 

Predicting Services and Outcomes Using Consecutive Case Series Data: A Quality Improvement Study

COLLIN SHEPLEY (University of Kentucky)
Abstract:

Program evaluation is an essential practice for providers of behavior analytic services, as it helps providers understand the extent to which they are achieving their intended mission to the community they serve. A proposed method for conducting such evaluations, is through the use of a consecutive case series design, for which cases are sequentially gathered following the onset of a specific occurrence. Given the sequential nature in which data are collected within a consecutive case series, analytic techniques that adopt a time-series framework may be particularly advantageous. Although such methods are commonly used for program evaluation in medicine and economics, their application within the field of applied behavior analysis is largely absent. To serve as a model for providers undertaking evaluation efforts, we conducted a program evaluation of an outpatient severe behavior clinic serving families with children engaging in challenging behavior. We employed quasi-experimental methods using an interrupted time-series analysis. Analytical models detected planned and unplanned changes in the clinic’s services over time; however, we did not identify evidence to suggest that families and children will experience improved outcomes as a result of these changes.

 
On the Development and Validation of an Objective Severity Tool to Classify Severe Problem Behavior
MARIE-CHANEL MONIQUE MORGAN (Brock University), Nazurah Khokhar (Brock University), Alison Cox (Brock University), Hannah Lynn MacNaul (University of Texas at San Antonio)
Abstract: Presently, there appears to be limited research targeting objective ways to triage clients presenting with problem behavior – for the purpose of accurately predicting a matched treatment tier (e.g., dosage, intensity). Improved ‘patient flow’ may translate to improved efficiencies across service provision – meaning more clients receive services more quickly. This paper describes the development and validation of a severity scale tool aimed to enhance an existing treatment model. Researchers recruited participants through an established research and treatment center supporting participants presenting with a range of problem behavior severity at intake. This center had an existing series of indirect and direct assessments at intake, after which time all participants experienced tiers 1, 2 and/or 3 services, according to their treatment needs. Participant caregivers met with researchers virtually to complete the tool for their child. They answered each tool item by providing permanent products (e.g., reports, pictures, data) to corroborate their verbal responses. Preliminary results suggest lower scores on the tool generally coincided with tier 1 (i.e., lowest level of service delivery), while descriptive analysis suggests some tool items may be more difficult for caregivers to gather corroborating evidence. Outcomes informed by construct optimization, construct validation and construct calibration will also be described.
 
 
Symposium #160
CE Offered: BACB
We Have an App for That! Technology to Enhance Independence in Young Adults With Disabilities
Sunday, May 28, 2023
10:00 AM–10:50 AM
Convention Center Mile High Ballroom 1A/B
Area: DDA/EDC; Domain: Applied Research
Chair: Amy Spriggs (University of Kentucky)
Discussant: Sally Bereznak Shepley (University of Kentucky)
CE Instructor: Sally Bereznak Shepley, Ph.D.
Abstract:

Often individuals with disabilities continuously rely on prompts or reminders from others (e.g., therapists, parents, teachers) to complete everyday tasks. When their access to services in schools ends, so do the prompts they have come to rely on. With technology being an integral part of society’s everyday life, it is logical to teach individuals with disabilities to rely on technology as a necessary support when presented with situations in which more information is needed. Individuals with disabilities need to learn how to self-manage, including self-prompting and self-instructing tasks throughout their day-to-day activities to increase their employability, independence, quality of life, and overall self-determination skills. There is an emerging amount of literature to support the use of self-management for individuals with disabilities, specifically with mobile technology. This presentation will include data from two recent single case design studies from two different research teams. The first study used an exercise application including video models, prompting, and reminders delivered via remote instruction (i.e., Zoom) to improve exercise behaviors and increase physical activity. The second study used a scheduling application with embedded visuals and video models to increase vocational task completion and decrease reliance on adults supports.

Instruction Level: Intermediate
Keyword(s): mobile technology, self-instruction, video modeling
Target Audience:

Background knowledge of single case design and visual analysis

Learning Objectives: At the conclusion of the symposium, participants will be able to: (1) assess ways in which common mobile technology can be added to instructional programs to improve socially meaningful goals; (2) promote self-determination skill instruction using mobile applications and remote technology; and (3) reframe ways in which we view prompt dependence for the learners they serve.
 

ExerciseBuddy Pro to Assess Acquisition of Exercises for Adolescents With Autism When Delivered Remotely via Zoom

LAURA BASSETTE (Ball State University)
Abstract:

Using a multiple baseline across participants design, the current study explored a behavioral intervention package (i.e., ExerciseBuddy app with video models, prompting, and reminders of reinforcement) to assess acquisition of the exercises (i.e., percent of intervals completed independently) when delivered remotely. Additionally, during intervention, participants were taught to review task analyses of exercises (i.e., written or pictures) to determine if they completed exercises correctly. The results indicate participant independence in performing the exercises increased during intervention from baseline. Additionally, participant and researcher agreement on if exercises were completed correctly averaged 80% or higher during intervention. Independence in performing the exercises and agreement on performance was more variable during generalization when new exercises were presented and the behavioral intervention package components were removed. Implications and future research focused on increasing access and fitness programming for individuals with autism using remote instruction and promoting self-determination in fitness programming will be discussed.

 

Choiceworks to Increase Independence and to Decrease Reliance on Adult Prompts for Adolescents With Disabilities

KAI O'NEILL (University of Kentucky), Amy Spriggs (University of Kentucky), Sally Bereznak Shepley (University of Kentucky)
Abstract:

The purpose of this study was to compare the differential effects of mobile assistive technology loaded with visual activity schedules (VAS; pictures alone) compared to video activity schedules (VidAS; pictures linked to video models) loaded on the Choiceworks app to promote vocational independence and decreased reliance on adult supports for adolescents and adults with intellectual disability, with and without autism. Seven single-case multitreatment designs were used to assess differential effects between the two interventions when participants completed various vocational tasks (e.g., cosmetology, vet tech, gift shop). All participants were able to perform some of the task steps independently with both VAS and VidAS but demonstrated a greater increase in independence with self-instruction using VidAS than when only given VAS. Results suggest that incorporating VidAS into mobile AT can increase independence while decreasing reliance on additional adult support, suggesting that this could be a reasonable accommodation in school, work, and community settings.

 
 
Invited Tutorial #161
CE Offered: BACB
Teaching to Condition
Sunday, May 28, 2023
10:00 AM–10:50 AM
Hyatt Regency, Capitol Ballroom 1-3
Area: DEV; Domain: Service Delivery
BACB CE Offered. CE Instructor: JeanneMarie Speckman, Ph.D.
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University)
Presenting Authors: : JEANNEMARIE SPECKMAN (Fred S. Keller School Teachers College Columbia University)
Abstract:

Conditioning new stimuli such that they now function as reinforcers for other behaviors serves several important purposes in human development. Increasing one’s community of reinforcers provides individuals with more opportunities to come in contact with reinforcement which increases rates of learning. It also means that individuals’ interests are expanded which, when this occurs, will likely lead to fewer instances and lower durations of such behaviors as stereotypy and other developmentally maladaptive response classes. Maybe most importantly, conditioning certain stimuli as reinforcers for observing responses enables individuals to contact reinforcement in ways they had not been able to do before; hence, the development of a cusp. Training behavior analysts and behavior technicians to implement conditioning procedures can prove more difficult than training other more straightforward discreet trial programs. Therefore, training must be accurate, systematic and because these pairings are so important to human development, highly efficient. Here I will present training systems that meet these criteria, to teach these instructional repertoires to behavior analytic instructors. I will also discuss extending training systems to include successfully training another instructor to correctly implement conditioning procedures as mastery criterion for training.

Instruction Level: Intermediate
Target Audience:

Behavior Analysts, Supervisors, and Researchers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the steps in an operant conditioning procedure; (2) describe the steps in a classical conditioning procedure; (2) describe the steps in a conjugate conditioning procedure; (3) understand the components of an effective training system to teach instructors and trainers to implement effective conditioning procedures and protocols.
 
JEANNEMARIE SPECKMAN (Fred S. Keller School Teachers College Columbia University)
JeanneMarie Speckman is a CABAS® and NYS certified Behavior Analyst who received her Ph.D. from Columbia University in the program in Teaching as Applied Behavior Analysis. She is also a certified Teacher of the Speech and Hearing Handicapped. For the past twenty-one years Dr. Speckman has been the Associate Director of the Fred S. Keller School which serves children five and younger, most of whom have language-based disabilities. Prior to that she taught in a classroom and supervised classroom teachers. She is an associate adjunct professor at Teachers College Columbia University for the program in Teaching as Applied Behavior Analysis. Her area of research has primarily been early verbal behavior foundations and protocols to induce early foundational cusps.
 
 
Invited Paper Session #165
CE Offered: BACB
Skinner’s Pragmatic Science and Engineering of Behavior Change
Sunday, May 28, 2023
10:00 AM–10:50 AM
Hyatt Regency, Centennial Ballroom D
Area: PCH; Domain: Theory
Chair: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Guy Bruce, Ed.D.
Presenting Author: GUY BRUCE (Appealing Solutions, LLC)
Abstract:

Skinner’s pragmatic approach is the tap root of the pragmatic tree of knowledge. It is the source of the scientific and engineering methods which have allowed practitioners to both predict and control behavior change and help clients achieve their behavior change goals. This talk will provide a brief history of Skinner’s pragmatic approach, contrasting it with dogmatic approaches, and describing its benefits for both practitioners and their clients.

Instruction Level: Basic
Target Audience:

Scientists and Engineers of behavior change who are interested in learning about Skinner’s pragmatic approach.

Learning Objectives: 1. Given examples of pragmatic and dogmatic approaches to the science and engineering of behavior change, learners will select the appropriate term for each example. 2. Given examples of pragmatic and dogmatic organizational practices, select pragmatic or dogmatic. 3. Given examples of the responses of engineers and technicians to human performance problems, select engineer or technician. 4. Given the name of the provider function, select the appropriate recipient functions. 5. Participants will describe examples of pragmatic or dogmatic processes at their organizations.
 
GUY BRUCE (Appealing Solutions, LLC)
Since earning his Ed. D. in Educational Psychology from the Behavior Analysis in Human Resources program at West Virginia University, Dr. Bruce has taught behavior analysis in both undergraduate and graduate programs and consulted with variety of organizations, including BellSouth, Crystal River Nuclear Power, Delta Faucet, Dearborn Financial, Mayo Hospital, and Waddell & Reid Financial Services. He is the author of “Instructional Design Made Easy,” a workbook for designing more efficient training programs and EARS, a data-based, performance-engineering process that can be used to improve organizational performance at the system, process, and individual levels, so that organizations can achieve desired results. In addition to conducting workshops on the application of organizational performance engineering to change how providers work together, so that every client or student makes efficient progress, he is currently working on ProgressCharter, a mobile/web application that will facilitate implementation of the EARS Process: 1) Evaluate Student Progress; 2) Analyze Provider Performance Problems; 3) Recommend Changes in Provider Resources, Training, and Management, and 4) Solve Provider Performance Problems by Designing and Implementing Recommended Solutions.
 
 
Paper Session #166
CE Offered: BACB
Unconscious of Consciousness: Behavioral Interpretations of a Psychological Term
Sunday, May 28, 2023
10:00 AM–10:50 AM
Hyatt Regency, Centennial Ballroom H
Area: PCH
Instruction Level: Intermediate
Chair: Julian C. Leslie (Ulster University)
CE Instructor: Edward K. Morris, Ph.D.
 
Unconscious of Consciousness: Behavioral Interpretations of a Psychological Term
Domain: Theory
EDWARD K. MORRIS (University of Kansas)
 
Abstract: This presentation extends the behavioral interpretation of the psychological term “consciousness.” It distinguishes between Consciousness-1 as awareness and Consciousness-2 as awareness of awareness. It offers a brief history of Consciosness-2 (e.g., Skinner’s verbal summator, awareness in verbal conditioning, in comparisons with psychoanalysis). The behavioral interpretations of Consciosness-2 are more recent, but have been sometimes shallow (e.g., describing one’s own behavior, but not why) and narrow (e.g., not describing its effects on others). This presentation extends the depth of the whys and the breadth of the effects. The whys include the consequences and antecedents for describing one’s behavior. More deeply, they include motivational operations. More deeply still, they include behavioral history. Still more deeply, they include the individual, social, and cultural sources of the whys (e.g., familial, institutional). The effects include the influence of one’s behavior as consequences and antecedents for the behavior of others. More broadly, they include its function as motivational operations. More broadly still, they include its effects on their future behavior. Still more broadly, they include the social and cultural sources of the effects (e.g., familial, institutional). The presentation concludes with some means for deepening and broadening our consciousness (e.g., direct instruction, mindfulness training).
 
 
 
Invited Tutorial #167
CE Offered: BACB — 
Ethics
The Ethics of Appetitive Control: On the Transness of Orienting Back to Our Bodies
Sunday, May 28, 2023
10:00 AM–10:50 AM
Convention Center Four Seasons Ballroom 2/3
Area: PRA; Domain: Service Delivery
BACB CE Offered. CE Instructor: Mychal Machado, Ph.D.
Chair: Mychal Machado (University of Alaska Anchorage)
Presenting Authors: : WORNER LELAND (Sex Ed Continuing Ed)
Abstract:

“The reason you don’t fight for me is because you’re not fighting for yourself fully… Are you ready to heal?... That’s why they repress us as trans and gender variant people, because they’ve done this violence to themselves first.” - Alok Vaid-Menon When supporting transgender and gender-nonconforming clients, students, supervisees, trainees, and colleagues, it is critical that behavior analysts create contexts of affirmation. When considering cultural responsiveness, the Ethics Code for Behavior Analysts notes that behavior analysts “evaluate their own biases and ability to address the needs of individuals with diverse needs/ backgrounds,” (BACB, 2020, p. 9). This presentation will examine gender identity as covert or subtle behavior, and the ways in which the tacting of covert events is taught (Skinner, 1945; Skinner, 1957; Moore, 2008). Attendees will be equipped to assess their own biases through the examination of selectionism at the phylogenic, ontogenic, and cultural levels, focusing on their own learning histories. Attendees will also learn how to create environments which forster orienting to appetitive control and which reinforce authentic responding through cultural competency and the movement toward cultural safety (Curtis et al., 2019).

Instruction Level: Basic
Target Audience:

ABA practitioners and professionals

Learning Objectives: At the conclusion of this presentation, participants will be able to: 1. Generate 2. Demonstrate 3. Demonstrate 4. List critical steps
 
WORNER LELAND (Sex Ed Continuing Ed)
Worner Leland, MS, BCBA, LBA (they/them) is a former researcher and educator with Upswing Advocates, a current educator with Sex Ed Continuing Ed, a current collaborative writer with the Assent Lab, and a past president of the Sexual Behavior Research and Practice SIG of ABAI. Their work focuses on sex education, assent and consent education, and harm reduction and coercion reduction education in behavior analysis.
 
 
Symposium #169
CE Offered: BACB
Discussions and Data to Support Behavior Analytic Methods for Interdisciplinary Collaboration
Sunday, May 28, 2023
10:00 AM–10:50 AM
Convention Center 406/407
Area: TBA; Domain: Service Delivery
Chair: Maria Clara Cordeiro (Endicott College)
CE Instructor: Maria Clara Cordeiro, M.A.
Abstract:

The current symposium includes one data-based investigation and two discussion-based presentations. These presentations will highlight the need for greater interprofessional collaboration to implement treatment for individuals with developmental delays. The first presentation describes methods to increase collaboration between behavior analysts and occupational therapists. The second presentation discusses how to increase collaboration between behavior analysts and speech language pathologists to increase the efficacy of treatment for individuals with autism. The third presenter will review data suggesting that coursework alone was insufficient to provide the necessary experience to implement behavioral intervention for professionals across different fields (e.g., medical doctors, speech language pathologists) from a public hospital system in Brazil. Additional data will be presented describing the results of behavioral skills training (BST) across a small sample of students who participated in the course. These presentations suggest that collaboration is necessary within behavior analysis and that creativity of teaching within our field can lead to implementation of behavior interventions across a variety of disciplines and environments. Additionally, a model focusing on procedural integrity is presented to support the implementation of behavior analysis programming within an interdisciplinary setting.

Instruction Level: Basic
Keyword(s): BST, Interdisciplinary Collaboration, Occupational Therapists, Speech Therapists
Target Audience:

Professionals and researchers in behavior analysis, speech pathology, and occupational therapy

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) identify the limitations of online workshops and coursework in behavior analysis; (2) identify barriers to cross collaboration between behavior analysts, speech pathologists, and occupational therapists; (3) describe at least three different methods to increase cross-collaboration for meaningful clinical results between behaviors analysts and other fields.
 

Behavior Analysts and Occupational Therapists: An Ethical and Professional Collaborative Practice

LUIZA ASFORA (Guia AC), Maria Clara Cordeiro (Endicott College; Guia para Análise do Comportamento)
Abstract:

Professionals of different disciplines often work independently within their scope of competence, toward the ultimate goal of increasing the quality of life for individuals with autism and other neurodevelopmental disorders. Across disciplines, learning goals and interventions sometimes overlap or interfere with each other, compromising the client’s progress and development (i.e., contraindication). Therefore, learning how to effectively collaborate with other disciplines is an essential and valuable skill for implementing best practices and improving outcomes for the recipient of interventions. Nowadays, Occupational Therapists (OTs) and Behavior Analysts (BAs) are taking action to improve their interprofessional collaboration practice through decision-making models and guidelines on how to collaborate effectively. The purpose of this presentation is to present the core differences and similarities in the philosophy and practice of both disciplines, the current efforts from both disciplines to collaborate, and what is presented in the emerging literature about interprofessional collaboration. As an effort to increase collaboration between OTs and BAs, recommendations for the ethical and professional development of this collaboration will be presented, including information about each discipline's core principles. Ultimately, learning to effectively collaborate among many disciplines will benefit not only professionals, but – most importantly – the individuals with whom we work.

 
Collaboration Between Behavior Analysts and Speech Pathologists in Autism Service Provision
ANNE COSTA CARNEIRO (Universidade Federal de São Carlos; Guia AC), Natany Ferreira Silva (Universidade Federal de São Carlos - UFSCar)
Abstract: The work of behavior analysts and speech pathologists often overlap in that behavior analysts and speech pathologists support individuals with Autism Spectrum Disorder (ASD) with complex communication needs such as reducing challenging behaviors that arise from difficulties communicating. Skinner (1978) and many other writers have pragmatically pointed out that, "If the function of an institution is education, therapy, or rehabilitation, all available resources should be used to speed the process." Thus, many individuals with ASD likely could benefit from interdisciplinary collaboration considering the complexity of ASD and high rates of comorbidity with bio-behavioral conditions such as gastrointestinal disorders, feeding disorders, digestive and respiratory systems, disorders related to the endocrine, nutritional, and metabolic systems, as well as conditions affecting the immune system (LaFrance et al, 2019). Specifically for behavior analysts and speech pathologists, there are many points of convergence in scope but varied strategies for how to effectively collaborate (Slim & Yuill, 2021). Further, the existing literature on collaboration between these professions is often at a theoretical level leaving no known literature that describes how to create an effective intervention leveraging collaboration between these two professionals. This presentation aims to fill that gap by describing how collaboration could be beneficial, point out the main barriers for collaboration, and present patterns for improving collaboration such as a model in which both developmental and behavioral science are considered (Welch & Polatajko, 2016).
 
Evidence for a Practical Model of Behavior Analytic Instruction in Public Health Systems in Brazil
MARIA CLARA CORDEIRO (Endicott College; Guia para Análise do Comportamento), Anne Costa Carneiro (Universidade Federal de São Carlos; Guia AC), Luiza Asfora (Guia AC), Caio F. Miguel (California State University, Sacramento), David J. Cox (RethinkFirst; Endicott College)
Abstract: There is currently no common model of behavior analytic instruction in Brazil. In the current investigation, we examined the efficacy of a 40-week, 320 hour hybrid-model course in which 10 different instructors presented an introductory course to 37 students employed at a hospital that is part of the public hospital system in northeast Brazil (Sistema Único de Saúde; SUS). Students included professionals working with individuals with autism spectrum disorder (ASD) spanning a variety of professions including medical doctors, speech language pathologists, and behavior interventionists. All students entered the course with varying levels of familiarity with behavior analytic intervention. We observed a 9.05% increase from pre- to post-test scores, and students reported higher levels of confidence with implementing behavior analytic procedures (e.g., renforcement, discrete trial training). Following instruction, we provided additional behavioral skills training (BST) to measure and improve skills in therapeutic settings for three of the students who were implementing behavior analytic interventions. Baseline data on skill transfer from instruction to application indicate most of the instructed skills did not generalize outside of the classroom context. Clinical recommendations for instruction and supervision will be provided based on these findings.
 
 
Symposium #170
CE Offered: BACB
Training Board Certified Behavior Analysts (BCBAs) to Implement Naturalistic Developmental Behavioral Interventions for Infants and Toddlers With Autism Spectrum Disorder (ASD)
Sunday, May 28, 2023
10:00 AM–10:50 AM
Convention Center 401/402
Area: TBA/DEV; Domain: Service Delivery
Chair: Kerry Hoops (Wisconsin Early Autism Project)
CE Instructor: Rebecca Thompson, Ph.D.
Abstract:

Our increased ability to identify and diagnose children with autism spectrum disorders (ASD) at earlier ages provides us with both an opportunity and a challenge. These advances now allow us the opportunity to begin intervention much earlier in life. Our challenge, however, is to design and adapt our interventions to very young children in order to achieve optimal outcomes. The evidence supporting interventions for children with ASD has changed in the last decade, and meaningful research supports the effectiveness of Naturalistic Developmental Behavioral Interventions (NDBIs). However, one significant barrier to implementing this approach is that many behavioral practitioners lack training, knowledge, and support for implementing NDBIs. This presentation will discuss how NDBIs fit within the scope of practice for behavioral practitioners, discuss strategies for incorporating NDBIs into existing ABA treatment programs, and evaluate the effectiveness of a training program for providers working with young children with ASD (0-3 years).

Instruction Level: Intermediate
Keyword(s): Early Intervention, NDBIs, Staff Training
Target Audience:

Intermediate - participants should have knowledge about evidence-based intervention for young children with ASD

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify the organization and staff training needs for supporting infants and toddlers with ASD. 2) Implement recommendations for integrating NDBI approaches in their own ABA practice. 3) Evaluate the effectiveness of a training program and core competencies for supporting infants and toddlers with ASD.
 

Survey of Board Certified Behavior Analysts’ (BCBAs’) Knowledge of Naturalistic Developmental Behavioral Interventions

KELLEY DAVENPORT (Autism Spectrum Therapies)
Abstract:

As the identification and diagnosis of autism spectrum disorder in younger children becomes increasingly common, clinicians are developing programs, implementing interventions, and supporting technicians for a population with whom they may have little experience. In order to identify current skill sets, areas of need, and to better understand the knowledge of Naturalistic Developmental Behavioral Interventions (NDBIs), a provider survey was sent to practitioners across the LEARN network. Results of the survey demonstrate the need for ongoing training and support for staff who work with the infant and toddler population (ages 0-3). We discuss the implications of these results for clinical programming and the need for future training in this area.

 

Strategies for Integrating Naturalistic Developmental Behavioral Interventions (NDBIs) Into Existing Applied Behavior Analysis (ABA) Programs

JAMIE HUGHES-LIKA (SAGE Learning Systems)
Abstract:

As more children are being diagnosed with ASD before the age of three years old, there is a growing need to identify best practice guidelines for clinicians working with this early intervention population in clinic and community settings. Current best practices for the treatment of young children with ASD include interventions that blend behavioral and developmental and behavioral strategies, such as Naturalistic Developmental Behavioral Interventions. To better support staff who work with young children with ASD, a set of clinical and practice guidelines was developed. In this presentation, we will share recommendations based on scientific evidence and clinical expertise regarding effective practices that were developed for integrating NDBIs into existing ABA programs for young children with ASD. Key practice guidelines discussed will include assessment, data collection, intervention approaches, learning environments, training, supervision, professional development, and collaboration and coordination with family members for young children with ASD receiving ABA services.

 
Evaluating the Effectiveness of a Training Program for BCBAs Implementing Naturalistic Developmental Behavioral Interventions with Infants and Toddlers with ASD
REBECCA THOMPSON (Wisconsin Early Autism Project)
Abstract: As more children are diagnosed with Autism Spectrum Disorder (ASD) at younger ages, and the effectiveness of Naturalistic Developmental Behavioral Interventions (NDBIs) has been demonstrated, there is a growing need for BCBAs to develop competency in implementing NBDI approaches with infants and toddlers with ASD. After identifying the need for providing additional training and resources to BCBAs within their organization, the authors developed a training program, which will be presented as part of this symposium. As a first step in evaluating the effectiveness of this training, the authors collected social validity data from the BCBAs participating in the training. Similar questions were asked before and after implementing the training protocol, to determine if the training changed BCBA’s self-report of their readiness to implement NDBIs. Additionally, a set of core clinical competencies was developed to assess the staff’s implementation of NDBIs working with young children with ASD. The authors will discuss social validity survey results, the need for further evaluation of the effectiveness of the training program, implications for modifying the training, and considerations for dissemination of the training program across a large organization.
 
 
Symposium #171
CE Offered: BACB
The Shape of Verbal Behavior to Come: New Metrics and Applications
Sunday, May 28, 2023
10:00 AM–11:50 AM
Convention Center Mile High Ballroom 3C
Area: AUT/VBC; Domain: Translational
Chair: Maria Jose Otero (Child Study Center, Cook Children's Hospital, University of North Texas)
Discussant: Manish Vaidya (University of North Texas)
CE Instructor: Lee L Mason, Ph.D.
Abstract: Properly describing and analyzing the linguistic ability of young learners can facilitate the creation and implementation of treatment packages that are functionally derived. To this end, we describe assessment batteries, analytic strategies, and intervention suggestions. First, the Vox assessment, a functional analysis of elementary verbal operants, is described, and its outcomes are displayed using multi-axial radar charts. Radar charts allow us to explore the language of children quantitatively. We will also assess the prerequisite skills of those acquiring audio-visual conditional discriminations and analyze the outcomes using radar charts similar to those used in the Vox assessment. We will also discuss the term "overselectivity," offer an alternative definition and describe a new analytic method that allows us to statistically quantify overselectivity observed during language acquisition. Last, we discuss a Natural Environment Training (NET) package based explicitly on a functional analysis of the learner's language. Together these assessment batteries yield a multi-dimensional view of language, which allow us to better describe verbal behavior and improve intervention efforts.
Instruction Level: Advanced
Keyword(s): functional analysis, language assessment, shape descriptor, verbal behavior
Target Audience: Practitioners, researchers
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) functionally assess the use of verbal behavior among typically developing children and those who are neurodivergent; (2) determine possible interventions based on the outcomes of verbal behavior assessments; (3) graphically depict multi-dimensional data, such as verbal behavior, using analysis methods frequently used in biologic research (radar charts).
 

Shape Descriptors for Analyzing the Verbal Behavior of Children With Autism

(Applied Research)
LEE L MASON (Cook Children's Health Care System)
Abstract:

Shape descriptors are mathematical functions applied to a polygonal profile that produce numerical values representing different characteristics of the profile. Commonly used in image processing applications, shape descriptors are useful discriminative stimuli for certain machine learning algorithms. Here we demonstrate the use of a verbal operant experimental (VOX) analysis for developing polygonal language profiles for children with autism spectrum disorder. The frequency of responses under verbal and nonverbal sources of control are plotted on a multi-axial radar chart to produce a closed polygonal profile for each participant. These language profiles are then subject to a variety of shape descriptors for quantitative comparisons over time, and in relation to the language profiles of neurotypical peers. We describe the characteristics of each shape descriptor, and explain their use in interpreting the results of the VOX analysis. Finally, we discuss the use of shape descriptors for both practitioners and researchers who seek to better understand language development, assessment, and intervention for individuals with autism and other disorders of verbal behavior.

 

Rapid Empirical Assessment of Discrimination Indices: An App-Based Assessment Battery Used to Assess Prerequisite Skills Associated With Audio-Visual Conditional Discriminations

(Applied Research)
MARIA JOSE OTERO (Child Study Center, Cook Children's Hospital, University of North Texas)
Abstract:

Audio–visual conditional discriminations (AVCD) often come naturally for typically developing children through everyday interactions. However, children with autism may struggle to acquire AVCDs unless they are directly taught. These children often benefit from empirically validated treatments explicitly designed to facilitate the acquisition of this critical skill. Even with high-quality instruction, a subsection of children with autism continue to struggle. The purpose of the current study is to assess the previously cited prerequisite skills (Kodak et al. 2015, 2022; Saunders & Spradlin 1989; Fisher et al. 2019) to determine if they are correlated with the acquisition of AVCD targets, including scanning a picture array (visual discrimination), matching pictures (conditional discrimination; identity matching), responding differentially to different words (auditory discrimination), and touching a portion of the screen that reliably leads to preferred items (reinforcement tracking). We extended the existing AVCD literature by assessing the utility, efficiency, and validity of a technology-assisted battery named READI (Rapid Empirical Assessment of Discrimination Indices). Results showed that the assessment battery correlated with children’s ability to learn AVCDs efficiently. Children who demonstrated all prerequisite skills acquired new AVCD targets quickly, whereas children who failed one or more prerequisite assessments also failed to acquire new targets.

 

A Metric for Overselectivity Within the Verbal Repertoire of Children With Autism

(Basic Research)
ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio)
Abstract:

Stimulus overselectivity remains an ill-defined concept within behavior analysis, because it can be difficult to distinguish truly restrictive stimulus control from random variation. Quantitative models of bias are useful, though perhaps limited in application. Over the last 50 years, research on stimulus overselectivity has developed a pattern of assessment and intervention repeatedly marred by methodological flaws. A molecular view of overselectivity, under which restricted stimulus control has heretofore been examined, is fundamentally insufficient for analyzing this phenomenon. Instead, we propose the use of the term “overselectivity” to define temporally extended patterns of restrictive stimulus control that have resulted in disproportionate populations of responding that cannot be attributed to chance alone, and highlight examples of overselectivity within the verbal behavior of children with autism spectrum disorder. Viewed as such, stimulus overselectivity lends itself to direct observation and measurement through the statistical analysis of single-subject data. In particular, we demonstrate the use of the Cochran Q test as a means of precisely quantifying stimulus overselectivity.

 

Parent-Mediated Referent-Based Instruction: A Verbal Behavior Training Package for Young Children With Autism

(Service Delivery)
JANET SANCHEZ ENRIQUEZ (The University of North Carolina at Charlotte)
Abstract:

Despite advances in evidence-based treatment for autism, disparities in service access, difficulties with customized training support, time constraints, and family stressors remain primary concerns for many caregivers across the globe. Current treatment models may not be accessible, individually tailored, or feasible for families experiencing such hardships or having limited resources. Caregiver-implemented intervention, often facilitated via coaching, is an increasingly widespread solution to early intervention for children with or at risk for autism (Tomeny et al., 2019). This study investigates the effects of a parent-mediated Natural Environment Training (NET) package, based explicitly on a functional analysis of learners' language (i.e., Parent-Mediated Referent-Based Instruction (PM-RBI); Mason & Andrews, 2014; 2020) on parents' fidelity in implementing these procedures. A single-subject, concurrent, multiple-baseline, across-participants design was used across three caregiver-child dyads participating in PM-RBI over 13 weeks via videoconferencing.We describe components of PM-RBI, capitalizing on NET and caregiver coaching principles, and highlight the potential PM-RBI provides to support customized, family-focused, empirically based intervention for caregivers. Potential barriers, benefits, and implications for practice and research will be discussed

 
 
Symposium #172
CE Offered: BACB
Training for Implementation in Natural Contexts
Sunday, May 28, 2023
10:00 AM–11:50 AM
Convention Center Mile High Ballroom 1E/F
Area: AUT/DDA; Domain: Theory
Chair: Aaron Check (University of South Carolina)
Discussant: Stephanie Gerow (University of Nevada, Las Vegas)
CE Instructor: Aaron Check, M.S.
Abstract: Ecological validity of an intervention is demonstrated using typical change agents as implementers, typical settings wherein intervention takes place, practical financial costs, amount of personnel support needed, and appropriate level of effort required for implementation (Chezan et al., 2022). It is critical for practicing behavior analysts to continue advancing research design to account for ecological validity (Ledford et al., 2016). The purpose of this symposium is to explore current practices in behavior analysis focused on integrating natural settings, procedures, and change agents. This symposium includes a systematic literature review on parent training practices of pivotal response treatment, a second systematic literature review on the use of natural environment teaching for young children with Autism, a meta-analysis on caregiver-mediated interventions for young children with Autism in the single case research design literature, and a single case research study evaluating the effects of behavior skills training on teaching imitation, in the form of naturalistic behavioral intervention, to a confederate adult.
Instruction Level: Advanced
Keyword(s): meta-analysis, natural environment, parent training, systematic review
Target Audience: Advanced with a fundamental understanding of conducting and reading systematic literature reviews and meta-analyses, as well as critically evaluating single-case research. Audience should also have knowledge of current approaches to integrating social and ecological validity within intervention research.
Learning Objectives: 1. Identify the five key features of parent implemented pivotal response treatment. 2. Identify three potential improvements to the practice of natural environment teaching. 3. Describe the effects of caregiver-mediated communication and behavioral interventions on caregiver outcomes in single-case studies and identify the variables that may moderate those effects.
 
A Systematic Review of Parent Training Procedures in the Pivotal Response Treatment Literature
AARON CHECK (University of South Carolina), Katie Wolfe (University of South Carolina), Emily Manning (University of South Carolina), Jessica Bradshaw (University of South Carolina)
Abstract: Pivotal response treatment (PRT) is considered an evidence-based intervention and has a growing literature base devoted to training parents and natural change agents to implement the associated procedures. This subset of the PRT literature strengthens the intervention’s social and ecological validity. However, the characteristics, quality, and outcomes of these studies have yet to be evaluated, limiting the understanding of whether training parents in PRT is effective, for whom, and under what circumstances. The purpose of this literature review is threefold: to investigate (1) how parents are trained to implement pivotal response treatment, (2) the outcomes associated with the treatment, and (3) the quality of these studies. Preliminary results find variation in experimental design (single-case, group studies), how parent fidelity is measured (percent of intervals, opportunity based) and data collection procedures (interval length and recording type). Three of the five single-case studies coded to this point have demonstrated a functional relation. Full text review is ongoing with complete results and implications to be discussed.
 

A Systematic Review of Natural Environment Teaching for Improving Communication Outcomes for Children With Autism

ERIN SWEENEY (Vanderbilt University), Jennifer Ledford (Vanderbilt University)
Abstract:

Initial competencies for registered behavior technicians include an item related to competence in engaging in naturalistic teaching procedures, but little evidence is available regarding what components are included when using these procedures, what dependent variables are targeted, and what the outcomes are. This presentation will include synthesis of studies conducted using natural environment teaching (as described by Halle et al., 1984) for young children with autism. An electronic search of PsycINFO and ProQuest Dissertations and Theses resulted in identification of 4560 articles. Researchers double screened these articles using the online tool “Rayyan”, with inclusion of about 10% of articles for full text review with 90% or greater agreement. Full text review is ongoing and will be completed in November with coding completed in January and February. Variables to be coded included those related to intervention components, design, participants, and outcomes. Improvements to the conceptualization and practice of natural environment teaching will be discussed.

 

Caregiver-Mediated Interventions for Young Children With Autism: A Meta-Analysis

SUNGWOO KANG (Purdue University), Eric Shannon (Purdue University), Rose A. Mason (Purdue University), John Davis (The University of Texas at San Antonio), David Ray Gutierrez Miranda (Purdue University)
Abstract:

Caregiver-mediated interventions based upon the principles of behavior analysis have been used to target deficits in social communication and challenging behavior in young children with autism spectrum disorder (ASD). Recent meta-analyses have examined the effects of randomized control trials on parent and child behavior, but none have examined the effects of single-case interventions. The purpose of this meta-analysis was to examine the effects of caregiver-mediated communication and behavioral interventions on caregiver outcomes in single-case studies and identify the variables that may moderate those effects. Only studies that met What Works Clearinghouse (WWC) quality indicator standards were included in the analysis. A total of 51 contrasts across eight studies were included. Caregiver-mediated interventions yielded medium to large effects on caregiver behavior across settings, coaching strategy, dosage, and parent characteristics, with an overall large effect size (Tau-U = 0.90; CI = [0.84, 0.97]). Future implications of caregiver-mediated interventions for young children with autism in research and practice are discussed.

 
Training Behavior Technicians to Implement Naturalistic Object Imitation Using Behavioral Skills Training
ASHLEY NICHOLE WALKER (Michigan State University), Matthew T. Brodhead (Michigan State University), Emma Seliina Sipila-Thomas (Michigan State University)
Abstract: The purpose of this study was to evaluate the effects of Behavioral Skills Training (BST) on teaching behavior technicians to implement imitation training, in the form of naturalistic behavioral interventions, to a confederate adult. Using a concurrent multiple baseline across participants design, participants were exposed to baseline conditions and given the instruction to teach the adult confederate how to imitate. Then, participants were exposed to a single BST session. Following BST, participant behavior was monitored further in the presence of the confederate. Results suggest BST resulted in an improvement in imitation training for all three participants. Limitations and future directions are discussed.
 
 
Paper Session #173
CE Offered: BACB
Teaching and Assessing Cornhole as a Leisure Activity in Young Adults With Developmental Disabilities
Sunday, May 28, 2023
11:00 AM–11:25 AM
Convention Center Mile High Ballroom 1C/D
Area: DDA
Instruction Level: Basic
Chair: Katarina Alice Rotta (Western Michigan University)
CE Instructor: Katarina Alice Rotta, M.A.
 
Teaching and Assessing Cornhole as a Leisure Activity in Young Adults With Developmental Disabilities
Domain: Applied Research
KATARINA ALICE ROTTA (Western Michigan University), Alan D. Poling (Western Michigan University)
 
Abstract: Leisure has long been identified as a critical component of a healthy lifestyle. One population that displays extremely low levels of leisure activity is people with developmental disabilities, which is concerning because previous research has identified a positive correlation between leisure activity and quality of life among such individuals. The purpose of the present project was to teach and assess cornhole as a leisure activity for seven young adults with developmental disabilities. Study 1 assessed points scored with four versions of cornhole and preference for those versions. Study 2 evaluated a procedure intended to teach participants to keep score. And a free-operant preference assessment was conducted before Study 1 and after Study 2 to determine whether preference for cornhole changed as a function of participating in the project. The data revealed the following: (a) while all participants scored the most points when playing cornhole at a shorter distance, they did not consistently prefer those versions, (b) corrective feedback and modeling were successful in teaching all participants how to keep score, and (c) most participants demonstrated a stronger preference for cornhole after participating in the present project. The application of these findings and suggestions for future research will be discussed.
 
 
 
Symposium #175
CE Offered: BACB/QABA
Helping Students to Read, Write, and Do Math with Frequency Building and Precision Teaching to Power Academic Skills in School-Going Children With Autism Spectrum Disorder (ASD) in India
Sunday, May 28, 2023
11:00 AM–11:50 AM
Convention Center Mile High Ballroom 4C/D
Area: AUT/EDC; Domain: Applied Research
Chair: Smita Awasthi (Behavior Momentum India)
CE Instructor: Smita Awasthi, Ph.D.
Abstract:

There is increasing evidence that fluency building and precision teaching can increase academic skills with school aged children which improves retention, endurance and generalization of skills (Gist & Bulla, 2022). In this symposium, we present the use of PT interventions to improve reading, math and writing skills of school going children in India who are diagnosed with autism. The first presentation illustrates the use of within stimulus prompts to help a student achieve discrimination in reading words with the letters ‘b’ and ‘d’, overcoming problems with spontaneous mirror invariance (Pegado et al., 2011). Fluency building exercises there after improved reading rates with an investment of less than 20 minutes. The second presentation addresses specific techniques used to improve component skills in ‘addition’ for three students and ‘multiplication’ in two students. The third presentation examines improvement in writing speeds and the fourth presentation demonstrates the effectiveness of joint control procedures in remediating discrimination errors while writing words with ‘b’ and ‘d’ and frequency building to improve rates of response. The effect of fluency building on composite skills are discussed

Instruction Level: Intermediate
Target Audience:

Certified Behavior Analysts with knowledge of fluency training and celeration charts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) apply fluency building strategies to component skills in reading, writing and math (2) apply strategies for reducing reading errors with mirror images via tele-health (3) observe the effects on composite skills after training on component skills
 

Within Stimulus Prompts and Precision Teaching to Address ‘b’ and ‘d’ Discrimination in a 9-Year-Old Girl With Mild Autism

SMITA AWASTHI (Behavior Momentum India), Tejashree Gambhir (Behavior Momentum India), Sridhar Aravamudhan (Behavior Momentum India)
Abstract:

Primary school children with reading difficulties are prone to continue struggling with reading. Hence, new methodologies and interventions are required to help struggling readers (Forne et al., 2022). A 9-year-old girl in grade 3, diagnosed with mild autism, in a mainstream school participated in this study. An assessment showed that she had difficulties reading words with ‘b’ and ‘d,’ in three letter words. In phase 1, we used an intervention of presenting the letters ‘b’ and ‘d’ with within stimulus prompts, echoic prompts and periodic probes with three-letter words to monitor progress. After 630 trials the participant met the mastery criteria of reading 3 letter words with ‘b’ and ‘d’ in both positions. The skill generalized to novel three and four-letter words. In phase 2, we used precision teaching to increase the response rates. In 12 sessions, with 30s timed practices, her reading speed of three-letter words with ‘b’ and ‘d’ improved from 58 per minute to 76 per minute with no errors. The effect on performance of composite skill of reading passages will be discussed.

 

Math Without Tears – A Precision Teaching Intervention to Improve Component Math Skills of Pre-Primary and Primary School Children With Autism Spectrum Disorder (ASD)

Smita Awasthi (Behavior Momentum India), SRIDHAR ARAVAMUDHAN (Behavior Momentum India), Anupama Jagdish (Behavior Momentum India), Papiya Mukherjee (Behavior Momentum India)
Abstract:

Precision Teaching has been used successfully to teach math skills to school going children who were at risk of being left behind ( Stormgren et al., 2020; Vostanis et al., 2020). In the current study, five students aged 6 to 11 years with diagnoses of ASD participated. They were studying in kidergarten to fifth grade in mainstream schools. Three participants had only counting in their repertoire. As such their initial targets for the composite skill of addition operations were component skills such as add by one, add by two, addition of pairs of numbers and numbers that add to 10.One student, MR improved his performance in hear-say add 1 skill from zero corrects and 10 errors in baseline to 38 correct and 2 errors per minute in 23 sessions. A student AA also showed similar progress and a third is in baseline condition. Two other participants in grades 3 and 5 had difficulties with multiplication. With pre-session priming, reading aloud the tables from 1 to 15, they achieved a rate of 20 corrects per minute with no errors in completing hear-say simple multiplication sums (0-15). The effect of training component skills on composite skills, retention, endurance, and application are discussed.

 

Improving Writing Performance of Children With Autism Spectrum Disorder (ASD) Attending Mainstream Classrooms in India

Smita Awasthi (Behavior Momentum India), TEJASHREE GAMBHIR (Behavior Momentum India), Anupama Jagdish (Behavior Momentum India), Papiya Mukherjee (Behavior Momentum India), Sridhar Aravamudhan (Behavior Momentum India)
Abstract:

There are several examples within precision teaching (PT) literature where students at risk being left behind in class can be trained to perform academic skills either by addressing component skill deficits or by building frequencies to the level of competent peer performers (Kubina, Morrison, & Lee, 2002; Kubina & Wolfe, 2005;White & Neely, 2012) . In the current study, 4 students with ASD, aged 9 to 11 years with low rates of writing participated. The intervention started by improving the speed of copying words from the board and writing words heard (dictation) with daily timed practice. The first participant, MA, showed improvement in copying words from the board from 8 letters /min to 20 letters / min over 35 timed sessions and in writing down heard words from 9 letters per min to 18 letters per min in 36 sessions. Intervention has commenced on 2 other students with similar difficulties. Social validity in the form of feedback from school on these interventions helping the students cope better with class are discussed.

 
 
Symposium #176
CE Offered: BACB
Evaluating the Impact of Psychotropic Medication Changes in Persons With Intellectual and Developmental Disabilities
Sunday, May 28, 2023
11:00 AM–11:50 AM
Hyatt Regency, Centennial Ballroom F
Area: BPN/CBM; Domain: Applied Research
Chair: Autumn Kozluk (Brock University)
Discussant: Maria G. Valdovinos (Drake University)
CE Instructor: Maria G. Valdovinos, Ph.D.
Abstract:

Demographic research reports that up to 50% of persons with intellectual and developmental disability engage in challenging behaviour (Sheehan et al., 2015), with treatment options often including psychopharmacological interventions, behavioural interventions, or concurrent intervention approaches. Some behaviour analytic researchers have suggested that psychotropic medications may act as motivating operations, in that they can alter the effectiveness of stimuli as reinforcers or punishers (Carlson et al., 2012; Zarcone et al., 2004). Thus, an individual’s experience with environmental variables and stimuli may change in accordance with a psychotropic medication adjustment (i.e., medication increases, medication decreases, medication introduction, or medication discontinuation). The applied behavioral pharmacology literature base is relatively limited. One possible explanation is that the barriers to investigating drug-behavior interactions are rather insurmountable. For example, behavioral researchers seldom have ‘control’ over the primary independent variable (i.e., medication change). Despite this, there may be creative methodology to help circumvent these barriers. The purpose of this symposium is to illustrate the utility of systematically monitoring the behavioral effects of psychotropic medication adjustments, including shifts in reinforcer preference and in rate and function of challenging behaviour.

Instruction Level: Intermediate
Keyword(s): challenging behaviour, functional analysis, psychotropic medication, reinforcer preference
Target Audience:

Participants should have some knowledge and experience in running functional analyses as well as reinforcer preference assessments. Skills in analyzing complex data sets will be helpful.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe research trends in behavioural medicine and identify the gaps in research knowledge related to psychotropic medication efficacy in persons with intellectual and developmental disabilities; (2) describe and employ various research methods to assess reinforcer preference and rate and function shifts across psychotropic medication changes; (3) identify how to analyze the results from both functional analyses and reinforcer preference assessments of individuals who are undergoing psychotropic medication changes and how to make clinical recommendations based on outcomes.
 

Do Medication Changes Shift Reinforcer Preferences for Children With Disabilities? An Exploration Using Concurrent Operants

GABRIELLE CROWELL (Vanderbilt University), Blair Lloyd (Vanderbilt University), Marney Squires Pollack (Vanderbilt University), Jessica Torelli (Western Kentucky University)
Abstract:

School-age children with disabilities and challenging behavior are often prescribed medication as a component of intervention (Olfson et al., 2010). However, psychotropic medications can have impacts beyond the behaviors for which they are prescribed, and these changes can alter the effectiveness of other treatment components (Bird et al., 2022; Lloyd et al., 2016). For example, both Dicesare et al. (2005) and Northup et al. (1997) found that stimulant medication decreased childrens’ motivation to earn social positive reinforcement (i.e., tangibles and attention). We explored potential impacts of medication changes on reinforcer preference for 19 school-age children with disabilities who had been prescribed medication to address behavioral challenges. We completed a series of concurrent operant analyses (COAs) at two time points: one before the medication change and one after the medication change. Children were given a choice between two concurrently available reinforcement configurations, and we collected data on the total time spent in each condition. Visual analysis of estimation plots and results of within-subjects t-tests indicated no consistent shifts in preference following medication changes. We discuss potential explanations for our study results and identify what future studies are needed to better understand the effects of medication on reinforcer preference.

 
Monitoring Behavior Rate and Function Across PRN Medication Conditions in Individuals with Intellectual and Developmental Disabilities who Engage in Challenging Behavior
MONICA PETERS (Nova Scotia Health), Autumn Kozluk (Brock University), Andreas Dimopoulos (Brock University), Tina Vo (Brock University), Alison Cox (Brock University)
Abstract: Psychopharmacological and behavioral interventions are common strategies to address challenging behavior among adults with intellectual and developmental disabilities (Sheehan et al., 2015). Presently, psychopharmacological interventions as a treatment have been considered controversial, in part due to the relatively limited efficacy of evidence (Lunsky et al., 2018; Sheehan et al., 2015). Regardless of the status of the evidence, demographic research suggests up to 40% of adults with intellectual and developmental disabilities are being prescribed at least one psychotropic medication (Lunksy et al., 2018). The field of behavior analysis may address existing knowledge gaps by conducting research that incorporates systematically monitoring the behavioral effects across psychotropic medication changes. The current study’s objective was primarily to explore rate and function changes across PRN and daily medication conditions. The study featured four adults with intellectual and developmental disabilities who engaged in challenging behavior and were undergoing psychotropic medications changes, as per their psychiatric team. The research team followed participants across successive medication changes, systematically conducting functional analysis (and other assessments). Preliminary results suggest idiosyncratic patterns across participants, albeit some pattern commonalities may have been observed. Clinical implications and future research will be discussed in relation to study outcomes.
 
 
Symposium #177
CE Offered: BACB
Behavior and Quality of Life Impacts of Medical and Psychiatric Co-Occurring Conditions in Developmental Disabilities
Sunday, May 28, 2023
11:00 AM–11:50 AM
Convention Center Mile High Ballroom 2A
Area: DDA/AUT; Domain: Service Delivery
Chair: Johanna F Lantz (The Center for Discovery)
CE Instructor: Johanna F Lantz, Ph.D.
Abstract:

Individuals with intellectual and developmental disabilities (I/DD) who also present with medical or psychiatric co-morbidities can experience greater behavioral challenges and poorer quality of life. Medical issues are often underdiagnosed in those with I/DD due to factors such as communication limitations and difficulties complying with medical procedures. Even when medical care is obtained, health care systems are often not equipped to serve people with I/DD. These factors result in disparities in healthcare for individuals with I/DD. In this symposium, we will describe the relationship between medical and psychiatric conditions and challenging behaviors such as aggression and self-injury. We will provide the audience with ways to identify possible medical and psychiatric conditions in those with limited communication. Finally, we will present health care system challenges in serving this population and ways in which behavior analysts can engage in advocacy efforts to ensure better care for those with complex needs.

Instruction Level: Intermediate
Keyword(s): Healthcare Inequities, Healthcare Systems, Medical Co-Morbidities, Psychiatric Co-Morbidities
Target Audience:

Those who have completed the BACB coursework series.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify signs of pain/illness and psychiatric conditions in those with limited communication skills (2) Use behavior analytic skills to help those with disabilities access medical care (3) Use behavior analytic skills to produce change at the systems level
 

Medical and Psychiatric Co-Morbidities in Those With Intellectual and Developmental Disabilities and Impact on Behavior

JOHANNA F LANTZ (The Center for Discovery)
Abstract:

The Professional and Ethical Compliance Code for Behavior Analysts outlines that behavior analysts should refer a client for medical consultation if there is a possibility that a behavior being targeted for intervention may be due to a medical or biological condition. As such, behavior analysts should be aware of behavioral indicators of medical conditions in order to ensure proper referrals are made as part of a treatment plan. In this presentation, I will describe research supporting the relationship between medical problems and challenging behaviors and identify barriers to obtaining adequate healthcare in those with Intellectual and Developmental Disabilities. I will present case study data from our residential care setting and share behavioral indicators and assessments used to identify possible medical conditions in those with limited language. Finally, I will describe preventative measures behavior analysts can apply to ensure better overall health for their clients.

 

Psychiatric Conditions and Impact on Behavior in Those With Autism and Developmental Disabilities

JENNIFER MORRISON-DIALLO (Kings County Hospital Center)
Abstract:

Abstract: Individuals diagnosed with autism or other related neurodevelopmental disorders are commonly also diagnosed with other comorbid diagnoses including medical and psychiatric conditions. Related to psychiatric diagnosis, many times individuals are diagnosed with serious mental health diagnoses including: bipolar disorder, schizophrenia, schizoaffective disorder, impulse control disorder, as well as others. Many times these diagnoses are given due to the externalizing behavioral challenges accompanied with the individuals presentation and the medication that is given to treat and decrease these behavioral challenges, namely antipsychotics to decrease the individuals target behaviors. However, with the work we are doing at NYC Health and Hospitals/Kings County adult inpatient unit for individuals with autism/IDD and comorbid mental health diagnoses we have found that there is an overestimation of more chronic, serious mental health disorders and instead these individuals have other missed psychiatric diagnoses including: anxiety disorders, depression, and PTSD (due to missed identified trauma). In this talk, proper identification and assessment of psychiatric comorbidities will be discussed. The impact of trauma on externalizing behavioral disorders will also be discussed and strategies how to assess and identify trauma in individuals with varying types of autism (mild to severe). Lastly, we will discuss the importance of collaboration with mental health professionals to ensure proper assessment, treatment, and integration into behavioral programming for the individual.

 

Healthcare Inequities for Individuals With Intellectual and Developmental Disabilities

Amanda Laprime (University of Rochester Medical Center)
Abstract:

Approximately 4.5 million people in the United States have a developmental disability. Persons with developmental disabilities not only require the same access to quality healthcare as anyone else, but are at increased risk of some medical or psychiatric conditions related to their disabilities. Individuals with Intellectual and Developmental Disabilities (I/DD) report inequities in healthcare such a less satisfaction with their health, shorter life expectancy than the general population, less access to preventative care, higher rates of diagnoses such as obesity, disabilities, arthritis, and asthma, poorly managed chronic health conditions, over utilization of psychotropic medications, and higher rates of mortality (State of Nebraska, 2020). Importantly, if individuals with disabilities need behavior supports, they have higher rates of these disparities than the rest of the disability population. Due to these challenges, individuals with I/DD are 9 times more likely to experience an inpatient hospitalization due to medical or behavioral challenges than their peers. Once in the hospital, gaps in understanding of the impact of I/DD on medical, behavioral or mental health needs, often results in diagnostic overshadowing, overmedication, increased length of stay, and at worst, crisis events. More often than not individuals with I/DD or their caregivers report high levels of dissatisfaction with emergency or inpatient care. Behavior analysts are uniquely trained impact the healthcare system through system analysis, implementing of workflows, execution of training, and analysis of both staff and patient behavior. In addition, the unique skill set a behavior analyst has to understand, intervene on, and support improvements in complex behavioral events is not only essential but highly valued in the healthcare environment. I will share contemporary data that supports healthcare inequity for those with IDD, and case study data that demonstrate the impact behavior analysts can have on patients with complex behavioral and medical conditions.

 
 
Symposium #178
CE Offered: BACB
Beyond Special Education: Using Behavioral Tactics to Teach Academic Contents in General Education Settings
Sunday, May 28, 2023
11:00 AM–11:50 AM
Hyatt Regency, Capitol Ballroom 4
Area: DEV; Domain: Applied Research
Chair: Yifei Sun (Teachers College Columbia Univeersity)
CE Instructor: Yifei Sun, Ph.D.
Abstract: Traditionally, the application of behavior analysis in educational settings has a focus on special education. The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) model focuses on teaching the reinforcement value of academic contents and arranging instructions that allow students in general education settings to become lifelong independent learners. In this symposium, we will present three papers that describe procedures implemented in our elementary CABAS® AIL classrooms that allowed us to achieve this goal. We will discuss how we arranged instruction to maximize student learning for various grade-level topics in Mathematics and English Language Arts. In the first paper, we will discuss how we implemented a collaborative shared reading (CSR) procedure to condition reading as a reinforcer, which resulted in and increase in students' reading levels. In the second paper, we will outline the procedure used for a matrix training that promoted reading comprehension outcomes. In the third paper, we will describe how we used principles of stimulus equivalence to arrange instruction to establish stimulus control for math across listener, speaker, reader, and writer responses. Results of these papers indicate the importance of applying behavioral tactics to effectively arrange instruction delivery to optimize student learning.
Instruction Level: Basic
Keyword(s): conditioned reinforcement, general education, math, reading
Target Audience: Educators Teachers
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) use collaborative shared reading (CSR) procedure to condition reading content as a reinforcer (2) use matrix training to improve reading comprehension skill in non-fiction texts for elementary school students (3) use equivalent based instruction to teach the concept of the equal sign joining various response topographies
 
Effects of Collaborative Shared Reading on Reading Interest and Academic Performance
ELLIS SMITH (Teachers College Applied Behavior Analysis), Rachel Marin (Teachers College Columbia University)
Abstract: Researchers implemented a pre- and post-intervention probe design with multiple baseline logic to examine the effects of a collaborative shared reading procedure (CSR) on participants' reading interest and academic performance. We selected four, fourth-grade participants because reading content did not function as a conditioned reinforcement and they performed at two or more grade-levels below fourth grade on standardized academic assessments (DRA®, and i-Ready Diagnostic®). We implemented CSR, in which we systematically replicated the intervention used by Gentilini & Greer (2020) by utilizing peer dyads, as opposed to teacher-participant dyads. CSR procedure consisted of four steps; overt reciprocal reading, vocabulary instruction, independent covert reading, and conditioned seeing. Researchers assessed participants conditioned reinforcement for reading content (CR+ Reading) during pre-intervention, every three books completed during intervention, and post-intervention. Participants demonstrated increases in the number of correct responses on CR+ Reading probes after one round of intervention with one of the four participants demonstrating criterion for CR+ Reading. Additionally, all participants demonstrated increases in DRA® levels following one round of intervention. Findings support the findings of previous research conducted by Gentilini & Greer (2020) and Cumiskey-Moore (2017).
 
The Use of Matrix Training to Promote Reading Comprehension
XIAOYUAN LIU (Teachers College, Columbia University), Ji Young Kim (Pennsylvania State University - Harrisburg), Daniel Mark Fienup (Teachers College, Columbia University), Jennifer Weber (Teachers College, Columbia University & Nicholls State University)
Abstract: Matrix training involves designing instruction by arranging components of target skills across 2 axes. In this study, the researchers used a concurrent multiple probe design to test the effectiveness of matrix training in improving reading comprehension in non-fiction text for six participants. The study took place in a second-grade classroom in a public school district that utilizes the Accelerate Independent Learner (AIL) model. The researcher assessed the participants on answering “Wh” reading comprehension questions in non-fiction texts. The intervention in this experiment involved training participants on answering the same “Wh” reading comprehension questions in fiction text. There were two forms of interventions in this study: selection response intervention and production response intervention. The researchers investigated whether the order of the intervention affects the effectiveness of the matrix training intervention. The researchers randomly placed participants into two groups. In one group, the participants received selection response intervention first and production response intervention next. In the other group, the participants received production response intervention first and selection response intervention next. The study is ongoing and more data is needed to determine the effect of matrix training in improving reading comprehension in non-fiction text.
 
The Effects of Derived Relation Training on Mathematical Verbal Behavior
LAUREN SHAPIRO (Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: The stimulus control for effective math behavior is more complex than the stimulus control that can be acquired when relying on most elementary math curricula. In order to become proficient in math, it may be critical to acquire math as a verbal repertoire. Students must learn to visualize and verbalize mathematical equations when learning algebra. In terms of verbal behavior development, this likely entails conditioned seeing and speaker-as-own-listener behavior. Additionally, students must learn the balancing function of the equal sign in order to effectively use fact families to relate addition to subtraction. Math instruction should be designed to align with these repertoires. Accordingly, the authors used principles from Stimulus Equivalence and Relational Frame Theory to establish stimulus control across mathematical listener, speaker, reader, and writer responses. Using a nonconcurrent multiple baseline design, researchers taught 17 first grade students to identify pictures and number bonds that matched a number sentence. Researchers examined the participants’ acquisition of untaught, mutually and combinatorially entailed relations, as well as the effect of the intervention on participants’ accuracy of solving equations. Results of this study may provide some insight into how to establish effective mathematical problem solving with stimulus control that facilitates math as verbal behavior.
 
 
Symposium #179
CE Offered: BACB — 
Ethics
Stranger in a Strange Land: Behavior Analysts in Public Schools
Sunday, May 28, 2023
11:00 AM–11:50 AM
Convention Center 403/404
Area: EDC; Domain: Service Delivery
Chair: Sarah E. Pinkelman (Western Michigan University)
Discussant: Coby J. Lund (Archer Behavioral Health)
CE Instructor: Coby J. Lund, Ph.D.
Abstract:

Over the last decade, it has become increasingly common for public school districts to hire Board Certified Behavior Analysts® (BCBAs®) to provide services to students and staff in their district. This recent partnership presents many wonderful opportunities to students receiving behavior analytic services, but it is not without challenges. Schools have a distinct culture with values and norms that are in many ways inconsistent with the values and norms of applied behavior analysts. In some instances, the cultural differences conflict with the Ethical Code for Behavior Analysts. This symposium presents two papers addressing issues related to applied behavior analysts working in public schools. The first paper describes results from a mixed method investigation surveying over 300 BCBAs® working in public schools across the United States. The second paper discusses the ethical and logistical challenges of training and supervising aspiring BCBAs® in public schools and provides some recommendations for those faced with this task.

Instruction Level: Intermediate
Keyword(s): education, ethics, public schools, supervision
Target Audience:

Experience working in and/or supervising aspiring BCBAs to work in public schools; experience supporting students/clients in transitioning to public school classrooms; experience collaborating with public school personnel (e.g., special or general education teachers, administrators); experience supporting families and caregivers in navigating the educational system.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify a minimum of five potential ethical dilemmas that behavior analysts are likely to encounter when working in schools; (2) describe ways to effectively resolve those potential dilemmas in alignment with school culture and resources; (3) outline a minimum of five considerations/recommendations for training and supervising aspiring school-based behavior analysts.
 

I Walk the Line: Seizing Opportunities From Ethical Challenges in Public Schools

SHAWN E KENYON (Northeastern University and Grupo Método), Danielle Lyons (Canyons School District), Ronnie Detrich (Utah State University), Sarah E. Pinkelman (Western Michigan University), Rachel Mickelson (Western Michigan University), Kacy Rodamaker (Utah State University), P. Raymond Joslyn (Utah State University), Dylan Murphy Zimmerman (Utah State University)
Abstract:

Board Certified Behavior Analysts® (BCBAs®) can play an important role in public schools. However, little is known about the scope of work BCBAs® are tasked with in these settings and to what degree this scope of work is in alignment with the ethical code for Behavior Analysts. The purpose of this study was to survey BCBAs® who self-identify as working in public schools in an effort to learn more about their experiences working in this setting. The research team emailed a survey containing 23 questions pertaining to BCBAs® working in public schools. These questions ranged in topics from caseloads to ethical dilemmas BCBAs® may encounter while working in public schools. The data collected from this survey were analyzed both quantitatively and qualitatively. Quantitative analysis of responses was performed by calculating a percentage through dividing the number of responses with a particular answer selected by the total number of responses and multiplying by 100. Qualitative analysis was conducted by employing an iterative process where responses to open-ended questions were coded into themes. The intent of this paper is to generate meaningful discourse in training and supervision, collaborating with school administrators, resolving ethical concerns, and clarifying roles and responsibilities in public schools.

 
Serving Two Masters: Supervision of Behavior Analysts in Public Schools
DYLAN MURPHY ZIMMERMAN (Utah State University), Sarah E. Pinkelman (Western Michigan University), Ronnie Detrich (Utah State University)
Abstract: Although behavior analysts are becoming increasingly common in public schools, a recent survey of over 300 school-based behavior analysts indicates that they received the majority of their supervised hours in a setting other than schools (Pinkelman et al., in preparation). Additionally, participants reported that only 40% of their supervisors were knowledgeable about working in public schools, and 80% reported that they have encountered situations in schools that could be in conflict with the Behavior Analyst Certification Board’s® (BACB®) ethics requirements. In order for school-based behavior analysts to be successful, they must master not only the knowledge and skills outlined in the BCBA® Task List, but also have knowledge of the school context and applicable law and the skills to tactfully navigate the school context. This session will (a) highlight the opportunities that exist with behavior analysts in schools (beyond problem behavior reduction), (b) emphasize the importance of supporting aspiring school-based based behavior analysts in building a repertoire that will allow them to successfully navigate the school context in addition to the knowledge and skills outlined in the BACB® task list, and (c) offer recommendations to those who are responsible for supervising aspiring school-based BCBAs®.
 
 
Invited Tutorial #181
CE Offered: BACB
Teaching Generalized Question Discrimination Skills to Children With Autism: Analysis and Application
Sunday, May 28, 2023
11:00 AM–11:50 AM
Convention Center Four Seasons Ballroom 1
Area: PRA; Domain: Service Delivery
BACB CE Offered. CE Instructor: Francesca Degli Espinosa, Ph.D.
Chair: Meral KOLDAS (Queen's University of Belfast)
Presenting Authors: : FRANCESCA DEGLI ESPINOSA (ABA Clinic)
Abstract:

Responding to questions regarding one's environment is a fundamental skill. In neuro-typical children, responding differentially to questions emerges before the age of two through interactions with caregivers, in which novel words are learned in the presence of both verbal and nonverbal stimuli. For children diagnosed with autism, however, such question discrimination skills can be significantly affected. An error frequently observed in clinical practice is that of the child who, despite previous mastery of the relevant colour tacts, says “Ball” when presented with a blue ball and the question “What colour?” Recently, a number of papers have explored the role of multiple verbal and nonverbal control in early intraverbal-tacting as a basis for language intervention with particular focus on autoclitic framing. This tutorial will first provide a theoretical analysis on multiply-controlled tacting; second, it will outline a framework for assessing discriminating questions on nonverbal (visual) stimuli; third, it will illustrate applied techniques to establish this skill.

Instruction Level: Intermediate
Target Audience:

Behaviour analysts, speech and language pathologists, educators

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe sources of multiple stimulus control in verbal behaviour; (2) describe procedures to establish generalised question discrimination on visual stimuli; (3) describe an instructional sequence to establish question discrimination skills regarding objects and events
 
FRANCESCA DEGLI ESPINOSA (ABA Clinic)
I fell in love with behaviour analysis in 1996, when I began working as a tutor for a child with autism, and almost immediately I became interested in interventions that could both define and establish generalised learning: the ability to demonstrate novel responses within an operant class without each individual response having been previously reinforced. I was given the opportunity to explore this question when I worked as the Lead Clinician for the first UK-based EIBI outcome study (Remington et al., 2007), and within that context developed the Early Behavioural Intervention Curriculum (EBIC) as an intervention framework derived from functional analyses of language. This work subsequently formed the principal focus for my Doctoral thesis (2011). My clinical and research interests eventually settled, and continue to be, on advanced applications of contemporary analyses of verbal behaviour (Horne & Lowe, 1996; Michael, Palmer, & Sundberg, 2011) as a basis for teaching generalised verbal repertoires, and, thereby, as a means of minimising the need to teach specific individual verbal responses. Having spent the last 20 years travelling around the world teaching behaviour analysis, the pandemic lead to a reassessment of my core values. I currently live in the UK where I lead a rather quiet life with my family and two dogs that challenge my behavioural training on a daily basis. Professionally, I continue to provide diagnostic and evaluation services to families, and to support fellow behaviour analysts acquiring curriculum development skills through mentorship and online courses.
 
 
Invited Paper Session #182A
CE Offered: PSY/BACB
Behavior Analysis and Racial Prejudice: Empirical Research and Perspectives for Intervention
Sunday, May 28, 2023
11:00 AM–11:50 AM
Convention Center 401/402
Area: TBA; Domain: Service Delivery
Chair: Daniel Mark Fienup (Teachers College, Columbia University)
CE Instructor: Julio C. De Rose, Ph.D.
Presenting Author: JULIO C. DE ROSE (Universidade Federal de Sao Carlos)
Abstract: Behavior analysis has much to contribute to the study of prejudice, and in particular racial prejudice. Well-established behavioral processes are involved in this complex social phenomenon. These processes include discrimination and generalization, stimulus equivalence and other kinds of derived relations, and the transfer or transformation of stimulus functions. This presentation will consider studies dealing with one particular aspect of prejudice: relational responding linking racial groups with negative attributes. Some studies with children have shown that it is possible to reverse such prejudicial relations in the laboratory, and that the reversion may persist for several weeks. Furthermore, current studies are attempting to address some important questions raised by these earlier works, such as: 1) How sensitive and valid are our measures of relations between races and attributes? 2) How can we increase the effectiveness of procedures to counteract these relations? 3) Can similar procedures be effective with older participants, such as adolescents and adults? 4) Can the findings of such research be useful to generate educational interventions against prejudice? Behavior analysis shows potential to make a meaningful contribution to the understanding and change of racial prejudice but needs to increase research efforts to address critical questions so far unanswered.
Instruction Level: Advanced
Target Audience:

Researchers and students interested in the behavioral aspects of prejudice and in possibilities of intervention.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify behavior principles involved in racial prejudice; (2) Describe and discuss experimental procedures to investigate prejudice as well as how to counteract it; (3) Identify shortcomings of the behavior-analytic research on prejudice and directions for future development; (4) Identify perspectives for intervention on prejudice.
 
JULIO C. DE ROSE (Universidade Federal de Sao Carlos)
Ph.D. at the University of São Paulo, Brazil, in 1981, and postdoctoral Fulbright fellow at the Shriver Center for Mental Retardation, in Waltham, MA (1984-6). Currently, Professor of Psychology at the Federal University of São Carlos, Brazil, and Research Director of the Brazilian National Institute of Science and Technology on Behavior, Cognition and Teaching. Author or co-author of more than 170 articles and chapters on experimental, applied, and conceptual Behavior Analysis. Served in the editorial boards of several international journals in the field of Behavior Analysis, and currently Associate Editor of The Psychological Record.
 
 
Symposium #184
CE Offered: PSY/BACB
Development of Behavior Analytic Treatment Packages to Address Diverse Clinical Problems
Sunday, May 28, 2023
11:00 AM–12:50 PM
Hyatt Regency, Capitol Ballroom 1-3
Area: CBM/AUT; Domain: Applied Research
Chair: Matthew L. Edelstein (Kennedy Krieger Institute)
Discussant: Robert LaRue (Rutgers University)
CE Instructor: Matthew L. Edelstein, Psy.D.
Abstract:

Central to any evidence-based practice is the development of a series of procedures aimed at solving a specific problem. The effective “packaging” of behavior analytic technologies is essential to creating new contexts for our practice. In this symposium, we will provide preliminary evidence for innovative treatment packages to address problems of social significance. In the first presentation, Dr. Mellott will highlight a procedure to teach tolerance of aversive medical procedures for a small neurotypical child. In the second, Dr. Pogue will present data on functional assessment and treatment of selective mutism. In the third, Dr. Lenfestey will discuss a client-centered, function-based intervention of compulsive behavior. In the fourth, Dr. Strohmeier will present procedures for using behavior analytic techniques to change caregiver behavior. Collectively, these studies seek to broaden the reach of behavior analysis toward addressing diverse clinical problems.

Instruction Level: Intermediate
Keyword(s): caregiver behavior, diverse populations, functional assessment, systematic desensitization
Target Audience:

Experience with functional assessment methodology, familiarity with different behavior problems associated with childhood, experience and interest in caregiver training

Learning Objectives: 1. Identify function-based interventions targeting novel clinical problems 2. Describe behavior analytic approaches to common socially significant interfering behaviors
 
Evaluation of a Wait Training Procedure to Treat Challenging Behavior Evoked by Aversive Medical Procedures
JOSHUA MELLOTT (Kennedy Krieger Institute), Elizabeth Chan (Florida State University), Hannah Dugoni (Pacific University), Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract: Behavior analytic approaches to treating anxiety include identifying the function of anxious behavior, teaching alternative replacement behaviors (e.g., a functional communication response), and conducting exposures to anxiety-provoking stimuli to increase habituation and decrease reactivity to such stimuli. The current study expanded upon a functional communication training and schedule thinning without programmed alternatives protocol as a framework for conducting exposures to aversive but necessary medical procedures. Following the patient’s ability to (a) utilize a functional communication response and (b) tolerate restricted access to preferred items for a terminal wait criteria (S∆ conditions), researchers implemented systematic desensitization by inserting increasingly anxiety-provoking stimuli within wait periods. Results suggested significant decreases in disruptive behavior in the presence of both S∆ conditions and anxiety-provoking stimuli, allowing the patient to access required medical treatment. Implications include procedures that may be implemented with patients who engage in disruptive behavior that prevents access to necessary medical treatment.
 
Behavioral Assessment and Treatment of Selective Mutism
EMILY POGUE (Kennedy Krieger Institute, Johns Hopkins School of Medicine), Megan Krantz (Loma Linda University), Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract: Selective mutism (SM) is a complex psychiatric disorder in which a child consistently fails to speak in specific situations despite demonstrating normal speech production in other situations. An ABA approach can offer individuals with SM a new understanding of the evocation and maintenance of this behavior, as well as individualized and effective treatment. Prior research has documented the heterogeneity of SM symptomology pointing to potential subtypes of the disorder. Via our training in direct assessment, systematic application of evidence-based treatments, and visual inspection of data, behavior analysts have much to contribute to this line of inquiry. This study used a multiple-baseline design across settings to evaluate the use of a behavioral intervention package consisting of differential reinforcement, contingency management, and exposure procedures in a 3.5-year-old girl with selective mutism. Treatment resulted in increased vocal responding across settings and verbal operants. Responding exhibited a highly variable, though increasing trend throughout baseline and treatment conditions. Oppositional behaviors and non-compliance were observed during treatment. Implications for subtypes of SM profiles and effective assessment and function-based treatment are discussed.
 

Treatment of Socially-Mediated Compulsive Behavior in a High Functioning Adolescent With Autism Spectrum Disorder

Amanda Taboas (Illinois State University), Charda Davis (William James College), Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract:

Compulsive and repetitive behaviors are common features of autism spectrum disorder (ASD) and obsessive compulsive disorder (OCD); however, assessing and treating compulsive behaviors in high functioning individuals presents a unique challenge for clinicians. While cognitive behavioral therapy (CBT) is the most commonly used method for treating of compulsive behaviors, its effectiveness may be limited in populations with ASD. The current study used a withdrawal design to evaluate a functional communication training and exposure with response prevention paradigm with a high functioning individual with comorbid ASD and OCD who engaged in socially mediated compulsive behaviors. Treatment resulted in high rates of functional communication and decreased rates of compulsive behaviors observed across settings. Follow-up data suggested maintenance of skills at 6-month follow up measured via direct observation and parent report. Implications for client-centered, function-based approach to address compulsive behavior are discussed.

 
Shaping Parent Adherence to Function-Based Interventions
CRAIG STROHMEIER (Kennedy Krieger Institute; Johns Hopkins School of Medicine), Michelle D. Chin (The Kennedy Krieger Institute)
Abstract: Parent responses to child problem behavior may simultaneously abate the problem behavior episode and function as a reinforcer that maintains the problem behavior (e.g. attention delivered contingent on attention-maintained self-injurious behavior [SIB]). Parents may emit a similar response, independent of problem behavior, in order to avoid a behavior escalation; even when the response interferes with ongoing activities (e.g. interrupting work, a phone call, or an interaction with another family member). Strohmeier et al. (2020) referred to these escape and avoidance-maintained parent behaviors as Accommodation. Since accommodation is maintained by potent negative reinforcement contingencies (i.e. escape and avoidance of problem behavior), it may persist and interfere with adherence to function-based behavioral interventions, even after parents undergo behavioral skills training. This presentation will provide an overview of behavior therapy strategies, including Behavioral Activation, Exposure and Response Prevention, and Acceptance and Commitment Therapy, and describe their use to target the negative maintaining contingencies that support accommodation and nonadherence. The presentation will include preliminary data from a clinical trial investigating the use of behavior therapy strategies to reduce parent accommodation of problem behavior and increase adherence with behavior plans.
 
 
Symposium #186
CE Offered: BACB
Recent Advancements in the Use of Pretreatment Assessments and Antecedent Modifications in the Treatment of Feeding Disorders
Sunday, May 28, 2023
11:00 AM–12:50 PM
Hyatt Regency, Centennial Ballroom E
Area: CBM; Domain: Applied Research
Chair: Ashley Andersen (Clinic 4 Kidz)
Discussant: Vivian F Ibanez (University of Florida)
CE Instructor: Vivian F Ibanez, Ph.D.
Abstract:

Recent shifts have urged clinicians and researchers to evaluate treatments for pediatric feeding disorders and avoidant/restrictive food intake disorders that increase appropriate feeding behaviors while minimizing treatment side effects. This symposium aims to disseminate novel research using antecedent-based treatments informed by pretreatment assessments. The first presentation describes a sensory assessment to identify target foods to introduce in treatment; researchers evaluated treatment including a systematic desensitization progression with netting in the absence of escape extinction. The next presentation displays an evaluation of treatment including differential reinforcement and establishing operation manipulations to increase self-feeding. The third presentation demonstrates the use of blending without escape extinction to increase consumption of pureed target foods after empirically identifying a preferred food to use as a blending agent. The final presentation describes a reinforcement and parametric analysis to determine what variables might reinforce appropriate feeding behavior, instead of a more traditional functional analysis; researchers developed treatments to increase acceptance and consumption based on the results of the assessments.

Instruction Level: Intermediate
Keyword(s): antecedent-based treatment, ARFID, assessments, feeding disorders
Target Audience:

Attendees should be Master's or Ph.D. level students and individuals currently holding or seeking a BCBA or BCaBA credential.

Learning Objectives: At the conclusion of the presentation, attendees will be able to (1) understand the utility of novel assessments for informing treatment of feeding disorders; (2) identify antecedent interventions to increase consumption while minimizing treatment side effects; and (3) describe treatment packages that can be efficacious at increasing consumption without escape extinction.
 
Using a Sensory Assessment and Systematic Desensitization in the Treatment of Avoidant/Restrictive Food Intake Disorder
VICTORIA MONZON (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz & Stanford University School of Medicine), Ashley Andersen (Clinic 4 Kidz)
Abstract: Children diagnosed with Avoidant Restrictive Food Intake Disorder (ARFID) may display a variety of feeding difficulties, one being food selectivity. Food selectivity is defined as limited consumption of a variety of foods, in which foods may be rejected based on taste, texture, color, temperature, or presentation. Currently, there is a dearth of literature examining appropriate assessments that can help guide treatment for ARFID. The purpose of this study was to develop a sensory assessment to provide information on currently accepted foods. This assessment was used to identify foods to target in treatment based on varying similarity levels to the accepted foods. In addition, food preference assessments were conducted to first guide treatment and later to evaluate whether preference shifts occurred after treatment. Treatment involved a novel systematic desensitization progression using netting to expose two children diagnosed with ARFID to foods. Consumption increased for all three foods for both children in the absence of escape extinction. However, acquisition was longest for the food with 0% similarity, suggesting the need for a sensory assessment when treating AFRID. Furthermore, shifts in preferences were observed from pre- and post-food preference assessment. These data are discussed in relation to demand fading, food chaining, and exposure.
 
An Evaluation of Differential Reinforcement and Establishing Operation Manipulations to Increase Self-Feeding
NICOLE C DEMCHUK (Munroe-Meyer Institute, University of Nebraska Medical Center), Bethany Hansen (Munroe Meyer Institute), Laura E Phipps (Munroe-Meyer Institute, University of Nebraska Medical Center), Amy K. Drayton (University of Nebraska Medical Center Munroe-Meyer Institute), Rachel Knight (Munroe-Meyer Institute, University of Nebraska Medical Center), Lindsey Elson (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract: Self-feeding is a behavioral cusp vital to independence, growth, and development. Previous studies demonstrate that strategies like physical guidance are effective at increasing self-feeding for children with feeding disorders. However, these interventions may not be effective for all children, which could be due to their motivation for feeder attention, for escape from the self-feeding demand, or both. In the present study, we evaluated the effects of a treatment package that involved increasing the quality of feeder attention and access to tangibles to decrease the comparative value of escape from the self-feeding demand for two children with feeding disorders using a multiple baseline design. Despite demonstrating the skills to self-feed preferred foods and consume target foods when fed by a caregiver, neither child self-fed target foods independently. Following the introduction of differential reinforcement with the manipulation of establishing operations, both children demonstrated improvement in self-feeding individual bites of target foods. In addition, they successfully transitioned to self-feeding portions of target solids, and caregivers were trained to implement the protocol with high procedural integrity.
 
Blending Without Escape Extinction to Increase Consumption of Pureed Target Foods
NICOLE PERRINO (Florida Autism Center, University of Florida), Faith Kirkland (Florida Autism Center, a division of BlueSprig Pediatrics; University of South Florida), Vivian F Ibanez (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: Investigators have used blending (i.e., mixing target foods with consistently consumed foods at various ratios) to increase consumption of target foods among children with feeding disorders. However, escape extinction is often necessary to support the efficacy of blending with pureed foods (King & Burch, 2020), and blending is generally considered after initial treatment has failed (e.g., Mueller et al., 2004). In the current case, a 5-year-old female diagnosed with Williams-Beuren syndrome, autism spectrum disorder, and avoidant/restrictive food intake disorder, the third author coordinated care with the child’s cardiologist to obtain medical clearance for day-treatment feeding therapy. Based on the cardiologist’s recommendations and because the child reliably accepted specific foods, we examined the effects of blending without escape extinction to increase consumption of pureed target foods during initial treatment. After we empirically identified a preferred food to use as a blending agent, results indicated that blending increased consumption for two foods, and we observed generalization for two other foods. We discuss the data in terms of the stimulus conditions under which blending might be effective and how to establish assessments that will predict the efficacy of blending during initial treatment.
 

Antecedent and Reinforcement-Based Interventions for Children with Avoidant/Restrictive Food Intake Disorder

CASEY TOUTOUNGI (Caldwell University), Jaime Crowley-Zalaket (Children's Specialized Hospital), Christopher W Engler (Children's Specialized Hosptial), Kathryn Peterson (Rutgers University and Children's Specialized Hospital)
Abstract:

Children with ARFID often consume a limited variety of unhealthy foods and refuse to eat novel foods, liquids, and textures. Feeding difficulties can lead to nutrient-poor diets, which can cause impairments in cognitive and behavioral functioning, serious and irreversible effects on the brain, and severe health problems (Sullivan et al., 2002). Functional analysis is the gold standard assessment in ABA to identify the function of behavior that interferes with consumption, which can then inform treatment. Based on the results of these analyses, escape extinction is often warranted, and is currently the treatment with the most empirical support. Unfortunately, there are fewer studies evaluating the efficacy of antecedent- or reinforcement-based assessments and interventions for children with ARFID. In the current study, we conducted a reinforcement and parametric analysis to determine what environmental events or variables might reinforce appropriate feeding behavior, instead of a more traditional functional analysis for two children with ARFID. Based on the results of these assessments, we developed treatments to increase acceptance and consumption of target foods and liquids. These results have implications for use of alternative assessment and treatment methods that include choice-based components for the child.

 
 
Symposium #187
CE Offered: BACB
Diversity submission Recent Advances in Data-Based Diversity Research
Sunday, May 28, 2023
11:00 AM–12:50 PM
Hyatt Regency, Mineral Hall D-G
Area: CSS; Domain: Applied Research
Chair: Jonathan K Fernand (Florida Institute of Technology)
Discussant: Meghan Deshais (Rutgers University)
CE Instructor: Meghan Deshais, Ph.D.
Abstract:

Although behavior analysis has contributed substantially to the understanding and study of learning in humans, cultural influences and issues of inequity are understudied. With major organizations within our behavior analytic discipline turning focus to implementing practices which seek to improve diversity, equity, and inclusion (DEI), the empirical study of interventions promoting inclusive practices becomes imperative. The current symposium contains research on empirically evaluating interventions to promote DEI. Several talks comprised of research on increasing knowledge and fluency of DEI terminology using a SAFMEDS procedure, understanding stereotype threat on performance, as well as interventions (e.g., self-monitoring, task clarification) for increasing inclusive practices for transgender and gender non-conforming populations will be covered. Although the research presented will discuss applications to specific marginalized populations, extensions will be made to applications beyond the participants included in the present research. Finally, discussion of current and future directions related to clinical ethics, inclusive of DEI practices, will occur.

Instruction Level: Basic
Keyword(s): diversity, gender, intersectionality, LGBTQIA+
Target Audience:

all people

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss examples of potential prerequisite skills to be trained to mastery before training complex skills related to DEI, (2) discuss stereotype threat from a behavior analytic lens and understand the role it may play in the learning environment, and (3) state the role of preferred name and pronoun use in inclusivity practices.
 
Diversity submission 

Diversity Term Accuracy: A Comparison of Say All Fast, a Minute Every Day, Shuffled (SAFMEDS) and Computer-Based Instruction Training Models

CANDACE R FAY (Florida Institute of Technology), Douglas A. Johnson (Eastman Chemical Company), Rachael Tilka (Kalamazoo Valley Community College)
Abstract:

Promoting diversity and inclusion can impact a variety of different groups. Many organizations rely on various training methods to help ensure diversity in the workplace. However, little research has compared the effects of different training approaches on increasing recall of specific cultural terms. Thus, the present study employed an adapted alternating treatment design to explore the effectiveness of two different training approaches. A SAFMEDS training model was compared to a traditionally-applied computer-based instruction, to determine which is more efficient at promoting cultural fluency. The number of correct definitions for diversity terms across various demographic categories served as the dependent variable. Participants mastered a higher number of diversity terms when trained with SAFMEDS, compared to the computer-based instruction procedure. During maintenance sessions, participants exhibited sustained performance. SAFMEDS may be ideal for improving precision when training terms to be used in conversations about diversity, and culturally-related topics. These skills will aid in building more culturally-relevant social skills that include more complex responses.

 
Diversity submission A Behavior Analytic Account of Stereotype Threat
LAUREN DIANE BROWN (University of Nevada, Reno), Bethany P. Contreras Young (University of Nevada, Reno)
Abstract: Although behavior analysis has contributed substantially to the understanding and study of learning in humans, cultural influences are often either overlooked or not accounted for in how they impact individuals in their day-to-day lives. One example in which this has occurred is in accounting for stereotypes. The field of Social Psychology has contributed a significant body of research on stereotypes and the conditions under which individuals are likely to be impacted by stereotypes. One common finding, often referred to as stereotype threat (Steele & Aronson, 1995), refers to how stereotypes can negatively impact individual performances under certain testing conditions. While data on stereotype threat indicates a clear pattern of decrease in performance scores for the threated group, studies on stereotype threat have not examined whether stereotype threat will occur when arbitrary tasks are presented and how these statements impact individual performance. This study aimed to examine whether stereotype threat by group affiliation (i.e., gender) would occur on an arbitrary, computer-based memory test. Results indicated overall patterns consistent with the research base, suggesting that gendered statements regarding performance on an arbitrary task can influence individual performance.
 
Diversity submission 

Increasing Trans-Inclusive Practices via Behavioral Self-Monitoring

ABIGAIL KAYLYN PETRONELLI (Western Michigan University), Rachael Tilka (Kalamazoo Valley Community College)
Abstract:

Proper pronoun use towards Transgender and Gender Non-conforming (TGNC) populations have been associated with a significant reduction in suicide attempts, yet only about 20% reported having their pronouns respected by all or most people (The Trevor Project, 2020). The present study sought to increase proper pronoun usage in two graduate student participants in a simulated work task. The initial intervention was a general inclusionary statement (referred to as subtle cue) and was followed by usage of behavioral self-monitoring (BSM) of proper pronoun usage. Results show the general inclusionary statement to be ineffective in increasing usage of proper pronouns but found BSM to be effective in changing behavior immediately and for a sustained effect. The implications for the present study are the need to pinpoint specific inclusive behaviors to target for behavior-change, and how BSM may be one approach to increasing inclusive behaviors.

 
Diversity submission Task Clarification to Increase Trans-Inclusive Practices
KELCIE E MCCAFFERTY (Florida Institute of Technology), Abigail Kaylyn Petronelli (Western Michigan University), Rachael Tilka (Kalamazoo Valley Community College)
Abstract: Inclusive practices and advocacy are critical components of fostering diversity in behavior analysis. Use of preferred names and pronouns that align with an individual’s identity supports these efforts. However, few studies have evaluated methods of improving use of preferred names and pronouns. Petronelli and Ferguson (2021) applied behavioral self-monitoring (BSM) to increase pronoun use and found the intervention to be effective. The present study aimed to extend the findings of the previous study in a systematic replication. Task clarification was implemented to increase percentage of correct pronouns used in a simulated memory task. Results indicated that task clarification was effective in increasing and maintaining correct pronoun use.
 
 
Symposium #188
CE Offered: BACB
Community Interventions: A Pathway to More Nurturing Societies?
Sunday, May 28, 2023
11:00 AM–12:50 PM
Convention Center Mile High Ballroom 2B
Area: CSS; Domain: Service Delivery
Chair: Andrew C Bonner (Northeastern University)
Discussant: Dennis D. Embry (PAXIS Institute)
CE Instructor: Andrew C Bonner, Ph.D.
Abstract:

This symposium is intended to advance efforts by behavior analysts to increase the prevalence of communities that nurture the wellbeing of all their residents. The symposium will present four papers that are intended to illustrate the progress that is possible if we invest in community interventions, particularly in communities of greatest disadvantage. The first paper argues that community interventions can be the critical building block for evolving more nurturing societies. It outlines what a comprehensive approach to assisting communities in addressing their most pressing problems can look like. The second paper will focus on approaches to youth violence prevention and will discuss use of the socioecological model to inform community intervention across levels to affect not only violence prevention, but also structural determinants influencing violence including racism. The third paper describes that things that can be done to reduce tobacco use in communities. The fourth focuses on how communities can reduce greenhouse gas emissions. Our discussant will consider how this work can contribute to evolving a more nurturing society.

Instruction Level: Basic
Keyword(s): Climate Change, Community Intervention, Tobacco Control, Youth Violence
Target Audience:

Basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe a framework for conducting comprehensive community interventions; (2) describe how the socioecological model can be used to inform community interventions; (3) describe a community-based approach to addressing youth violence prevention, tobacco control, and climate change.
 
Evolving More Nurturing Communities
ANTHONY BIGLAN (Oregon Research Institute), Andrew C Bonner (Northeastern University)
Abstract: This presentation will make the case that efforts to address the inequities that are undermining well-being of a significant portion of Americans needs to start with work at the community level. Black, Indigenous, Native American, Hispanic, LGBTQ+, Intellectually and developmentally delayed, and poor white communities are faced with numerous inequities in their daily life. This presentation will briefly summarize the inequities that undermine well-being and ultimately contribute to the large disparities in premature death that exist in the United States. It will then describe how communities can be assisted in coming together around a shared vision of the qualities they want in their community, how those qualities can be promoted, and how the community can pinpoint specific inequities and create action circles to reduce inequities. Among the inequities for which evidence-based programs and policies are available are disparities in reading proficiency, disparities in school suspensions, police stops, arrests, and incarceration. Members of disadvantaged communities also experience frequent aversive interactions, which contribute to cardiovascular disease and premature death. The presentation will sketch how a community intervention can mobilize efforts not only to address specific inequities, but to increase the degree to which people are kind, caring, respectful of one and other.
 
ThrYve: Promoting Wellbeing Using a Socioecological Approach to Prevent Youth Violence
JOMELLA WATSON-THOMPSON (University of Kansas), Valerie Thompson (University of Kansas), Malika N. Pritchett (University of Kansas), Joshua Harsin (University of Kansas)
Abstract: Youth violence adversely impacts the health and wellbeing of our youth and communities. Youth homicide is the second leading cause of death for all youth, and the leading cause for Black youth ages 15 to 24 (CDC, 2022). A socioecological approach can inform community interventions across levels to affect not only violence prevention, but also structural determinants influencing violence including racism. Together Helping Reduce Youth Violence for Equity (ThrYve) is a community-based participatory approach to address youth violence that is implemented by the Youth Violence Prevention Center- Kansas City. ThrYve supports a comprehensive process that is multilevel (i.e., implements strategies across socio-ecological levels) and multisectoral (e.g., engages law enforcement, youth serving organizations, schools) to facilitate change across the environment. Based on the socioecological approach, ThrYve examines social and structural determinants of health that serve as antecedents to youth violence particularly for racial and ethnic youth. ThrYve engages more than 40 community partners across 16 sectors, including youth, through a Systems Advisory Board (SAB). The ThrYve SAB supports the implementation of community and system changes (i.e., program, policy, and practice changes) across socioecological levels through cross-sector collaboration to address youth violence and related factors or determinants of health and wellbeing.
 
Achieving the Tobacco Endgame: A Multifaceted Approach to Strengthening Community-Based Interventions
CASSANDRA O'HARA (University of Florida), Jesse Dallery (University of Florida)
Abstract: Reductions in smoking are perhaps the greatest public health success of all time. The observed reductions in smoking over the last 50 years have been produced by a range of preventive and reactive interventions. At the federal level, warnings from the surgeon general influenced public opinion and the people vs. Philip Morris made it illegal to market cigarettes to youth. At the community level, interventions such as reward and reminder (e.g., Biglan et al., 2000) have influenced youth not to smoke. At the individual level, consequence-based interventions such as contingency management have produced increased abstinence in people who smoke (e.g., Dallery et al., 2008). Despite the success of the tobacco control movement, continued interference by the tobacco industry, particularly in the advent of innovations targeting youth such as vaping, calls for continued action and research in this area. A multifaceted approach to achieving the tobacco endgame is needed (Willet et al., 2021). Modern technology may broaden the accessibility of interventions targeting smoking cessation (Dallery et al., 2019). How the tobacco control movement can serve as a model for large scale change and implications for future research are discussed.
 
A Community-Driven Approach to Reducing Greenhouse Gas Emissions: The Importance of Scaling and Coalition Building
ANDREW C BONNER (Northeastern University), Anthony Biglan (Oregon Research Institute)
Abstract: One thing the COVID-19 pandemic taught us is that when the global community comes together around shared goals, large-scale effective action is possible. In terms of greenhouse gas emissions, global lockdowns in 2020 led to the largest reductions in emissions seen in decades. However, these reductions were produced by alterations in people’s lifestyles, most of which are not tenable solutions to climate change. Therefore, the challenge to global climate change community is to develop strategies to reduce emissions (of the type observed during the COVID-19 pandemic) without forcing citizens to stay at home in isolation. More than 50 years of behavior-analytic research shows that a large range of strategies are effective at influencing people’s carbon footprints, but less attention has been dedicated to scaling these solutions and building the coalitions needed to produce large-scale reductions in emissions. This talk will trace a pathway from interventions that are effective with small groups, to large-scale interventions, and finally to multisector community interventions. Implications for future research are discussed.
 
 
Symposium #189
CE Offered: BACB
Adaptations to Functional Assessment and Treatment to Promote Safety and Security
Sunday, May 28, 2023
11:00 AM–12:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Tara A. Fahmie (University of Nebraska Medical Center)
Discussant: SungWoo Kahng (Rutgers University)
CE Instructor: SungWoo Kahng, Ph.D.
Abstract:

Both functional analyses (FA) and function-based interventions require the presentation of situations that may evoke dangerous behaviors. As such, various procedural decisions may be guided by a priority to maximize the safety of clients and clinicians. The current symposium includes four papers on the safety of functional approaches to problem behavior. The first talk presents a study on the identification and validation of response chains of severe behavior to improve assessment safety. The second talk presents a study evaluating trauma-related stimuli during FAs. A measure of heartrate was used to better understand the function of FA stimuli on the behavior of individuals with histories of trauma. The third talk presents a review of advancements to safety in FA over the past decade, including adjustments to data collection, contingencies, settings, people, equipment, conditions, and training. The final talk presents a randomized clinical trial on caregiver implementation of a function-based treatment to reduce elopement, which included a Home Elopement Safety Checklist. All four studies will be discussed by Dr. SungWoo Kahng, who has contributed to improvements in the safety of FAs for several decades.

Instruction Level: Intermediate
Keyword(s): clinical trial, elopement, FA safety, trauma
Target Audience:

Basic understanding of functional analysis procedures, function-based intervention approaches

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) distinguish between a response class and response chain of severe behavior, (2) identify three categories of functional analysis adaptations to promote safety, (3) describe the benefit of considering trauma-histories when conducting functional analyses, and (4) identify environmental modifications that promote safe treatments for elopement
 
Functional Analysis of the Earliest Member of a Response Chain
BRINEA CHARLES (University of Nebraska Medical Center), Tara A. Fahmie (University of Nebraska Medical Center), Lorraine A Becerra (Arizona State University)
Abstract: Functional analysis (FA) has been used to determine the cause of problem behavior and to develop effective treatment (Hanley et al., 2003; Iwata et al., 1982/1994). Although this traditional method is effective, it may pose an increased risk of injury to the participant and others when the target of the assessment is a severe behavior (Smith & Churchill, 2002). A safer alternative is a precursor FA, in which reinforcement is contingent on a less severe behavior that reliably occurs prior to the severe behavior. Precursor behaviors may include those in a response class hierarchy, precurrent behaviors, or early responses in a behavior chain. Although several FA studies have explored the use and validity of using response class hierarchies, fewer studies have explored early responses in a behavior chain. The current presentation will describe a study designed to identify the earliest members of response chains of severe behavior and to validate their use in an FA. The presentation will also describe secondary measures, such as treatment integrity and response-chain latency, that may inform the clinical utility of an FA of the earliest member of a response chain.
 

An Evaluation of Trauma-Related Stimuli on Heartrate and Behavior During Functional Analysis

ELIZABETH JOY HOUCK (University of North Texas), Joseph D. Dracobly (University of North Texas), Melanie Bauer (University of North Texas), Danielle Pelletier (University of North Texas), Aaron Joseph Sanchez (University of North Texas), Richard G. Smith (University of North Texas)
Abstract:

Traumatic events may alter the function of stimuli, such as neutral stimuli becoming aversive stimuli following a traumatic event. In some cases, these stimuli may be difficult or impossible for a person to avoid. Additionally, trauma-related stimuli may differentially affect both physiological measures and functional analysis outcomes, and thus, effective treatment. The purpose of this study was to evaluate the effects of trauma-related stimuli, which participants were unable to avoid in their regular lives, on heartrate and functions of problem behavior of adults with intellectual disability during a standard functional analysis. Our results indicate that the presence of trauma-related stimuli differentially affected heartrate and functional analysis outcomes for some participants. This analysis suggests that for people with significant trauma histories, differential function-based treatments may be needed to address problem behavior that occurs in the presence/absence of trauma-related stimuli.

 

A Decade of Advancements to the Safety of Functional Analyses

ISAAC JOSEPH MELANSON (University of Nebraska Medical Center's Munroe-Meyer Institute), Tara A. Fahmie (University of Nebraska Medical Center)
Abstract:

Despite the clear benefits of conducting functional analyses (FA) of severe behavior, safety precautions may drive clinicians to seek alternative and less valid assessment methods. Several advancements in FA methodology over the past decade have focused on prioritizing safety while ensuring high validity of outcomes. The current presentation describes the outcomes of a review of safety risks, precautions, and adjustments to FA methodology that have been published between 2013-2023. Adjustments have included alterations to setting, data collection, stimuli inclusion, assessment duration, and contingency arrangement, among others. Based on the outcomes of our review, we will provide guidelines for FA planning and implementation and propose avenues for future research on FA safety.

 
Implementation of an Elopement Safety Plan in a Clinical Trial of a Function-Based Elopement Treatment
ELIZABETH SHEA BUCKLEY (Marcus Autism Center), Mindy Christine Scheithauer (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Sarah Slocum (Marcus Autism Center and Emory School of Medicine), Lawrence Scahill (Emory University School of Medicine and Marcus Autism Center), Nathan Call (Marcus Autism Center)
Abstract: Elopement is an incredibly prevalent and dangerous behavior among children with ASD. In addition to function-based interventions for elopement, there are several safety strategies available to either prevent elopement or improve safety if elopement does occur. However, the integrity with which caregivers can implement these strategies has not been evaluated. In the current study, children with ASD participated in a randomized clinical trial of a parent-mediated behavioral treatment for elopement (n= 76). For participants randomized to the treatment group, in addition to implementing a function-based treatment, clinicians created a detailed safety plan with caregivers. This included caregiver-training on each component and weekly check-ins. We evaluate the effectiveness of this program by comparing outcomes from a Home Elopement Safety Checklist to indicate which safety components are in place. We saw greater improvement in completed items for parents in the treatment compared to the control group. We discuss these results in the context of how safety antecedent strategies for elopement can facilitate behavioral treatments for this dangerous behavior.
 
 
Symposium #192
CE Offered: BACB
Compassionate and Trauma-Informed Treatment of Dangerous Behavior in School Settings
Sunday, May 28, 2023
11:00 AM–12:50 PM
Convention Center Four Seasons Ballroom 4
Area: EDC; Domain: Applied Research
Chair: Gina Richig (Vanderbilt University Peabody College)
Discussant: Adithyan Rajaraman (Vanderbilt University Medical Center)
CE Instructor: Cory Whelan, Ph.D.
Abstract:

Children with emotional/behavioral disorders, autism, or related disabilities who engage in dangerous behavior at school are at risk for a number of undesirable outcomes, such as limited access to educational services, limited time with peers, limited access to community activities, or referral to more restrictive settings. In addition, children who engage in dangerous behavior at school may also experience crisis procedures such as physical restraint, use of protective equipment, referral to a school resource (i.e., police) officer, or exclusionary time-out, all of which increase the risk of injury and trauma. Educators may struggle to address these behaviors while ensuring students’ Individualized Education Plans (IEP) are implemented. This symposium presents data from four studies that addressed dangerous behavior in a variety of classroom settings while simultaneously teaching appropriate skills and reducing use of crisis procedures. This includes the development and implementation of universal protocols for staff, practical functional assessment and skill-based treatment (SBT) of problem behavior (Hanley et al., 2014), and an enhanced choice model of SBT (Rajaraman et al., 2021). Interventions are described as compassionate and trauma-informed in that they focus on ensuring safety, building rapport, providing children with choices about their treatment, and addressing dangerous behavior without extinction.

Instruction Level: Intermediate
Keyword(s): Problem behavior, School-based intervention, Trauma-informed care
Target Audience:

Audience members should have a thorough understanding of operant learning processes and procedures and an interest in school-based practice.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe universal protocols for minimizing dangerous problem behavior in school settings. 2. Describe an enhanced choice model for treatment in which treatment, noncontingent reinforcement, and business-as-usual contexts are concurrently available. 3. Describe distal outcomes of applications of skill-based treatment in school settings.
 

Reducing Physical Management in Public School Using Universal Protocol, Practical Functional Assessment, and Skills-Based Treatment

CORY WHELAN (Vinfen), Heather Dawn Eigen (Andover Public Schools), Karen Butkovich (Andover Public Schools)
Abstract:

Students with autism who attend public school are expected to cooperate with a wide range of difficult instructions throughout the day. Students who engage in severe problem behavior might require physical management and even physical restraint if those instructions lead to episodes of dangerous behavior. Rajaraman et al. (2021) suggested that physical restraint should be considered potentially traumatizing for students in ABA programs and that those students might regularly experience such trauma. Following the break from school due to the COVID-19 pandemic, we implemented a universal protocol for all returning students with the goal of minimizing the need for any physical contact between staff and students. This presentation will provide a brief overview of how to implement that protocol as well as practical functional assessment and skills-based treatment (Hanley et al., 2014) in a public school setting. We evaluated the extent to which trauma-informed ABA practices could minimize the need for physical management in a public school ABA program. Data suggest that the adoption of a universal protocol for new students, the practical functional assessment process, and skill-based treatments lead to fewer physical restraints.

 
Improving Safety and Engagement for Students and Educators Through Universal Protocols
JOHN E. STAUBITZ (Vanderbilt University Medical Center, TRIAD), Holly Gover (Vanderbilt University Medical Center), Adithyan Rajaraman (Vanderbilt University Medical Center), Aislynn Kiser (Vanderbilt University Medical Center, TRIAD), Lauren A. Weaver (Vanderbilt University Medical Center, TRIAD), Emily Grace Johnson (Vanderbilt University), Rachel Hopp (Vanderbilt University Medical Center, TRIAD), Pablo Juárez (Vanderbilt University Medical Center)
Abstract: When dangerous behavior such as aggression, self-injury, and elopement occur chronically and with high intensity in schools, educators may rely on restraint and/or isolation to manage crises, although these tactics can pose risks to students and staff alike. Other reactive procedures such as suspension, expulsion, and reduced school hours may also limit the opportunities students have to engage with school and learn more adaptive behaviors. Additionally, educators who must intervene with dangerous behavior on a regular basis are at risk for injury, burnout, and attrition. Universal protocols are a novel set of procedures that can be instituted by educators under the direction of a behavior analyst, which can reduce the occurrence of dangerous behaviors while increasing safety and engagement for high-risk students in school settings. In this presentation, after summarizing statewide prevalence and ubiquity of the use of reactive procedures in public school settings, we will describe the process for training staff to implement universal protocols, the methods of intervention, and the outcomes related to student safety, crisis management, and school discipline. Efficacy data related to universal protocol implementation suggest that this process may be an important first step for educators when chronic dangerous behavior is noted in school settings.
 

Examining Consecutive Applications of an Enhanced Choice Model for Students With Emotional/Behavioral Disorders

DEYIN CHEN (Vanderbilt University), Johanna Staubitz (Vanderbilt University), Holly Gover (Vanderbilt University Medical Center), Adithyan Rajaraman (Vanderbilt University Medical Center), John E. Staubitz (Vanderbilt University Medical Center, TRIAD)
Abstract:

Emotional/behavioral disorders (EBD) are correlated with low socio-economic status and exposure to trauma. These vulnerabilities highlight the importance of systematically and formatively assessing client assent and preference while delivering treatment for dangerous problem behavior that impedes educational progress. The enhanced choice model of skill-based treatment (ECM-SBT; Rajaraman et al., 2021) involves concurrently offering skill-based treatment, access to enriched breaks, and regularly programmed instruction, allowing participants to move fluidly among contexts. In this presentation, we will describe procedures and outcomes of a retrospective consecutive controlled case series including nine elementary students with EBD, conducted in a public special day school. Application of ECM-SBT was associated with low levels of dangerous behavior during assessment and treatment and reduction of non-dangerous forms of challenging behavior. All participants mastered targeted alternative responses including functional communicative and delay acknowledgement responses, and cooperation with increasingly effortful chains of instructional demands, though trials to mastery varied by participant. Throughout treatment, participants allocated most responding to skill-based treatment versus alternative contexts. Future directions and implications to be discussed include potential interactions between language skills and response within phases of treatment, and allocation among ECM contexts as a means of informing programming and ensuring client assent.

 
Long-Term and Secondary Effects of Skill-Based Treatment for Dangerous Behavior in a Specialized School Setting
JESSICA SLATON (Nashoba Learning Group), Morgan Davis (Nashoba Learning Group), Kate Raftery (Nashoba Learning Group), David DePetris (Nashoba Learning Group)
Abstract: One challenge associated with functional communication training (FCT) is the need to thin the reinforcement schedule to one supported by the individual’s typical environment, while also establishing a varied skill repertoire that allows the individual to participate in therapeutic and educational activities available to them. However, many published FCT applications occur under dense schedules of reinforcement without data on generalization and maintenance, and may not be conducted in a natural setting or with the individual’s natural caregivers (Ghaemmaghami et al., 2020). To address these particular gaps in the literature, we conducted practical functional assessments with six children with autism in a specialized school setting, and implemented FCT and schedule thinning following the skill-based treatment model described by Hanley et al. (2014). Treatment was conducted in each student’s classroom with their typical classroom staff, and continued until dangerous behavior was eliminated and skills were generalized across all relevant staff and goal areas of students’ IEPs. Crisis procedures (e.g., restraint) were eliminated for students who had been experiencing them pre-treatment. These effects were maintained at 1-year post treatment. Reductions in participant scores on the Modified Overt Aggression Scale (MOAS) were also observed at the end of treatment, and maintained 1 year later.
 
 
Symposium #193
CE Offered: BACB
Recruit, Screen, and Intervene: Obtaining and Maintaining High Quality Behavior Technicians
Sunday, May 28, 2023
11:00 AM–12:50 PM
Hyatt Regency, Mineral Hall A-C
Area: OBM/AUT; Domain: Applied Research
Chair: Paula Pompa-Craven (Easterseals Southern California)
Discussant: Rick Gutierrez (Easterseals of Southern California)
CE Instructor: Meghan Herron, M.S.
Abstract: Behavior Technicians (BT) are in high demand from organizations providing applied behavior analysis (ABA) services to individuals diagnosed with autism spectrum disorder (ASD). Staff shortages can result in inconsistencies and negatively affect the quality of services provided. Organizations are in need of evidence-based interventions that can positively impact the recruitment ad screening of qualified candidates, and mitigate turnover. This symposium will review one intervention to increase recruitment of BTs, one intervention on accuracy of screening successful candidates, and two interventions that decrease turnover of BTs. One turnover intervention is providing guaranteed hours of pay as a benefit to part and full-time BTs. The other intervention reducing turnover is a peer mentor program for newly hired BTs.
Instruction Level: Intermediate
Keyword(s): Recruitment, Retention
Target Audience: The audience would benefit from existing knowledge on retention vs turnover defintions, thorough knowledge of both single case designs as well as group designs and how they control variables and demonstrate experimental control. Basic knowledge of statistical tests is also helpful.
Learning Objectives: At the conclusion of the presentation, participants will beable to: 1. Identify significant variables contributing to staff turnover and retention within ABA agencies providing autism services. 2. Identify four different interventions that can be used to improve recruiter contact at events, and decrease behavior technician turnover within these agencies. 3. Solicit feedback and perspectives of their own staff or supervisees that may contribute to increasing staff morale and retention.
 

Hiring Behavior Analysts: Free Gifts at a Booth Increase Verbal Contacts With a Recruiter, but Not Serious Job Inquiries

AMIN DUFF LOTFIZADEH (Easterseals Southern California/CSUN)
Abstract:

The job market for certified behavior analysts currently is excellent, which poses a serious challenge for organizations looking to hire such individuals. We evaluated whether the provision of small giveaways at a recruitment booth set up at two behavior analysis conferences and at a university career fair influenced the relative number of attendees who verbally contacted a recruiter for an organization looking to hire certified and prospective behavior analysts. We also examined whether the provision of gifts influenced the relative number of attendees who left an e-mail address requesting further contact about possible employment. An alternating-treatments design was used to compare the giveaways and no-giveaways conditions. The giveaways items significantly increased the number of attendees who spoke with the recruiter, but not the number who requested further contact. These findings provide support for the use of giveaways items to generally attract attention to a recruiter, but further research is needed to determine whether their use increases applications for employment.

 
New Hire Assessment Screening and Retention
PAULA POMPA-CRAVEN (Easterseals Southern California)
Abstract: ABA frontline interventionist retention is often an area of clinical and financial concern for organizations. The current job market indicates a lack of supply and increased demand for this position. In addition, the retention rate for this position is often low. The goal of this study is to use a data driven talent assessment tool to determine a process to understand what makes the frontline interventionist unique in their role and what are the key factors within the role that lead to interventionists who stay in the position. Offering the PeopleBest™ Assessment to all new interventionists within a six month period, a JobFit template was created to provide a framework for the position and a Fit score was obtained for a sample of 143 of 280 new hires. Both retention rates and Fit scores were established. The 143 interventionists who completed the survey had a 67% retention rate after six months. Of the 143, those who had a Fit Score of 50 and above, had a 78% retention rate. This presentation will review the use of the PeopleBest™ Assessment and the implications for its use as a possible tool to assist with the selection of new hires in the field of ABA.
 
The Influence of Base Pay Compensation on Behavior Technician Turnover
MEGHAN HERRON (Easterseals Southern California)
Abstract: Turnover of staff in the human service setting can result in disruptions to services and can negatively affect customer satisfaction. Research specific to turnover within the ABA field is scarce, but Behavior Interventionists (BIs) providing in-home ABA services to individuals with autism share many qualities found in other fields to correlate with high turnover rates such as part-time status, low wages, split shifts, and reduced hours due to client cancellations and availability changes. Previous studies have found that increased compensation can reduce turnover or intention to turnover. Caillier (2018) found that the availability of various benefits decreased intention to turnover and Buykx et al. (2010) report that both direct and indirect compensation (i.e., salary and benefits) is the most common strategy used to address turnover and retention issues. The purpose of the current study is to analyze the effects of a base pay compensation provided to those regularly scheduled at least 20 hours per week regardless of shift and appointment cancellations outside of the staff members’ control on intention to turnover and actual turnover rates of BIs providing in-home ABA services to individuals with autism.
 
The Influence of Peer Mentors on New Behavior Technician Turnover
RICK GUTIERREZ (Easterseals of Southern California)
Abstract: Peer support, peer mentorship, or peer coaching and its relation to staff turnover has been evaluated across health care fields. The cost-benefit analysis of these programs suggests that an organization can have a greater cost savings advantages when deploying such programs. Furthermore, it can also act as an abolishing motivation for staff turnover, as well as reduce the actual rate of staff turnover. Peer support is a form of peer mentorship. It has been found to be a key predictor of reasons for staff to stay with an organization. While peer support have been used across other industries, it has yet to be examined with new behavior technicians within the ABA industry. This is significant as many behavior technicians are recent graduates, early in their career, and are more at risk for turnover. The current study added to the literature on peer support by exploring the influence of peer support on newly hired behavior technician and the turnover rate. An experimental design was used to demonstrate the effect of peer support on staff turnover. The preliminary results of this research indicates that peer mentorship of new behavior technicians can reduce staff turnover.
 
 
Invited Symposium #194
CE Offered: BACB — 
Ethics
Diversity submission Justice, Equity, Diversity, and Inclusion in Basic Research
Sunday, May 28, 2023
11:00 AM–12:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: SCI; Domain: Translational
Chair: Liz Kyonka (California State University - East Bay)
Discussant: Liz Kyonka (California State University - East Bay)
CE Instructor: Liz Kyonka, Ph.D.
Abstract:

Justice, equity, diversity, inclusion (JEDI) and related issues have started to receive more attention in behavior analysis circles, including publications in behavior analysis journals about diversity and representation, antiracism, and cultural competence. To date, behavior analysis publications have been focused in two areas: cataloging demographic information from author bylines or the parts of Method sections that describe participants, and JEDI-oriented guidelines, frameworks and recommendations for clinical practice. Basic behavior analysis research is not immune from discriminatory practices, and basic behavioral scientists are not exempt from doing the work needed to ensure that behavior analysis is open to anyone. On the contrary, this kind of justice is one of three basic principles outlined in the Belmont Report for the protection of human subjects of research and one of five general principles in the American Psychological Association’s Ethics Code. Presentations will explore how JEDI principles can be meaningfully implemented in research involving student researchers and with animal research subjects, interrogate broader obligations to prospective behavioral scientists, and consider intersections between JEDI principles and culture responsiveness.

Instruction Level: Basic
Target Audience:

Students, Researchers, BCBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to 1. Identify barriers to increasing diversity in behavior analysis. 2. Describe actions researchers and training programs can take to embed cultural responsiveness in behavior analysis. 3. Critically evaluate the relevance of recommendations about ensuring justice, equity, diversity, and inclusion in research to behavior analysis research. 4. Apply a critical lens to ostensibly objective scientific practices.
 
Diversity submission What are the Barriers to Increasing Diversity of Researchers and Clinicians in Behavior Analysis?
PAUL SOTO (Louisiana State University)
Abstract: Efforts have been made to increase diversity of researchers and clinicians in behavior analysis as well as other STEM fields. Lack of diversity in the behavior analysis community is sometimes attributed to a lack of qualified candidates at the post-graduate level for academic position and roles (e.g., journal reviewers, journal review boards). If the barrier is truly a lack of qualified candidates, then we, as a field, must identify the factors that reduce the number of qualified master’s and doctoral-level candidates for clinical and academic positions and roles so that we can intervene to increase the number of qualified candidates. In my laboratory, I have had no difficulty in attracting undergraduate students from diverse backgrounds to participate in research. However, none of these students have moved on to pursue graduate school in behavior analysis and only a couple have decided to pursue a graduate degree in a related field (e.g., neuroscience). Although I have considered pushing students harder toward graduate school in psychology, in general, and behavior analysis, specifically, reservations regarding job opportunities has dampened my enthusiasm to do so. Job opportunity limitations are not however the same in the applied area and perhaps that represents an avenue for pursuit.
Dr. Soto completed graduate training in psychology at Emory University and postdoctoral training in behavioral pharmacology at the National Institute on Drug Abuse and the Johns Hopkins University School of Medicine. Prior to accepting a position at LSU in 2017, Dr. Soto held tenure-track appointments in the School of Medicine at Johns Hopkins University and at Texas Tech University. Dr. Soto’s research interests are in (1) the use of laboratory animal models of psychiatric diseases and symptoms for the evaluation of potential therapeutic approaches, (2) the use of drugs and genetically engineered animals to identify the neurobiological contributors to basic and complex behavioral processes, and (3) the investigation of short- and long-term effects of exposure to psychiatric medications. Recently, Dr. Soto has begun advocating for the use of single-case experimental designs in areas outside of behavior analysis, such as behavioral neuroscience, because of the scientific and ethical benefits provided by these designs.
 
Diversity submission Intersection of Cultural Responsiveness and Ethics in Behavioral Research
CORINA JIMENEZ-GOMEZ (University of Florida)
Abstract: Much has been said and written lately about the need to embed cultural responsiveness in behavior analysis and the need to enhance diversity in the field. In fact, similar conversations are taking place in many areas of science. Despite the current buzz, many may be left wondering what they can do or whether it is incumbent on them to act. What can researchers and training programs do? Further, what are the ethical responsibilities and implications of their actions (or lack thereof)? This talk will review some observations related to this topic.
Dr. Corina Jimenez-Gomez (she/her/ella) is an Assistant Professor in the Behavior Analysis program at the University of Florida. She earned a Licensure in Psychology at the Universidad Católica Andrés Bello in Caracas, Venezuela, and a doctoral degree in Psychology with an emphasis in Behavior Analysis from Utah State University. She completed post-doctoral training at the University of Michigan and was a Research Fellow at The University of Auckland, New Zealand. She has held faculty positions at the Florida Institute of Technology and Auburn University. In addition, she served as clinical supervisor at The Scott Center for Autism Treatment at Florida Tech and was the Director of the Center for Autism Research, Treatment, and Training (CARTT) at Auburn University. Dr. Jimenez-Gomez is a Board Certified Behavior Analyst at the doctoral level, whose professional interests include translational and applied behavioral research in the areas of choice and reinforcement processes, the use of technology in ABA settings, caregiver and staff coaching, and cultural responsiveness in Behavior Analysis. Dr. Jimenez-Gomez has served as a reviewer for various scientific journals and is currently on the editorial board of the Perspectives on Behavior Science and the Journal of Applied Behavior Analysis, and is Associate Editor for Behavior Analysis in Practice. She is also the mom of two amazing humans and an elderly Labrador, and is married to a fellow behavioral scientist.
 
Diversity submission Scientific Objectivity and Social Justice in the Experimental Analysis of Behavior
LIZ KYONKA (California State University - East Bay), Shrinidhi Subramaniam (California State University, Stanislaus)
Abstract: Much of the practical advice about incorporating principles of justice, equity, diversity, and inclusion (JEDI) into behavioral research focuses on consulting stakeholders, reevaluating inclusion and exclusion criteria, and using inclusive language to describe research participants. For behavioral scientists investigating fundamental behavioral processes, following this advice can be challenging. For example, in experiments with laboratory animal subjects, humane treatment and transparent procedures for ensuring subjects’ welfare may be more applicable than consultation and inclusive language. This presentation will summarize recommendations about incorporating JEDI principles into research that have been published recently, and explore some implications of those recommendations.
Dr. Elizabeth Kyonka (she/her/hers) is an Assistant Professor of Psychology at California State University, East Bay on the ethnohistoric territory of the Muwekma Ohlone Tribe of the San Francisco Bay Area. Originally from Canada, she completed an Sc.B. in Cognitive Neuroscience at Brown University and a Ph.D. in Psychology from the University of Canterbury, in Christchurch, New Zealand. She has held faculty positions at West Virginia University and the University of New England in Armidale, Australia. Dr. Kyonka’s research includes experimental analyses of strategic reasoning and of the interplay between temporal learning and choice, behavioral approaches to assessing and modifying technology use, and metacritical analysis of behavior analysis. Currently, she is a member of the ABAI Science Board, serves on the editorial boards of The Psychological Record, Perspectives on Behavior Science and Learning & Behavior, and is an Associate Editor for the Journal of the Experimental Analysis of Behavior.
 
Diversity submission Incorporating Principles of Justice, Equity, Diversity, and Inclusion in Behavioral Research
SHRINIDHI SUBRAMANIAM (California State University, Stanislaus), Liz Kyonka (California State University - East Bay)
Abstract: Foundational research skills that span the spectrum of behavior analysis include synthesizing the existing literature; developing an interesting, socially important research question; selecting appropriate measurement tools; designing an experiment that allows for valid inferences; applying best practices in data analysis; drawing conclusions based on the data; and disseminating the results to a broad audience. We argue that considering principles of justice, equity, diversity, and inclusion (JEDI) in each of those activities will benefit the field of behavior analysis and the broader community. This presentation draws upon the scholarly literature and personal experience to detail action steps to incorporate JEDI principles from study conceptualization to knowledge translation. Examples include using participatory research methods and adopting a critical lens to so-called objective, scientific practices.

Dr. Shrinidhi Subramaniam is an Associate Professor in Psychology at California State University, Stanislaus and a Board Certified Behavior Analyst. Dr. Subramaniam received her PhD in Psychology from West Virginia University and completed a postdoctoral fellowship in behavioral pharmacology at Johns Hopkins University School of Medicine. She teaches courses in applied behavior analysis, research methods, ethics, and addiction treatment, and mentors graduate students in their thesis research. Dr. Subramaniam’s research applies behavior analytic principles to solve problems like addiction, unemployment, and poverty in her community. Currently, she is the co-PI for Wellness WORKs!, a holistic health education program for CalWORKs participants in San Joaquin County. In addition to this work, she has published over 20 manuscripts and chapters across broad research interests. These publications include clinical studies evaluating the effectiveness of behavioral interventions like incentives and education, and basic and translational studies exploring processes underlying human decision making such as choice and temporal learning. Dr. Subramaniam is an Associate Editor for The Psychological Record, is on the editorial board for the Journal of the Experimental Analysis of Behavior, and serves as the Board Secretary of the Society for the Quantitative Analysis of Behavior. She was the Association for Behavior Analysis, International’s 2022 recipient of the Federation of Associations in Behavioral and Brain Sciences Early Career Impact Award.

 
 
Symposium #195
CE Offered: BACB
Improving Student Learning Using Behavior Analysis in Higher Education: A Symposium on Recent Interteaching Research
Sunday, May 28, 2023
11:00 AM–12:50 PM
Convention Center 406/407
Area: TBA/EDC; Domain: Applied Research
Chair: Catherine M. Gayman (Troy University)
Discussant: Philip N. Hineline (Temple University - Emeritus)
CE Instructor: Catherine M. Gayman, Ph.D.
Abstract:

Interteaching is a pedagogy stemming from behavior analysis that can be used as an alternative to lecture-centered teaching in higher education settings. This method was initially described by Boyce and Hineline in 2002, and continues to gather empirical support verifying its efficacy. Interteaching has been shown to produce higher exam scores, increase student participation in class, and result in more positive student course evaluations. This symposium will summarize the basic components of the interteaching method of instruction, followed by four data-based presentations. The first presentation will describe a study that investigated the clarifying lecture component of interteaching in an asynchronous online course. The second presentation will summarize a study that compared two methods of implementing the preparation guide component of interteaching: having students complete the preparation guide either before or during class. The third presentation will review results of a study that compared the preparation guide component of interteaching versus a brief quiz. The fourth presentation will describe main findings from a literature review of single-case research conducted evaluating interteaching. These four presentations will summarize a sample of recent research conducted evaluating interteaching as an instructional methodology.

Instruction Level: Basic
Keyword(s): college students, higher education, interteaching
Target Audience:

Course instructors and/or fieldwork supervisors

Learning Objectives: After attending this symposium, participants should be able to: 1) Identify and describe the basic components of interteaching; 2) Describe one study that investigated the clarifying lecture component of interteaching; 3) Describe two studies that evaluated the preparation guide component of interteaching; 4) Summarize findings from a literature review on single-case studies of interteaching.
 

Evaluating the Clarifying Lecture Component of Interteaching

Catherine Gayman (Troy University), Stephanie Jimenez (University of Pittsburgh at Johnstown), Jennifer Herron (Troy University), Giryong Park (Troy University), Stephany Hammock (Troy University), Rachael Davis (Troy University)
Abstract:

The present study evaluated the clarifying lecture component of interteaching using undergraduate participants (N=116) enrolled across three sections of a nine-week asynchronous online psychology of learning course. The study used an alternating-treatments design that alternated lecture styles across weeks of material in each of the courses. A Latin square counterbalance was used to determine the order (ABCABC; BCABCA; CABCAB) of the three lecture conditions: (a) a brief clarifying lecture tailored to cover material that students reported to be the most difficult; (b) a brief standard lecture covering what the instructor thought was the most difficult content; and (c) no lecture. Results showed that students scored marginally better on weekly exams following the brief clarifying lecture (z-score M = .07, SD = 1.02) than when the standard lecture (z-score M = .02, SD = .89) or no lecture (z-score M = -.08, SD = 1.09) were used, although there was no statistically significant difference found between the three lecture conditions. Furthermore, this study found that the majority (70.59%) of students self-reported that they preferred and learned more from the clarifying lectures. Overall, the findings of this study suggest that tailoring lectures based on student feedback may be beneficial to student learning.

 
Completing the Preparation Guide During the Group Discussion: A Classroom Analysis of Interteaching
STEPHANIE JIMENEZ (University of Pittsburgh at Johnstown), Catherine M. Gayman (Troy University), Breanna Wuckovich (University of Pittsburgh, Johnstown)
Abstract: Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of prep guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategy used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the prep guide to determine which method led to higher academic success. A group design was used in one course over two semesters. One group experienced the standard interteaching method, where students completed the entire prep guide prior to class. The second group completed part of the prep guide prior to class and then were asked to complete the last three prep guide questions in class during their group discussion. Although there were no significant differences in exam scores across groups, those in the second group rated their version of interteaching as more preferable than the students who experienced standard interteaching. Results from this study should allow for more effective implementation of interteaching.
 
Evaluating Preparation Guide Use in Interteaching Compared to a Quiz Alternative
DAVID SCHENA (University of Massachusetts Lowell), Rocio Rosales (University of Massachusetts Lowell), James L. Soldner (University of Massachusetts Boston)
Abstract: This interteaching research examines the effectiveness of a potential alternative for the preparation (prep) guide component of interteaching. The prep guide component has demonstrated efficacy in student learning and satisfaction in varied higher education settings but may come with increased response effort for instructors. We compared two conditions that required students to complete assigned readings before coming to class: 1) a prep guide and 2) a 5-item quiz at the start of class. A total of 38 undergraduate students enrolled in an Introduction to Psychology course participated in this study. The primary dependent measure was student performance on quizzes following each condition. Analysis of the results revealed no significant difference in student performance between conditions (t (304) = 0.118, p = 0.45), though qualitative analysis revealed student preference for preparation guides over quizzes. These results indicate that a start-of-class quiz may serve as a functional alternative to completion of a prep guide. Discussion will focus on how future interteaching research can improve the quality and implementation, as well as social validity of quizzing relative to prep guides.
 
How to Interteach: A Comprehensive Evaluation of Interteach Component Variations
MICHELLE DAVIDSON (Rollins College), April Michele Williams (Rollins College)
Abstract: Interteach has been used primarily in undergraduate, face-to-face courses but has been implemented in graduate and online courses as well. Multiple authors have conducted qualitative and quantitative research since it was introduced 20 years ago. However, most components have yet to be examined in isolation via a component analysis. Additionally, there is much variation in how the essential components of interteach are being implemented, leading to difficulty in determining the most effective interteach procedures. Finally, although interteach is based on behavior analysis principles supported by single-subject designs, approximately half of the empirical studies to date were conducted via group designs. Thus, to identify which interteach component variations are supported by single-subject research, the present authors conducted a literature search resulting in 58 peer-reviewed interteach articles written in English. The authors then systematically removed 21 literature reviews and non-empirical research studies as well as 28 studies which were either group designs or qualitative research. The procedural details and results of the remaining 9 articles were then analyzed and compared. Results showed many authors failed to report the details of some of the procedural components while other components were implemented relatively consistently across studies.
 
 
Symposium #196
CE Offered: BACB
Advances in Research Aimed at Improving Social Interactions, Advocacy, and Building Meaningful Relationships
Sunday, May 28, 2023
11:00 AM–12:50 PM
Convention Center Mile High Ballroom 3B
Area: VBC/AUT; Domain: Applied Research
Chair: Robert Anthony Bottalla (Marquette University)
Discussant: Amanda Karsten (Grand Valley State University)
CE Instructor: Amanda Karsten, Ph.D.
Abstract: Previous research has found that individuals with autism spectrum disorder (ASD) often lack a rich social skill repertoire. Social skills are a foundational component to forming healthy and lasting relationships with others. However, within the domain of social skills, there are several unique skills that need to be learned for individuals to cultivate these types of relationships. In addition, individuals need to learn self-advocacy skills to decrease situations where they may be taken advantage of or bullied. This symposium will include four speakers. Tressa Forrest will speak first on using Behavior Skills Training (BST) and Interactive Computer Training to teach children to adjust their play style (to banter or not) based on their play preferences and the vocal and nonvocal cues of cooperative and competitive play partners. Claudia Todd will speak second on teaching children with ASD to discriminate traits of healthy and unhealthy friendships. Zeinab Hedroj will speak third on teaching autistic children to identify and respond to gendered lies (i.e.lies based on excluding others based on their gender). Kathleen Wiley will speak fourth on evaluating BST to teach conversation skills to adolescents with ASD.
Instruction Level: Intermediate
Keyword(s): Advocacy, Conversation Skills, Play Skills, Social Skills
Target Audience: Be or have experience working as a researcher or practitioner working with individuals with social skill deficits
Learning Objectives: 1). Understand how interactive computer training can be used to teach children how to discriminate their play partners preferred playing style. 2). Evaluate the effectiveness of behavioral skills training in teaching children to identify the traits of healthy and unhealthy friendships 3). Identify one method of teaching children to identify gendered lies 4). Examine the effectiveness of behavioral skills training for teaching adolescents with ASD conversation skills.
 
To Banter or Not: Teaching Foundational Play Skills and Audience Control for Play Styles
TRESSA LYN FORREST (Marquette University), Jesey Marie Gopez (Marquette University), Stephanie A. Hood (Marquette University), Sylvia Aquino (Marquette University)
Abstract: Behavioral skills training (BST) and video models have been shown to be efficacious intervention components in teaching play skills to autistic children (Pisman & Luczynski, 2020; Sancho et al., 2010). Interactive computer training (ICT) may enhance these intervention components through active responding opportunities (Zhang et al., 2006) and may yield efficiency in teaching complex play skills. A growing body of research has focused on teaching individuals to play cooperatively or engage in good sportsmanship behaviors (e.g., consoling losses or congratulating wins), however these skills may not match a wide range of play preferences (e.g., playing competitively or engaging in banter) (Trespalacios et al., 2011). In the present study we used a concurrent chains preference assessment to identify preference for cooperative or competitive play styles. Three participants showed a preference for competitive play (e.g., engaging in banter, playing to win) and one participant preferred cooperative play (e.g., playing for fun). Next, we will evaluate an ICT package to teach participants to engage in matched play, navigate play with partners who prefer to play a different style and engage in self-questioning to discriminate others play styles. Implementing an intervention that is matched to play style preferences may yield higher social validity ratings.
 

Evaluating Video-Based Multiple Exemplar Instruction on Tacting Features of Healthy and Unhealthy Friendships

CLAUDIA TODD (Marquette University), Sylvia Aquino (Marquette University), Stephanie A. Hood (Marquette University), Tressa Lyn Forrest (Marquette University), Robert Anthony Bottalla (Marquette University)
Abstract:

Individuals with ASD may experience difficulties establishing and maintaining meaningful friendships and discriminating the signs of unhealthy friendships. How individuals identify and maneuver the signs and nuances of a friendship may have lasting effects related to unhealthy, and potentially abusive or manipulative relationships. We evaluated behavior skills training (BST) to teach an individual with ASD to discriminate traits of healthy and unhealthy friendships and to provide rationales for each exemplar presented through video models. Following BST, we observed an initial increase in correct tacts of healthy traits. We added a differential observing response (DOR) to increase attending to the relevant variables depicted in the models. Following the inclusion of a DOR, Luca was able to tact both healthy and unhealthy friendship traits from video models. BST alone was insufficient for teaching Luca to provide a correct rationale for video models. Further refinements are needed to increase correct rationales for why various traits relate to healthy and unhealthy friendships. This line of research seeks to help individuals make informed decisions when seeking meaningful and healthy friendships. Learning these skills may protect against the establishment of unhealthy friendships, bullying and reduce the risk of harm for vulnerable populations (i.e., individuals with ASD).

 

Teaching Children With Autism to Identify and Respond to Deceptive Statements

ZEINAB HEDROJ (Montana State University Billings; University of Nebraska Medical Centre (UNMC)), Michael Passage (Montana State University Billings), Catalina Rey (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract:

vulnerable to bullying. Ranick et al. (2013) showed that autistic children can be taught to distinguish and respond to deceptive statements meant to exclude them from an activity or take something away from them. However, there is no research on how to teach children with autism to identify and respond to lies meant to exclude them based on gender, which is common among children. Therefore, the purpose of this study was to replicate Ranick et al. (2013) and expand on their findings by teaching autistic children to identify and respond to gendered lies. The treatment package consisted of multiple exemplar training while the investigator and the participant played board games. Three boys between the ages of six to nine years-old, diagnosed with autism, were presented with five trained deceptive statements and five novel deceptive statements. The results showed that all three participants learned to identify and respond to novel deceptive statements and that skill was maintained after one month and generalized to novel deceivers.

 

The Assessment and Treatment of Conversational Skills for Individuals With Autism Spectrum Disorder: A Replication and Extension

KATHLEEN WILEY (University of Nevada, Reno), Bethany P. Contreras Young (University of Nevada, Reno)
Abstract:

Deficits in social skills are considered a hallmark of autism spectrum disorder (ASD) and have been shown to impact quality of life, but the research on effective social skills interventions, particularly for adolescents with ASD, is lacking. Specifically, more research is needed on complex social skills (e.g., conversation skills) and methods that promote generalization. The current study is a replication and extension of a study by Hood and colleagues (2017). We used behavioral skills training (BST) and in-vivo training to teach conversation skills to two adolescents with ASD. The purpose of the study was to evaluate the impact of those teaching procedures on the generalization of conversation skills to novel conversation partners using a multiple probe design across behaviors. Results for one participant indicated that BST was sufficient to produce generalization across three novel conversation partners. The second participants’ results indicate that for some individuals, additional intervention may be necessary for taught conversation skills to generalize to novel conversation partners.

 
 
Paper Session #197
CE Offered: BACB
Snack Talk: A Two-Part Study With Young Children and Adults With Autism and Intellectual and Developmental Disabilities
Sunday, May 28, 2023
11:30 AM–11:55 AM
Convention Center Mile High Ballroom 1C/D
Area: DDA
Instruction Level: Intermediate
Chair: Katherine Bateman (University of Washington)
CE Instructor: Katherine Bateman, Ph.D.
 

Snack Talk: A Two-Part Study With Young Children and Adults With Autism and Intellectual and Developmental Disabilities

Domain: Applied Research
KATHERINE BATEMAN (University of Washington), Sarah Emily Wilson (WestEd), Ariane Gauvreau (University of Washington), Katherine Matthews (University of Virginia), Einar T. Ingvarsson (Virginia Institute of Autism), Jessica Doucette (Virginia Institute of Autism), Magda Gucwa (The Faison Center), Rose Nevill (University of Virginia)
 
Abstract:

The diversity of children in classrooms and communities are dramatically changing as the prevalence of autism spectrum disorder and other related intellectual and developmental disabilities are increasingly included within it. To engage in the benefits of inclusion, social skills are needed. Yet, individuals with disabilities commonly experience difficulties in this area. Extant literature indicates that social skills are more successfully acquired when taught through naturalistic and embedded instruction in established routines. A commonly occurring routine in most classrooms, homes, and community settings is mealtime. This paper presentation presents data from two studies that examined the efficacy of Snack Talk, a supplemental naturalistic visual communication support, with two different populations: five young children with autism spectrum disorder, and five adults with intellectual and developmental disabilities. Snack Talk was implemented during mealtime in preschool and adult day center settings, seeking to increase conversation engagement between target participants and staff. A withdrawal design across participants was used. Results demonstrate increases in conversation engagement showed meaningful gains for participants in intervention and maintenance compared to baseline. Limitations and directions for further research are also discussed.

 
 
 
Symposium #199
CE Offered: BACB
Updates on Early Intensive Behavioral Intervention in the Pandemic Era: Analyzing Group and Individual Outcomes
Sunday, May 28, 2023
12:00 PM–12:50 PM
Convention Center Mile High Ballroom 4A/B
Area: AUT/CSS; Domain: Service Delivery
Chair: Eric V. Larsson (Lovaas Institute Midwest; University of Minnesota)
Discussant: Ivy M Chong (Little Leaves Behavioral Services)
CE Instructor: Ivy M Chong, Ph.D.
Abstract:

The impact of the increasing prevalence of Autism Spectrum Disorder is an increasing need for effective interventions with robust outcomes. At the same time recent social media contains an escalating amount of content that questions the validity of ABA interventions. Independent community-based replications of the Lovaas model of Early Intensive Behavioral Intervention (EIBI) continue to result in significant outcomes for many children in comparison to children receiving other community-based special education services. Finally, the COVID-19 pandemic severely disrupted access to services for a period of years. This symposium will include multiple measures of recent outcome data collected prior to the pandemic, as well as data that reflects the impact of the pandemic. The replications of EIBI programs include a sufficiently technological description of the interventions to analyze the essential treatment integrity variables that lead to maximal outcomes. In these large-scale implementations of EIBI for ASD, the relationship between treatment integrity variables and multiple measures of response to treatment is analyzed. The effects of the variables are analyzed by both group average measures and individual variability measures.

Instruction Level: Intermediate
Keyword(s): EIBI, Individual Analysis, Outcomes
Target Audience:

Audience members should have competence in basic implementation of ABA technology with persons with autism and their family members and teachers.

Learning Objectives: At the conclusion of the presentation, the participant will be able to describe: 1. components of a system for evaluating response to treatment. 2. environmental variables of the pandemic that influence current outcomes. 3. overall outcome measures for evaluating EIBI.
 
Pandemic Updates in Outcomes Found in a Multi-Modal Evaluation of Early Intensive Behavioral Intervention
ERIC V. LARSSON (Lovaas Institute Midwest; University of Minnesota), Angela Brown (Lovaas Institute Midwest), Kara L. Riedesel (Lovaas Institute Midwest), Laura Jean Bernard Moon (The Lovaas Institute Midwest)
Abstract: In the present study, a multi-modal evaluation of EIBI included a range of measures for 248 children, who received an average of 35 months of EIBI, divided into 4 groups of intervention (early intensive behavioral intervention; early intensive family consultation; school-age behavioral intervention; and non-intensive behavioral participation). The multi-modal evaluation system used criterion-referenced assessments, weekly measures of treatment implementation, service engagement assessments, norm-referenced assessments, treatment compliance measures, and social validity measures. The results include a research form of the Learning Accomplishment Profile (LAP) in which 564 developmental milestones are arrayed across areas of functioning. A rate of progress measure and a standardized developmental index was gleaned from this assessment. Standardized assessments (i.e., Clinical Evaluation of Language Fundamentals (CELF) , Woodcock-Johnson achievement test, etc.) were collected for subsequent intervals of treatment. Further direct measures of treatment outcomes were also collected. An analysis of the effect of the four main variables will be reported by both group averages and individual variability. After 18 years of collection of this data, the onset of the COVID-19 pandemic seriously disrupted service delivery. The results of ongoing data collection are presented.
 

Initial Evaluation of Telehealth as a Clinically Beneficial Treatment Modality in Applied Behavior Analysis (ABA)-Based Autism Services

KRISTINE RODRIGUEZ (Autism Learning Partners)
Abstract:

This presentation will include initial data comparing clinical outcomes scores, as measured by composite score gains and losses on the Vineland-3 Adaptive Behavioral Scales, across a group of clients who received direct telehealth services (n=394) and telehealth supervision (n=200) during the 2020 pandemic. Additionally, matched data sets (n=29), indicating 2019 composite score gains with 2020 composite score gains, will offer an initial picture of client progress during receipt of telehealth services, compared to that same client’s progress with prior in-person services. Additionally, as part of a multi-provider collaboration, 266 families, receiving either telehealth only (n=93) or a combination of in-person and telehealth (n=173) were surveyed to assess social validity and quality of life. Results of the survey indicated that, overall, caregivers were satisfied with telehealth services and found them beneficial. Barriers related to reduced caregiver satisfaction were identified. Finally, survey results intended to assess the confidence and perceived competence of behavior analysts prior to and following training on program and supervision modifications for telehealth will be presented. Based on feedback from behavior analysts who participated in the shift to telehealth, the authors will share a proposed assessment tool which may be helpful in identifying clinical appropriateness for telehealth supervision.

 
 
Symposium #202
CE Offered: BACB
Unique Ethical and Legal Responsibilities for Board Certified Behavior Analysts (BCBAs) Working in School Settings
Sunday, May 28, 2023
12:00 PM–12:50 PM
Convention Center 403/404
Area: EDC/TBA; Domain: Translational
Chair: Susan R Copeland (University of New Mexico)
CE Instructor: Susan R Copeland, Ph.D.
Abstract: Schools are a unique work setting for many Board Certified Behavior Analysts (BCBAs). BCBAs’ skills and knowledge can facilitate provision of effective intervention and instructional programs for students, yet BCBAs may have limited training specific to these complex settings. The presence and unique status of students with disabilities in schools, the legal rights of those students and their parents, and the laws that govern school personnel actions present unique ethical and legal responsibilities that affect behavior analysts' work in schools. Some of the aspects of practice that are unique to schools and relevant to behavior analytic practice include: mandated collaborative teams, overlapping specialty practices, contractual individual education programs, consent, parent participation, assessment, least restrictive environment, student discipline processes, manifestation determinations, student self-determination, and non-discrimination. Symposium presenters will discuss significant contextual factors that influence the role of behavior analysts in school settings, provide recommendations for specific preparation needed for BCBAs to be effective, collaborative team members within these settings. and outline areas for future research to strengthen and expand the use of behavior analysis within school settings.
Instruction Level: Intermediate
Keyword(s): school-based practice
Target Audience: The target audience for the presentation are BCBAs and BCaBAs practicing in or considering practicing in school settings and individuals who teach in BCBA/BCaBA preparation programs. Audience members should have prerequisite skills in understanding the goals of behavior analysis, understanding the responsible conduct of behavior analysts (found in Professional and Ethical Compliance Codes) and have skill in collaboration with others who support/provide services to students.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify four contextual factors that limit effective provision of behavior analysis in school settings. (2) Describe three strategies or approaches to address these factors and facilitate effective practice in school settings. (3) Identify three areas of specific knowledge/skills that could strengthen preparation of BCBAs to work in school settings.
 
Professional Responsibility and School Collaborations
(Service Delivery)
RUTH LUCKASSON (University of NM)
Abstract: Professional responsibility includes the exercise of evidence-based practices, professional standards, ethics, and clinical judgment. Different professions and different cultures may, however, interpret professional responsibility in different ways. As behavior analysts increasingly work in schools, and collaborate with school teams that include special educators, general educators, diagnosticians, administrators, and students and their families, new professional tensions may emerge in serving students with disabilities. One way to analyze these tensions is to consider the varying ways that school collaborators interpret their professional responsibility. By anticipating these “tensions of interpretation” we may be able to avoid disputes rooted in miscommunication about professional responsibility. In this presentation I will compare and contrast professional responsibility among relevant professions, review recent legal cases that provide guidance about ABA in schools, and suggest areas for improved alignment.
 
The Case for Including Behavior Analysts in Inclusive Education
(Service Delivery)
ERIC ANDERSON (Bowling Green State University )
Abstract: The majority of students with intellectual and developmental disabilities receive their education in settings other than the general education classroom (Morningstar et al., 2017), thereby missing out on the academic and social benefits of inclusion in the general education classroom (Shogren et al., 2015). At the same time, the majority of BCBAs and BCBA-Ds report their primary area of professional emphasis as working with individuals on the autism spectrum, individuals with intellectual and developmental disabilities, or in education (BACB, 2022). Behavior analysts are uniquely positioned to design interventions to address barriers that commonly prevent inclusive placement (e.g., deficits in communication/social skills and disruptive/challenging behavior) and support these students to access the general education classroom. This presentation will review nationally representative and longitudinal data on the prevalence of separate placement, common barriers used to justify that separate placement, and behavioral interventions that can ensure these students access inclusive environments.
 

Implementation Science in Behavior Analysis: What Can We Learn From Theory and an Applied Study?

(Service Delivery)
DEIRDRE M. MULDOON (The College of Saint Rose)
Abstract:

Implementation science focuses on barriers and supports that educators, including behavior analysts, need when implementing evidence-based practices (EBP) in clinics and classrooms. Implementation science arose from the need to understand the research-to-practice gap that exists in the delivery of EBPs. It is a dynamic framework designed to increase understanding of how to improve and increase use of EBP. Damschroder et al. (2009) devised a Consolidated Framework for Implementation Science (CFIR) that has five domains: intervention characteristics, outer setting, inner setting, characteristics of the individuals involved, and the process of implementation. Using the constructs of the CFIR this presentation will address the recent successes and barriers of an applied single case experimental study designed to teach minimally-verbal, preschool children with ASD receptive vocabulary.

 
 
Symposium #203
CE Offered: BACB
Diversity submission Behavior Analysis, Functional Relationships, and Criminal Justice
Sunday, May 28, 2023
12:00 PM–12:50 PM
Hyatt Regency, Centennial Ballroom H
Area: PCH/CSS; Domain: Theory
Chair: Jurnee Skylar Dunn (Salem State University)
CE Instructor: Darlene E. Crone-Todd, M.A.
Abstract: There are many ways that behavior analysis can be helpful in the study of criminal behavior or the criminal justice system. An understanding of both the individual contingencies that lead to criminal behavior such as homicide, and the more complex interlocking behavioral contingencies that shape individuals and the collective behavior of citizens, police officers/law enforcement, lawyers, and judges are important for both understanding and predicting behavior. In this symposium, the presentations will cover these contingency analyses, and one will provide an overview of how our science of behavior can allow behavior analysts to branch out to areas such as the prevention of domestic violence, organizational behavior management for police officers, and restoration programs for competency to stand trial. Thus, the symposium will cover how understanding behavioral contingencies and functional relationships are essential in all these levels of analysis and application.
Instruction Level: Intermediate
Keyword(s): Criminal Justice, Diversity, Expanding ABA, Functional Relationships
Target Audience: Basic knowledge of behavior analytical principles.
Learning Objectives: At the conclusion of the presentation, participants will be able to apply behavior-analytic principles to the criminal justice system, recognize behavioral contingencies that are outside the realm of developmental disabilities and creatively think about the diversity in behavior analysis.
 
Diversity submission 

Interlocking Behavioral Contingencies in the Criminal Justice System

Brooke Mann (Salem State University), DARLENE E. CRONE-TODD (Salem State University)
Abstract:

Operant behavior is strengthened or weakened by consequences that vary in terms of magnitude, quality, and variability. An individual’s history of reinforcement and punishment are therefore important in predicting behavior, and this includes choices people make in each moment of time. When people choose between immediate and long-term consequences, important factors include time constraints, training history, and magnitude and probability of threat versus avoidance of threat/aversive outcome. Within the criminal justice system, there are interlocking behavioral contingencies working at the meta level that involve the interplay between groups of people undergoing a variety of these factors. The factors shape the individual and collective behavior of citizens, police officers/law enforcement, lawyers, judges, etc. In this presentation, we will focus on a model of how the interlocking behavioral contingencies intersect, and why behavioral skills training is important.

 
Diversity submission Behavior Analysis Assists the Criminal Justice System
TIMOTHY TEMPLIN (Endicott College)
Abstract: There are many uses of behavior analysis to further the study of criminology, or otherwise assist in criminal or civil legal proceedings, as well as juvenile or adult correctional programs. Areas of interest related to this field have been reviewed in the literature, and in current practice, for this presentation. Among areas where ABA can branch into criminal justice include prevention of domestic violence, organizational behavior management for police officers, and restoration programs for competency to stand trial. The dissemination of ABA within the criminal justice field is also important, and the different areas of focus are covered by the Forensic Applied Behavior Analysis (FABA) Special Interest Group (SIG) within the Association for Behavior Analysis International (ABAI).
 
Diversity submission Behavioral Contingencies in Homicide
KODEY LAI (Arizona State University)
Abstract: Behavior analysis has the goal of being able to change behavior, specifically to describe, predict and control behavior. The assumption is that an individual’s learning history will affect their chosen actions and behaviors. Using this assumption, behavior analysis claims to predict and control behavior. There should be consistency in how homicide offenders act using this principle, in their past behavior, criminal history, and behaviors at the crime scene. Information from an individual’s learning history of previous years should therefore make it easier to predict homicide offenders. In this presentation, behavior analytic principles will be used to analyze behaviors and permanent products that are observable at the crime scene to show characteristics that should be present in everyday life, even with offenders of homicide.
 
 
Symposium #206
CE Offered: BACB — 
Ethics
Stranger Things® - The Upside Down of Ethics
Sunday, May 28, 2023
12:00 PM–12:50 PM
Convention Center 401/402
Area: TBA; Domain: Applied Research
Chair: Mary Jane Weiss (Endicott College)
CE Instructor: Tim Caldwell, Ph.D.
Abstract:

Behavior analytic practitioners live within two different dimensions. Most of the time, treatment is provided with only straightforward ethical issues, but sometimes situations seem to turn our practice upside down. This alternate dimension of unethical behavior is not often discussed, yet it threatens the existence of our ABA, science-based world. Thankfully, behavior analysts can be taught the tools to fight against unethical monsters without needing psychic powers. This symposium will provide behavior analysts with methods to fight the ethical upside down by reviewing a script for instructing how to confront unethical behavior, methods to combat the invasion of pseudoscience, and ways to vanquish the barriers to conducting experimental analysis in clinical practice.

Instruction Level: Intermediate
Keyword(s): ethics, experimental analysis, pseudoscience, teaching ethics
Target Audience:

The target audience will have prerequisite knowledge in the BACB Ethics Code for Behavior Analysts, the science-based application of behavior change interventions, as well as the ethical use of experimentation in clinical practice.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Teach students or BCBAs how to effectively confront unethical behavior in the field (2) Identify the barriers to using experimental analysis in clinical practice (3) Identify ways to overcome the barriers to using experimental analysis in clinical practice (4) Identify pseudoscientific interventions that are utilized in practice and how to avoid them
 
Confronting Dr. Brenner (Papa): How to Teach Students to Confront Unethical Behavior
JONATHAN W. IVY (The Pennsylvania State University - Harrisburg), Kimberly A. Schreck (The Pennsylvania State University - Harrisburg), Thomas L. Zane (University of Kansas)
Abstract: The discipline of applied behavior analysis has an established Ethics Code (Behavior Analysis Certification Board, 2020), requirements for instructing ethics content within a Verified Course Sequence, and the mandate that behavior analysts address unethical behavior of others. However, no evidence-based practice exists for how to specifically teach student the ethics code or the skills for addressing unethical behavior. This research evaluated the effects of an instructional intervention package on number of script steps independently completed by graduate students to address violations of the ethics code. The script described eight steps to confront and address an ethical concern. The components of the instructional intervention package included gamification, in-class simulations, and behavioral skills training. Graduate students from three university programs participated in the study. A multiple baseline across groups (university programs) was used to evaluate the effects of the instructional intervention package. The results indicated that the instructional package resulted in significantly improved student independence in addressing unethical behavior. The implication of this approach to teach students how to address ethical concerns as well as considerations for implementation will be discussed.
 

Breaking Through the Barriers of the Hive Mind: Identifying and Fighting the Barriers to the Ethical Use of Experimental Analysis in Clinical Practice or Avoiding the Use of Formulaic Interventions

TIM CALDWELL (Behavior Interventions Inc.), Kimberly A. Schreck (Penn State Harrisburg)
Abstract:

The foundations of applied behavior analysis (ABA) and its subsequent ethical codes necessitate the use of experimentation to determine relationships among behavior and environmental variables as an underlying principle. Behavior analysts may be experiencing barriers to using experimental analysis (EA) in clinical practice. This paper included two questionnaire studies investigating behavior analysts’ (Study 1 N=293; Study 2 N =324) current use and barriers to ethical implementation of EA in clinical practice. Results aggregated from both studies indicated that approximately 1/3rd of behavior analysts did not use EA in clinical practice. Across the studies, lack of resources ranked as the most significant barrier, while reimbursement for services was ranked as the least influential barrier to using EA in clinical practice. These studies suggested possible general and specific barriers to implementation of EA in clinical practice, which may have significant ethical implications for appropriate treatment for clients.

 

The Strangest Thing: Trends in Behavior Analysts’ Use of Treatments for Individuals with Autism

KIMBERLY MARSHALL (University of Oregon), Kristin Bowman (Endicott College), Lisa Tereshko (Endicott College), Victoria Suarez (Endicott College), Kimberly A. Schreck (Penn State Harrisburg), Thomas L. Zane (University of Kansas), Justin B. Leaf (Endicott College; Autism Partnership Foundation)
Abstract:

Behavior analysts have a responsibility to provide their clients with interventions that are based on scientific evidence. Nevertheless, in a survey identifying certified behavior analysts’ use and variables influencing their use of autism treatments, only between 78% and 95% of participants (N=921) at each certification level (BCBA-Ds, BCBAs, BCaBAs, and RBTs) reported current use of applied behavior analysis (ABA). Furthermore, with the exception of bleach therapy, all treatments, including ineffective/harmful interventions (e.g., facilitated communication), were reportedly used by at least one participant. Participants frequently cited persuasion by others as an influence for their treatment selections. A comparison with previous findings (Schreck et al., 2016) identified a statistically significant decrease in the percentage of certificants at each level (i.e., BCBA-Ds, BCBAs, and BCaBAs) using ABA compared to five years ago. Significant decreases in the use of two unestablished treatments were also found; however, there was no change in the reported use of all other pseudoscientific treatments. Since behavior analysts’ use of unestablished treatments may be detrimental to client outcomes and the reputation and success of the field of ABA, it is essential to discuss these findings and to identify methods for increasing behavior analysts’ use of empirically supported treatments.

 
 
Symposium #185
CE Offered: BACB
Considerations for Safety and Readiness in the Treatment of Pediatric Feeding Disorders
Sunday, May 28, 2023
3:00 PM–4:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM; Domain: Applied Research
Chair: Connor Sheehan (Center for Pediatric Behavioral Health)
Discussant: Caitlin A. Kirkwood (Center for Pediatric Behavioral Health)
CE Instructor: Caitlin A. Kirkwood, Ph.D.
Abstract:

Children diagnosed with a feeding disorder represent a unique population due to the wide range of presenting problems (e.g., from refusal to self-feed to food selectivity to total food refusal ). The etiology of feeding disorders is complex due to underlying medical and biological conditions likely contributing to the feeding difficulties; therefore, a comprehensive and interdisciplinary evaluation is necessary to evaluate if a child is medically safe and ready to begin feeding therapy (Rommel et al., 2003). Additionally, children with feeding disorders often engage in inappropriate mealtime behavior, self-injurious behavior, and/or have skill deficits (e.g., oral-motor delays) that can interfere with food or liquid consumption leading to reliance on tube feedings, pureed foods, and/or liquids. The current symposium includes two studies that evaluated the importance of collaboration amongst interdisciplinary team members before and throughout treatment. Additional studies addressed the readiness and safety for beginning feeding therapy when children engage in self-injurious behavior or have oral-motor skill delays. The presenters will discuss best practice in the treatment of feeding disorders in regard to safety and readiness for feeding therapy.

Instruction Level: Intermediate
Keyword(s): Chewing, Feeding Disorders, Interdisplinary, Self-injurious behavior
Target Audience:

Board Certified Behavior Analysts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the importance of ongoing and comprehensive interdisplinary evaluation within a feeding context; (2) identify assessments used to determine as starting point for skills training within a feeding context; and (3) describe considerations for treatment for children with feeding disorders who engage in self-injurious behaviors.
 
Coordination of Care During Day-Treatment Feeding Therapy
RONALD J. CLARK (University of Florida), Vivian F Ibanez (University of Florida), Faith Kirkland (Florida Autism Center, a division of BlueSprig Pediatrics, University of South Florida), Nicole Perrino (Florida Autism Center, University of Florida), Daniella Nicole Fronte (Florida Autism Center - a division of BlueSprig Pediatrics), Timothy R. Vollmer (University of Florida)
Abstract: The etiology of feeding disorders is multiple and complex (Rommel et al., 2003). Therefore, a comprehensive, interdisciplinary evaluation is necessary to indicate a child with a feeding disorder is medically ready for feeding therapy. However, ongoing support might be required for health complications (e.g., aspiration, allergies, constipation) that emerge during treatment, particularly as intake increases. Unfortunately, less is known about these events and the contributions of different disciplines (e.g., nutrition, occupational therapy; Sharp et al., 2016). For some emergent problems, collecting data on clinical markers like stool patterns, vocal quality, or temperature after oral intake could support the coordination of care between a behavior analyst and other disciplines. In the current investigation, we reviewed the medical records of children admitted to a day-treatment feeding program to understand how often health complications occurred after initial medical clearance and how data on temperature and stool score influenced the recommendations of other providers (e.g., speech, gastroenterology, cardiology). We discuss considerations for monitoring other symptoms like changes in vocal quality or disrupted sleep patterns and how these may be critical for important oversight and safeguards in day-treatment feeding programs which aim to promote substantial and rapid changes in oral intake (Sharp et al., 2020).
 

Assessing Safety and Readiness Among Children With Feeding Disorders

BRITTANY JEAN MARTINO (Childrens Specialized Hospital), Jaime Crowley-Zalaket (Children's Specialized Hospital), Kathryn Peterson (Rutgers University and Children's Specialized Hospital), Christopher W Engler (Children's Specialized Hosptial)
Abstract:

Given the complex etiology of pediatric feeding disorders, it is best practice for behavior analysts who assess and treat these disorders to work collaboratively with interdisciplinary teams. Experts in in pediatric swallow safety can evaluate a child to confirm whether they are safe oral feeders and provide recommendations for appropriate textures and bolus. However, children who engage in persistent food refusal often fail to participate in swallow evaluations, making it difficult for swallow-safety experts to provide confident safety recommendations. We addressed the food refusal of a seven-year-old male with autism who was bottle dependent. During his day-treatment admission, we decreased behavior that interfered with consumption and increased acceptance of both pureed solids and liquids, with the initial goal of preparing him for a modified barium swallow study. Results of a modified barium swallow study at this stage yielded inconclusive results due to the child’s unique packing behavior. Following additional assessment and in conjunction with input from the swallow-safety expert, we initiated a treatment comprised of antecedent and reinforcement-based strategies that successfully increased his swallowing of pureed solids and later, of thin liquids. Once we observed improvements in swallowing, the child underwent a second modified barium swallow study that confirmed he was swallowing safely.

 
Using a Sequential Skills Training Model to Increase Oral Motor Skills for Consuming Table Textured Foods
HOLLY M NEY (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz & Stanford University School of Medicine)
Abstract: Children with pediatric feeding disorders often display deficits in oral motor skill development related to chewing and consuming table textured foods. Chewing is a complex skill that is not explicitly taught but emerges with experience with different types and textures of foods. However, with children with pediatric feeding disorders, the necessary experience may be interrupted due to underlying medical issues, which may result in reliance on tube feedings, pureed foods, and/or liquids. Therefore, these children may not go through the same developmental stages of eating, hence leading to oral motor deficits with regards to consuming table textured foods. Increasing oral motor skills to be able to successfully eat table textured foods goes beyond just teaching chewing. The purpose of this study was to evaluate a skills training model that focused on individual skills, such as mashing and tongue lateralization, in addition to chewing to increase consumption of table textured foods. At the conclusion of skills training, a child with pediatric feeding disorders was successfully consuming table textured foods. These data are discussed in relation to the developmental model of chewing and assessments necessary to determine the starting point for skills training.
 

Self-injurious Behavior During Treatment of Pediatric Feeding Disorders: An Evaluation of Treatment Outcomes

SARAH D HANEY (Kennedy Krieger Institute), Hailey Ripple (Mississippi State University), Racheal Clark (Brighter Hope Wellness Center), Alison Kozlowski (Kennedy Krieger Institute and Johns Hopkins University School of Medicine)
Abstract:

Children with feeding disorders often engage in inappropriate mealtime behavior (e.g., pushing the utensil away, covering their mouth) that can interfere with food or liquid consumption. Although self-injurious behavior (SIB; self-biting, self-hitting) is less frequently discussed in relation to feeding disorders, researchers have found that some children with feeding disorders may also engage in SIB during meals (e.g., González & Stern, 2016; Wilder et al., 2005). Research has shown that behavior analytic interventions are the most empirically supported interventions for pediatric feeding disorders, but less is known about treatment outcomes for children who engage in SIB during meals. In the current study, experimenters compared treatment outcomes for children with feeding disorders who engaged in SIB during meals with those of children who did not engage in SIB during meals (i.e., SIB Group and Control Group). Interestingly, there were no statistically significant differences in problem behavior (e.g., inappropriate mealtime behavior, negative vocalizations) between groups throughout their admissions. However, there were statistically significant differences in the types of treatments used between groups. The experimenters discuss these results in terms of considerations for treatment for children with feeding disorders who may engage in SIB during meals.

 
 
Symposium #190
CE Offered: BACB
The Experimental Analysis of Relational Networks Using Advances in Relational Frame Theory
Sunday, May 28, 2023
3:00 PM–4:50 PM
Hyatt Regency, Centennial Ballroom A
Area: EAB; Domain: Basic Research
Chair: Ramon Marin (Universidade Federal de São Carlos - Brazil)
Discussant: Julio C. De Rose (Universidade Federal de São Carlos; Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Brasil )
CE Instructor: Ramon Marin, M.A.
Abstract:

The study of complex relational networks within relational frame theory (RFT) has typically received far less attention than the study of individual relational frames. In so far as sophisticated language and cognition involves responding in accordance with complex relational networks, rather than simple frames, it seems important for researchers to increase their focus on the former. Recent conceptual and empirical advances in RFT may help facilitate progress in this regard. The current symposium presents four papers that contribute to this effort. Specifically, the four papers will consider (1) recent developments in the use of a hyper-dimensional multi-level (HDML) framework in applied behavior analyses and the development of complex language abilities; (2) a recent attempt to experimentally model the relating of relational networks; and (3) two recent research programmes examining specific variables critical for relational networking effects produced by the implicit relational assessment procedure (IRAP), one involving stimuli with pre-experimentally established functions and the other involving stimuli that were assumed to be novel before the experimental session. Overall, the current session seeks to highlight some recent ways that advances in RFT have helped facilitate research into complex relational networking and some potentially important variables for the emergence of such behavior.

Instruction Level: Intermediate
Keyword(s): HDML, IRAP, Relational Networks, RFT
Target Audience:

A basic background in behaviour analysis is assumed

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) summarize recent developments in RFT; (2) articulate the way in which recent developments have paved new ways for the study of complex human behaviour as relational networking; (3) provide examples of how recent developments in RFT connect more directly with the development of derived relational responding.
 
Experimentally Modelling the Relating of Relational Networks: A First Study
CAINÃ TEIXEIRA GOMES (Universidade de São Paulo), WILLIAM Ferreira PEREZ (Paradigma - Centro de Ciências e Tecnologia do Comportamento), Dermot Barnes-Holmes (Ulster University), Colin Harte (Federal University of São Carlos)
Abstract: Relating relational networks involves understanding how one responds to sets of stimuli with intricate relations within and between stimulus sets. The current study sought to experimentally model this type of responding. First, two nonsense stimulus classes were established based on comparative relations before training participants to select stimuli based on a symbolic rule that established a relation between two stimuli: one from network 1 and one from network 2. Participants were then trained to relate network 1 to network 2 before testing derived relations in the opposite direction. Seven of eight participants reached mastery criterion in training and responded accurately in test. In a final stage, reinforcing and punishing consequences varied systematically in the presence of two novel stimuli and antecedent control was observed for all seven participants. A second experiment replicated these results but using contextual cues from natural language, while a final experiment sought explore the effects of pretraining responding using natural language words. Interestingly, participants in Experiment 3 needed fewer trials to achieve mastery criteria for symbolic responding in accordance with relating relational networks. The results and future directions are discussed in the context of recent updates in Relational Frame Theory.
 

Exploring Native Versus Foreign Language Words in the IRAP: Supportive Evidence for the DAARRE Model

COLIN HARTE (Federal University of São Carlos), Margarete Schmidt (Universidade Federal de Minas Gerais), Renato Bortoloti (Universidade Federal de Minas Gerais), Dermot Barnes-Holmes (Ulster University)
Abstract:

This study tested a basic assumption of the differential arbitrarily applicable relational responding effects (DAARRE) model by examining the impact of native versus foreign languages on IRAP performances. The DAARRE model highlights the importance of not only the relational (Crel) properties of stimuli, but also the functional (Cfunc) properties of the stimuli and response options presented in the IRAP trials. Since the native language (NL) is acquired in an emotionally naturalistic and richer context compared to a foreign language (FL), one can expect that a NL word should have stronger orienting and evoking functions than its equivalent (or synonymous) in a FL. Twenty-one Brazilian participants (who speak both Portuguese and English) completed two IRAPs, one in which Portuguese-language stimuli were predominantly used and a second in which English-language stimuli were predominantly used. The IRAP trial-type containing Portuguese-language (i) labels, (ii) targets, and (iii) response options produced the largest effect across all eight IRAP trials -types (four within each IRAP). This result supports the basic assumption of the DAARRE model regarding the overlap of Cfunc and Crel properties within that trial-type for native Portuguese speakers and provides further support for the utility of this conceptual model for interpreting IRAP effects.

 
Exploring Differential Implicit Relational Assessment Procedure Effects Using Arbitrary Experimental Stimuli
KIAN ASSEMI (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Gregory S. Smith (University of Dayton; University of Nevada, Reno School of Medicine)
Abstract: Past research has shown that unexpected single trial type dominance effects are reliably produced from individuals’ interactions with Implicit Relational Assessment Procedures (IRAPs) despite the lack of strong emotional stimulus functions (e.g., shapes and colors; Finn et al., 2016). The differential arbitrarily applicable relational responding effect (DAARRE) model proposes explanations for these unexpected IRAP effects (Finn et al., 2018). Based on DAARRE’s explanations of the controlling variables responsible for such effects, further analysis of the established history of stimuli included in IRAPs should allow for the accurate prediction of the produced effects. By drawing upon previous literature, we examined predictions of the DAARRE model by using arbitrary stimuli to determine the influence of participant history on IRAP effects. Arbitrary experimental stimuli were trained under distinct learning conditions based on dimensions proposed by the Hyper-Dimensional Multilevel (HDML) framework (Barnes-Holmes et al., 2020). Preliminary data suggest that some of the predictions of the DAARRE model, regarding IRAP effects correspond with participant results. Additional data sets will be discussed as well as their implications pertaining to both the predictive utility of the DAARRE model and its experimental value in the analysis of cultural repertoires.
 
 
Special Event #207
CE Offered: BACB
Diversity submission Award for Distinguished Contributions to DEI: Cultural Responsiveness in ABA: Conceptualization to Actionable Steps
Sunday, May 28, 2023
3:00 PM–3:50 PM
Convention Center Four Seasons Ballroom 1
Area: DEI
Instruction Level: Basic
Chair: R. Wayne Fuqua (Western Michigan University), Jovonnie L. Esquierdo-Leal (California State University, Fresno)
CE Instructor: R. Wayne Fuqua, Ph.D.
 
Diversity submission Cultural Responsiveness in ABA: Conceptualization to Actionable Steps
Abstract: Culture has a substantial impact on a wide range of behaviors related to behavioral research and services. Although we and others have written about the topic of cultural responsiveness in behavior analysis, it can be challenging to link literature outside of our field to our conceptual systems and incorporate existing literature into practice. In this talk, we highlight the necessity of considering culture for improved service delivery. In addition to conceptualizing many diversity terms behaviorally, we describe actionable steps behavior analysts can implement in their research and practice. Our primary focus will be on the importance of self-assessment, disrupting biases, and social validity.
 
LAUREN BEAULIEU (Newton Public Schools), CORINA JIMENEZ-GOMEZ (University of Florida)
 

Dr. Beaulieu earned her BS in Psychology from Florida State, her MS in Applied Behavior Analysis from Florida Institute of Technology, and her PhD in Behavior Analysis from Western New England University. She received training as a Clinical Specialist at the Johns Hopkins University School of Medicine's Kennedy Krieger Institute. Dr. Beaulieu is currently a District Behavior Analyst for Newton Public Schools in Massachusetts. She was previously an Associate Professor at Florida Institute of Technology (FIT). Prior to her appointment at FIT, she founded and directed the Master's in Applied Behavior Analysis program at Regis College in Weston, MA where she earned tenure in 2017. She also held a faculty appointment at the University of Massachusetts Lowell's MS in Autism Spectrum Disorders program from 2011-2013. Dr. Beaulieu has been a practitioner and researcher in behavior analysis for 20 years across a variety of settings including public schools, clients' homes, residential psychiatric hospitals, and group homes with individuals diagnosed with and without disabilities. She has also consulted internationally with BCBAs on conducting functional analyses, improving cooperation with young children, and improving sleep.  Her research has been recognized by the Berkshire Association for Behavior Analysis and Therapy, and in 2021 she received the Applied Behavior Analysis Award for Scholarly Contributions to Diversity, Equity, and Inclusion from the Association for Behavior Analysis International, and. She currently serves on the editorial board for the journal Behavioral Interventions and has previously served on the editorial board for the Journal of Applied Behavior Analysis.

 

Dr. Corina Jimenez-Gomez (she/her/ella) is an Assistant Professor in the Behavior Analysis program at the University of Florida. She earned a Licensure in Psychology at the Universidad Católica Andrés Bello in Caracas, Venezuela, and a doctoral degree in Psychology with an emphasis in Behavior Analysis from Utah State University. She completed post-doctoral training at the University of Michigan and was a Research Fellow at The University of Auckland, New Zealand. She has held faculty positions at the Florida Institute of Technology and Auburn University. In addition, she served as clinical supervisor at The Scott Center for Autism Treatment at Florida Tech and was the Director of the Center for Autism Research, Treatment, and Training (CARTT) at Auburn University. Dr. Jimenez-Gomez is a Board Certified Behavior Analyst at the doctoral level, whose professional interests include translational and applied behavioral research in the areas of choice and reinforcement processes, the use of technology in ABA settings, caregiver and staff coaching, and cultural responsiveness in Behavior Analysis. Dr. Jimenez-Gomez has served as a reviewer for various scientific journals and is currently on the editorial board of the Perspectives on Behavior Science and the Journal of Applied Behavior Analysis, and is Associate Editor for Behavior Analysis in Practice. She is also the mom of two amazing humans and an elderly Labrador, and is married to a fellow behavioral scientist.

 
Target Audience:

BCBAs (researchers and practitioners)

Learning Objectives: 1. Attendees will identify the necessity of considering culture for improved service delivery and a more complete understanding of human behavior. 2. Attendees will learn how to self-identify their biases in action and methods to reduce the impact of their biases on their service delivery. 3. Attendees will learn methods to assess whether their service delivery is culturally responsive.
 
 
 
Symposium #208
CE Offered: BACB
Competing Stimulus Assessments: Procedural Modifications to Improve Effectiveness and Efficiency
Sunday, May 28, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT/DDA; Domain: Applied Research
Chair: Jennifer Rebecca Weyman (California State University, Los Angeles)
CE Instructor: Jennifer Rebecca Weyman, Ph.D.
Abstract: Competing stimulus assessments have been used to identify items that compete with automatically maintained problem behavior. Traditionally, stimuli are provided in isolation and data are collected on the rate of problem behavior as well as the duration of toy engagement or contact. The items associated with the lowest level of problem behavior and highest level of engagement are considered competing stimuli. These stimuli may then be provided noncontingently to decrease problem behavior. The following presentations will review different ways to improve the effectiveness as well as the efficiency of conducting competing stimulus assessments. The first presentation will replicate findings on the augmented competing stimulus assessment and extend those findings to Subtype 1 automatically maintained self-injurious behavior. The second presentation will include a description of modifications to the augmented competing stimulus assessment for a medically complex child diagnosed with autism spectrum disorder. The third presentation will involve assessing a latency-based competing stimulus assessment to increase the efficiency of conducting these assessments.
Instruction Level: Intermediate
Keyword(s): Automatic reinforcement, Competing stimuli, Problem behavior
Target Audience: Functional analysis, problem behavior, treatments for automatically maintained problem behavior
Learning Objectives: At the conclusion of the presentation, participants should be able to: 1) describe the procedures of the traditional competing stimulus assessment, 2) describe procedural modifications to improve the effectiveness of competing stimulus assessments, and 3) describe procedural modifications to improve the efficiency of conducting competing stimulus assessments.
 

Outcomes of an Augmented Competing Stimulus Assessment for Automatically Maintained Self-Injurious Behavior: A Consecutive Controlled Case Series

DREW E. PIERSMA (Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute), Jasmeen Kaur (Kennedy Krieger Institute), Courtney C Hanlin (Kennedy Krieger Institute)
Abstract:

A competing stimulus assessment (CSA) is a stimulus assessment designed to identify stimuli that reduce problem behavior, ostensibly through reinforcer competition or substitution. It is particularly difficult to identify high competition (HC) stimuli for treatment-resistant subtypes of automatically maintained self-injurious behavior (ASIB; Subtypes 2 and 3). Recent findings indicate that augmenting the CSA by including response promotion and response disruption tactics can effectively identify and establish HC stimuli (Hagopian et al., 2020). The current study sought to replicate these findings with additional participants, and extended it to include individuals with Subtype 1 ASIB. As expected, more HC stimuli were identified in the initial Free Access condition (without any augmenting procedures) for most with Subtype 1, but in fewer cases for Subtypes 2 or 3. Following the application of the augmenting procedures, the number of HC stimuli identified in the Repeated Free Access condition increased for 6 of 8 participants. Overall, at least one HC stimulus was identified in 19 of the 20 applications. Furthermore, at least one HC stimulus was still effective during maintenance probes conducted for a subset of individuals. Results suggest that the augmenting procedures may not be necessary for most individuals with Subtype 1, and they support its use as an effective tool for individuals with Subtypes 2 and 3.

 

Modifications to Competing Stimulus Assessments for Medically Complex Children With Self-Injurious Behavior

JASMINE HASMIK POETRY (Thompson Autism Center, Children's Hospital of Orange County), Casey J. Clay (Children's Hospital of Orange County), John Budde (California State University, Los Angeles), Rebecca Vigil (Children’s Hospital of Orange County), Armen Gushchyan (Children's Hospital of Orange County)
Abstract:

Competing stimulus assessments (CSA) have been effective in identifying effective stimuli that compete with automatically-maintained challenging behavior, thus decreasing the rate of that behavior. Hagopian and colleagues (2020) introduced the augmented CSA (A-CSA) to further refine the assessment process. The A-CSA includes the progressive sequential introduction of variations in presentation to promote engagement. This research presentation includes a description of modifications to a A-CSA for a 7-year-old medically complex child diagnosed with ASD. We conducted a functional analysis to determine the function of self-injurious behavior (SIB) and CSA to identify competing stimuli for intervention. We found the SIB was automatically maintained. While conducting the A-CSA, we made modifications to address the participant’s movement and motor dexterity limitations. Specifically, we compared different conditions in which presentation methods varied in the CSA to determine which was more effective. Current data show modifications to CSA might be necessary for some medically complex patients and presentation procedures result in different outcomes. Data collection is ongoing.

 
Evaluation of a Latency-Based Competing Stimulus Assessment (LBCSA)
MADISON HALE IMLER (University of Missouri), Jennifer Rebecca Weyman (California State University, Los Angeles)
Abstract: A competing stimulus assessment (CSA) is used to identify stimuli that are associated with a low level of problem behavior and a high level of engagement. These stimuli are often used as a treatment component for automatically maintained problem behavior. One limitation of implementing CSAs is that they may be time consuming. The purpose of the current study was to evaluate the effectiveness of a latency-based competing stimulus assessment (LBCSA) to increase the efficiency of using CSAs. During the LBCSA, a therapist presented potential competing stimuli to the participants, and contingent on the occurrence of problem behavior, the session was terminated. The results of this study indicated that the items associated with a long latency to problem behavior were effective in competing with problem behavior relative to items associated with a short latency to problem behavior for three of three participants. Subsequently, the LBCSA increased the efficiency of conducting the traditional CSA.
 
 
Symposium #209
CE Offered: BACB
Smart Continues to Get Smarter: Reducing Response Effort and Increasing Contextual Fit of Technological Interventions When Working With Adolescents and Adults With an Autism Spectrum Disorder
Sunday, May 28, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 3C
Area: AUT/DDA; Domain: Applied Research
Chair: Daniele Rizzi (Fondazione Oltre le Parole Onlus - Pescara)
Discussant: Jessica Zawacki (PAAL)
CE Instructor: Jessica Zawacki, Ph.D.
Abstract:

Social validity, in a broad sense, considers the appropriateness and acceptability of applied behavior analysis (ABA) interventions as both process and outcome measures (Kazdin, 1977; Wolf, 1978). One aspect of social validity that should be further investigated is the impact contextual fit may have on an intervention’s overall effectiveness, efficiency, and desired outcomes (Albin et al., 1996; Horner et al., 2015; Slocum et al., 2014). The contextual fit of an intervention or teaching strategy refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plans (Monzalve et al., 2020). Considerations of contextual fit become critically important with the increasing prevalence of individuals receiving a diagnosis of an autism spectrum disorder (one in 54 children) resulting in the adult system being flooded with individual struggling to have their needs met with limited services and supports (Center for Disease Control, 2020; Friedman, 2018). The ongoing advent, increased availability, and reduced costs of smart devices should be considered as one means to increase a practitioner’s ability to address issues of contextual fit particularly in the community or home environments. In 2022, the gains made in the ‘age of technology’ have revolutionized the use of assistive technology in the world of developmental disabilities. Despite these gains, research on the use of technology with older learners to increase self-management and skill of daily living, reduce reliance on others for success and independence, and to increase overall efficiencies within the community continue to be lacking. As the old adage suggests, with so much to do, and so little time, technology should be affording us the ability to ‘work smarter, not harder.”

Instruction Level: Intermediate
Keyword(s): AAC, Contextual Fit, Prompt Fading, Technology
Target Audience:

Community-based Instruction AAC devices and programming Utilization of technology for instruction

Learning Objectives: t the conclusion of the presentation, participants will be able to: (1) increase awareness of potential technology for more efficient community-based instruction ; (2) be able to re-evaluate how technology is being utilized within their practice; and (3) leave with easily replicable methods to use technology for increased independence.
 

Teaching an Independent Nighttime Routine Through Prompt Fading and Transfer-of-Stimulus-Control Procedures to Functional Technology: A Case Study

ALESSANDRO DIBARI (Fondazione Oltre le Parole Onlus), Angela Cardascia (Fondazione Oltre le Parole Onlus)
Abstract:

There is clear evidence that individuals with an autism spectrum disorder receiving mental health treatment are at an increased risk for abuse and maltreatment (Brenner et al., 2017). The turnover rates for direct support professionals (DSPs) are extremely high. Estimates suggest the average adult services organization may see anywhere from a 30% to 70% DSP turnover annually (Bogenschutz et al., 2014; Bogenschutz et al., 2015; Friedman, 2018). There is evidence to suggest that DSP turnover directly impacts the quality of services provided to individuals with intellectual and developmental disabilities (ID) in community settings (Bogenschutz et al., 2015; Hatton et al., 2001; Woltmann, et al., 2008). Friedman (2021) analyzed data from 251 adults with ID (including autism) to assess their experiences with DSP turnover. Results indicated that DSP turnover negatively impacted the participant’s ability to be integrated into their community. Individuals who experienced turnover had an increased frequency of visits to the emergency room, reported increased instances of abuse and neglect and incurred an increased number of injuries compared with those who did not have any turnover in the prior 2 years. This creates a critical need for achieving independence for learners across a variety of skills and domains, but specifically targeting personal care skills and routines where individuals are at a higher risk for potential abuse. This study has targeted the independent initiation and completion of a nighttime routine for an adolescent with an autism spectrum disorder (ASD). A chain composed of brushing his teeth, using the bidet, changing into pajamas, and completing laundry tasks. The chain was initially evoked with a WhatsApp video message directing the participant to “get ready for the night”, in combination with gestural and verbal prompts. Prior to engaging the routine, a reinforcer was identified that was delivered contingent upon completion of the routine. The initiation of the routine was transferred to a telephone reminder that was pre-set to one hour before bedtime. Data showed rapid acquisition of the nighttime routine and further generalization to when the participant was alone with his parents and maintenance after 2-months follow up. Not only did the individual achieve independence in critical personal care tasks, but also increased his access to increased safety and preservation of his dignity.

 

I Can’t Talk With My Hands Full: Utilizing an Apple Watch™ as a More Functional Augmentative and Alternative Communication (AAC) Device in the Real World

CARMEN LOPEZ-ARVIZU (Kennedy Krieger)
Abstract:

Growing up in a digital world has opened up new and exciting opportunities for those individuals who require an augmentative and alternative communication (AAC) device. The decreased cost and increased social acceptability of these devices has led to increased opportunities for community participation and integration (McNaughton & Light, 2013; Shane et al., 2012). However, despite these innovations, there remain significant challenges to ensure that individuals have access to their fundamental human right to meaningfully and effectively communicate (American Speech-Language-Hearing Association, 2014; Brady et al., 2016). Light (1988) defined four social purposes for communication: expression of wants and needs, information transfer, social closeness, and social etiquette. While the field of Applied Behavior Analysis (ABA) has made considerable process in moving to using more portable, customizable devices to increase turn taking, requesting, commenting, expand vocabulary and length of utterances (Ganz & Simpson, 2018; Light et al., 2019; O’Neil et al., 2018), these devices remain ineffective and under analyzed for teaching critical social behaviors particularly while in the community. In a post COVID-19 world, the use of social space or interpersonal distance between two individuals is more important now than ever. Individuals with an autism diagnosis regularly misunderstand social situations demonstrate a broad range of competencies and preferences in interpersonal distance (Perry, 2015). There can be a considerable amount of effort required to utilize an AAC device in complex social situations which can lead to lower levels of motivation to access and utilize the device (e.g., hands full in the grocery story). This study sought to decrease the latency and response effort to make critical social requests by utilizing an Apple Watch™ as a means to gain personal space within the community. Using a multiple-baseline design, three adults with autism were able to increase their independent initiation and decrease their latency from motoric initiation to device output response while grocery shopping.

 
 
Invited Paper Session #211
CE Offered: BACB — 
Ethics
Social Validity and the Spectrum: Finding the Rhythm of Autism in the Heart of ABA
Sunday, May 28, 2023
3:00 PM–3:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: AUT; Domain: Service Delivery
Chair: Yanerys Leon (University of Miami)
CE Instructor: Yanerys Leon, Ph.D.
Presenting Author: AMY GRAVINO (Rutgers Center for Adult Autism Services/A.S.C.O.T Consulting)
Abstract: Forty-five years ago, Dr. Montrose Wolf named and defined the concept of “social validity” in his seminal published paper on the subject. Changes to and controversies within the field of ABA over the intervening years have made obtaining and measuring social validity for autistic individuals challenging, but more necessary now than ever before. This presentation discusses the need for social validity as it pertains to children and adults on the autism spectrum and highlights the barriers that exist to collecting social validity, as well as how we can make the ideas put forward by Wolf relevant to the present state of the field of ABA. Strategies for creating collaboration between relevant stakeholders and ABA practitioners will also be discussed. At the conclusion of the presentation, participants will be able to: 1) Understand how best to support the rights and promote the well-being of autistic clients when delivering ABA services; 2) Define “social importance” as it pertains to individuals on the autism spectrum and the autistic community; 3) Identify several strategies for collaborating with relevant stakeholders to promote social validity when implementing services for autistic clients.
Instruction Level: Basic
Target Audience:

ABA practitioners, researchers, those working in the field of early intervention, clinicians/professionals working with autistic adults, and anyone looking to learn more about autism.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Understand how best to support the rights and promote the well-being of autistic clients when delivering ABA services; 2) Define “social importance” as it pertains to individuals on the autism spectrum and the autistic community; 3) Identify several strategies for collaborating with relevant stakeholders to promote social validity when implementing services for autistic clients.
 
AMY GRAVINO (Rutgers Center for Adult Autism Services/A.S.C.O.T Consulting)
Amy Gravino, M.A., is an autism sexuality advocate and Relationship Coach in the Center for Adult Autism Services at Rutgers University. She is also the President of A.S.C.O.T Consulting, which offers autism consulting, college coaching, and mentoring services for organizations, schools, individuals on the autism spectrum, and their families. Amy is an international speaker who has given TED talks, spoken twice at the United Nations for World Autism Awareness Day, and presented worldwide to audiences on a variety of topics related to autism, with a dedicated special focus and research on the subject of autism and sexuality. Ms. Gravino obtained her Masters degree in Applied Behavior Analysis from Caldwell University in 2010 and currently serves on the Boards of Directors of Yes She Can, Inc. and the Golden Door International Film Festival of Jersey City, as well as the Scientific Advisory Board of Simons Foundation Powering Autism Research (SPARK). She is an award-winning writer who has co-authored a chapter on autism and sexuality in the Handbook of Quality of Life for Individuals with Autism Spectrum Disorder, and her work has been featured in Spectrum, the leading online news source for autism research, and other outlets. Visit www.amygravino.com to learn more.
 
 
B. F. Skinner Lecture Series Paper Session #212
CE Offered: PSY/BACB
Use of Rodent Behavioral Models to Investigate the Effects and Mechanism of Action of Classical Psychedelic Drugs and Related Molecules
Sunday, May 28, 2023
3:00 PM–3:50 PM
Hyatt Regency, Centennial Ballroom D
Area: BPN; Domain: Applied Research
Chair: Jonathan W. Pinkston (Western New England University)
CE Instructor: Adam Halberstadt, Ph.D.
Presenting Author: ADAM HALBERSTADT (University of California San Diego)
Abstract: Classical psychedelic drugs such as lysergic acid diethylamide (LSD) and psilocybin induce profound alterations of consciousness via 5-HT2A receptor activation. Over the last twenty years, considerable clinical evidence has emerged indicating that psychedelic drugs may have therapeutic efficacy against a range of disorders, including depression, anxiety, substance abuse, and chronic pain. The therapeutic use of psychedelics has a number of potential limitations, including off-target interactions and the intense hallucinogenic effects produced by these substances, which necessitates close clinical supervision for several hours and can cause anxiety and confusion in some patients. However, the degree to which the clinical efficacy of psilocybin and related substances are linked to their psychedelic effects is not entirely clear. It may be possible to decouple the psychedelic and therapeutic effects produced by this drug class, potentially permitting the development of analogs of existing psychedelics that retain therapeutic activity but with less potential to produce hallucinogenic effects and undesirable side-effects. Developing and evaluating new agents from this class has historically been difficult due to the complexities associated with the preclinical assessment of psychedelic potential. The presentation will review work conducted over the last decade to develop and optimize preclinical behavioral models that can be used to characterize psychedelic-like molecules. In addition to helping to answer fundamental questions about the mechanism-of-action and structure-activity relationships of psychedelic drugs, the availability of these models has facilitated the identification of new members of this drug class with unique pharmacological properties. These second-generation molecules are starting to move through the drug development pipeline and are being investigated as novel therapeutics.
Instruction Level: Intermediate
Target Audience:

Basic and clinical researchers and mental health professionals.

Learning Objectives: Participants will be able to: (1) Describe potential therapeutic effects of psychedelic drugs on depression, anxiety, substance abuse, and chronic pain, (2) Discuss the potential limitations of the therapeutic use of psychedelics, including off-target interactions and the hallucinogenic effects produced by these substances, and (3) Describe work conducted over the last decade to develop and optimize preclinical behavioral models that can be used to characterize psychedelic-like molecules.
 
ADAM HALBERSTADT (University of California San Diego)
Dr. Adam L. Halberstadt is an Associate Professor of Psychiatry at the University of California San Diego (UCSD). He received a B.S. in Neuroscience from the University of Delaware in 1998 and a Ph.D. in Neurobiology from the University of Pittsburgh in 2006. Dr. Halberstadt’s research focuses on the neurobiology of serotonin and the pharmacology and effects of psychedelic drugs (serotonergic hallucinogens). He is currently the co-director of the Psychedelics and Health Research Initiative (https://phri.ucsd.edu), which coordinates novel basic and clinical research with psychedelics at UCSD. His laboratory at UCSD studies psychedelic drugs using a cross-species translational approach and includes both preclinical and clinical research programs. Dr. Halberstadt is currently conducting a clinical trial at UCSD to investigate whether psilocybin can relieve the symptoms of intractable phantom limb pain in amputees. His preclinical research program focuses on the pharmacology and mechanism-ofaction of existing and novel psychedelic molecules. Dr. Halberstadt was also the primary editor of “Behavioral Neurobiology of Psychedelic Drugs”, a volume that was published by Springer in 2018 as part of their Current Topics in Behavioral Neurosciences (CTBN) series.
 
 
Symposium #214
CE Offered: BACB
Evidence-Based Practice in Functional Analysis
Sunday, May 28, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 2A
Area: DDA; Domain: Service Delivery
Chair: Megan A. Boyle (Upstate Caring Partners)
Discussant: Nicole M. DeRosa (Daemen University)
CE Instructor: Megan A. Boyle, Ph.D.
Abstract: Functional analysis is the gold-standard method of identifying behavioral function and developing reinforcement- and function-based interventions for severe behavior. There are a variety of functional-analysis methods from which practitioners may choose (e.g., Bloom et al., 2013; Iwata & Dozier, 2008; Jessel et al., 2022). With so many procedural variations, as well as recent messaging regarding the utility of different functional-analysis formats (Tiger & Effertz, 2021), practitioners may struggle with identifying functional-analysis methods that are best suited for their clients. This symposium will first present a theoretical talk on an evidence-based practice framework (Contreras et al., 2022) applied to functional analysis. Second, the symposium will include a data-based case study that illustrates how such a framework can be utilized. The symposium will highlight the need for conceptually systematic and individual analyses. Finally, both speakers and the discussant will discuss the dangers of adhering to a single functional-analysis format across all clients.
Instruction Level: Intermediate
Keyword(s): evidence-based practice, functional analysis
Target Audience: Listeners should have had exposure to functional analysis in a general sense (that they entail reinforcement of problem behavior and the rationale for doing so). Listeners might benefit from previous exposure to evidence-based practice frameworks, although this is not required.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe evidence-based practice as a verb (a set of activities); (2) Describe what evidence-based practice looks like in the context of conducting functional analyses (e.g., intervening on certain topographies of behavior, basing methods on contemporary best-available evidence, incorporating caregiver concerns/values); (3) Describe some variations of functional analyses that may be considered in light of certain treatment characteristics (e.g., doing pairwise analyses when learners may have difficulty discriminating conditions).
 
Evidence-Based Decision Making Applied to Ethical Functional Analyses
AUDREY N. HOFFMANN (Utah State University)
Abstract: Evidence-based practice is a decision-making framework that integrates the best available evidence, consideration for client values and contexts, and clinical expertise. Although it has been considered as an important element of behavior analytic practice, there are minimal resources guiding practitioners to engage in evidence-based decision-making relative to the varied practice decisions they encounter. One practice decision practitioners encounter relates to functional analysis (FA) and meeting the ethical requirement to design assessments that are based on scientific evidence, conceptually consistent, and that consider the unique characteristics and needs of the client context and resources (BACB, 2020). Engaging in evidence-based decision-making relative to FA design and implementation ensures that there is no “one-size-fits-all” approach to assessment and FA technology. This presentation will review ethical evidence-based decision-making related to designing and conducting individualized FAs. The presentation will also present strategies for practitioners to consider the best available evidence, improve and apply their clinical expertise, and select and design FAs in the context of differing client characteristics and needs.
 
A Demonstration of Flexible Decision Making in the Functional Analysis Process
MEGAN A. BOYLE (Upstate Caring Partners), Sophia MacDonald (Missouri State University), Lauren Rector (Missouri State University)
Abstract: Researchers have validated a variety of formats and measurement systems in the context of functional analysis. Practitioners who are responsible for assessing and treating severe behavior should be able to select and modify formats to effectively and ethically serve clients during the assessment process. This talk will walk the audience through the functional-analysis process of the aggression of an adolescent autistic girl in a clinical setting. We will highlight how we incorporated learner and stakeholder (her primary caregiver) values, utilized available resources, incorporated the best available empirical evidence, and relied on clinical judgement of the primary clinician (a doctoral-level board certified behavior analyst with a specialization in assessing severe behavior) when making decisions. We identified functional reinforcers that influenced this learner's severe behavior (tangibles and escape) and ruled out others (attention), and used this information to develop a reinforcement-based intervention. Finally, we will highlight the specific benefits (and limitations) of the functional-analysis variations we chose and describe our rationale for using them.
 
 
Symposium #215
CE Offered: BACB/QABA
Recent Advancements in the Measurement, Assessment, and Treatment of Challenging Behavior
Sunday, May 28, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Anthony Concepcion (University of South Florida)
CE Instructor: Anthony Concepcion, Ph.D.
Abstract:

Challenging behaviors emitted by individuals with autism and developmental disabilities can have detrimental consequences on quality of life for themselves and their caretakers. Although much is known regarding practices to create function-based interventions, many challenges in the treatment of challenging behavior remain. Therefore, it is imperative researchers continue to assess interventions to reduce challenging behavior, improve methods of analysis, and consider the social validity of interventions. This symposium consists of three presentations. Tiago and colleagues will demonstrate advancements in assessment and treatment of stereotypy and an extension of the subtyping model proposed by Hagopian et al. (2015) to stereotypic behavior. Bauer and colleagues will discuss challenges encountered with delay-tolerance training procedures and demonstrate a novel exchange program used to treat challenging behavior related to relinquishing items. Last, Sheppard and colleagues will present a comparison of the efficacy of momentary DRO and fixed-momentary DRO to reduce challenging behavior. Further, they will discuss caregiver preference and feasibility of the procedures.

Instruction Level: Intermediate
Keyword(s): caregiver preference, functional analysis, problem behavior, Subtyping
Target Audience:

Audience members would benefit from prior experience implementing behavioral interventions for individuals with autism and/or developmental disabilities. Audience members would benefit from having prior competency in basic principles of applied behavior analysis and common assessments for assessing problem behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify subtypes of automatically reinforced behavior thorough FA graphs and briefly describe the level of differentiation analysis. (2) Identify challenges to delay-tolerance training and describe an exchange program for increasing tolerance to delayed reinforcement. (3) Describe differences and similarities between momentary and fixed-momentary differential reinforcement of other behavior and discuss the importance of caregiver preference.
 
Subtyping stereotypy: Level of differentiation in the FA is predictive of responsiveness to treatment.
TIAGO SALES LARROUDÉ DE MAN (Universidade Estadual de Feira de Santana/Western New England), William H. Ahearn (New England Center for Children), Julia Lynne Touhey (New England Center for Children), Haley Steinhauser (Melmark New England; Regis College)
Abstract: The general purpose of this study was to determine whether the subtyping methods developed to analyze automatically-reinforced self-injury (SIB), described by Hagopian and colleagues (2015/2017), apply to stereotypy. The criterion lines were applied to FAs of stereotypy, and the levels of differentiation (LoD) between the alone/no interaction conditions and each of the other conditions types (i.e., play/control, demand, and attention) were calculated. Fifteen students diagnosed with autism, between 3 and 18 years old, and who engaged in stereotypy were exposed to the following: Functional Analysis (FA); Augmented-Competing Items Assessment (A-CSA); and, Treatment Analysis (TA). The TA consisted of two condition types: 1) access to alternative sources of reinforcement; and, 2) prompting of functional/contextual engagement. The LoD analyses suggested that the maximum LoD between the FA conditions was predictive of responsiveness to treatment in the TA (R2 0.79 and R2 score up to 0.91, with an expanded model that included the max LoD between FA conditions). We discuss what type of data our visual analysis inspects and what treatments were predicted as being effective by the subtyping model and LoD analyses.
 

Evaluating an Exchange Program for the Treatment of Problem Behavior Maintained by Access to Tangibles

MELANIE BAUER (University of North Texas), Joseph D. Dracobly (University of North Texas), Elizabeth Joy Houck (University of North Texas), Danielle Pelletier (University of North Texas), Aaron Joseph Sanchez (University of North Texas)
Abstract:

Previous studies, typically with children, have used delay-tolerance training to treat problem behavior maintained by access to tangibles. This often involves physical prompting and waiting rather than exchanging, two practices that may not be possible or relevant to adults with intellectual disabilities (ID). For many adults with ID in residential settings, exchanging items, rather than waiting per se, may be evocative for problem behavior. In the current study, we evaluated an exchange program to treat problem behavior maintained by access to tangibles for adults diagnosed with ID at a residential facility. We measured the latency to exchange low- and high-preference items following a request for the item and the individual’s problem behaviors. Results demonstrated that the exchange program increased relinquishing of an item while decreasing the rate of problem behavior. This analysis provides another method to treat problem behavior maintained by access to tangibles for adults without using physical prompting.

 
A Comparison of FM-DRO to VM-DRO to Reduce Challenging Behavior
CHRISTINA MARIE SHEPPARD (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Grant Michael Ingram (Florida Institute of Technology)
Abstract: Differential reinforcement of other behavior (DRO) is commonly used to reduce behavioral excesses. Interval DRO schedules involve delivery of reinforcement contingent upon the absence of the target behavior during an entire interval whereas momentary DRO schedules involve delivery of reinforcement contingent upon the absence of the target behavior at a given moment. Two variations of momentary DRO exist: fixed-momentary (FM) DRO and variable-momentary (VM) DRO. In the current study, we directly compared FM-DRO and VM-DRO to reduce challenging behavior maintained by automatic reinforcement exhibited by four children with autism spectrum disorder. The results show that both DRO schedules were equally effective to reduce challenging behavior. However, most caregivers rated the FM-DRO as easier to implement.
 
 
Symposium #216
CE Offered: BACB
Examining the Effectiveness of Two Interventions in Establishing Observational Learning Cusps
Sunday, May 28, 2023
3:00 PM–3:50 PM
Hyatt Regency, Capitol Ballroom 1-3
Area: DEV; Domain: Applied Research
Chair: Hung Chang (Fred S Keller School)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
CE Instructor: Hung Chang, Ph.D.
Abstract:

Researchers in past behavior analytic studies had identified different types of observational learning cusps that allow individuals to 1) acquire new operants, 2) perform behaviors that are already in repertoire, and 3) establish new reinforcers. We will present two papers, one of which used a peer-yoked-contingency game board game to establish an observational learning cusp for individuals with disabilities. In the other paper, we conducted a component analysis of an observational conditioning-by-denial procedure; specifically, we examined the role of the confederate in the effectiveness of the conditioning procedure.

Instruction Level: Basic
Keyword(s): Developmental cusps, Observational conditioning-by-denial, Observational learning, Peer-yoked contingency
Target Audience:

The target audience for the symposium is individuals who work in an educational setting that focus on improving the general well-being of students with disabilities.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the various components within the observational conditioning-by-denial procedure; (2) have a basic understanding of peer-yoked contingency; (3) assess observational learning cusps.
 
A Comparison of Establishing Conditioned Reinforcer through an Observational Procedure across Peer and Adult Confederates
Jessica Singer-Dudek (Teachers College, Columbia University), HUNG CHANG (Fred S Keller School), Jennifer Longano (Fred S. Keller School)
Abstract: Prior studies had identified a type of observational learning repertoire (observational conditioning-by-denial; OCDI) that allows individuals to acquire new reinforcers. The findings from previous OCDI studies have shown the presence of a confederate is one of the contributing factors that facilitate the effectiveness of OCDI procedure. However, there are still other components embedded within the OCDI procedure need to be systematically tested. In the present study, we selected 4 preschoolers who demonstrated the observational performance repertoire prior to the study. We used a pre- and post-intervention design across participants combined with a reversal design to test the change in reinforcing properties of neutral stimuli across two different intervention conditions. In the first intervention condition, an adult confederate and the participant were asked to perform the same task, during which the confederate received neutral stimuli throughout the intervention, while the participant was denied access to those stimuli. The second intervention condition was identical to the first, except that a peer confederate was present instead of an adult. The post-intervention data from 2 of the participants showed that the reinforcing value of the neutral stimuli increased only when the participants underwent the peer confederate condition. The study is currently ongoing for the other 2 participants.
 

The Effects of Peer-Yoked Contingency on Establishing Observational Learning Cusps for Individuals With Disabilities

FRANCIS HWANG (Touchstone ABA)
Abstract:

In a typical public-school classroom, it is not feasible for all learners to have individual opportunities to receive feedback from the teacher in the moment of the lesson. However, a select few learners may receive direct consequences from the teacher as they respond to class-wide questions. When individuals demonstrate observational learning (OL), they do not require direct consequences from a teacher to acquire new operants; rather, they will acquire new operants by observing others receive consequences. I tested the effects of a peer-yoked contingency game board to induce OL to learners who did not previously demonstrate acquisition of novel operants through observing others. I used a multiple probe design across 2 participants in 3 dyads. The participants’ chronological age ranged between 6 to 20 years old. The participants were paired into dyads based on their chronological age and verbal behavior repertoires. The participants had a clinical diagnosis of Down syndrome and/or autism spectrum disorder. The participants did not demonstrate OL for acquisition when a probe was conducted using novel picture-word relations in the pre-intervention probe. The stimulus control of OL was measured by the number of correct responses the client emits to untaught picture-word relations after observing a peer confederate receive learn unit instruction. Participant A in dyad 1 demonstrated OL using novel stimuli after three intervention phases. Participant C in dyad 2 demonstrated OL using novel stimuli after two intervention phases. Intervention is currently ongoing for Participants B, D, and dyad 3.

 
 
Symposium #220
CE Offered: BACB — 
Supervision
Structured, Supportive, and Competency-Based Approaches to the Supervision of Behavior Analytic Trainees
Sunday, May 28, 2023
3:00 PM–3:50 PM
Convention Center 401/402
Area: TBA; Domain: Service Delivery
Chair: Janice Frederick (The ABRITE Organization)
CE Instructor: Janice Frederick, Ph.D.
Abstract:

Over the last 15 years, the field of behavior analysis has experienced accelerated and unprecedented growth with the Behavior Analysis Certification Board® (BACB®) reporting that less than half of its certificants have been credentialed for more than 5 years. There are many implications for these data including that an increasing number of Board Certified Behavior Analysts (BCBAs) are taking on the role of supervisor for those individuals seeking a credential. Both the roles of supervisor and supervisee can be challenging particularly in the presence of formal guidance and a literature base related to behavior analytic supervision that is growing in detail and volume but remains lean. The current symposium examines competency-based models for supervision of behavior analytic trainees and offers considerations and tools for supervisors and supervisees that may support their success in their respective roles. A primary purpose of the symposium is to encourage those that function as supervisors to participate in dissemination and empirical analyses of their supervision practices. The presentations will include detailed descriptions of supervision processes and resources, competency-based assessments, and measures of supervision quality.

Instruction Level: Intermediate
Target Audience:

Individuals who hold or pursuing a credential in behavior analysis

Learning Objectives: At the conclusion of the symposium, participants will be able to: (1) describe components of a competency-based model of behavior analytic supervision, (2) detail methods for measuring content mastery by behavior analytic trainees and (3) describe an evidence-based coaching process designed to improve the performance of supervisees.
 

A Competency-Based Model for the Provision of Supervision to Aspiring Board Certified Behavior Analysts (BCBAs)

MATTHEW CHRISTOPHER PETERSON (The ABRITE Organization; Brite Horizons), Janice Frederick (The ABRITE Organization)
Abstract:

Currently, there are 4 different pathways to Board Certified Behavior Analyst® (BCBA®) certification, all of which require between 1500 and 2000 hours of practical fieldwork in applied behavior analysis. Rapid growth in our field has resulted in an increasing number of Board Certified Behavior Analysts (BCBAs) providing supervision to future applicants. Sellers, Valentino, Landon & Aiello (2019) distributed a survey on current supervisory practices and barriers to effective supervision. One identified area of improvement relates to using a structured system to track trainees’ mastery of skills with a specific focus on competency-based training. The Behavior Analyst Certification Board, Inc.® has built out requirements related to the nature of supervision, content of supervision, acceptable activities for supervision, tracking supervision, and the supervisor-supervisee relationship, but there are not yet requirements for assessing mastery of content covered during supervision. The current paper summarizes the evolution of the model of supervision within a clinical organization and provides detailed descriptions of its components including curriculum sequence, format for group supervision meetings, terminology and practical-based competencies, self-assessment on learning outcomes related to the BCBA task list items, check-in meetings, regular evaluation of the supervisory relationship, and opportunities for individual and group supervision. Methods used to support and measure learning outcomes, supervisee self-assessment on content mastery, quality of supervisor-supervisee relationships, and performance of the supervisor will also be reviewed.

 

Decreasing Burn Out in Applied Behavior Analysis (ABA) Supervision: How Mock Exams and Banked Resources Can Increase Supervisor Satisfaction, Supervision Quality, and Supervision Consistency

CAS BREAUX (Central Reach)
Abstract:

In applied behavior analysis, supervision responsibilities are often combined with an active case load, management, and other responsibilities. In organizations without formal supervision models and banked resources, supervisors are responsible for assessment, training deficit competencies, and ensuring quality services are delivered by their trainees. In many organizations, supervisors are additionally responsible for their own supervision process and resources, making supervision quality inconsistent, even within the same organization. The use of competency assessments in supervision is also limited, due in part to the time-consuming nature of creating and updating questions that are similar to those on certification exams. Assessments designed to identify deficits within and across items listed on the Behavior Analyst Certification Board® (BACB®) 5th ed. task-list are then less likely to be used in supervision. Similarly, the time required to create and maintain a bank of supervision resources for task-list items can limit the quality of supervision offered, especially when additional resources are needed to address trainee deficits in within and across task-list items. This manuscript will explore increasing supervisor satisfaction and increasing supervision quality and consistency across organizations, using partial mock exams for competency assessment and banked supervision resources.

 

Maximize Supervision Impact With Accomplishment-Based Coaching

SHANE ISLEY (Performance Thinking Network)
Abstract:

In most Applied Behavior Analysis (ABA) treatment programs using a tiered-service delivery model, behavior analysts are responsible for providing ongoing supervision of assistant behavior analysts and behavior technicians. This type of supervision aims to enable each supervisee to produce valuable contributions (e.g., positive, therapeutic relationships, clients who meet frequency aims on instructional programs) that help the organization improve service quality and client progress while strengthening employee engagement. Clinical supervisors (i.e., Board Certified Behavior Analysts® who oversee supervisees in ABA organizations) typically learn what is expected of them as supervisors in graduate school, supervised fieldwork, and the required Behavior Analyst Certification Board® (BACB®) 8-hour supervision training program. However, they often do not learn how to improve the performance and engagement of employees through coaching and evidenced-based management practices. In this presentation, we will provide an overview of a coaching process that clinical supervisors can employ to help them manage individuals and teams while continuously improving the quality of services delivered by their supervisees. Influenced by Thomas Gilbert and other thought leaders in Human Performance Technology, this accomplishment-based coaching process helps supervisors sharpen their focus on improving the valuable contributions of those they manage and optimize conditions to ensure that they produce the accomplishments as expected.

 
 
Symposium #221
CE Offered: BACB
Supporting Individuals on the Autism Spectrum Through Robotics and Virtual Learning
Sunday, May 28, 2023
3:00 PM–4:50 PM
Convention Center Mile High Ballroom 4C/D
Area: AUT/EDC; Domain: Theory
Chair: XIAONING SUN (University of Utah)
Discussant: Aaron J. Fischer (University of Utah)
CE Instructor: Aaron J. Fischer, Ph.D.
Abstract:

The technological age in which we live has brought with it new methods of harnessing technology to bring valid and reliable interventions to individuals on the autism spectrum. This symposium will present a review of technology to support ABA practice for individuals on the autism spectrum, as well as three targeted reviews of emerging technologies and their ability to support individuals on the autism spectrum. Specifically, these technologies include virtual reality, telepresence robots, and programmable robots. The findings and implications of these studies are discussed. Studies on virtual reality demonstrated strong training abilities for supporting individuals on the autism spectrum, particularly those practicing social skills. Research on telepresence robots showed promise in assisting educators with behavior assessment procedures and revealed increased compliance and improved student academic skills. Despite limited research highlighting the role of programmable robots in autism intervention, studies have shown great potential for teaching social and occupational skills. Strengths, limitations, and future directions for each technology will be discussed.

Instruction Level: Basic
Keyword(s): Autism, robotics learning, technology-based intervention, virtual learning
Target Audience:

Individuals or groups who are interested in technology-based interventions

Learning Objectives: 1) learn about emerging technologies and their ability to support individuals on the autism spectrum 2) learn training abilities of virtual reality for supporting individuals on the autism spectrum 3) learn how to integrate telepresence robots into the consultation process, their strengths and limitations, and considerations for future research on telepresence robots in education 4) learn the role of programmable robots in autism intervention, especially its great potential for teaching social and occupational skills
 

Applying Technology-Based Interventions in Applied Behavior Analysis (ABA) Practice for Individuals With Autism Spectrum Disorder (ASD)

CAROLINE DUCLAUX (University of Utah)
Abstract:

Individuals on the autism spectrum experience difficulties in social-emotional reciprocity, nonverbal communication, and developing and maintaining relationships, along with particularities in interest and motor skills. Fortunately, the technological age in which we live has brought with it new methods of harnessing technology to bring valid and reliable interventions to individuals on the autism spectrum. In the current digital age, practitioners and researchers have increasingly focused on how technology can be leveraged to develop more effective and accessible training programs. Moreover, technological efficiency enables the provision of treatment to an increased number of individuals, particularly those who may not have previously had the means to access the care they need. This presentation will report the recent technological developments in delivering ABA service to individuals with ASD. For instance, technologies such as virtual reality (VR) and telepresence robots can enable remote service provision, reducing the need for direct practitioner contact, eliminating the burden of travel, and expanding the reach of practitioners trained to deliver ASD interventions.

 
Cornerstone of the Technological World–Virtual Reality
AN AN CHANG (California State University, Northridge)
Abstract: Virtual reality (VR) has become a cornerstone of the technological world: changing the landscape of the videogame world and reinventing the way we experience our surroundings. A virtual setting, or world, is a simulation of real-world environments containing various entities. This feature renders VR ideal for interventions for which contingencies may need to be precisely altered. VR technology, when applied correctly, can have numerous benefits for ASD-focused interventions. The alleviation of concerns related to social abilities and professional skills can help ease the stress of childhood and pave the path to success for transition-aged individuals on the autism spectrum. Customizing environments, amplifying accessibility, and pinpointing contingency control are all ways that VR contributes to pre-existing interventions, and bringing those advantages into practice helps alleviate the concerns posed by ASD, allowing individuals to discover their capacities and utilize their strengths out in the world. This presentation demonstrated strong training abilities of virtual reality for supporting individuals on the autism spectrum, particularly for those practicing social skills. Strengths, limitations, and future directions are discussed in detail.
 
Delivering School Psychology Services Through Telepresence Robots
HUNTER KING (University of Utah)
Abstract: An emerging line of research has demonstrated the use of telepresence robots to remotely train educators to support the behavioral and academic needs of children and youth on the autism spectrum. Whether stationary or mobile, telepresence robots include a docking system that incorporates video conferencing software for purposes of service delivery. Using telepresence robots, consultants met with educators across several sessions to conceptualize student needs, support educators’ comfort with treatment procedures, provide ongoing performance feedback to sustain high levels of treatment integrity, and formatively evaluate students’ response to treatment. To date, the teleconsultation literature has primarily focused on the provision of indirect supports in schools targeting educators’ adherence to ABA-based strategies (e.g., functional analysis, stimulus fading, guided complaince) and their effectiveness for achieving student outcomes (e.g., instruction following, number discrimination). While limited in number, a series of recent publications have shown telepresence robots to be a feasible and acceptable medium through which to achieve these outcomes. Considering the recency of telepresence robots in education, this presentation will provide guidance on how to integrate telepresence robots into the consultation process, their strengths and limitations, and considerations for future research on telepresence robots in education.
 

Programmable Robots: Conducting Interventions Without a Direct Practitioner

LAUREN ELIZABETH MARTONE (University of Utah)
Abstract:

Programmable robots can be designed and programmed to imitate skills training normally provided by an interventionist. There are two ways programmable robots can be used. One way is with a human operator actively controlling the robot from a distance using a computer. The other way is by preprogramming the robot to engage in different behaviors based on what it is seeing or hearing, often referred to as “autonomous” control. Researchers have been creative in the development of these robots to support children with Autism in other ways. One way is teaching necessary skills to teachers and practitioners. Robots, simulating clients, can be helpful for training because the trainees are exposed to real-life scenarios and challenges (e.g., a client experiencing a breakdown of emotions), access new or rare experiences (e.g., a client engaging in self-injury in the form of hitting their own head), obtain immediate performance feedback from the robot or a trainer standing by, and repeatedly practice in a safe environment. Despite limited research highlighting the role of programmable robots in autism intervention, studies have shown great potential for teaching social and occupational skills. Strengths, limitations, and future directions for each technology are discussed in detail.

 
 
Symposium #222
CE Offered: BACB
Training and Supporting Caregivers of Children with Autism
Sunday, May 28, 2023
3:00 PM–4:50 PM
Convention Center Mile High Ballroom 1C/D
Area: DDA; Domain: Applied Research
Chair: Andrew Sodawasser (University of Nebraska Medical Center)
Discussant: Cynthia P. Livingston (University of Nebraska Medical Center)
CE Instructor: Cynthia P. Livingston, M.A.
Abstract:

Autistic children commonly present with difficulties in communication and social interactions and are at risk for developing dangerous problem behavior (Doehring et al., 2014). These difficulties and risks can increase as children age (Gray, 2006; Ingersoll & Hambrick, 2011). As a result, caregivers of these children experience increased stress and challenges in providing care. Caregiver reports and surveys indicate a need for training to address their child's specific challenges and support to cope with associated stress (Lai & Oei, 2014). This symposium comprises four studies to improve the lives of caregivers and their autistic children. Studies focused on training caregivers to teach skills or address problem behavior with their children and evaluated caregiver-related outcomes. Study results suggest that clinical providers consider the care and wellness of the children they serve and their caregivers.

Instruction Level: Intermediate
Keyword(s): Caregiver training, Problem Behavior, Skill Acquisition
Target Audience:

Board Certified Behavior Analysts; Board Certified Assistant Behavior Analysts; Therapists; Practitioners Audience members should have a general understanding of caregiver training, behavior skills training, and common symptomology of Autism Spectrum Disorder.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify strategies in which telehealth and video conferencing platforms may be used for the assessment and treatment of not only children with autism, but their parents and caregivers as well, 2) Identify the mental, physical, and psychological challenges parents and caregivers may experience when caring for individuals with severe challenging behaviors, and 3) Identify at least one strategy to better support parents, caregivers, and their children with autism.
 

Virtual Acceptance and Commitment Therapy Groups for Parents of Children With Autism: Acceptability and Feasibility

ABIGAIL MORETTI (Rowan University), Christina Simmons (Rowan University)
Abstract:

Parents of children with autism spectrum disorder (ASD) experience higher rates of anxiety, depression, stress, poor overall well-being, and difficulty with adaptive coping, particularly when their child also engages in challenging behavior. As such, acceptance and commitment therapy (ACT), which encourages psychological flexibility and mindfulness, is particularly suited for this population. The current study examined the feasibility and acceptability of implementing virtual ACT groups with parents of children with ASD and co-occurring challenging behavior. Participants attended an in-person intake interview, six virtual ACT group sessions, and two in-person individualized parent training sessions to learn behavior management techniques and practice implementing behavioral intervention when faced with treatment challenges. Participants included 10 parents across three different groups; however, only six completed all post-study measures. Participants who completed all study measures demonstrated a statistically significant improvement in psychological flexibility and reduction in stress, and perceived the intervention to be highly acceptable. Findings suggest that participating in six virtual group sessions may not be feasible for all parents of children with ASD and challenging behavior. However, the intervention produced positive treatment outcomes for participants completing all study measures, suggesting that this intervention should be adapted to improve feasibility and promote accessibility for this population.

 

Caregivers of Children With Autism Spectrum Disorder and the Impact of Their Posttraumatic Stress Disorder Symptomology

JENNIFER M. HODNETT (University of South Florida), Nadrat Nuhu (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Mariah Huggins (Marcus Autism Center)
Abstract:

Posttraumatic stress disorder (PTSD) can be a debilitating mental health illness, consisting of persistent cognitions, feelings of detachment, and severe dysfunction surrounding an individual’s daily life (National Institute of Mental Health, 2020). Most often PTSD is associated with being a victim of a violent crime, exposure to combat situations, and/or experiencing natural disasters (Breslau, 2009; National Institute of Mental Health, 2020). However, exposure to traumatic events is the key variable which results in a formal diagnosis of PTSD. We investigated how the severe challenging behavior children diagnosed with autism spectrum disorder and related neurodevelopmental disorders impact their caregivers, specifically if it results in PTSD symptomology. The presence of PTSD symptomology could influence a caregiver’s ability to adhere to treatment recommendations thus affecting a child’s intervention for challenging behavior. By better understanding the potential association between the challenging behaviors caregivers encounter and the presence or absence of PTSD, the most appropriate and effective resources can be accessed.

 
Further Evaluating Skills-Based Approaches: Training Caregivers to Teach Behavioral Readiness for Child-Dyads via Telehealth
JAVID RAHAMAN (University of Nebraska Medical Center), Kevin C. Luczynski (Universal Behavioral Consulting Services)
Abstract: Caregivers face the daunting task of preparing their children for everyday expectations and challenges. This task can increase in difficulty when more than one child is in the household and risk factors for problem behavior are present (e.g., autism). Skill-based approaches have been used to teach behavior readiness for various challenging situations children may commonly encounter. These approaches use a combination of probabilistic reinforcement, synthesized reinforcement, and contingency-based delays to teach communication and self-control skills. Despite its efficacy, skill-based approaches have only been used to teach a single child at a time, and an evaluation of simultaneously teaching multiple children is warranted. We trained caregivers over telehealth to teach two children communication and self-control skills across various challenging situations to promote behavioral readiness. After, we evaluated the generality of training for caregivers and teaching, for each child, across other distinction situations. We observed decreases in emerging problem behavior and increases in communication and self-control skills for four autistic children. Caregivers averaged procedural integrity scores above 90% following training. Moreover, caregivers reported high acceptability scores on the training procedures and modality, and children’s outcomes. All children reported favorable social validity outcomes. Future directions, considerations, and limitations will be discussed.
 

Comparing Vocal and Textual Feedback in Behavioral Skills Training With Parents via Telehealth

MADELYN DOUGLAS (The New England Center for Children), Cammarie Johnson (The New England Center for Children; Western New England University; Simmons University)
Abstract:

Extensive research demonstrates that behavioral skills training (BST) is effective in training a wide range of skills, including training parents to implement behavior analytic teaching methods. In a literature review, the feedback component of BST was often not technologically described, which hinders potential replications of BST studies. A technological definition of feedback would include when and where it is delivered, what is delivered, how and by whom it is delivered, and how many feedback statements are given, with specific examples of the feedback given. The purpose of this study was to compare the effectiveness and efficiency of preferred vocal and textual feedback in behavioral skills training delivered via a video conference application. A secondary goal was to serve as a technological application and description of feedback. An alternating treatment, nonconcurrent multiple baseline design across 2 parents of children with autism was used to teach two craft activities. Reliability measures were collected on the dependent and independent variables and were above 90%. Results did not suggest that one feedback condition was more effective or efficient than the other. A post-study, social validity survey indicated that parents valued the training and were confident in their ability to perform the activities they learned.

 
 
Symposium #224
CE Offered: BACB
Strategic Incremental Rehearsal to Teach Discrete Academic Skills: Reflections and Future Directions
Sunday, May 28, 2023
3:00 PM–4:50 PM
Convention Center 403/404
Area: EDC; Domain: Applied Research
Chair: Jessica Herrod (Ohio University)
Discussant: Sara S. Kupzyk (University of Nebraska Omaha)
CE Instructor: Jessica Herrod, Ph.D.
Abstract: In schools and clinics, teachers and behavior analysts often use flash-card based interventions as a method for teaching discrete skills. Flashcard procedures differ based on the ratio of known to unknown targets or the rates of opportunities to respond (OTRs) presented to the known and unknown targets (Burns, 2007; Cates et al., 2003). One newer procedure, strategic incremental rehearsal (SIR), uses an interspersal method that focuses more OTRs on unknown targets by using learner performance as an indicator for when to change instructional targets (Kupzyk et al., 2011). This symposium includes four presentations that evaluate the effectiveness and efficiency of SIR with children with and without disabilities ranging in age from preschoolers to adolescents. In addition, presenters discuss the effects of other environmental variables that may inhibit the effectiveness of SIR such as mask wearing when teaching. Across the studies, the results demonstrate the effectiveness of SIR to teach many discrete skills including naming Spanish words, letters, letter sounds, numbers, and sight words. Considerations for enhancing the efficiency of the procedure will be discussed. Overall, the studies suggest that SIR may be an effective procedure to teach different academic skills, in a variety of contexts for a range of students.
Instruction Level: Basic
Keyword(s): academic, flash card, opportunities respond, schools
Target Audience: This presentation will likely benefit those behavior analysts and teachers who already have some learning history with using a learning trial, using prompts and prompt fading strategies, and teaching discrete skills to learners.
Learning Objectives: At the conclusion of the presentations, participants will be able to: - Identify (list) the types of populations and arrangements in which researchers have successfully used SIR. - Identify (list) the types of skills in which researchers have successfully used SIR. - Identify (list) two factors that may impact the effectiveness of SIR. - Describe the critical components of SIR that make it effective as compared to other flashcard-based procedures. - Describe the behavior analytic mechanisms responsible for the success of SIR.
 
Using Strategic Incremental Rehearsal to Teach Academic Skills to Students with Autism Spectrum Disorder and Developmental Disability
ALEXANDRA N. MERCADO BAEZ (University of Georgia ), Tyler-Curtis Cory Elliott (University of Georgia), Kevin Ayres (University of Georgia)
Abstract: Strategic incremental rehearsal (SIR) is a teaching approach that uses flashcards to teach discrete academic skills. The purpose of the study is to validate SIR for children with Autism Spectrum Disorder (ASD) and Developmental Disability (DD). The researchers used a multiple baseline design across sets of targets with random assignment of stimuli sets to evaluate the effects of SIR with students with ASD/DD. The researchers conducted the experiment with four participants with ASD and DD whose ages ranged from young child to adolescent. The researchers used a variety of socially significant target behavior such as letter sounds, numbers, tacting items in Spanish, and irregular sight words. The results are discussed in relation to the effectiveness and appropriateness of SIR for individuals with ASD and DD with a wide range of skills as well as future recommendations for research related to SIR.
 

An Evaluation of Strategic Incremental Rehearsal on Sight Word Acquisition Among Students With Specific Learning Disabilities in Reading

LAURA E PHIPPS (Munroe-Meyer Institute, University of Nebraska Medical Center), Eric Robinson (Baylor University), Stacey Grebe (Kennedy Krieger)
Abstract:

To date, SIR has not been evaluated with children identified as having a specific learning disability in reading. This study uses a multiple baseline design across participants to examine the effects of SIR with a modified criterion for removal on sight word reading with three third-grade students receiving special education services for a specific learning disability in reading. Results indicated sight word reading increased for all 3 participants at the onset of intervention compared to baseline. The total intervention time for each participant ranged from 16 to 48 min. All 3 participants correctly read a minimum of 21 out of 25 targeted words at a 5-week maintenance check. The results indicated that SIR with a modified criterion of removal is a potentially effective and efficient intervention for sight word reading for participants with specific learning disabilities in reading.

 
A Comparison of Individual and Group Strategic Incremental Rehearsal
TYLER-CURTIS CORY ELLIOTT (University of Georgia), Alexandra N. Mercado Baez (Center for Autism and Behavioral Education Research, University of Georgia), Scott P. Ardoin (Center for Autism and Behavioral Education Research, University of Georgia)
Abstract: Teaching pre-reading skills such as letter identification at a young age is one way to prevent future reading failure. One flashcard teaching method used to teach discrete academic skills is strategic incremental rehearsal (SIR). Although the evidence for SIR is strong, no studies have evaluated the effectiveness and efficiency of SIR when used in a small-group format. The current study used a combinatorial design using a multiple baseline with an embedded alternating treatments design to comparatively evaluate the effects of SIR used in a small group and individual context with three preschool children to teach letter identification in the classroom. Results indicated that although Group SIR was an effective procedure for all three participants, the Individual SIR procedure resulted in slightly more efficient learning. However, when taking into account the additional teacher time needed to conduct 1-1 instruction, it is clear that for teachers with multiple students, it would still be more time-efficient to use SIR in a small group context. Post-test probes demonstrated that the skills learned in SIR generalized to other behaviors (receptive identification), other people (teachers), and other stimuli (letters presented on a worksheet). Future researchers should systematically replicate these results with different populations and skills.
 
Examining the Influence of Visual Access to Articulatory Gestures on Acquisition of Grapheme-Phoneme Correspondences
CHRISTINA NOVELLI (University of Georgia), Scott P. Ardoin (Center for Autism and Behavioral Education Research, University of Georgia)
Abstract: To become a proficient reader and speller, children must acquire foundational decoding and encoding skills through the acquisition of graphophonemic connections (i.e., letter sound correspondences). According to the motor theory of speech perception, articulatory gestures (AG)–motor movements of the mouth and oral articulators–act as a visual model for speech sounds. This study examined whether access to the instructor’s AG (i.e., visual, mouth cues) is an instrumental component of phonics instruction. That is, does visual access paired with an attentional prompt to AG increase efficiency and maintenance of the acquisition of letter sound correspondences? A multiple probe across behaviors with an embedded adapted alternating treatment design measured four-year-old preschoolers’ acquisition of letter sounds across three conditions: (a) control, (b) strategic incremental rehearsal (SIR) with a masked instructor, and (c) SIR with an unmasked instructor. Results replicated within and across participants will be discussed, as well as retention probes.
 
 
Symposium #225
CE Offered: BACB
Diversity submission All Appetitives All The Time: The Case for Centering Freedom In Behavior Analysis
Sunday, May 28, 2023
3:00 PM–4:50 PM
Hyatt Regency, Centennial Ballroom H
Area: PCH/CSS; Domain: Theory
Chair: Hannah Kaplan-Reimer (Louisiana Contextual Science Research Group, reSOURCE)
Discussant: Teresa Camille Kolu (Cusp Emergence)
CE Instructor: Emily Kennison Sandoz, Ph.D.
Abstract:

The field of behavior analysis has rightfully received troubling criticism since its application, particularly around the use of aversives for exerting stimulus control, instructional and otherwise. The practices in question emerge from analyzing the functions of discrete units of behavior, that do not capture the various context-behavior relations at any given moment that may be salient to an individual’s repertoire. However, some behavior analytic perspectives converge to focus on complex, nonlinear, and dynamic functional relations that can be characterized as aversive or appetitive to some degree. The present symposium will demonstrate the analysis of some socially significant practices necessary in the field of behavior analysis to mitigate harm. The first paper will introduce appetitive functional relations and their implementation in behavior analytic practice. The second paper will demonstrate the application of appetitive learning via an implementation of the enhanced choice model (Rajaraman, 2020). The third paper will provide an analysis of masking behaviors utilizing Goldiamond’s nonlinear contingency analysis (Layng et al., 2021). The final paper will discuss the development of a repertoire of cultural humility (Tervalon & Murray-Garcia, 1998) that embodies appetitive learning.

Instruction Level: Intermediate
Keyword(s): Appetitives, Assent, Cultural Humility, Freedom
Target Audience:

The audience must be familiar with basic behavior analytic concepts and principles. The audience must be able to understand behavior analytic terminology utilized in the talks.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Define and discriminate between appetitive and aversive control 2. Define the critical features of an appetitives-based choice model, assent and assent withdrawal response classes, and a repertoire of cultural humility 3. Identify the implications of an appetitive learning paradigm.
 
Diversity submission Convolving Breadth and Flexibility: Exploring Appetitive Functional Relations
EMILY KENNISON SANDOZ (University of Louisiana Lafayette), Karen Kate Kellum (University of Mississippi), Louisiana Contextual Science Research Group LCSRG (University of Louisiana, Lafayette)
Abstract: Functional relationships among context and behavior have been conceptualized in a number of ways across different behavioral perspectives. One way to evaluate these conceptualizations, and the terms associated with them is functionally - that is, in terms of (1) sociocultural contexts that evoke their use, and (2) their impact in particular contexts of interest. A recent approach to conceptualizing functional relations involves their characterization in terms of breadth, flexibility, and direction: that is, as appetitive or aversive to a particular degree. This approach may be most useful as part of an extension of the interbehavioral field construct, where appetitive describes the breadth, flexibility, and direction of the convolving field. This approach to characterizing functional relationships has been applied to events of such sociocultural significance such as privilege (LCSRG, 2022) and affirmative sexual consent (LCSRG, 2021), and such clinical significance as the psychotherapy process (Sandoz et al., 2022). In fact, it may be particularly well suited to addressing some of the social and clinical challenges that face behavior analysis today. This paper will explore the concept of appetitive functional relations, and how commitment to interventions that limit programmed consequences to those that function appetitively (i.e., all-appetitive, all-the-time; AAAT) might serve this time and place in our field.
 
Diversity submission Programming For Autonomy With The Enhanced Choice Model: Two Case Studies
MELISA SANTACROCE (Balance Speech and Behavior; PFA and SBT Community; Louisiana Contextual Science Research Group), Jayven J. Encarnacion (Touchstone ABA), Janani Vaidya (National Louis University; Louisiana Contextual Science Research Group; Assent Lab), Emily Kennison Sandoz (University of Louisiana Lafayette; Louisiana Contextual Science Research Group (LCSRG))
Abstract: Physical management procedures such as restraint or seclusion come with both psychological and physical risks to both the client and treatment team. The Enhanced Choice Model (ECM) as described by Rajaraman et al. (2020) attempts to mitigate the need for such invasive strategies. In the following case studies, ECM was utilized with an adolescent and an adult client in the home and community settings over the course of one year. Dangerous escalation and physical management procedures were eliminated while increasing skill development and quality of life. Participating individuals were given three ongoing choices: (a) “practice” by participating in treatment tasks (b) “hangout” with noncontingent access to reinforcement or (c) “leave” by ending the session. For both individuals, safety was maintained within the treatment sessions over the course of one year while time spent in “practice” increased leading to improvements in community access and participation. Standardized and criterion-referenced assessment tools demonstrated gains in all areas across both clients over the course of treatment. Therapy sessions expanded to include community-based activities with peers, vocational tasks, and an increase in activities of daily living both inside and outside of the home. Both individuals participated to a greater extent in educational activities than they did at baseline without direct support from the ABA team. Implications for using the enhanced choice model to emphasize shared-governance, appetitive functional relations (Sandoz et al., 2022), rapport, and assent while maximizing safety for both adolescent and adult clients are discussed.
 
Diversity submission Creating Space to Receive Authenticity: Assent, Appetitives, and the Absence of Coercion
WORNER LELAND (Sex Ed Continuing Ed)
Abstract: Skinner conceptualized tacting of private events as an operant behavior acquired through the cultural contingencies of one’s verbal community. One form of hypothesized learning was that of response reduction, meaning that verbal behavior initially acquired as an overt operant may contact punishment such that responding is reduced to an undetectable magnitude, one which we may colloquially label as covert (Skinner, 1945) or subtle (Hayes & Fryling, 2009). With this, we see the possibility for a divergence between simultaneously occurring overt behavior and covert behavior. This phenomenon may be conceptualized as a component of “masking” (Pearson & Rose, 2021; Miller, Rees, & Pearson, 2021). This talk will consider a conceptual analysis of masking, and will utilize Goldiamond’s non-linear contingency analysis approach (Layng et al., 2021) to describe how response reduction may be differentially and contextually shaped across time. This talk will also present putative critical components for environments that foster authenticity and learning environments that foster authentic assent.
 
Diversity submission Field of (Appetitive) Dreams: Rooting Cultural Humility in Appetitive Learning
JANANI VAIDYA (National Louis University; Lousiana Contextual Science Research Group (LCSRG); Assent Lab), Emily Kennison Sandoz (University of Louisiana Lafayette; Louisiana Contextual Science Research Group), Michael C May (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC)
Abstract: Contemporary behavior analysis touts the importance of training cultural awareness skills (BACB, 2020) and developing cultural competence for researchers and practitioners (Fong, 2013). However, the field has recently begun evolving towards encouraging cultural humility (Foronda, 2020; Wright, 2019), an ongoing process of self-reflection and lifelong commitment to learning clinical and research practices that are mutually beneficial with diverse communities and populations (Tervalon & Murray-Garcia, 1998). This evolution, may, however, be maintained more by the avoidance of criticism than the benefits of a culturally humble science. The present paper will conceptualize cultural humility from a contextual behavioral perspective in terms of learning patterns that foster growth and expansion of one’s repertoire specifically via repeated exposure to diverse contexts. This conceptualization will discuss the shift from developing cultural humility that is rule-governed and aversively controlled to a repertoire built as a function of an individual’s valuing behaviors. Finally, the paper will utilize this conceptualization to discuss implications for behavior analysts to develop a culturally humble repertoire while operating in a variety of domains.
 
 
Symposium #226
CE Offered: BACB
Improving Supervision Practices With Observational Learning: Lessons Learned From Behavior Analysis and Related Fields
Sunday, May 28, 2023
3:00 PM–4:50 PM
Convention Center 406/407
Area: TBA/DDA; Domain: Theory
Chair: Yelba Yelitza Vallecillo (Western Michigan University )
Discussant: Lisa N. Britton (Britton Behavioral Consulting)
CE Instructor: Lisa N. Britton, M.S.
Abstract:

The Behavior Analyst Certification Board established additional accountability for supervisors with recent guidelines (BACB, 2021). In particular, newly certified behavior analysts (i.e., less than a year) are required to meet with a consulting supervisor if they wish to supervise trainees’ fieldwork experience. These guidelines aim to support newer supervisors and spotlight the critical role of supervision in safeguarding quality training and service delivery. This symposium will present four papers that offer recommendations, resources, and tools which are derived from training and supervision from the behavior analytic literature and related fields. The first presentation will discuss the positive supervision movement in clinical psychology and translate the model into specific behaviors for behavior-analytic supervision. The second presentation will discuss the use of peer feedback in medical training and offer recommendations and tools for supervisors. The third presentation will focus on a responsibility for which supervisors are commonly held accountable: training behavior analysts and stakeholders to conduct functional behavior assessments (FBAs) and discuss the current state of FBA training. The final presentation will share recommendations and resources for new supervisors, including ways to practice feedback delivery and reception, incorporate ethics into supervision, and a model for teaching FBAs.

Instruction Level: Basic
Keyword(s): FBA, PBS, Peer Feedback, Supervision
Target Audience:

The symposium is geared toward new and veteran BCBA supervisors. As such, the attendee should possess basic competence in supervision practices.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the positive supervision model; (2) identify ways to use peer feedback with trainees; (3) describe how training behavior analysts can address barriers with conducting functional behavior assessments, and (4) locate resources that can be used to establish and maintain an effective relationship with a consulting supervisor.
 
Guiding Supervisees to Greater Competence: The Case for Positive Supervision in Behavior Analysis
AMBER VALENTINO (Trumpet Behavioral Health), Meaghan Kantrowitz (Trumpet Behavioral Health)
Abstract: The quality of behavior analytic supervision influences many important aspects of our profession, including the quality of clinical care our clients receive, workplace satisfaction for our employees, and the impression we make on society about our science and its impact. To address the quality of supervision, behavior analysts have produced many high-quality pieces of supervision literature over the past decade. This literature has propelled our profession toward a comprehensive conceptualization of supervision and has begun to give supervisors and supervisees tools to ensure supervision is high quality and effective. However, more is needed. In this presentation, we propose that “something more” is the adoption of positive supervision. We inform the audience of the roots of the positive supervision movement in clinical psychology and translate the positive supervision model into specific supervisory behaviors. We will describe the use of a self-assessment, provide specific behavioral recommendations, and a supervisor task analysis to fully facilitate adoption of a positive supervision approach.
 
Peer Feedback: Recommendations for Behavior Analysts’ Training and Supervision
ELIAN ALJADEFF (Kinneret College on the Sea of Galilee), Avner Fraidlin (Kinneret College, David Yellin College, Western Michigan University,), Jessica E. Van Stratton (Western Michigan University), Alyssa R McElroy (Western Michigan University)
Abstract: Although performance feedback has been established as a critical supervisory skill, Board Certified Behavior Analyst (BCBA) supervisors report receiving little to no explicit feedback training (Sellers et al., 2019). To provide trainees with routine practice opportunities, which trainees may require to develop proficiency, graduate training course instructors and fieldwork supervisors can use peer feedback as an instructional method. The utility of peer feedback has been recognized in the organizational behavior management (OBM) literature (e.g., behavior-based safety interventions; Lebbon et al., 2012; Wirth & Sigurdsson, 2008), and has been used successfully in medical student training for several decades. However, in the context of behavior analytic training and supervision, peer feedback has yet to be established as a training method. Similarities in the behavioral and medical fields (e.g., significance of interpersonal skills) make the medical field a good model from which behavior analysts can learn. This presentation will highlight review findings on the use of peer feedback with medical students, discuss recommendations, and share tools supervisors can use to promote trainees’ technical and nontechnical feedback skills. A discussion of the strengths and drawbacks of different strategies for shaping trainees’ feedback skills will be highlighted.
 

Review of Functional Behavior Assessment (FBA) Training Procedures – The How, the Who, and Future Directions

NATALIE ROLIDER (Kinneret Academic college), Elian Aljadeff (Kinneret College on the Sea of Galilee)
Abstract:

Functional behavior assessments (FBAs) are a set of procedures aimed to determine the function of a behavior and are considered the gold standard in the practice of behavior analysis (Germansky et al., 2020.; Lambert et al., 2014). FBA procedures can be categorized by method of implementation into three types: indirect assessments, descriptive assessments, and functional analyses (FA; Germansky et al., 2020). While it is widely agreed that conducting FBAs prior to the development of a behavioral intervention is crucial for the success of the behavior analytic service, many behavior analysts skip this step due to lack of time and/or lack of training (Iwata & Dozier, 2008). One way to overcome barriers to the implementation of FBAs is to train behavior analysts and other people involved in the behavioral treatment to conduct the assessments. The purpose of this paper is to review the literature concerning the training of FBA procedures and to summarize the types of FBA procedures that are trained, the characteristics of trainees, and the training methods used. At the conclusion of the presentation implications for training faculty and supervisors will be discussed and future research will be suggested.

 
Designing a Successful Supervision Journey: Recommendations for New Supervisors
AVNER FRAIDLIN (Kinneret College, David Yellin College, Western Michigan University,), Jessica E. Van Stratton (Western Michigan University), Alyssa R McElroy (Western Michigan University), Ky'Aria Moses (Western Michigan University), Kayla Jenssen (Western Michigan University)
Abstract: As of 2022, Board Certified Behavior Analysts (BCBAs) who are certified for less than one year and have met the qualifications to serve in a supervisory capacity are required to meet with a consulting supervisor if they wish to supervise trainees’ fieldwork experience (BACB, 2021). Recommendations that are uniquely tailored for new supervisors, adapted from Sellers, Valentino, and LeBlanc’s (2016), will be provided along with resources new supervisors can use to design a successful supervision journey with a consulting supervisor. Recommendations will discuss variables new supervisors should consider when searching for a consulting supervisor, steps new and consulting supervisors should take when establishing a relationship, strategies for identifying goals and skills from which new supervisors may benefit from targeting during the consultative relationship, and effective ways for incorporating ethical skills and maintaining professional development throughout and following the consultative relationship with a consulting supervisor will be discussed. Tools and resources new and consulting supervisors can use will be provided (e.g., resources for practicing ethical problem-solving, time management resources, a model for teaching case conceptualization).
 
 
Symposium #227
CE Offered: BACB
Investigations of Complex Interbehavior
Sunday, May 28, 2023
3:00 PM–4:50 PM
Convention Center Mile High Ballroom 3A
Area: VBC/EAB; Domain: Translational
Chair: Linda J. Parrott Hayes (University of Nevada, Reno)
Discussant: Steven C. Hayes (University of Nevada, Reno)
CE Instructor: Courtney Smith, M.S.
Abstract: In this symposium, empirical investigations of complex behavior and methodological strategies for their investigation are described. Common to these investigations are their concern for the actualization and participation of substitutional processes in the performance of complex interbehavior. The oft claimed notion that the interbehavioral perspective is ill-suited to empirical investigation is dismissed in the first presentation by a proper focus on the role of the scientific worker. Following this, investigations of a basic sort with significant applied implications are presented. The first of these examines processes of substitution in rule following, focusing on factors that may foster and hinder the development of substitute stimulus functions. A second investigation examines processes of substitution operating in the context of the linguistic behavior of listeners, specifically how predicted outcomes of linguistic responding may facilitate self-editing. A final study offers an interbehavioral conceptualization of memorial events in which remembering is held to occur when previously established substitute stimuli are later encountered. In this experiment, factors limiting the establishment of substitutive stimulus functions are examined as well as how those functions may evolve in such a way as to disturb their operation in authentic memorial events.
Instruction Level: Intermediate
Keyword(s): measurement, memory, rule-following, self-editing
Target Audience: This symposium is intended for a target audience at an intermediate instruction level. It is encouraged that attendees have a foundational knowledge of concepts related to verbal behavior, derived stimulus relations, (such as equivalence relations), and conceptual issues regarding the philosophy of behaviorism.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the role of the scientist in experimental research design; (2) describe the link between rule-following behavior and derived responding; (3) characterize the potential practical implications of behavior-analytic accounts of self-editing, remembering, and forgetting.
 

Experimental Designs From an Interbehavioral Perspective

(Theory)
COURTNEY SMITH (University of Nevada, Reno), José G. Ardila-Sánchez (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract:

A common criticism of the interbehavioral perspective is that it does not dependably yield experimental research. This shortage of research indicates that the philosophical assumptions from which the scientific worker is operating impact the experimental design, as well as the descriptions of observed events. This presentation will clarify this misconception by focusing on the role of the scientific worker from an interbehavioral perspective. A review of the factors in the psychological event—the stimulus function, response function, interbehavioral history, setting factors, and the medium of contact (Kantor, 1958)—will be provided, with a focus on the factors being investigated by the other presenters in this symposium. The design of an experiment—the event of interest, the subject matter, and measurement of the manipulated variables—and the descriptions generated from the experiment—both qualitative and quantitative—will be considered in the context of interbehavioral experimental research. To conclude, this presentation will address some factors to consider when designing an interbehavioral experiment.

 
Persistent Following of Rules Actualized by Equivalence: Historical Factors Preventing the Development of Stimulus Functions
(Basic Research)
ABRAAO FIGUEIRA DE MELO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: Rule-following behavior may produce insensitivity to operative contingencies in the immediate environment. Rule-following behavior is linked to derived relational responding such as equivalence relations, defined by the untrained substitutability of functions across dissimilar stimuli. However, the degree of such functional substitution has been shown to vary according to training parameters. Studies have investigated rules of which functions are actualized by their participation in equivalence networks. In the present study, the alternation of two sets of baseline training differentially actualized the function of an experimentally defined rule. Contingencies of a subsequent task were only rule-consistent following the original set of baseline training. Following the alternative-baseline training, task contingencies came to be rule-inconsistent due to the most recent network established. We investigated the persistence of rule-following when these parameters of baseline training were manipulated: (a) the presentation of transitivity-consistent trials, (b) the feedback contingent on transitivity-consistent responding, (c) the number of trained relations necessary for rule actualization, and (d) the number of stimuli comprising the relational network. One of five participants showed persistent rule-following when feedback was presented in transitivity trials for the original network, but not for the alternative, warranting future investigations on the historical variables influencing persistent rule-following.
 
An Examination of Self-Editing Behavior on the Part of the Listener
(Basic Research)
TERRALYN LEILANI TIFFER (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: From an operant analysis, self-editing is described as complex verbal behavior that occurs when a speaker, functioning as his own listener, can examine the effect (or potential effect) of his own verbal response and revoke, or edit, the response prior to affording access to it on the part of an external listener. Following this conceptualization by Skinner (1957), very few experimental preparations have examined this verbal phenomenon from a behavior analytic perspective (Hyten & Chase, 1991; Epting, 2003). The current study suggests a reconceptualization of self-editing behavior using an interbehavioral approach to verbal interactions (Kantor, 1977). As such, self-editing is described as a complex verbal event comprised of six phases (orienting, listening, understanding/self-observing, reorienting, predicting, and editing). From this reconceptualization, an experiment was programmed to allow for the examination of self-editing behavior on the part of the listener. Specifically, the procedural structure of conditional discrimination training was used to observe the occurrence of self-editing behavior with respect to repeated presentations of shifting configurations of arbitrary sample stimuli. The results were analyzed with respect to the interbehavioral perspective, and revealed that 19 of 20 participants, functioning as a listener, engaged in self-editing behavior.
 
Factors Fostering the Forgetting and Remembering of Childhood Abuse
(Basic Research)
STAHELI MEYER (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: Forgetting, in part or in full, is a common of many victims of childhood abuse. The most common account of memory is the storage metaphor. It is suggested here that storage accounts are mentalistic, reductionistic, organocentric and have degraded the believability of forgotten memories, a common experience of survivors of sexual assault. An alternative conceptualization of forgetting and remembering derived from Interbehavioral Psychology will be described. Interbehavioral Psychology offers a naturalistic account, free from reductionistic and dualistic notions. An experimental analysis, afforded by this viewpoint, will be reviewed. The aim of the experimental analysis was to investigate the factors fostering forgetting and subsequent remembering. Of particular focus is: 1) the factors participating in the decreased establishment of substitutive stimulus functions in the initial association condition, 2) the evolution of stimulus functions antithetical to those established in the initial association condition, and 3) the setting factors which actualize particular functions at particular times.
 
 
Panel #128
CE Offered: BACB
Diversity submission Global Perspectives on the Need for Behavior-Based Cultural Evolution - Working Together
Sunday, May 28, 2023
4:00 PM–4:50 PM
Hyatt Regency, Mineral Hall D-G
Area: CSS/PCH; Domain: Translational
CE Instructor: Henry S. Pennypacker, Ph.D.
Chair: Francisco Ignacio Perez (University of Texas Health Science Center - Houston School of Public Health)
HENRY S. PENNYPACKER (University of Florida)
NAOKO SUGIYAMA (Medical Safety Promotion Organization)
NEIL TIMOTHY MARTIN (Behavior Analyst Certification Board)
Abstract:

The panel discussion will encourage audience participation. Together, we will focus on how we can promote and cultivate prosocial behavior on a global scale as well as in our own communities. As John Lennon told us, “imagine all the people living life in peace.” Skinner (1973) educated us that the science of behavior plays a leading role in creating an environment where cultural evolutionary changes for the better can be selected. He urged us to act and apply our knowledge about human behavior to prevent a catastrophic future and secure a healthy world for those who follow us. To accomplish these objectives, the panel will address the need to conceptualize our mission and discuss the necessity for formal training in the cultural and evolutionary sciences so that behavior analysts can become proficient leaders that can educate their communities and promote the environment that will facilitate behavior change, such as increasing the frequency of prosocial behavior, that will be needed to live together in harmony, peace, and prosperity. This can be our gift to those who follow us!

Instruction Level: Intermediate
Target Audience:

Board-certified behavior analysts and psychologists.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand and describe cultural evolution and the role of selection by consequences in the promotion of prosocial behavior; (2) describe the actions associated with prosocial behavior and be able to provide examples of prosocial actions; (3) recognize and describe the urgency to engineer our culture and become knowledgeable with the necessary tools and technologies for implementing a global cultural behavior based evolutionary process towards the greater good.
Keyword(s): Behavior Engineer, Cultural Evolution, Prevention Science, Prosocial Behavior
 
 
Symposium #183
CE Offered: BACB/QABA
Diversity submission Applied Behavior Analysis Across the Globe: An Overview of Research, Education, and Service Delivery in Different Countries
Sunday, May 28, 2023
4:00 PM–5:50 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT/DDA; Domain: Service Delivery
Chair: Andresa De Souza (University of Missouri-St. Louis)
Discussant: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Andresa De Souza, Ph.D.
Abstract:

The applications of applied behavior analysis for the intervention of people with developmental disabilities have received recognition across the United States of America and Canada. Nonetheless, many other countries across the globe still have limited availability in terms of country-specific research, the presence of advanced education, and access to specialized services. This situation is even more prevalent in developing countries where financial barriers and public health policies might impede the dissemination of behavior analysis as a science and evidence-based intervention. This symposium will provide an overview of behavior analytic research, education, and service delivery in developing countries worldwide. First, Carlos Santos will present a literature review of applied studies conducted with participants with autism in Brazil. Next, Meral Koldas will provide an overview of the dissemination efforts in education and service delivery in Turkiye. In the third presentation, Dr. Zhichun Zhou Ostlund will describe the service delivery model in China and discuss the cultural barriers commonly encountered by practitioners. Finally, Dr. Daniella Pizzella will review the applications of behavior interventions in South Africa and Sub-Saharan schools. Dr. Caio Miguel will serve as the discussant for this symposium.

Instruction Level: Intermediate
Keyword(s): diversity, international, research, service-delivery
Target Audience:

The audience should understand research methods, credentialing requirements, and behavior interventions in different contexts.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the status of applied research, training, and service delivery across different countries. (2) List dissemination efforts carried over in at least one of the countries included in this symposium. (3) Discuss the importance of considering cultural variables in research, training, and service delivery.
 
Diversity submission 

A Literature Review of Applied Behavior Analytic Interventions for People With Autism in Brazil

ANDRESA DE SOUZA (University of Missouri-St. Louis), Carlos Henrique Santos da Silva (Brock University), Renata Michel (Instituto de Pesquisa Conduzir)
Abstract:

The vast majority of research providing empirical support for the effectiveness of interventions based on applied behavior analysis (ABA) for people with autism has been conducted in the United States and Canada. The lack of diverse representation in ABA-based research can compromise the external validity of outcomes and the extent to which these intervention procedures are culturally sensitive to and equally effective for communities of diverse cultural backgrounds. Brazil is a country with a long tradition in the study of behavior analysis and basic research and currently has a large demand countrywide for behavior analytic interventions for children with autism. This literature review aimed to identify and analyze ABA-based research for people with autism in Brazil. We conducted a search in international and national databases using English and Portuguese keywords. We conducted reference and citation checks to identify additional articles that might not have appeared in the original search. Studies identified and included in the review were published in Brazilian and foreign peer-reviewed journals. We will present the findings in terms of journal language, participants' demographics, target behaviors and procedures, outcomes, and study quality. The implications for service delivery and policy change will be discussed.

 
Diversity submission 

Dissemination Efforts of Applied Behavior Analysis Education and Intervention in Türkiye

MERAL KOLDAS (Queen's University of Belfast), Elif Tekin-Iftar (Anadolu University), Demet Tavukcu (Maltepe University)
Abstract:

The Republic of Turkiye has a unique geographic position as a transcontinental country in Asia and Europe on the Balkan Peninsula. About 6.9% of the total population in Turkiye, ages 3 years and older, have some type of disability, including autism (TUIK, 2021). Policies related to the intervention for individuals with disabilities typically involve meeting that population’s free health care in state hospitals and basic educational needs, such as 2-hour one-to-one therapeutic intervention weekly at rehabilitation centers. Evidence-based interventions based on applied behaviour analysis (ABA; Leaf et al., 2021) for children with disabilities are an emerging field in Turkiye. Currently, there are both institutional and clinical efforts to disseminate ABA-based technologies in agencies and schools across the country. However, considering the total number of individuals with developmental disabilities, including autism, the dissemination of ABA-based interventions nationwide is far behind the ideal level. This presentation will discuss the historical development of behavior analysis in Turkiye from an educational and service-delivery perspective.

 
Diversity submission 

The Development of Applied Behavior Analysis (ABA) Training, Credentialing, and Services in China: Local Solutions in a Global Field

ZHICHUN ZHOU OSTLUND (Webster University), Tian Jiang (University of Rochester)
Abstract:

Applied behavior analysis (ABA) has been recognized as an evidence-based practice for people with autism and related developmental disabilities nationally and internationally. As a result, behavior analytic services and credentials have rapidly increased in the USA, and behavior analytic techniques have been translated from English to at least twelve languages, including Chinese. This presentation will delve into the practice of ABA in China, one of the non-English speaking countries. We will provide an overview of (a) the current number of ABA training programs and agencies offering ABA services in the country; and (b) the cost and duration of obtaining a Chinese version of behavior analyst credentials (undergraduate and graduate level). We then will look into the quality of ABA services and the ethical implications of ABA practice in China in general. We will end the presentation with a question: While we can translate the techniques and strategies of ABA to the Chinese language, can we truly implement the practice of ABA in the current social and cultural context in China?

 
Diversity submission Research and Application of Behavior Interventions for Classroom Management in South Africa and Sub-Saharan Countries
Robin Katzen (University of the Western Cape), DANI PIZZELLA (University of Missouri-St. Louis), Andresa De Souza (University of Missouri-St. Louis), Nicolette Roman (University of the Western Cape)
Abstract: Globally, educators are challenged with barriers in facilitating sustained behavior management interventions in classrooms. In South African and Sub-Saharan African contexts, educators are inhibited due to being structurally disadvantaged (Theron & van Rensburg, 2018). Common barriers include educators' difficulties in employing evidence-based classroom management strategies, as well as a shortage of training, implementation materials, and funding (Gagnon et al., 2021). One approach to assist educators in a sustainable transition to effective classroom management is continuous research and facilitation of evidence-based classroom management (Hartnack, 2017). Contextual understanding and awareness of educators’ daily challenges and pressures (resource constraints and funding) can impact strategies to facilitate the implementation of strategies for classroom behavior management (Feldman, 2021). Furthermore, behavior intervention plans (BIP) focused on functional behavior assessments (FBA) adopted by trained educators can make significant improvements in overall classroom management (Ibigbami et al., 2021). This presentation gives a brief account of South African and Sub-Saharan research and applications of behavior interventions with a particular emphasis on educators working in mainstream and special needs schools.
 
 
Symposium #200
CE Offered: BACB — 
Ethics
Providing Feeding Services in a Service Desert
Sunday, May 28, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 2A
Area: DDA/AUT; Domain: Service Delivery
Chair: Hallie Smith (Mississippi State University )
CE Instructor: Hallie Smith, Ph.D.
Abstract:

Picky eating is a normal phase of child development, but what happens when it goes beyond general pickiness? Pediatric Feeding Disorder (PFD; Goday et al., 2019) affects up to 25% of the general population and 80% of children with developmental disabilities (Galai et al., 2022). It is reported that children on the autism spectrum are five times more likely than their peers to develop PFD and to require intervention (Bareaskewich et al., 2021). Without treatment, PFD can lead to increased caregiver stress, impaired development, poor nutrition, and other health concerns (Kozlowski et al., 2015; Silverman et al., 2020). The assessment and treatment of feeding disorders by behavior analysts requires specialized training and collaboration with an interdisciplinary team (Tereshko et al, 2021). Unfortunately, in areas where behavior analytic services are more sparse, many providers do not have access to the appropriate training, supervision, or resources needed to treat this complex disorder. The purpose of this symposium is to discuss the training and supervision of future behavior analysts to treat PFD, ethical considerations and the importance of care integration when working with this population, and innovative ways that providers in service deserts are treating these patients.

Instruction Level: Advanced
Keyword(s): Ethical Considerations, Feeding Disorders, Interdisciplinary Care, Service Accessibility
Target Audience:

We have classified this training as advanced; the presentation is focused specifically on providing services to a niche population that requires the behavior analyst in question to have specific training. Attendees are encouraged to have a baseline knowledge of pediatric feeding disorders and an interest in furthering their knowledge to better improve their practice or train future practitioners.

Learning Objectives: 1) Identify appropriate stakeholders needed to effectively and ethically treat a child with a pediatric feeding disorder. 2) Describe training strategies appropriate for teaching future behavior analyst to treat pediatric feeding disorders. 3) Apply the use of digital health services to the treatment of pediatric feeding disorders, specifically in underserved areas.
 

Feeding Intervention in Traditional Applied Behavior Analysis (ABA) Settings: To Feed or Not to Feed

GARET S. EDWARDS (GulfSouth Autism Center), Bradley Scott Bloomfield (Monash University), Christina Gladden (Gulfsouth Autism Center)
Abstract:

Children with autism and other developmental disabilities frequently present to traditional ABA clinics with a comorbid diagnosis of Avoidant Restrictive Food Intake Disorder (ARFID) or Pediatric Feeding Disorder (PFD). These children may have been enrolled and discharged from a multidisciplinary feeding program, may be currently receiving feeding therapy services, or may have not had access to feeding therapy yet. In some instances, it may be appropriate for behavior analysts to continue feeding intervention in order to increase variety, develop self-feeding, or to promote generalization and maintenance in novel settings. The purpose of this presentation is to review ethical considerations when providing behavioral intervention for feeding concerns in traditional ABA or early intervention clinics. Consultation with external providers from relevant disciplines and common intervention strategies to promote generalization and maintenance will also be discussed.

 
A Model for Establishing Pediatric Feeding Services and Training Future Providers in a Rural Community
HALLIE SMITH (Mississippi State University), Hailey Ripple (Mississippi State University Pediatric Feeding Lab)
Abstract: One of the contributing factors to the lack of behavior analysts who address pediatric feeding disorders (PFD) is the limited opportunity for master’s level behavior analysts to receive training and supervision in this area during their training. Most providers who specialize in the assessment and treatment of PFD had the opportunity to train in one of the few intensive, multidisciplinary feeding programs housed in hospitals in urban areas; these training experiences are primarily reserved for doctoral level clinical psychologists and not master’s level BCBA’s. As a result, there are few providers who have the skills to implement feeding interventions, much less design them. This presentation will describe the development of a university-based lab that allows faculty with expertise in PFD to conduct research while providing services to high-need areas while simultaneously training graduate students to implement and develop treatment to address PFD. Presenters will discuss how this model fills the gap in the training and availability of practitioners who provide feeding services. Presenters will discuss the development of this lab while highlighting the training methods used to increase competency of master’s level students with the implementation of feeding protocols, data collection and analysis procedures, and clinical decision making.
 
The Digital Age of Feeding Therapy
ANNE H LIPSCOMB (Ochsner Hospital for Children), Margaret Bernheim Powell (Ochsner Hospital for Children)
Abstract: During the COVID-19 pandemic, we saw a drastic increase in the use of digital health services among behavior analysts. In addition to telehealth services being a practical way to observe generalization of treatment at home, it is also beneficial in increasing access to feeding services for both patients and providers who may not have access to certain specialties due to location. Additionally, therapists are able to use digital health services to provide preventative programming for patients at risk for developing a Pediatric Feeding Disorder (PFD). This presentation will discuss the innovative ways in which behavior analysts trained to treat PFD have utilized digital health services to increase access to behavioral feeding services. Presenters will discuss how digital health services are beneficial for not only reaching those patients in more rural areas but bridging the gap between specialties through virtual consultation. Presenters will provide information on the use of outpatient telehealth services, virtual co-treatment services with occupational and speech therapists, preventative webinars, and waitlist workshops to treat PFD.
 
 
Symposium #228
CE Offered: BACB
Subtyping, Predictive Validity, and Treatment of Restrictive and Repetitive Behaviors
Sunday, May 28, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 4A/B
Area: AUT; Domain: Applied Research
Chair: Meka McCammon (University of South Florida)
CE Instructor: Meka McCammon, Ph.D.
Abstract: Researchers have established subtyping procedures for predicting effective interventions designed to treat self-injurious behavior (Hagopian et al., 2015). This symposium extends this methodology by subtyping and treating restricted and repetitive behaviors in children with autism spectrum disorder. The first presenter discusses the application of a hands on shoulder intervention to treat idiopathic toe -walking, its effectiveness and social validity. The second presenter applied subtyping methodology to inform a multicomponent intervention for the treatment of higher level restricted and repetitive behavior; arranging and ordering. Finally, the third presenter will discuss findings from a systematic review of automatically maintained stereotypy during functional analysis conditions. Their findings suggest promising predictive validity of the subtyping methodology when combined with an expanded analysis.
Instruction Level: Intermediate
Keyword(s): functional analysis, RRB, subtyping
Target Audience: Attendees should have a thorough understanding of functional analysis methodology
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the application and effectiveness of a hands-on shoulder procedure to reduce instances of toe-walking among children with autism; (2) understand the subtyping methodology, its expanded analysis, and be able to identify predictors of treatment efficacy when assessing and treating stereotypy; (3) understand the application of subtyping analysis to higher level repetitive behavior.
 

Evaluation of a Hands-On Shoulder Procedure to Reduce Toe Walking Among Children With Autism

FRANCHESCA IZQUIERDO (Florida Institute of Technology), Christina Marie Sheppard (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology)
Abstract:

Idiopathic toe-walking (ITW), also known as toe-walking, is commonly exhibited among children with intellectual and developmental disabilities. There have been many medical and behavioral treatments that have been evaluated as interventions for toe-walking. The behavioral interventions include differential reinforcement procedures, feedback paired with reinforcement, stimulus control procedures, and punishment based procedures. In a recent study, Wilder et al. (2020) used a feedback procedure with paired reinforcement and a hands-on shoulder procedure to decrease toe-walking to low levels. The hands-on shoulder procedure includes both positive and negative punishment-based components. Although the hands-on shoulder procedure has been used as an intervention component within other studies to treat toe-walking, but has not been evaluated as the main intervention. The purpose of the current study was to further evaluate the effectiveness of hands-on shoulder procedure to reduce instances of toe-walking among children with autism. The procedure was largely effective; we discuss the results and social validity of the procedure in this presentation.

 

Functional Analysis and Delineating Subtypes of Restricted and Repetitive Behavior in Individuals With Autism Spectrum Disorder

ASHLEY MATTHEWS (New England Center for Children), RILEY FERGUS (New England Center for Children), William H. Ahearn (New England Center for Children)
Abstract:

Hagopian, Rooker, and Zarcone (2015) evaluated a model for subtyping and predicting effective treatment methods for automatically reinforced self-injurious behavior (SIB). It is possible that this subtyping model could be extended to treatment of other topographies of automatically maintained challenging behavior, including stereotypy. To date, only one study has examined automatically maintained arranging and ordering, which is a form of higher level repetitive behavior (Rodriguez et al., 2012). The current study applied Hagopian’s subtyping analysis to higher level repetitive behavior (Hagopian et al. 2015, 2017). Treatment applied information from the subtyping literature in that Subtype-1 higher level repetitive behavior was exposed to reinforcement alone while Subtype-2 higher level repetitive behavior involved reinforcement with added components (e.g., redirection, response-blocking). A variety of assessments, including preference assessments and augmented-competing stimulus assessments (A-CSA) were conducted to inform treatment methods. Following treatment, generalization probes were conducted. Treatment effects were reviewed to determine if the subtyping model was effective in predicting effective intervention. Reliability data were collected across at least 30% of all sessions, conditions, measures, and participants. Mean interobserver agreement (IOA) data ranged from 80%-100%.

 
Subtyping Stereotypy: Do Subtypes Predict Treatment Outcomes?
ALYSSA ROJAS (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Tiago Sales Larroudé de Man (Universidade Estadual de Feira de Santana/Western New England), William H. Ahearn (New England Center for Children)
Abstract: The identification of predictors of treatment efficacy has extensive value for clinical programming. In this review, we re-analyzed data from functional analysis (FA) and treatment evaluations from the studies on automatically reinforced stereotypy included in the reviews published by Virués-Ortega et al. (2022) and Wunderlich et al. (2022). Using subtyping methodology similar to those described by Hagopian et al. (2015) which entail analyzing data from the FA, each data set was categorized into two subtypes. To further extend this methodology and validate its applicability to stereotypy, we completed an expanded analysis which entailed comparing levels of stereotypy during the alone to the play condition and the levels of stereotypy during the alone condition to the other test conditions (i.e., demand, attention). To evaluate correspondence between subtypes and treatment efficacy, we evaluated which types of treatments were associated with reductions in stereotypy classified as Type 1 and Type 2. Preliminary results indicate the presence of different subtypes across analyses, predictive validity is partially obtained when using the Hagopian et al. (2015) subtyping methodology, with a minor increase in predictive validity when using the expanded analysis.
 
 
Symposium #229
CE Offered: BACB
Recent Advancements in Teaching Functional Living and Employment Skills for Neurotypical and Neurodiverse Learners
Sunday, May 28, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/EDC; Domain: Applied Research
Chair: James Maraventano (Rutgers University)
CE Instructor: James Maraventano, Ed.D.
Abstract: As neurotypical and neurodiverse individuals age, it is crucial for caregivers and/or support service providers to routinely evaluate and program to teach skills of daily living. Preparing our learners to develop these skills is necessary to promote independence in their everyday lives. Further, as neurodiverse populations age out of their educational entitlements and into adult services, where resources are typically less robust, the importance of learning skills of independent living are amplified. Neurodiverse adults lacking repertoires of independent functional living skills are often reliant on others to complete said skills, which could adversely affect their dignity, ability to make choices, and right to privacy. Our three presentations intend to disseminate recent research in the teaching functional living skills to promote independence across the lifespan of individuals with autism. Emily Stevens study evaluated assessed the systematic introduction of treatment components for increasing sleep conducive behavior in children with autism in a residential setting. Carolina Arguello’s study evaluated the effectiveness of behavioral skills training, task analyses, and a rating scale for teaching post-bowel movement hygiene skills to neurotypical children. Courtney Butler’s study evaluated the effectiveness of a visual aid in promoting independence completing repetitive job tasks at community-based employment sites.
Instruction Level: Intermediate
Keyword(s): autism/developmental disabilities, employment skills, functional skills, independent living
Target Audience: Development of program development for functional living skills and activities of daily livign; assessment and treatment of skills deficits; experimental design;
Learning Objectives: (1) Describe a variety of intervention components for decreasing latency to sleep onset and increasing duration of sleep-conducive behavior in individuals with ASD in a residential setting. (2) Describe how behavioral skills training can be an effective instructional strategy for improving hygiene skills (3) Implement and describe processes for developing and implementing instructional strategies and visual aids for improving independence in community-based settings
 

Effects of Visual Aids and Self-Management for Improving Independence at Jobsites for Adults With Autism

COURTNEY BUTLER (Rutgers University), James Maraventano (Rutgers University), SungWoo Kahng (Rutgers University), Robert LaRue (Rutgers University)
Abstract:

Few studies have evaluated methods to improve job-related skills in community-based settings for adults with autism. This dearth of literature could explain why poor outcomes are associated with employment for this population. Research suggests that upwards of 75% of adults with autism are unemployed (Howlin et al., 2004; Hurlbutt & Chalmers, 2002) and of those that are employed many are?underemployed, work fewer hours, switch jobs frequently,?and are paid less than their?neurotypical?counterparts. As resources in the form of funding and qualified staff to support positive employment outcomes are scarce (Gerhardt & Lainer, 2011), to assist this population to access their community and maintain gainful employment, there is a need to develop interventions to ensure they can self-manage the completion of work tasks as independently as possible. For the present investigation, we employed an alternating treatment with reversals design to compare the effectiveness of a visual aid (map outlining repetitive tasks to complete and path to follow) to traditional teaching strategies (verbally describing the skill, modeling, practicing, and providing performance-based feedback) for improving efficiency and completeness of repetitive work tasks at community-based jobsites. Results indicate that the use of a visual job aid improved independent performance of job tasks for study participants.

 
Treatment for Improving Sleep-Conducive Behavior: A Component Analysis
EMILY STEVENS (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children), Zoe A. Newman (The New England Center for Children; Western New England University)
Abstract: Sleep problems have been reported to occur in 50-80% of children with intellectual and developmental disabilities (Kotagal & Broomal, 2012). Poor sleep is often correlated with increases in challenging behavior (Goldman et al., 2011; Kennedy & Meyer, 1996) such as aggression (O’Reilly, 1995) and hyperactivity (Mazurek & Sohl, 2016). The purpose of the present study was to conduct a component analysis of common sleep-treatment interventions for two individuals with autism spectrum disorder living in a residential setting. We assessed the systematic introduction of treatment components including continuous white noise via a sound machine, bedtime fading, conducting a bedtime routine, and differential reinforcement. Dependent variables included sleep-conducive behavior and latency to sleep onset. Measurement was obtained via live data collectors and from a Fitbit Inspire 2 watch. These measurement systems were compared by conducting a Bland-Altman (REF) statistical analysis to determine their correspondence. An effective intervention was identified for both participants, and experimental control was established using a reversal design. The practical applications of a component analysis for sleep treatment for individuals with autism in a residential setting will be discussed.
 

Teaching Effective Post-Bowel Movement Hygiene

VALERIE MONICA COLANTUONO (A.J. Drexel Autism Institute at Drexel University), Jessica Day-Watkins (Drexel University), April N. Kisamore (Hunter College), Frank R. Cicero (Seton Hall University), Carolina Arguello (Hunter College)
Abstract:

An extraordinarily important skill, while not glamorous, is toileting hygiene. Hygiene is an essential part of successfully using the toilet, maintaining a healthy lifestyle, and can directly improve social life as well. Research in post-bowel movement hygiene is minimal with just two research articles. The purpose of this study is to teach post-bowel movement hygiene (i.e., wiping) to neurotypical participants using behavior skills training (BST), a task analysis, and a Likert type cleanliness scale to assess clean versus soiled toilet paper. Within our BST procedure we used video models to teach participants these skills. We programmed for generalization across different simulated bowel movement consistencies during training. All participants acquired the post-bowel movement hygiene response and two of the three participants generalized and maintained the skill in the home setting. all participants generalized their new wiping repertoires with differing consistencies. Caregivers reported this to be an acceptable procedure to teach wiping skills. In addition, they reported they would be willing to use this teaching procedure again with their child.

 
 
Panel #230
CE Offered: BACB
Accessing Applied Behavior Analysis and Other Necessary Services and Tools Among Minorities and Different Cultural Backgrounds
Sunday, May 28, 2023
4:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 4
Area: AUT; Domain: Service Delivery
CE Instructor: Saba Torabian, Ph.D.
Chair: Saba Torabian (Intervention Center for Autism Needs)
EDUARDO IBARRA (Intervention Center for Autism Needs)
MARITZA HEREDIA (Intervention Center for Autism Needs)
BADREDDINE SMATI (Intervention Center for Autism Needs)
Abstract:

Children with autism are among one of the most underserved populations in the world. Minority children with autism are even more deprived of accessing services that are necessary and critical for their skill acquisitions and progress. These are children who come from families with scarce knowledge about the initial diagnosis of autism (minorities usually get diagnosed at least 1-2 years later than their peers who are from the majority culture). Even after the diagnosis, majority of the families are lost as to where to go and how to get started with either early start programs, special education, and receiving ABA, speech, OT, and other important services. Based on the data collected from our practice, 6 out of 10 newly diagnosed families with autism have never heard the term IEP and did not even know how to start the process. About 9 out of 10 did not know that their children with autism also qualify for Medical coverage. Once they heard their children qualify for medical coverage, their first response was that “they were always under the impression that Medical is only for low-income families”. And about 9 out of 10 were not receiving In-Home Supportive Services (IHSS) funds to care for their children with autism. AS BCBAs, a big part of our work must be related to empowering families both from the clinical as well as advocacy perspectives. A successful BCBA is the one who: 1) Provides information about the service delivery and access to care to families of children with autism. For it to be the most efficient, the BCBA must familiarize him/herself with their state laws, how to work with Regional Centers, how to start the IEP process, and what is needed for a successful IEP. 2) Participate in school IEPs and help with their client’s accessing the tools and equipment’s such as AAC or other technology that must be provided by the school districts. 3) Educate families about other state-related services including IHSS and the funds available to families of children with special needs that allow them to be their children’s care provider and get paid through state funds. Of all the families attending our practice, none were receiving IHSS services until we got them educated. The ones who knew or had heard about it, the most common reason they provided for not using it was receiving misinformation about their application or significant delays on their application process by the organization that was handling their cases. During this panel discussion, we will discuss the necessary aspects of advocacy and clinical recommendations done by the BCBAs for the families of children who are from lower SES and/or minority backgrounds.

Instruction Level: Intermediate
Target Audience:

BCBAs

Learning Objectives: 1) Help with accessing appropriate care for children with autism 2) help with service delivery 3) appropriately advocate for children from minority background and lower SES families
 
 
Symposium #231
CE Offered: BACB
Advances in Preference Assessment Implementation and Training
Sunday, May 28, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Catharine Lory (University of Nevada, Las Vegas)
Discussant: Steven W. Payne (University of Nevada, Las Vegas)
CE Instructor: Catharine Lory, Ph.D.
Abstract: Preference assessments are a critical part of designing effective interventions as they allow interventionists to identify putative reinforcers through a systematic method rather than making assumptions about stimuli that are reinforcing to an individual. Due to its utility, there has been continued research on not only the efficacy of preference assessments across client populations and settings, but also on the efficiency and feasibility of implementation in natural environments. This symposium aims to highlight current advances in conducting preference assessments and training procedures for implementation. The first paper of this session will present a review of preference assessment training procedures involving a wide range of methods, such as instruction manuals, virtual trainings, and in-person performance feedback. In the second paper, we will present a study that examined the predictive value of a Multiple Stimulus Without Replacement Preference Assessment within an interactive web-based program across 10 children with developmental disabilities. Finally, we will discuss how behavior analysts may increase the accessibility and efficiency of preference assessments, with a focus on technological advances, and provide recommendations for both research and practice.
Instruction Level: Intermediate
Keyword(s): preference assessment, technology, training, web-based program
Target Audience: Researchers, BCBAs, RBTs, practitioners with basic knowledge and experience conducting preference assessments
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify three personnel training methods in implementing preference assessments, (2) describe the procedure of a video-based preference assessment, (3) identify three factors that should be considered in the implementation of technology-aided preference assessments.
 
A Systematic Review of Preference Assessment Training Procedures
DAVID RAY GUTIERREZ MIRANDA (Purdue University), Rose A. Mason (Purdue University), Eric Shannon (Purdue University), Allison Tracy (Ball State University), Isaac Joseph Melanson (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract: Preference assessments refer to systematic procedures to identify putative reinforcers (Kang et al., 2013). Because reinforcers play a critical role in the effectiveness of behavioral interventions, it is important for change agents, both behavior analysts and non-behavior analysts, to learn how to implement preference assessments with fidelity. To date, only one review (i.e., Leaf et al., 2020) has evaluated how change agents are trained to implement preference assessments. Though Leaf et al., (2020) found multiple training procedures to be effective, the researchers did not evaluate the research quality of the identified studies, which is an important to identifying evidence-based practices. Thus, the primary purpose of the current systematic review is to expand upon Leaf et al. (2020) by using the What Works Clearinghouse (WWC) standards to evaluate the evidence-base for preference assessment trainings and provide guidance for future studies. The secondary purpose of this review is to provide an updated synthesis on advancements in preference assessment trainings, including how researchers have integrated technological advances to improve accessibility and efficiency of trainings.
 

Identifying Video Preferences With the Multiple-Stimulus-Without-Replacement Preference Assessment Tool

HUGO CURIEL (Western Michigan University)
Abstract:

Behavior analysts are in a position to merge behavior-analytic technologies with technological devices and web-based programs. Stimulus preference assessments and reinforcer assessments are two areas of research and practice that have benefitted from such merge. The Multiple-Stimulus-Without-Replacement Preference Assessment Tool (MSWO PAT) is a free, interactive web-based program that allows users to assess video preferences. We evaluated the program with 10 participants of various ages (3- to 11-years-old) and diagnoses and subsequently assessed the reinforcing effects of select videos. The program had predictive value for most participants. This talk will (a) present data that resulted from the implementation of the MSWO PAT and (b) describe how to access and use the program.

 
 
Symposium #232
CE Offered: BACB
The Reciprocal Relationship Between Response and Reinforcer: Three Evaluations of the Effects of Conjugate Reinforcement on Response Force
Sunday, May 28, 2023
4:00 PM–4:50 PM
Hyatt Regency, Centennial Ballroom C
Area: EAB; Domain: Translational
Chair: John T. Rapp (Auburn University)
CE Instructor: John T. Rapp, Ph.D.
Abstract:

Rapp (2008) described conjugate reinforcement schedules to be well utilized by developmental psychology researchers but largely ignored by behavior analysts. Subsequently, he called for behavior analysts to re-assess the potential uses and benefits of these schedules. Only recently, several evaluations of conjugate schedules have emerged in the literature, specifically as a method to manipulate response force. The first two presentations in this symposium will highlight the use of conjugate schedules to assess the preferences of adult human participants. Results of the preference assessments were compared to those of a verbal stimulus without replacement (VMSWO) assessment. The first presentation will demonstrate a method for assessing preference for visual stimuli (i.e., pictures), while the second describes the same for auditory stimuli (i.e., music). The third presentation will show an extension these studies by using auditory stimuli in a conjugate preparation as a consequent variable to control the movement of human participants on a treadmill. Taken together, these presentations describe a novel avenue of research that may have meaningful implications in a translational context.

Instruction Level: Advanced
Keyword(s): conjugate schedules, preference assessments, response force, variability
Target Audience:

Behavior analysts, professors, graduate-level practitioners, experimental psychologists, researchers, graduate students

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe conjugate schedules and their utility for manipulating response force; (2) describe a method for using conjugate reinforcement to assess stimulus preference; (3) describe trends in responding that are commonly observed when applying conjugate reinforcement and a subsequent extinction component.
 
Identifying Preferences Using a Conjugate Preparation
(Applied Research)
DANIEL JOHN SHERIDAN (Auburn University), John T. Rapp (Auburn University)
Abstract: Conjugate schedules of reinforcement are found in everyday contingencies of continuous response-reinforcer relationships, such as adjusting the blinds to allow the preferred level of sunlight in a room or swinging in a swing to obtain preferred levels of vestibular stimulation. Recent research has also shown conjugate arrangements may be a useful method to study stimulus preference. The purpose of the current investigation was to replicate and extend Davis et al. (2021). Specifically, researchers utilized a conjugate arrangement to examine how participants’ response force changed based on preference for visual stimuli. First, each participant’s preference for viewing five picture categories was assessed using a verbal multiple stimulus without replacement (VMSWO) preference assessment; this process identified high preference (HP) stimuli and low preference stimuli (LP) for most participants. Researchers exposed each participant to the five stimulus categories in a randomized order while using a force dynamometer to measure their response force to increase visual clarity of each stimulus. Results from this study will be depicted and described along with recommendations for future research.
 

Comparing Stimulus Preference and Response Force in a Conjugate Preparation: A Replication With Auditory Stimulation

(Basic Research)
JENNIFER L COOK (University of Manitoba), Rasha Baruni (University of South Florida), Jonathan W. Pinkston (Western New England University), John T. Rapp (Auburn University), Raymond G. Miltenberger (University of South Florida), Shreeya Deshmukh (University of South Florida), Sharayah Tai (University of South Florida)
Abstract:

In this study, researchers used a similar conjugate preparation to evaluate how response force changed based on 17 participants’ preferences for auditory stimuli. Researchers used a verbal preference assessment to evaluate each participant’s preference for listening to five genres of music; this process identified high preference (HP) and low preference (LP) music for each participant. Thereafter, researchers exposed each participant to the five music genres in a randomized order while using a force dynamometer to measure their response force to increase auditory clarity of the music. Results indicate (a) about half of the participants’ HP music genres corresponded to the genre for which they exerted the highest mean force and (b) nearly all of the participants’ LP music genres corresponded to the genre for which they exerted the lowest mean force. These findings are consistent with those from Davis et al. (2021) and further support using conjugate preparations for measuring the relative value of some stimulus events.

 

A Running Start: Applications of Conjugate Schedules to Human Ambulation

(Basic Research)
JONATHAN W. PINKSTON (Western New England University), Jennifer L Cook (University of Manitoba), John T. Rapp (Auburn University), Rasha Baruni (University of South Florida), Raymond G. Miltenberger (University of South Florida), Shreeya Deshmukh (University of South Florida), Sharayah Tai (University of South Florida)
Abstract:

The utility of programmed schedules of reinforcement lies in their ability to augment or create contingencies that do not occur naturally, and facilitate behavior change when natural contingencies are insufficient. Conjugate schedules arrange relationships between continuous response-stimulus units and may be more useful in those circumstances. We applied conjugate schedules to the study of human ambulation on a treadmill. For 17 participants, music was conditional on their speed falling within a predefined “band” criteria that defined upper and lower limits for music production. We used a changing criterion design using varying band levels and widths, with a final extinction component. As the band criteria changed, the participants’ speed initially adjusted then rapidly conformed to the new band criteria, while extinction induced variability. This first study shows walking or running can be regulated by conjugate schedules and may have useful applications in the domains of exercise and human performance training.

 
 
Symposium #233
CE Offered: BACB
Telepractice: A Necessary Bandage During COVID-19 or a Valuable Tool in a Post-Pandemic World?
Sunday, May 28, 2023
4:00 PM–4:50 PM
Convention Center 405
Area: EDC/AUT; Domain: Service Delivery
Chair: Valerie R. Rogers (The ABRITE Organization)
CE Instructor: Valerie R. Rogers, Ph.D.
Abstract:

Though the COVID-19 pandemic brought many challenges related to securing and maintaining access to applied behavior analysis (ABA) intervention for children with autism, it also brought forth an opportunity to evaluate the effectiveness of new service models, teaching procedures, and skill acquisition targets. The use of telepractice intervention across distance learning educational models and insurance-funded services became a necessary experience for many learners under pandemic conditions. It provided an occasion to assess the effectiveness of telepractice and ask questions such as “Under what conditions is telepractice effective?”, “How can telepractice be more effective?”, and “Is telepractice as effective as in-person intervention?” The current symposium attempts to address these questions. The first paper evaluates a tool for assessment of technology-based prerequisite skills for distance learning with special education students while subsequently teaching the identified skill deficits. The second paper provides a description of a telehealth treatment model and an analysis of outcomes achieved for learners receiving telehealth only intervention. The final paper examines the outcomes achieved for individuals receiving telehealth only, in-person only, and a hybrid model of both treatment modalities in attempt to assess relative effectiveness across conditions.

Instruction Level: Intermediate
Keyword(s): Distance Learning, Outcomes, Telehealth, Telepractice
Target Audience:

The target audience should have experience and understanding as it relates to the provision of ABA services for individuals with autism and an understanding of standardized assessments results and an introductory knowledge of telepractice at the technician level.

Learning Objectives: (1) Participates will be able to describe components of an assessment and intervention involving behavioral skills training (BST) designed to identify deficits in and teach prerequisite skills involved in distance learning instruction. (2) Participants will be able to describe the relationship between rates of skill acquisition, proportion of recommended treatment hours received, and learner variables including telehealth prerequisite skills for children receiving telehealth intervention. (3) Attendees will be able to describe at least 2 of the advantages of BT delivered telehealth.
 
No Student Left Behind: Assessment and Acquisition of Technology-Based Prerequisite Skills to Promote Access to Distance Learning for Special Education Students
JANICE FREDERICK (The ABRITE Organization), Matthew Christopher Peterson (The ABRITE Organization; Brite Horizons), Jessica Karen Pizzica (Santa Cruz City Schools)
Abstract: The COVID-19 pandemic resulted in tremendous disruption to educational systems grounded in an immediate and complete shift to distance-based instruction for nearly all students. Students faced multiple barriers that impeded access to their educational programs during this unprecedented period. For some students, skill deficits served as a barrier to accessing education within virtual models of instruction. Special education students were and continue to be at higher levels of risk for skill gaps that may reduce their engagement and acquisition under distance learning conditions. In the current study, a tool for assessment of technology-based prerequisite skills for distance learning was developed and administered to special education students ranging from 1-12 grades. For a subset of students, assessment data were used to identify specific skills to target via behavioral skills training (BST) implemented by individualized support staff. A within-subject, multiple baseline design was employed to evaluate the effects of BST across skills. All students met mastery criteria for each targeted technology-based skill within 5 or fewer BST sessions each lasting no longer than 10 minutes. The assessment tool, assessment administration, and BST protocol will be discussed in detail. Implications of findings, necessity for further development of methodologies to promote access to virtual instruction for special education students, and future research will be discussed.
 
Outcomes of Telehealth Intervention: Is it Effective and for Whom?
VALERIE R. ROGERS (The ABRITE Organization), Ginger R. Raabe (The ABRITE Organization), Janice Frederick (The ABRITE Organization)
Abstract: The COVID-19 pandemic changed the way insurance-funded intervention has been implemented for many learners with autism including modifications in treatment modality. Direct behavior technician (BT) intervention via telehealth has now been implemented with a variety of learners under various conditions. Early in the pandemic, BT provided telehealth was the only available option for many consumers, yet it currently remains the only option for some learners given various barriers to in-person care including health concerns, location difficulties, or staffing shortages. Given the relative novelty of this mode of treatment, ongoing description of the treatment model and analysis of the effectiveness of the model remains essential. The current presentation provides a description of a BT provided telehealth model including practical guidelines and subsequently presents outcomes for learners receiving telehealth intervention. More specifically, an analysis of skill acquisition data in relation to variables such as age, proportion of recommended treatment hours received, standardized assessment results, treatment goals met, and telehealth prerequisite skills will be presented across multiple participants receiving telehealth only intervention for over 1 year. The presentation attempts to address the question of if BT provided telehealth is effective. Results are discussed in terms of factors correlating with improved outcomes and provides support for insurance-funded ABA treatment under these conditions. The need for ongoing outcome analyses and future research are discussed.
 
An Examination of Telehealth Service Delivery: Data and a Cautionary Tale
GINGER R. RAABE (The ABRITE Organization), Valerie R. Rogers (The ABRITE Organization), Janice Frederick (The ABRITE Organization)
Abstract: The COVID 19 pandemic created an unparalleled threat of access to services for learners with developmental delays and their families. Many behavior analysts minimized this threat to our stakeholders by navigating a new mode of service delivery, namely telepractice services. This shift in the delivery of services created a serendipitous opportunity to examine the effects of this mode of delivery, particularly at the behavior technician (BT) level. Now, nearly 3 years later, research-practitioners are asking questions regarding the effectiveness of BT level telehealth services and the conditions under which this service delivery model could be recommended. Some considerations include not only the effectiveness of telehealth, but also the relative effectiveness. The griping effects of the pandemic could be described as waning and there are now conditions under which both in person and telehealth options are possible, yet are the data clear on how a behavior analyst decides? Is BT level telehealth as effective as in-person? For what type of learner is BT level telehealth likely effective? The current presentation will present data for learners who experienced traditional in-person services while also examining learners’ data who experienced telehealth only or a hybrid model. Within and between category analyses were conducted and observations of learning trends led to some preliminary practical recommendations for clinicians. In addition to the presentation of results, the discussion will focus on the cautions for clinicians to consider while exploring the relative benefits of BT delivered telepractice.
 
 
Panel #235
CE Offered: BACB
Building a Practice of Compassionate Care Through Mission-Driven Organizational Behavior Management (OBM) Strategies
Sunday, May 28, 2023
4:00 PM–4:50 PM
Hyatt Regency, Mineral Hall A-C
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Amy Rachel Bukszpan, M.S.
Chair: Amy Rachel Bukszpan (Endicott College, Butterfly Effects)
MOLLY ANN MCGINNIS (Butterfly Effects)
LEAH BEAN (Butterfly Effects)
KIMBERLI SANTA MARIA (Butterfly Effects)
Abstract:

Providing compassionate care to consumers of ABA services has rightfully become a focus in practice over the last few years. From training programs for clinicians to the addition of compassion as a core principle in the Ethics Code for Behavior Analysts (2022), compassionate care is not just a buzzword, but rather a call to action. But compassionate practices cannot focus solely on client care. True compassionate care needs to run through every vein of a company beginning with the mission and affecting all aspects including staff hiring and training, BCBA caseload management and administrative duties, appropriate evaluation of client success, social validity, and care coordination. Providing clinicians with effective OBM-based strategies and company systems allows them to focus on clinical outcomes and service delivery while effectively managing administrative duties. When clinicians are efficient across their many roles and responsibilities, they can focus on their primary mission of providing a socially significant change in the community. This panel will discuss opportunities how to integrate mission and compassion to drive successful company strategies, to sustain a successful ABA service delivery model.

Instruction Level: Basic
Target Audience:

The target audience for this panel is ABA practitioners, company owners, managers, and supervisors. This includes individuals with duties including quality assurance, practice management, and oversite, as well as training and development.

Learning Objectives: At the conclusion of this presentation, participants will be able to: 1. Identify strategies to build compassionate practices through training and development of new talent. 2. Idenitfy strategies that increase opportunties to enhance and respond to reporting on social validity across client outcomes. 3. Identify opportunities to improve coordination of care and parent collaboration to encourage the generalization of client outcomes.
Keyword(s): Collaboration, Mission, OBM, Social Validity
 
 
Invited Tutorial #236
CE Offered: BACB
Incorporating Virtual Reality Into Behavior Analysis: Innovation and Interdisciplinary Opportunity
Sunday, May 28, 2023
4:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: PRA; Domain: Service Delivery
BACB CE Offered. CE Instructor: Paula Ribeiro Kenyon, Ph.D.
Chair: Paula Kenyon (Northeastern University and Grupo Método)
Presenting Authors: : CASEY CLAY (Children's Hospital of Orange County)
Abstract:

Several industries are leveraging virtual reality (VR) training to teach a variety of skills. These trainings have been shown to be efficacious, offer cost savings, and offer the potential for more efficient and replicable training. Behavior analysts have expertise in crafting effective learning programs making this area ripe for interdisciplinary collaboration. One example of an effective behavior analytic training procedure is Behavioral Skills Training (BST) involving written and verbal instructions, modeling of the skill, rehearsal of the skill, and feedback on the performance. This training, like other trainings in related fields, typically involves extensive in vivo experience in which trainees and trainers are exposed to risk (e.g., bodily harm to trainer, trainee, and client; and errors in teaching performance). Including BST in a virtual reality (VR) context involving virtual experiences in which training experiences are difficult to be recreated or put an individual at risk may be an effective training method and ameliorates challenges. The purpose of the current presentation is to outline and describe how virtual reality is currently being used across industries and within behavior analysis to guide and train a range of individuals. Furthermore, a case example including data on VR training on behavior assessment and intervention will be provided and discussed.

Instruction Level: Intermediate
Target Audience:

Scientist practitioners

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify novel and effective uses of VR in ABA; (2) Plan for and identify opportunities for interdisciplinary collaboration to incorporate virtual reality into their research and practice (3) Describe how skills training can be accomplished via the use of technology including virtual reality
 
CASEY CLAY (Children's Hospital of Orange County)
Casey Clay received his PhD at Utah State University in 2015. He was previously a post-doctoral fellow and an assistant professor in the Department of Special Education at the University of Missouri and served as a clinical director at the Thompson Center for Autism and Neurodevelopmental Disabilities. He is currently the Director of Behavior Clinics at Children’s Hospital of Orange County (CHOC) in California. Dr. Clay is a former President of the Four Corners Association for Behavior Analysis. He is an ad hoc reviewer for the Journal of Applied Behavior Analysis, Behavior Modification, Behavior Analysis: Research and Practice, Journal of Organizational Behavior Management, and Behavior Analysis in Practice. Dr. Clay’s research interests include assessment and treatment of problem behavior, assessment of non-traditional preferred and competing stimuli, and methods to efficiently and effectively train challenging behavior assessment and intervention practices. Dr. Clay has been involved in the use of fully immersive virtual reality training for assessment and intervention for use in educational and other settings. Dr. Clay is an author of the forthcoming 7th edition of Behavior Analysis and Learning textbook.
 
 
B. F. Skinner Lecture Series Paper Session #237
CE Offered: BACB
Early Class Start Times are Bad for Sleep, Attendance, and Grades
Sunday, May 28, 2023
4:00 PM–4:50 PM
Hyatt Regency, Centennial Ballroom D
Area: SCI; Domain: Applied Research
Chair: Jeanne M. Donaldson (Louisiana State University)
CE Instructor: Joshua Gooley, Ph.D.
Presenting Author: JOSHUA GOOLEY (Duke NUS Medical School)
Abstract: Healthy sleep and attending classes are important for college students’ academic success. We tested whether early morning classes are associated with shorter sleep, lower attendance, and poorer academic performance by analysing digital traces of more than 35,000 students at a large university. Daily patterns of login activity on the Learning Management System (LMS) and wrist-worn activity trackers showed that nocturnal sleep was an hour shorter for early morning classes because students woke up earlier than usual. Internet Wi-Fi connection logs revealed that lecture attendance was the lowest for early morning classes, and this was partly explained by students sleeping past the start of class. Analyses of grades showed that the number of days per week that students had morning classes was negatively associated with grade point average. These findings suggest that universities should avoid scheduling mandatory early morning classes in order to improve students’ sleep health and ability to learn.
Instruction Level: Intermediate
Target Audience:

general audience; educational practitioners; school leaders; researchers working on the following topics: learning analytics, student lifestyle behaviours, psychology, or neuroscience, cognition and performance

Learning Objectives: (1) To understand the associations of class start times with sleep and class attendance (2) To understand the relevance of ‘chronotype’ for students’ sleep and learning (3) To understand how students’ interactions with university digital platforms can be used to estimate their sleep behaviour and class attendance
 
JOSHUA GOOLEY (Duke NUS Medical School)
Dr Joshua Gooley is an Associate Professor in the Neuroscience & Behavioural Disorders Programme at Duke-NUS Medical School in Singapore. He is Principal Investigator of the Chronobiology and Sleep Laboratory and Director of Research of the SingHealth Duke-NUS Sleep Center. He is Neuroscience Theme Lead of the Institute for Applied Learning Sciences and Educational Technology at the National University of Singapore, and past president of the Singapore Sleep Society. He received his PhD in Neurobiology from Harvard Medical School, where he studied neural pathways that regulate sleep and circadian rhythms. His research program at Duke-NUS focuses on understanding the role of sleep and circadian rhythms in regulating human performance and health outcomes.
 
 
B. F. Skinner Lecture Series Paper Session #238
CE Offered: BACB
Developmental Variability and Developmental Cascades: Lessons from Infants with an Older Sibling with Autism
Sunday, May 28, 2023
4:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 1
Area: VBC; Domain: Basic Research
Chair: Alice Shillingsburg (Munroe-Meyer Institute, UNMC)
CE Instructor: Jana Iverson, Ph.D.
Presenting Author: JANA IVERSON (Boston University)
Abstract: The onset of sitting and walking are among the most transformational events of infancy. In this talk, I will present findings from research designed to examine ways in which advances in these two motor skills afford infants foundational opportunities and experiences that benefit communicative and language development. More generally, these results reveal how the achievement of new motor skills exerts far-reaching, cascading effects on development that extend beyond the individual to impact the behavior of social partners and the broader communicative environment. Much of the data come from longitudinal studies of an exceptionally interesting group of infants, those with an older sibling with autism. Some of these infants will themselves eventually receive an autism diagnosis, and many exhibit developmental delays, especially in language and communication. Finally, I will argue that improving our understanding of the links between early motor, communicative, and language development in a way that focuses on the constant, dynamic, and complex interplay between developing infants and their environments is critical for the development of effective intervention for infants and toddlers with or at risk for developmental delays.
Instruction Level: Intermediate
Target Audience:

Behavior analysts, BCBAs, clinicians and practitioners, and researchers

Learning Objectives: Upon conclusion of this session, participants will be able to: a) describe the concept of developmental cascades; b) identify ways in which advances in early appearing foundational skills can influence change in other domains of development, in caregiver behavior, and in the learning environment; and c) describe ways in which small, subtle delays in foundational behaviors may impact the emergence and later development of interrelated skills and the learning environment.
 
JANA IVERSON (Boston University)
Jana M. Iverson, Ph.D. is Associate Dean for Research for the College of Health & Rehabilitation Sciences: Sargent College and Professor of Physical Therapy at Boston University. Her research, funded by NICHD, NIDCD, and Autism Speaks, focuses primarily on the interface between the development of early motor skills and the emergence of communication and language in neurotypical development and in children with or at risk for developmental disorders. Dr. Iverson has published a co-edited book and more than 100 articles and book chapters. She is on the editorial boards of the Journal of Child Language and Language Learning and Development. Since 1991, she has served as an international investigator at the CNR in Rome, Italy. Dr. Iverson was awarded the University of Pittsburgh’s Chancellor’s Distinguished Research Award in 2007 and the Chancellor’s Distinguished Teaching Award in 2018. She is a Fellow of the Association for Psychological Science.
 
 
Symposium #240
CE Offered: BACB
Comprehensive Application of Behavior Analysis to Schooling Graduate Research Developments
Sunday, May 28, 2023
4:00 PM–5:50 PM
Hyatt Regency, Capitol Ballroom 4
Area: DEV; Domain: Applied Research
Chair: Lin Du (Teachers College, Columbia University)
Discussant: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
CE Instructor: R. Douglas Greer, Ph.D.
Abstract:

The Comprehensive Application of Behavior Analysis to Schooling (CABAS), a program based out of Teachers College, Columbia University, focuses on research devoted to increasing verbal behavior developmental cusps that increase student's academic achievement. In this symposium, four doctoral candidates will present the most recent research coming from the CABAS program. The first study researchers evaluate the effects of varying performance criteria level frequency values on response maintenance of listener responses of four preschool students with disabilities. The second study measures the effects of teaching relational responding across frames on language development for three preschoolers with disabilities. The third study evaluates the acquisition and maintenance of sight words with lower elementary students with disabilities. The final study measures the effects of a collaborative independent reading protocol on vocabulary acquisition, reading comprehension, and the reinforcement value for reading narrative and science, technology, engineering, and math (STEM) texts with third graders with and without disabilities. Studies were run in either pre-school classrooms with children with and without disabilities, lower elementary classrooms with children with disabilities, or inclusion, upper-elementary classrooms.

Instruction Level: Intermediate
Keyword(s): conditioned reinforcement, derived relations, mastery criterion, sight words
Target Audience:

Participants should have a basic understanding of derived relational responding, mastery criterion, multiple exemplar instruction, and conditioned reinforcement.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Apply the knowledge of mastery criteria to consider individualizing the performance criteria str for student instructional programs; (2) Identify how to teach basic concepts to increase student derived arbitrary relational responding and acquisition of language; (3) Identify the most effective instructional method for increasing acquisition and maintenance of sight words; (4)Tact the relationship between reinforcement value for narrative and STEM texts and apply it to educational practice.
 
The Effects of Varying Performance Criteria Level Frequency Values on Response Maintenance of Listener Responses of Preschoolers
MANINDER VIRK (Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: Students with disabilities commonly receive instruction using Discrete Trial Training in which they respond to a predetermined level of performance criteria. There are three different levels within performance criteria: criterion level, criterion level with frequency value and supplementary variables. In this study, the researchers use an alternating treatment design embedded in a non-concurrent multiple probe design to evaluate the effects of varying performance criteria level frequency values on response maintenance of listener responses of four preschool students with disabilities. The researchers taught three conditions using learn units to a criterion level with varying frequency of 100% accuracy across one, two and three sessions and included a control condition and conducted response maintenance probes 2 weeks, 4 weeks and 7 weeks following mastery.
 

Effects of Teaching Relational Responding Across Different Levels, Frames on the Language Development for Three Preschoolers With Disabilities

WENHUI ZHANG (Teacher College, Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract:

The current article studied the effects of teaching relational responding across different levels, frames on language development for three preschoolers with developmental disabilities using a multiple probes design. Experimenters selected three preschoolers with developmental disabilities with incidental acquisition of the listener component of naming (UniN) at the onset of the study. The independent variable was the relational responding teaching procedure, which included two stages: Stage 1 taught the nonarbitrary relational responding across five frames and Stage 2 provided direct instruction on relative arbitrary relational responding and tested the untaught arbitrary relational responding following the mastering of the trained relational responding across same frames. The dependent variables were: 1) the degree of the incidental acquisition of listener and speaker component of naming (Inc-BiN), 2) the number of the correct responses on taught and novel nonarbitrary relations during the pre-or post-Stage 1-intervention probes and the number of the correct responses on taught and derived arbitrary relations during pre-or post-Stage 2-intervention probes, and 3) the number of correct mutual entailment (ME) and combinatorial entailment (CE) relational responses during the testing phases at the Stage 2. All three participants acquired the contextual cues as discriminative stimuli through the Stage 1 teaching, demonstrated higher level of responding on arbitrary relations after the Stage 2 teaching, and demonstrated criterion level on the derived arbitrary coordinative and comparative relations. However, there was no improvement on the degree of BiN for the three participants.

 
An Evaluation of the Acquisition and Maintenance of Sight Words
TANYA BAJWA (Teachers College, Columbia), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: In 2 experiments, researchers investigated the acquisition and maintenance of sight words and related behavioral cusps and capabilities. In experiment 1, researchers evaluated the effects of 3 interventions on sight word acquisition and maintenance; single exemplar instruction (SEI) across textual responses, multiple exemplar instruction (MEI) across point-to, textual and intraverbal responses, and MEI across textual, point-to, and dictation responses (MEI+). Researchers measured sight word acquisition and maintenance through 5 response topographies; textual, intraverbal, point-to, sentence generalization, and dictation responses and measured maintenance 1 and 4 weeks post-set mastery per condition. The results demonstrated all participants acquired all responses and demonstrated the highest level of maintenance for sight words learned in the MEI+ condition. Participants did not maintain dictation responses for SEI and MEI conditions. This indicates that reading and writing behaviors are acquired separately but may join as a function of the transformation of stimulus function (TSF) across reading and writing, as in MEI+. In experiment 2, researchers will evaluate the effects of MEI+ on the TSF across reading and writing for sight words. The researchers will also evaluate the effects of the establishment of TSF across reading and writing on participants rate of learning in academic areas.
 

Narrative Versus Stem Texts

Mary-Genevieve White (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

Research has demonstrated the positive effects on reading achievement measures when print stimuli and content are conditioned as reinforcers (Bly, 2019; Gentillini; 2019; Cumisky-Moore, 2017; Tsai & Greer, 2006). Previous research has focused on conditioning narrative texts on the relation to increased comprehension, with no current research on the effects of conditioning science, technology, engineering, and math (STEM) texts. The current study examined whether the effects of conditioning narrative texts as a reinforcer extends to STEM texts for both typically developing and delayed third graders. Researchers replicated successful conditioning procedures used with elementary-aged participants in previous studies where narrative texts were conditioned. Using a four-step, peer-collaborative procedure, peers were used as the conditioned reinforcer to condition narrative texts. Participants engaged in independent reading, word activities, and conditioned seeing tasks within the intervention. Results indicated that reinforcement value of conditioned narrative texts does not transfer to STEM texts. The second study is underway and measuring the inverse relation. Researchers are conditioning STEM texts and measuring whether the reinforcement value transfers to literature texts. Researchers are adding additional academic achievement and vocabulary acquisition measures.

 
 
Symposium #191
CE Offered: BACB
Some Important Variables for the Formation of Stimulus Equivalence Classes
Sunday, May 28, 2023
5:00 PM–6:50 PM
Hyatt Regency, Centennial Ballroom A
Area: EAB/VBC; Domain: Basic Research
Chair: Erik Arntzen (Oslo Metropolitan University)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
CE Instructor: Erik Arntzen, Ph.D.
Abstract:

The main purpose of the present symposium is to present some results on variables influencing emergent relations. The first paper by Arntzen and Thomassen presents an experiment studying (1) how simple discrimination training can produce stimuli for testing of expansion of equivalence classes documented by sorting tests and (2) self-talk during training and testing. In the second paper, Viela and Tomanari present an experiment focusing on time as a stimulus in procedures involving conditional discrimination. The authors employed a One-to-Many (AB/AC) training structure in which A was different time intervals, and B and C stimuli were colored images. The third paper by Fields analyzes one of the four parameters (Fields & Verhave, 1987) that could influence responding in accordance with stimulus equivalence, that is, the distribution of singles on equivalence class formation. The last paper by Silguero and Vaidya presents results from an experiment on differential outcomes effect when establishing conditional discriminations, and they propose mechanisms for partitioning of subclasses.

Instruction Level: Intermediate
Keyword(s): self-talk, stimulus equivalence, time, variables
Target Audience:

Intermediate

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) know how time could be a part of equivalence classes; (2) the four different structural parameters influencing equivalence class formation; (3) the use of self-talk in sorting tests
 
Equivalence Class Formation: Sorting, Class Expansion, and Self-Talk
ERIK ARNTZEN (Oslo Metropolitan University), Linn Thomassen (Oslo Metropolitan University)
Abstract: The purpose of the experiment was twofold in studying: (1) how simple discrimination training can produce stimuli for testing of expansion of equivalence classes documented by sorting tests and (2) self-talk during training and testing. Twenty-four adults were exposed to three experimental phases. In the first phase, the participants were trained on 12 conditional discriminations arranged as a linear series training structure, with A, B, D, and E stimuli being abstract shapes, and C stimuli being meaningful pictures, and a sorting test. The second phase included simple discrimination training of C stimuli, training two, four, and six key presses in the presence of C1, C2, and C3. Half of the participants were exposed to an expansion test (F1, F2, and F3 stimuli were 2, 4, and 6, respectively), including AF, BF, DF, and EF relations. The final phase contained sorting and MTS tests. A talk-aloud procedure was implemented in different parts of the experiment. The main findings were that all participants talked aloud during the simple discrimination training, 92% during the expansion test, and 79% during the second sorting test. Furthermore, with and without exposure to the expansion test did not influence the percentage who formed three 6-member classes.
 

Time as Part of Equivalence Classes

Eduardo Cunha Vilela (University of São Paulo, Brazil), GERSON YUKIO TOMANARI (Universidade de Sao Paulo)
Abstract:

Time is a fundamental part of operant behavior, as studies on schedules of reinforcement, timing and temporal discrimination have shown. Data on how time may function as stimulus in a conditional discrimination and how different intervals may be part of equivalence classes are the main contributions to the symposium. Participants underwent a matching-to-sample (MTS) training procedure that established the equivalence classes A1B1C1D1E1F1 and A2B2C2D2E2F2. A one-to-many training structure was used, in which set A were time intervals (300 ms and 1200 ms) and sets B and C were colored images. Class formation was evaluated by three distinct measures: the emergence of conditional relations among B, C, D, E and F stimuli; sorting the stimuli according to the derived equivalence classes; and assigning durations to the visual stimuli by pressing a key on the keyboard according to the corresponding Set A. Results from all measures demonstrated equivalence classes; however, a series of procedural adjustments had to be experimentally controlled, what highlights some particulars of time as a source of discriminative control.

 

What Happens When a Stimulus “Drops Out” of an Equivalence Class? Revisiting Sidman’s (2000)

RUSSELL SILGUERO (University of North Texas), Manish Vaidya (University of North Texas)
Abstract:

Sidman’s (2000) theory of stimulus equivalence states that when an individual satisfies a reinforcement contingency, all positive members of the contingency will become members of an equivalence class. When two reinforcement contingencies contain elements from the same equivalence class, there is a conflict between the equivalence class and the contingencies. Sidman proposed that under these conditions, the class members that conflict with the contingency will “drop out” of the equivalence class. A study by Minster et al. (2006) tested Sidman’s “dropping out” hypothesis and found evidence that the conflicting member does not drop out of the class and that it continues to mediate derived performances. Their results can be interpreted in terms of an equivalence class partitioned into subsets of functional classes. However, their procedures do not clearly show the process by which these subclasses develop. We employed a variation of their procedures by first establishing equivalence classes before conditional discrimination training. We then provide a clear picture of the process of subclass differentiation, observed as differential outcomes effect in conditional discrimination learning. We discuss how Sidman’s “dropping out” hypothesis relates to this and other empirical work.

 
 
Invited Symposium #240A
CE Offered: BACB
Diversity submission Scholarly Contributions to Diversity, Equity, and Inclusion Paper Competition Winners
Sunday, May 28, 2023
5:00 PM–5:50 PM
Convention Center Four Seasons Ballroom 1
Area: DEI; Domain: Translational
Chair: Daniel Kwak (Kennedy Krieger Institute)
CE Instructor: Daniel Kwak, Ph.D.
Abstract:

This competition is designed to encourage, promote, and reward behavior analytic scholarship on topics and issues in DEI, both in the field of behavior analysis and more broadly. Students (graduate or undergraduate) and post-graduate professionals who have completed empirical or conceptual papers relevant to DEI that are informed, at least in part, by a behavior-analytic perspective were invited to submit.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the cultural and linguistic diversity, and related training and experiences, of applied behavior analysis service providers and service recipients; (2) describe areas for growth with respect to training and education in cultural responsiveness for behavior analysts and trainees; (3) Evaluate areas for optimization with traditionally-applied computer-based instruction for staff training; (4) Identify examples of potential prerequisite skills to be trained before training complex skills related to DEI; (5) Recognize the current barriers that may impede culturally and linguistically diverse individuals with autism from learning a second language; (6) Use the generalization tactics from this study to promote the development of tacts across multiple languages with other individuals with autism or other developmental disabilities.
 
Diversity submission Cultural Responsiveness in Behavior Analysis: Provider and Recipient Perceptions in Ontario
(Service Delivery)
PAIGE O'NEILL (University of Nebraska Medical Center - Munroe-Meyer Institute)
Abstract: Cultural responsiveness is critical in behavior analytic services, particularly when providers and recipients have different cultural backgrounds. The purpose of this study was to systematically replicate and extend Beaulieu et al. (2019) by investigating the diversity among applied behavior analysis (ABA) service providers and service recipients in Ontario, service providers’ training and experiences in working with diverse families, and service providers’ and recipients’ perceptions of behavior analysts’ cultural responsiveness in practice. Results from 428 participants suggest that service providers and recipients in Ontario differ in demographic characteristics; service providers report having little training in how to serve diverse families; and although service recipients rate providers’ skills relatively positive, there is room for improvement. Results suggest a path forward for behavior analysis that includes education and training in cultural responsiveness as well as encouraging and fostering a bidirectional relationship between behavior analysts and the families they serve.
Paige O’Neill is a doctoral student at the University of Nebraska Medical Center’s Munroe-Meyer Institute (MMI) studying under the advisement of Dr. Catalina Rey. She obtained her master’s degree in applied disability studies with a specialization in applied behavior analysis from Brock University in Ontario, Canada under the mentorship of Dr. Julie Koudys. Paige is a BCBA in the Early Intervention program at MMI where she works with early learners and supervises trainees. Her research interests include topics related to mediator training and treatment integrity; teaching procedures to promote skill acquisition for early learners; and diversity, equity, and inclusion in the field of behavior analysis.
 
Diversity submission Diversity Term Accuracy: A comparison of SAFMEDS and Computer-Based Instruction Training Models
(Service Delivery)
CANDACE R FAY (Florida Institute of Technology)
Abstract: Promoting diversity and inclusion can impact a variety of different groups. Many organizations rely on various training methods to help ensure diversity in the workplace. However, little research has compared the effects of different training approaches on increasing recall of specific cultural terms. Thus, the present study employed an adapted alternating treatment design to explore the effectiveness of two different training approaches. A SAFMEDS training model was compared to a traditionally-applied. Computer-Based Instruction, to determine which is more efficient at promoting cultural fluency. The number of correct definitions for diversity terms across various demographic categories, served as the dependent variable. Participants mastered a higher number of diversity terms when trained with SAFMEDS, compared to the computer- based instruction procedures. During maintenance sessions, participants exhibited sustained performance. SAFMEDS may be ideal for improving precision when training terms to be used in conversations about diversity, and culturally-related topics. These skills will aid in building more culturally-relevant social skills that include more complex response requirements.
Candace Fay is a BCBA and a Ph.D. student at the Florida Institute of Technology (FIT). Her core values include authenticity, balance, competence, and growth. Throughout her education, research, and practice, she has worked in areas such as ABA service delivery, training and development, performance management, behavioral systems analysis, instructional design, DEI, and intimacy and sexual behaviors. Candace currently practices within the scope of behavior-analytic instruction, research, operations consulting, and program management for ABA service delivery.
 
Diversity submission Evaluation of Instructive Feedback and Multiple-Exemplar Training as Strategies for Generalizing Tacts Across English and Spanish Responses
(Service Delivery)
PATRICIO ERHARD (University of Texas at Austin)
Abstract: Research has indicated that bilingual learners with autism have difficulty accessing culturally responsive interventions. Emerging research has shown that people with ASD have benefited from the use of instructive feedback and serial multiple-exemplar training for promoting the generalization of tacts. However, to date no study has examined the effects these combined strategies have on the emergence and generalization of tacts across multiple languages. We used a nonconcurrent multiple baseline design across participants to teach children from heritage language homes tacts in English and Spanish. The results demonstrated that instructive feedback and serial multiple-exemplar training were effective at producing generalization across novel stimuli exemplars in primary and secondary languages for two of the four participants. Additional training components (i.e., rehearsals and no-no prompts) were effective in producing the same generalization outcomes with the remaining two participants.
Patricio Erhard is a Board Certified Behavior Analyst (BCBA), PhD candidate, and assistant instructor in the autism and developmental disabilities program at the University of Texas at Austin. Prior to UT Austin, Patricio attended the autism/ABA program at Texas State University where he earned his Master's in Education. His current research interests include multiple exemplar training, instructive feedback, dual language development, verbal behavior, social skills training, and equivalence-based instruction. Patricio is also currently teaching Trastorno del Espectro Autista at UT Austin, a Spanish course about autism.
 
 
Symposium #242
CE Offered: BACB
Treatment Resistant Behavior: Procedures and Perceptions
Sunday, May 28, 2023
5:00 PM–5:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA; Domain: Applied Research
Chair: Bethany Munden (University of Alaska Anchorage)
CE Instructor: Alexis Constantin Pavlov, Ph.D.
Abstract:

This symposium will address procedures and perceptions related to the assessment and treatment of challenging behavior. The first presentation will focus on an augmented competing stimulus assessment for treatment resistant challenging behavior. The second presentation will focus on a consecutive controlled case series to determine the prevalence of masked social functions with the use of protective procedures. The final presentation will focus on how perceptions of behavioral severity impact the perceived acceptability and effectiveness of reinforcement- and punishment-based procedures for challenging behavior.

Instruction Level: Intermediate
Keyword(s): perception, protective equipment, stimulus avoidance, treatment-resistant behavior
Target Audience:

Attendees should have a familiarity with the common functions of challenging behavior as well as some common assessment (e.g., competing stimulus assessments) and treatment (e.g., functional communication training) options for individuals who engage in challenging behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify at least one consideration for treatment resistant challenging behavior maintained by automatic reinforcement; (2) describe how the use of protective procedures might mask social functions during an functional analysis; and (3) identify at least one way perception can impact determinations of a treatment's acceptability and effectiveness.
 

Augmented Competing Stimulus Assessment for Treatment Resistant Challenging Behavior

ALEXIS CONSTANTIN PAVLOV (Marcus Autism Center), Sarah Slocum (Marcus Autism Center and Emory School of Medicine)
Abstract:

Competing stimulus assessments (CSA) used to identify items or activities that compete with an identified reinforcer can be very effective for challenging behavior maintained by automatic reinforcement. While these assessments have been validated for the selection of competing items, engagement with said items is a necessary prerequisite. When individuals are lacking the skills to or interest in engaging with a potentially novel stimulus, prompting can serve to augment engagement allowing for a more throughout examination of a competing stimulus in assessment. This talk will examine an essential consideration for treatment resistant challenging behavior maintained by automatic reinforcement prior to considering more intrusive treatment evaluations. This talk will present data from participants admitted to an intensive outpatient program whose treatment involved an augmented CSAs that included the use of prompting and/or response interruption and redirection. Subsequent treatment data for challenging behavior maintained by automatic reinforcement will also be discussed. Results indicate that an augmented CSA can successful identify an effective competing stimulus to include in treatment for the reduction of automatically maintained challenging behavior.

 
Unmasking Social Functions: A Consecutive Controlled Case Series
JASMEEN KAUR (Kennedy Krieger institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Nicole Hausman (Journey Autism & Behavioral Care Centers), Molly K Bednar (Little Leaves Behavioral Services)
Abstract: Procedural modifications are often required to clarify initially ambiguous functional analysis results. For example, some case reports suggest that the application of protective procedures may elucidate social functions when the initial functional analysis outcome indicated that problem behavior was only sensitive to automatic reinforcement. However, because prior research in this area included a small number of participants, it is unclear how often the application of protective procedures produces similar outcomes. The purpose of this study was to conduct a consecutive controlled case series to determine the prevalence of masked social functions with the use of protective procedures when the initial functional analysis indicated an automatic function. The study illustrated three general patterns of outcomes among the participants. These findings suggest that when an initial functional analysis indicates an automatic function, the addition of protective procedures may (a) unmask social functions; (b) elucidate multiply maintained results and; (c) suppress problem behavior via sensory extinction. The systematic use of protective procedures may aid in clarifying ambiguous functional analysis results.
 
Severity of Challenging Behavior Effects on the Acceptability and Effectiveness of Reinforcement and Punishment Treatments
ABIGAIL LEIGH MARTINEZ (University of Alaska Anchorage), Mychal Machado (University of Alaska Anchorage), Kristin Riall (Alaska Association for Behavior Analysis)
Abstract: The challenging behaviors exhibited by individuals diagnosed with autism have been successfully treated using both reinforcement- and punishment-based procedures. Some studies have focused on identifying variables that impact a treatment’s perceived acceptability and effectiveness, but these studies have relied on textual descriptions of challenging behavior, treatments for challenging behavior, or both. The current study evaluated how severity impacts caregiver and child-care professional ratings of acceptability and effectiveness with respect to reinforcement- and punishment-based procedures using video vignettes of a confederate caregiver working with a confederate child with autism. Vignettes included the confederate child engaging in either low-severity and high-severity challenging behavior, and the confederate caregiver implementing one of six empirically-supported treatments (brief interruption, communication training, contingent noxious stimulation, differential reinforcement, timeout, and social disapproval). Following each vignette, caregivers and child-care professionals were asked to rate the severity of the behavior displayed as well as the acceptability and effectiveness of the treatment displayed. Results demonstrated reinforcement-based procedures were considered more acceptable and effective than punishment-based procedures, regardless of the perceived severity of the behavior.
 
 
Panel #243
CE Offered: BACB/QABA/NASP
Diversity submission Embracing Virtual Opportunities: Bringing Multidisciplinary School-Based Consultation to Life
Sunday, May 28, 2023
5:00 PM–5:50 PM
Convention Center 403/404
Area: EDC/OBM; Domain: Service Delivery
CE Instructor: Heather Volchko, M.Ed.
Chair: Manuel Huecias Rodriguez (Threshold Learning Consultancy)
HEATHER VOLCHKO (Threshold Learning Consultancy)
MARLA WATTS (Threshold Learning Consultancy; Positive Behavior Supports Corporation)
ALLISON L HALE (Illinois School District U-46)
Abstract:

The world saw a spike in available technology during the global pandemic of 2020 and schools led the charge to provide continued access to education from beyond the classroom walls. Teachers learned new ways of fostering engagement and students learned all kinds of new skills. Professionals found new ways of working together as colleagues who used to be down the hall - and found new colleagues across the country and the globe while battling unfathomable personal and societal adversity. The mantra of lifelong learning was on full display in education! Leveraging this increased openness and comfort with collaborating in virtual spaces, this diverse panel of colleagues and friends continues to work together remotely to serve communities with a wide range of social and ethnic backgrounds. These school-based BCBAs will share their experiences consulting with schools as they answer your questions. Join them to explore how they have met organizational and individual needs by expanding their use of virtual school-based consulting.

Instruction Level: Intermediate
Target Audience:

This session is appropriate for professionals who interface directly with the highly applied school setting. Basic understandings of behavior analysis and varied applications of principles will be assumed as part of this conversation.

Learning Objectives: (1) Participants will learn about different forms of education consultation positioned in diverse (e.g., socioeconomic, linguistic, racial) contexts; (2) Participants will learn how behavior analysis is applied individually, class-wide, and at the systems level of school settings based on presented and identified needs; (3) Participants will learn how one group of BCBAs leverage virtual methods to extend and scale their consultation capacity.
Keyword(s): consulting, multidisciplinary, school-based, virtual
 
 
Symposium #244
CE Offered: BACB
Recent Advancements in Behavioral Safety Programs in the Industry
Sunday, May 28, 2023
5:00 PM–5:50 PM
Hyatt Regency, Mineral Hall A-C
Area: OBM/CSS; Domain: Applied Research
Chair: Andressa Sleiman (Florida State Unviersity )
CE Instructor: Andressa Sleiman, Ph.D.
Abstract:

Built on the foundation of behavior analysis, behavioral safety aims to prevent harm and reduce human suffering by targeting risk and intervening upon environmental factors related to safe behaviors. Yet, behavioral safety programs are only as effective as their implementation. This symposium will report on recent advances in behavioral safety data analyses and methodologies used to document current front-line supervisors’ safety practices and conversations with their workers in the chemical, petroleum, and manufacturing industries. Specifically, the first presentation investigated the impact of individual observations on near term injury probability by analyzing 3-years of data gathered in a chemical organization. The second presentation will showcase a data-based case study of a methodology used to document the day in the life of a front-line supervisor and how that information was used to create white space in their day to allow them to interact and have safety conversations with their workers. The final presentation will present a data-based case study conducted to investigate the components of front-line supervisor’s and their worker’s quality of safety conversations in a manufacturing setting.

Instruction Level: Intermediate
Keyword(s): Behavioral Safety, Conversations, Leardership, OBM
Target Audience:

The target audience for our symposium is anyone who is interested in learning more about behavioral safety, OBM, the impact that conversations has on the supervisor-supervisee relationship, and methodologies to understand a workers day and interactions. Although the topic is being presented via a safety lens, the contents can be generalized to anyone who has a supervisor-supervisee relationship or are interested in learning more about data analysis. All attendees can benefit from this presentation, but introductory knowledge to behavior-based safety would lead to a deeper comprehension of the content presented.

Learning Objectives: At the conclusions of the presentation, participants will be able to: (1) Explain the impact that individual behavior-based observations has on predicting injuries and near misses (2) Discuss an effective methodology to identify ways to create white space in a workers job (3) Explain the critical components of conversations between supervisors and front-line employees
 

Safety Analytics in Three Organizations Suggest the Probability of Injury Decreases After a Behavioral Safety Observation

TIMOTHY D. LUDWIG (Appalachian State University), Jacob Leslie (Appalachian State University), Yalcin Acikgoz (Appalachian State University), Shawn Bergman (Appalachian State University), Nickolas Granowsky (Appalachian State University)
Abstract:

Behavioral safety programs have been efficacious in reducing injury outcomes (Ludwig & Laske, 2023). The present study attempts to investigate the impact of individual observations on near term injury probability. Rolling sum time-series logistic regression analysis was performed on 3-years of behavioral safety observations and incident data (injuries and near misses) across two divisions of a chemical organization (manufacturing & maintenance). Each additional safety observation performed by an employee decreased the likelihood of an incident occurring over the next three days by 17% (manufacturing) - 23% (maintenance). At current rates of behavioral safety observations in these divisions were related to the avoidance of 7 (manufacturing) - 44 (maintenance) incidents per year.

 

The Day in the Life of a Front-Line Supervisor: A Case Study Conducted to Create White Space in Their Day to Increase Safety Conversations

ANDRESSA SLEIMAN (Florida State Unviersity), Timothy D. Ludwig (Appalachian State University)
Abstract:

We will present a data-based case study that we conducted in a refinery to document the day in the life of a front-line supervisor (FLS). Through our assessment we were able to identify several opportunities to streamline or eliminate tasks in order to create white space in their day for them to be able to interact with and have more meaningful safety conversations with their workers. The need for this case study arose based on the exigency of FLS to allocate more of their time on the field interacting, training, and supporting their team, to ultimately improve production and decrease injuries. Throughout this presentation we will explain the methodology we used to gather data, highlight the benefits and the limitations of using this methodology, and we will finish by explaining how we used the information to make positive changes in the refinery.

 
Measuring Safety Conversations in a Manufacturing Setting: A Step Towards Improving Communication in the Workplace
DAVIS SIMMONS (University of Florida), John Austin (Reaching Results), Nicole Gravina (University of Florida)
Abstract: Prior research has demonstrated a relationship between supervisors having safety conversations and improved safety performance. However, researchers have not evaluated the components of safety conversations. Drawn from the literature, we measured critical components of conversations between supervisors and front-line employees in a manufacturing setting. Components included the topic of the conversation, the presence of back and forth in the conversation between individuals, and the presence of open-ended questions, pinpointed positive feedback, pinpointed constructive feedback, negative comments, and other measures also important to the organization. Although some components were present across conversations, the data suggests many components did not occur consistently. Measurement considerations and possible interventions to improve conversations will be discussed.
 
 
Symposium #245
CE Offered: BACB/QABA/NASP
Is There a Future for Behavior Analysis as a Science and a Practice?
Sunday, May 28, 2023
5:00 PM–5:50 PM
Hyatt Regency, Centennial Ballroom D
Area: PCH/VBC; Domain: Theory
Chair: Zhihui Yi (Univeristy of Illinois Chicago)
Discussant: RuthAnne Rehfeldt (Emergent Learning Center)
CE Instructor: Mark R. Dixon, Ph.D.
Abstract:

It has been decades since the debut of contextual behavior science. During this time a small proportion of behavior analysts have shifted their world view from a predominate Skinnerian science to a broader definition of what behavior analysis could be. Additionally, many outside the field have also embraced this modified version of behaviorism and by doing so have made significant progress in understanding the human condition. This symposium will describe the various similarities and differences in contextual and radical behaviorism and suggest that our path to a more successful future of saving the world will require movement from our past traditions.

Instruction Level: Advanced
Keyword(s): Contextual Behaviorism
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe contextual behaviorism; (2) describe the differing views on human language and cognition from a Skinnerian and contextual behaviorism perspective; (3) describe arguments for the field to evolve and embrace contextual behaviorism.
 

Why Contextual Behaviorism is Needed for Behavior Analysis to Assume Its Rightful Role

STEVEN C. HAYES (University of Nevada, Reno)
Abstract:

Skinnerian Behavior Analysis has had a major and positive impact on the world. Skinner's Radical Behaviorism got many things right, including a naturalistic approach, a focus on the importance of the individual organism, a focus on processes, the contingency as an integrated unit of analysis, insistence that behavioral development was an evolutionary process and thus that behavior analysis belonged as a part of evolutionary science, a pragmatic truth criterion, and the willingness to apply behavioral principles to scientists themselves. These positive steps were undermined, however, by a failure to appreciate what was truly new about verbal behavior, and a resulting excessive reliance on principles derived solely from non-human animals. These mistakes were amplified by a lack of clarity about the role of theory, an excessive reliance on interpretation, methodological rigidity, disconnections with evolutionary science and mainstream psychological science, and professionalization driven by principles and methods that fail to respond in a timely way to advancements within the field. The result has been increasing intellectual isolation, the practical narrowing applied behavior analysis, and a crisis of sustainability within the field. This paper will argue that these problems are self-inflicted and are unnecessary given the state of the evidence. Contextual behaviorism is a proven and robust offshoot of classical radical behaviorism and BA / ABA with a body of empirical and practical products that prove that a bright future awaits behavior analysis if it can overcome the limitation of Skinner's approach to verbal behavior, and return to its rightful role as a driving force in the development of principles that help in modification of human behavior, including with those who are highly verbally competent, and doing so with high precision, scope, and depth.

 

Why I Am Not a Radical Behaviorist

MARK R. DIXON (University of Illinois Chicago)
Abstract:

After 25 years in the field of behavior analysis, it is now time to redefine what I believe is a successful and acceptable form of behaviorism. Movement beyond the ideas of “radical” behaviorism towards a contextual world view of “contextual“ behaviorism will be necessary in order to expand the impact of this approach to human behavior in any meaningful way. All sciences progress, adapt, or die. Our field is currently at a crossroads of holding onto antiquated traditions that risk the very elimination of our field. New discoveries and robust outcomes are occurring in contextual behavior science, and it is time for the current and future generations of behaviorists to adopt a contextual behaviorism, and leave behind radical behaviorism just as we have done before with methodological behaviorism.

 
 
Panel #247
CE Offered: BACB — 
Ethics
Diversity submission Ethical and Cultural Considerations When Providing Applied Behavior Analysis (ABA) Services to Latinx Families in Mexico and the United States
Sunday, May 28, 2023
5:00 PM–5:50 PM
Convention Center 406/407
Area: TBA/DDA; Domain: Service Delivery
CE Instructor: Berenice de la Cruz, Ph.D.
Chair: Berenice de la Cruz (Texas A&M University-San Antonio)
MARIANA DE LOS SANTOS (Bloom Children's Center)
FABIOLA VARGAS LONDONO (Independent Researcher)
Abstract:

This panel will discuss ethical and cultural considerations when providing Applied Behavior Analysis (ABA) services to Latinx families in Mexico and the United States. The United States is diversifying at a fast rate. According to the 2021 Census data, 18.9% of the United States population are Hispanic, and Mexican account for over 60% of the Hispanic subgroup. Mexico is the third-largest country in Latin America and has the second-largest economy. In Mexico, a lack of medical and educational services is common, especially for families of individuals with intellectual and developmental disabilities. Panelists will share about the creation of a professional organization to disseminate the science of behavior analysis across Mexico and about the first behavior analytic organization in the United States formed to specifically address diversity of behavior analysts in the field of ABA. Results from a study that examined early intervention needs in the Mexican population and compared these needs to those in the Latinx Spanish-speaking population in the United States will also be discussed. Panelists will discuss their experiences, challenges, and lessons learned when providing ABA services to Latinx families. Attendees are encouraged to ask questions and share their own experiences during this interactive panel session.

Instruction Level: Intermediate
Target Audience:

Audience members should minimally have the competencies and pre-requisite skills for a Board Certified Behavior Analyst as defined by the Behavior Analysis Certification Board 5th Edition Tasklist.

Learning Objectives: 1. Participants will describe ethical and cultural considerations when providing ABA services to Latino families in Mexico. 2. Participants will describe ethical and cultural considerations when providing ABA services to Latino families in Mexico. 3. Participants will compare the early education needs of Latinx Spanish-speaking children and children living in Mexico.
Keyword(s): cultural considerations, dissemination, ethical considerations, Latinx
 
 
Invited Paper Session #248
CE Offered: BACB
A Behavioral Approach to the Treatment of Aphasia: Scratching the Surface
Sunday, May 28, 2023
5:00 PM–5:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: VBC; Domain: Basic Research
Chair: Rocio Rosales (University of Massachusetts Lowell)
CE Instructor: Rocio Rosales, Ph.D.
Presenting Author: ZUILMA GABRIELA SIGURDARDOTTIR (University of Iceland)
Abstract: Aphasia is an adult language disorder that can be acquired following a cerebral vascular accident (e.g., stroke). There are many types of aphasia and it is common for patients to be diagnosed with one type of aphasia in the beginning but be diagnosed with a different type of aphasia during the healing period. Healing typically lasts for 6 to 18 months post trauma. After the healing period the condition becomes chronic. Broca´s aphasia, which I mostly focus on, is characterized by a diminished vocabulary and by the slow, broken, and labored formation of sentences. The processes that enable improvements in fluent speech, e.g., in naming, reading, sentence structure, etc., are not well understood. Various approaches have been used to treat patients with Broca´s aphasia including speech therapy. Most studies show improvements after treatment. Still, the development of an effective and efficient treatment, one that reliably works better than others for specific patients with specific symptoms, remains to be established. Treatment based on operant conditioning or stimulus control procedures seemed to be promising in the very limited number of available studies over 20 years ago. My curiosity with regard to Broca‘s aphasia, and my firm believe that the application of learning principles could alleviate some of those symptoms led me into experimenting with a behavioral treatment. It is my goal for today to present the data of these studies as an example of how learning principles can be applied systematically in the treatment of aphasia to increase fluent speech. These studies just scratched the surface and need to be continued. It was my intent to try out something that could potentially help a few patients achieve more fluent speech. Participants in these studies were adults with chronic-aphasia, aged 51-63. The performances that were treated varied across participants but all had to do with fluent speech, e.g., naming people or objects, making sentences, sequencing stimuli, discriminating written words or reading compound words. Treatment was based on stimulus control procedures like errorless learning, backward chaining, and other operant conditioning. They were treated for up to 7 months. Treatment variables were clearly defined and systematically used in standard ways across participants with flexibility for adaptation to individual outcomes using clearly defined criteria. Prompts that were used in training faded out as performances improved. Treatment effects were evaluated with single subject experimental designs. The performances of all participants improved significantly. Performances ultimately reached 100% correct in some tasks without any prompts from the experimenter. Generalization measures across stimuli and settings demonstrated that their improved performances generalized to novel stimuli and novel settings. One study was directly replicated. When a replication failed further studies were undertaken in an attempt to understand the reasons for the failure to replicate. Systematic replications are needed to assess generality of effects of this experimental treatment. Replication of therapeutic effects is a prerequisite for advancement in any therapeutic field. Only with direct and systematic replications of single-subject experimental studies is it possible to ultimately determine which type of therapy is effective for what type of patient with what type of etiology and symptoms and in which particular situation (Barlow & Hersen, 1984; Hayes, Barlow, & Nelson-Gray, 1999; Sidman, 1960).
Instruction Level: Basic
Target Audience:

All ABA practitioners

Learning Objectives: At the conclusion of the presentation, participants will be able to:(1) List the main symptoms of Broca‘s aphasia; (2) Describe an intervention based on errorless learning and performance feedback for symptoms of aphasia; (3) Discuss the benefits of applying the methods and strategies of applied behavior analysis in the treatment of aphasia.
 
ZUILMA GABRIELA SIGURDARDOTTIR (University of Iceland)
Zuilma Gabriela Sigurðardóttir finished her BA in psychology in 1985 at the University of Iceland, her MA in Behavior Analysis and Therapy in 1989 at Southern Illinois University-Carbondale and her PhD in Psychology in 1992 at Northeastern University-Boston. She became member of ABAI in 1987. She has worked on the dissemination of behavior analysis in Iceland and Europe for 30 years. First as therapist, consultant, and adjunct faculty at the University of Iceland, while also being an administrator and developer of services for the disabled in Reykjavík. Then she became an administrator and developer of psychological services for schools at the compulsory level for the City of Reykjavík. She entered academia full time in 1999 as assistant professor of behavior analysis in the psychology department of the University of Iceland. She became associate professor in 2004 and full professor in 2018. She has taught behavior analysis at all levels, both required and elective courses that she established. She has guided and supervised approximately 190 students‘ research projects for thesis in behavior analysis at all levels, including the only PhD thesis in behavior analysis in Iceland so far. She has managed and coordinated graduate student practica in public schools for 23 years. She has aided Icelandic students to find programs of study in behavior analysis in the United States and Europe since 1998 and has guided them in the application process. She was department chair of the psychology department at the University of Iceland in 2003-2005. She was president of the European Association for Behavior Analysis in 2015-2017 and past-president in 2017-2020. Her research interests include the analysis of language acquisition from a stimulus equivalence paradigm and applied behavior analysis in various contexts. She has served as associate editor of EJOBA and JOBE for many years and was on the review board of EJOBA for many years prior to becoming associate editor. She has reviewed manuscripts for various other scientific journals like JEAB and for scientific journals in various other disciplines as well. She has served as reviewer of grant proposals for the Icelandic Research Council and other granting agencies. She was an exchange teacher at the University of Latvia with Erasmus fellowships in 2015-2019 and led the establishment of the Baltic Association for Behavior Analysis. She has continued teaching for Latvia through the internet in the last three years. She aided in coordinating the first conference on behavior analysis in Sofia, Bulgaria in 2016. She has taught re-education courses for elementary school teachers, psychologists, administrators, and allied health professionals in Iceland and Latvia. She has also offered behavior management classes to parents and teachers in Iceland in Icelandic, English, and Spanish. She has had a small private practice where she provides services to families. She presently serves as board chairman of the newly established Applied Behavior Analysis masters program at the University of Iceland. She enjoys travel and culture, classical music concerts, family gatherings, and her dog. She has two adult children and a grand-daughter on the way. She was born in Mexico City but moved from there at age 10 and settled down in Iceland at age 11 with her Mexican mother and Icelandic step father. She is the recipient of the SABA 2023 award for International Dissemination of Behavior Analysis.
 
 
Symposium #249
CE Offered: BACB
Recent Advancements in Skill Acquisition Programming and Clinical Problem Solving
Sunday, May 28, 2023
5:00 PM–6:50 PM
Convention Center Mile High Ballroom 4A/B
Area: AUT/VBC; Domain: Service Delivery
Chair: Landon Cowan (Marquette University)
Discussant: Tom Cariveau (University of North Carolina Wilmington)
CE Instructor: Landon Cowan, M.A.
Abstract: Behavior analysts regularly design and implement interventions to teach individuals with autism spectrum disorder (ASD) numerous skills; however, intervention strategies for teaching relatively more complex skills are still emerging and in need of refinement. Additionally, few resources exist to guide behavior analysts in engaging in problem solving when barriers to learning emerge while teaching these skills. This symposium will describe four studies examining practices and future directions for the development of efficacious and efficient skill-acquisition procedures. The first presentation will describe the impact of different forms of visual stimuli used during training impacted generalization to untrained stimuli. The second presentation will describe the outcomes of a teaching procedure designed to teach learners to mand for information across operants. The third presentation will describe an intervention designed to teach learners to respond differentially to examples and non-examples of bullying. The fourth presentation will describe a clinical problem-solving model that can be used to identify and address barriers to learning that occur in skill acquisition programs. To end, the discussant will review the findings in each presentation and consider areas for future research.
Instruction Level: Intermediate
Keyword(s): Bullying, Generalization, Problem Solving, Verbal Behavior
Target Audience: The target audience for this symposium will be students, researchers, and practitioners that are interested in the study and application of skill-acquisition procedures with individuals receiving applied behavior analytic intervention services. Attendees should be familiar with common procedures and components commonly included in intervention services, such as those used in discrete trial instruction.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the impacts of different visual stimuli on generalization outcomes; (2) describe intervention procedures to promote generalization across operants; (3) identify at least one instructional strategy for teaching individuals how to respond to and report bullying; (4) describe at least one step of systematic clinical problem solving.
 

When Red Apples Are Green: Generalization by Picture Type

KELSEY FLYNN BURREN (New England Center for Children; Western New England University), Chata A. Dickson (New England Center for Children)
Abstract:

For individuals with complex communication needs, learned relations between pictorial stimuli and their referents can serve as the basis for communication. One young man with autism participated in this study investigating whether the form of visual stimuli used in training object-to-picture matching would affect accuracy of responding to untrained variations of those objects. Matching between objects and 2-dimensional stimuli was trained and assessed with color photos, black and white photos, black and white line drawings, and written words. A parallel treatments design compared the number of teaching trials required to reach the mastery criterion and the accuracy of responding to novel variations of the object. Color photos resulted in more efficient mastery and more accurate responding to a wider array of novel stimuli. When novel objects differed in size or shape, selection of the corresponding comparison stimulus was most likely with color photos. However, when novel objects differed in color, selection of the appropriate comparison stimulus was more likely with black and white photos or line drawings. These preliminary data suggest that for some individuals with autism, the degree of similarity between pictures and corresponding target objects may influence acquisition of the stimulus relations needed for communicating.

 

Teaching Children With Autism to Mand for Information Across Tact and Intraverbal Operants

DESIREE DAWSON (University of Nebraska Medical Center), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), Jamie Gilmore-Black (University of Nebraska Medical Center's Munroe-Meyer Institute), Michael A. Aragon (Behavioral Learning Network)
Abstract:

We replicated and extended research teaching children with autism to mand for information (e.g., Ingvarsson and Hollobaugh, 2019) by evaluating transfer of the “I don’t know please tell me” (IDKPTM) response across operants. We used a progressive prompt delay and echoic prompts to teach two school-aged boys and one school-aged girl with autism to mand for information when presented with unknown questions (intraverbals) and unknown pictures (tacts). Sessions consisted of three known targets intermixed with six unknown targets, only three of which were exposed to the teaching procedures. For all participants, we saw generalization of IDKPTM within but not across operants. All participants required some exposure, albeit brief, to direct prompting and reinforcing of the correct answer following presentation of the initial question. Upon returning to a delayed prompt to the mand for information, all participants acquired the target intraverbals and tacts based on the therapists answers to their mands for information. Ivan and Bonnie did not need this additional exposure to prompting and reinforcement to the correct answer in the subsequent operant whereas Xander did. Although generalization of the IDKPTM response was observed within operant, acquisition after acquiring this mand for information in the baseline condition differed across participants.

 

Teaching Individuals With Autism Spectrum Disorder to Respond Differentially to Examples and Non-Examples of Bullying

BIANCÉ JASMINE FERRUCCI (Marquette University), Landon Cowan (Marquette University), Tiffany Kodak (Marquette University), Jessi Reidy (Marquette University), Paige Wortman (Marquette University), Ashley Van Handel (Marquette University), Lauren Casper (Marquette University), Brittany Brown (Marquette University)
Abstract:

Individuals with autism spectrum disorder (ASD) are more likely than their neurotypical peers to experience bullying at some point in their lives. Previous research has taught individuals with ASD to respond to statements of bullying using behavioral skills training (BST) and in-situ training; however, there is limited research on teaching individuals to respond differentially to examples and non-examples of bullying. The purpose of the current study was to teach individuals with ASD to respond differentially to examples and non-examples of bullying in short video clips. Specifically, we included close non-examples and far non-examples of bullying in the training. Following limited generalization of responding to untrained exemplars, we also taught participants to specifically tact exemplars as either bullying or non-bullying. Results of the current study extend the literature on teaching individuals to respond to bullying using video stimuli while including both close and far non-examples.

 
A Problem-Solving Model for Identifying and Addressing Barriers to Learning in Skill-Acquisition Programs
LANDON COWAN (Marquette University), Tiffany Kodak (Marquette University), Jessi Reidy (Marquette University), Marisa E. McKee (Marquette University), Laura Biwer (Marquette University), Kirsten Lloyd (Marquette University)
Abstract: Applied Behavior Analysis (ABA) services for learners with autism spectrum disorder (ASD) and other intellectual and developmental disabilities frequently involve teaching a variety of skills, such as those related to communication, daily-living, and safety. There is an extensive literature available demonstrating effective instructional procedures (e.g., discrete-trial teaching, prompt-fading strategies) as well as procedural or environmental modifications that clinicians can apply when teaching these skills; however, minimal literature exists to guide clinicians in applying these procedures when learners encounter a barrier to learning. Thus, it is unclear what systematic methods (if any) clinicians are using to determine efficacious and efficient instructional modifications. The current study demonstrates the application of a problem-solving model- which considers barriers caused by skill- and performance-deficits- with two learners with ASD to identify and subsequently address barriers to learning on current acquisition goals. Results suggest the efficacy of using a problem-solving approach to skill-acquisition program modifications to improve learner outcomes.
 
 
Symposium #250
CE Offered: BACB
Improving Sustainability of Treatments for Problem Behavior
Sunday, May 28, 2023
5:00 PM–6:50 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/DDA; Domain: Applied Research
Chair: Sydney Arthur (Georgia Southern University)
Discussant: Adam M. Briggs (Eastern Michigan University)
CE Instructor: Adam M. Briggs, Ph.D.
Abstract: Interventions that incorporate differential reinforcement of alternative behavior (DRA) aim to replace problem behavior such as aggression and self-injurious behavior with an appropriate behavior such as functional communication. These types of interventions (e.g., functional communication training; FCT) have been demonstrated to be efficacious across a wide variety of behaviors, populations, and settings; however, these interventions are not without limitations or challenges. Issues may arise during these interventions such as when therapists initiate training of alternative functional communication, when additional compliance procedures are incorporated into FCT, when FCT is extended to mirror more natural contexts (e.g., reinforcement-schedule thinning), or when problem behavior is maintained by automatic reinforcement. Thus, the continued search for improving and refining DRA interventions is warranted. This symposium will present on ways to improve sustainability of DRA treatments for problem behavior. In this symposium, Ms. Davis will present a Systematic Literature Review on FCT pretaining, Ms. Pelletier will present An Evaluation of Sensory Integration Techniques on Automatic Maintenance on Problem Behavior, Ms. Nercesian will present on Procedural Refinements during Delay Tolerance, Dr. Mauzy will present on the Evaluation of Returning Preferred Items during S-Delta Components. Dr. Adam Briggs will discuss implications.
Instruction Level: Basic
Keyword(s): Automatic Behavior, DRA, FCT, Problem Behavior
Target Audience: BCBA's who practice FCT and/or treatments for problem behavior
Learning Objectives: 1) Audience members will identify types of DRA interventions 2) Audience members will name at least 2 considerations when conducting DRA treatments 3) Audience members will describe challenges that may be encountered during DRA interventions
 

A Systematic Literature Review on Functional Communication Pretraining Procedures

KAYLA RANDALL (Georgia Southern University), Jackee' Davis (Georgia Southern University), Katherine Brown (Utah State University), Ryan Kimball (University of Saint Joseph (West Hartford, CT)), Samantha Nercesian (Utah State Univeristy), Caroline Bach (Georgia Southern University)
Abstract:

Functional communication training (FCT) is a common differential reinforcement of alternative behavior procedure to establish a functional communication response (FCR) as an alternative to destructive behavior. The initial teaching phase, sometimes referred to as FCT pretraining, is critical because it marks the beginning of clinicians teaching an FCR. In addition, this phase is often the first time clinicians place destructive behavior on extinction. Precisely conducting FCT pretraining is critical given high-levels of FCR fluency are related to generality and maintenance of the response, and extinction for destructive behavior. Despite the importance of FCT pretraining, no synthesis of the FCT pretraining literature currently exists. We conducted a systematic literature review to determine procedures used during FCT pretraining. We identified 21 articles that included a description of FCT pretraining. Results overwhelmingly indicate methods used to teach the FCR during FCT pretraining are often underreported or omitted altogether. In this presentation, we will share our findings, discuss implications, and provide future directions for future research.

 
A Review of a Differential-Reinforcement Intervention to Increase Compliance and Decrease Problem Behavior Related to Tangible Restriction
COURTNEY MAUZY (University of Georgia), Sarah Slocum (Marcus Autism Center and Emory School of Medicine)
Abstract: Individuals who demonstrate problem behavior maintained by access to tangibles often exhibit noncompliance during times when caregivers attempt to restrict the tangible item (Kalb and Loeber; 2003). Differential reinforcement for compliance is a frequently used and empirically supported intervention for the treatment of problem behavior maintained by social-negative reinforcement (i.e., escape or avoidance; Petscher et al., 2009). However, little research has attempted to implement these procedures to increase compliance and decrease problem behavior surrounding tangible restriction. We reviewed a compliance training procedure (i.e., differential reinforcement of compliance) implemented with several individuals diagnosed with autism spectrum disorder (ASD) who engaged in severe problem behavior surrounding the act of restricting preferred tangible items. Preliminary results indicate some success in increasing compliance and decreasing problem behavior, thus highlighting the need for further research and more in-depth analyses of compliance training procedures applied to tangible restriction.
 
Procedural Refinements During Delay Tolerance Training
SAMANTHA NERCESIAN (Utah State Univeristy), Katherine Brown (Utah State University)
Abstract: Delay tolerance interventions are commonly used after functional communication training to teach an individual to tolerate delays and denials to access functional reinforcers. Two common approaches to teach delay tolerance are contingency-based progressive delays (CBPD) and multiple schedules. A previous study that compared these approaches found multiple schedules were more effective at teaching delay tolerance relative to CBPD (Brown et al., 2021). To further the research from Brown et al. (2021), we compared standard CBPD procedures to CBPD procedures with components of a multiple schedule to determine if the additional components increase the efficacy of the procedure. In the current study we had participants for whom CBPD was ineffective at maintaining reductions in destructive behavior and discriminated use of FCRs. As such, we examined if embedding discriminating stimuli in the form of red/green cards during CBPD sessions would improve treatment efficacy and if these stimuli could subsequently be faded from the treatment. The findings of this study have direct implications on procedural modifications to improve the efficacy of delay tolerance interventions and systematically remove discriminative stimuli to promote generalization outside clinical contexts.
 

An Evaluation of Sensory Integration Techniques on Automatic Maintained Problem Behavior

Joseph D. Dracobly (University of North Texas), DANIELLE PELLETIER (University of North Texas), Elizabeth Joy Houck (University of North Texas), Melanie Bauer (University of North Texas), Aaron Joseph Sanchez (University of North Texas), Richard G. Smith (University of North Texas)
Abstract:

Sensory integration techniques are a common treatment procedure among occupational therapists. The goal is to “apply” input that competes with input from problem behavior. Although this is a commonly recommended intervention, there is limited empirical evaluation with adults with intellectual disabilities. Therefore, we evaluated the effectiveness of occupational therapist-suggested sensory stimuli on the automatically maintained problem behavior of adults. Specifically, we compared the effects of non-contingent access to sensory stimuli and non-contingent access to highly preferred stimuli on the rate of problem behavior. Results suggested that, relative to highly preferred stimuli, sensory stimuli had either a limited effect on problem behavior, or in some cases, were correlated with increases in problem behavior. This suggests that sensory stimuli may not produce the same automatic stimulation as problem behavior. We will discuss implications for treatment, including methods for better identifying stimuli for use in the treatment of automatically maintained problem behavior.

 
 
Symposium #251
CE Offered: BACB
Interbehaviorism in Application: Post-Kantorian Implications for the Clinician-Scientist
Sunday, May 28, 2023
5:00 PM–6:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/PCH; Domain: Service Delivery
Chair: Nicole Pyke (The University of Louisiana at Lafayette)
Discussant: Karen Kate Kellum (University of Mississippi)
CE Instructor: Karen Kate Kellum, Ph.D.
Abstract:

A clarified and coherent philosophy of science is of significant importance to the natural science approach to human behavior. Within recent years, there has been renewed behavior analytic interest in JR Kantor’s Interbehaviorism (Kantor, 1924), in particular. Despite the repeated characterizations of Interbehaviorism as merely descriptive, increases in interest appear to be primarily driven by enthusiasm around its practical implications. This renewed interest in a context far removed from that in which Interbehaviorism was developed may necessitate novel explorations of its implications. In what specific ways is Interbehaviorism useful to the behavior analytic clinician in conceptualization, treatment planning, and intervention? How might Interbehavioral conceptualizations of learning increase a clinician's effectiveness in responding in the moment of the client-clinician interaction? Within this symposium, we will address these questions by expanding upon previous conceptual analyses, and bringing these analyses to bear on the activities of the clinician through explicit examples. Beginning with a brief introduction to Interbehavioral concepts that will be of use to the clinician, each subsequent contribution within this symposium will then proceed to examine these concepts with respect to matters of the therapeutic relationship, clinical behavior analysis (writ large), and exposure-based approaches to psychotherapy.

Instruction Level: Intermediate
Keyword(s): Clinical, Interbehaviorism, Psychotherapy, Therapeutic Alliance
Target Audience:

Basic competency in philosophical tenets. of Radical Behaviorism and Interbehaviorism.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify components of the interbehavioral field and define basic interbehavioral terminology. (2) Functionally define "appetitive" and "aversive" in an interbehaviorally-consistent manner. (3) Contrast interbehaviorally informed clinical approaches versus non-interbeahviorally informed clinical approaches.
 

Setting the Stage: An Introduction to Core Concepts from Interbehavioral Psychology and Extensions to the Characterization of the Interbehavioral Field

MATTHEW DAVID ANDERSLAND (University of Louisiana Lafayette), Michael C May (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC), Abbey Warren (University of Louisiana at Lafayette), Brad Michael Parfait (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana Lafayette)
Abstract:

Interbehavioral psychology is the applied form of J.R. Kantor’s naturalistic philosophy of science, Interbehaviorism, to the study of interbehavior within an environment (Kantor, 1924). Adopting an Interbehavioral lens as a behavior analytic clinician often requires modifications to one’s conceptual vocabulary involved in the description and analysis of interbehavioral phenomena. This paper will explore core Interbehavioral that may have particular utility for the behavior analytic clinician. For example, interbehavioral psychology adopts a field approach to conceptualize the complex interactions of the elements making up the IBF: stimulus and response function, interbehavioral history, setting factors, and the medium of contact (Kantor, 1958). Another useful interbehavioral concept is stimulus substitution, whereby a stimulus object assumes the functions of another stimulus object via shared properties or close spatio-temporal proximity within an organism’s interactional history (Fryling, 2012). This process may be of particular relevance to making sense of organismic responding in the absence of a topographical stimulus object. As another example, the Kantorian conception of subtle behavior will be explored as a naturalistic alternative to the interpretation of behaviors typically classified as covert or private events (Kantor, 1953, pg. 268). Lastly, contemporary concepts that may offer additional utility to the behavior analytic clinician by allowing for characterization of the breadth, flexibility, and orientation of the IBF will be considered.

 

Into the Interaction: Reconceptualizing the Therapeutic Relationship With Interbehavioral Psychology

BRAD MICHAEL PARFAIT (University of Louisiana at Lafayette), Michael C May (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC), Abbey Warren (University of Louisiana at Lafayette), Matthew David Andersland (University of Louisiana Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette), Janani Vaidya (National Louis University)
Abstract:

The therapeutic relationship, sometimes referred to as the therapeutic alliance, has been conceptualized from a variety of theoretical perspectives. Traditional accounts of behavior therapy have de-emphasized the importance of the therapeutic relationship in favor of the study of active ingredients and mechanisms of action (Dougher, 2004). This changed with the development of Functional Analytic Psychotherapy (FAP), which demonstrated that critical aspects of the therapeutic relationship may be those that are functionally similar to other relationships out in the client’s life (Kohlenberg and Tsai, 1991). Adopting an Interbehavioral stance extends this conceptualization beyond the interpersonal context such that any significant contexts can be made functionally present for direct observation and intervention. In this way, the therapeutic relationship can be conceptualized as the primary unit of analysis for the behavior analytic clinician (Sandoz, 2020). This paper will expand on the use of the therapeutic relationship that is consistent with evolving understandings of how to apply Interbehavioral psychology to clinical settings.

 

Clinicians in the Field: Exploring the Implications of an Interbehaviorally-Informed Approach to Clinical Behavior Analysis

ABBEY WARREN (University of Louisiana at Lafayette), Michael C May (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC), Brad Michael Parfait (University of Louisiana at Lafayette), Matthew David Andersland (University of Louisiana Lafayette), Emily Kennison Sandoz (University of Louisiana Lafayette)
Abstract:

Clinical Behavior Analysis (CBA) is the umbrella term for the systematic application of the principles of a natural science approach to human behavior in the treatment of various topographies of behavioral disorders (Dougher, 2000), colloquially, mental health disorders. As interest in CBA continues to grow among behavior analytic clinicians, likewise so has interest stirred in the basic philosophical and epistemological assumptions underlying clinical applications of behavior analytic principles. Among the various philosophies of behavioral science, J.R. Kantor’s Interbehaviorism (Kantor, 1924) has been advanced as a philosophy that can, in particular, be invaluable to the behavior analytic clinician in their work with clients (Sandoz, 2020). With an emphasis on practical implications, the present paper will examine the ways in which Interbehavioral concepts may improve the effectiveness of clinical behavior analytic interventions. Some core components of Interbehaviorism with particular action implications for CBA will be discussed and illustrated utilizing concrete examples.

 

Unshackled Exposure: Practical Implications for Exposure and Response Prevention Through the Lens of Interbehaviorism

MICHAEL C MAY (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC), Abbey Warren (University of Louisiana at Lafayette), Brad Michael Parfait (University of Louisiana at Lafayette), Matthew David Andersland (University of Louisiana Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette), Janani Vaidya (National Louis University)
Abstract:

Exposure and Response Prevention (ERP), colloquially known as “Exposure Therapy”, is widely acknowledged as the gold-standard in the empirically supported treatment of anxiety-related disorders (Norton & Price, 2007; Tolin, 2010; Koran & Simpson, 2013; APA, 2010). Having its theoretical grounding in both classical as well as operant paradigms (Mowrer, 1960), its utility and effectiveness is of immediate relevance to the behavioral clinician-scientist. As an overarching approach grounded in basic scientific principles, ERP has been codified into numerous formal protocols (Foa & Rothbaum, 1998; Barlow & Craske, 2007; Foa, Yadin, & Lichner, 2012) and subject to numerous theoretical reconceptualizations (Foa & McNally, 1996; Craske et al., 2014). However, ERP has yet to receive a novel reconceptualization through the lens of J.R. Kantor’s Interbehaviorism (Kantor, 1924). The present paper will examine the core characteristics of Interbehaviorism in terms of their practical implications for ERP. Building upon recent calls for Interbehavioral conceptual analyses of clinical phenomena (e.g., Sandoz, 2020), we will examine the ways in which Interbehaviorism could facilitate a paradigmatic shift in ERP application allowing for increased sensitivity and effectiveness of the behavioral clinician-scientists.

 
 
Symposium #252
CE Offered: BACB — 
Ethics
The Complexities of Ethical Decision Making
Sunday, May 28, 2023
5:00 PM–6:50 PM
Convention Center Mile High Ballroom 1C/D
Area: DDA/AUT; Domain: Translational
Chair: Stephanie M. Peterson (Western Michigan University)
Discussant: R. Wayne Fuqua (Western Michigan University)
CE Instructor: R. Wayne Fuqua, Ph.D.
Abstract:

Decision making in clinical applications of behavior analysis is complex. This symposium will consist of three of the papers describing applied research and one conceptual paper. The first presentation will describe a study in which the the component skills involved in ethical decision were taught to students of behavior analysis. The steps students would implement given scenarios were compared to each other and to experts. The results of this study will be discussed in terms of the instructional considerations for those teaching students to engage in ethical decisions. The second presentation is another applied study, in which the decisions of novice and expert behavior analysts were compared. Experts and novices were asked to rate risk in conducting a functional analysis with and without a structured decision-making tool. The results of this study showed that both experts and novices benefited from use of the tool. The third presentation will describe an applied study of the underlying behavioral processes involved in clinical decision making. Researchers manipulated the televisibility and short-term harm to the clients of decisions. A loss-discounting framework was used to analyze the variability in responding of participants. The final presentation will challenge the audience to consider ethical decision making in a new context—that of artificial intelligence. This paper will address the question, what are the ethical considerations when designing artificial intelligence technologies? Finally, the discussant will summarize the common themes of complex, ethical decision making and implications for the field.

Instruction Level: Intermediate
Keyword(s): decision making, ethics
Target Audience:

Prerequisite skills are certification as a beahvior analyst, detailed knowledge of the BACB's Code of Ethics, a detailed understanding of a variety of assessments and treatments commonly used in practice, as well as common ethical challenges related to the implementation of these assessments and treatments.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Use a rubric/decision tree to improve the quality of recommended actions for ethical scenarios, 2. State factors that influence ethical decision-making and the difficulty of measuring risk and decision-making processes, 3. Describe how the probability of their clinical choices leading to harm or being observed by others influences the decisions they make, and 4. State open-ended questions the field should answer as AI begins to be used more frequently in ABA.
 
Using a Decision Tree to Evaluate Contextual Factors in Ethical Scenarios
(Applied Research)
VIDESHA MARYA (Endicott College; Village Autism Center), Mary Jane Weiss (Endicott College)
Abstract: The successful navigation of ethical dilemmas is an important skill set for practitioners of behavior analysis. Component skills include detection of the dilemma through ethical radar, the consideration of core principles, the identification of relevant codes, and the consideration of relevant contextual factors. Implementation and follow up skills require the analysis of effectiveness, the need for additional action, and the inclusion of preventative strategies for the future. In the instruction of the skill set, systematic ways are needed to teach these components. Specifically, students need to learn to analyze contextual factors and to methodically navigate a wide variety of potential circumstances. In this study, students of behavior analysis were taught ethical navigation skills using the Behavior Analyst Certification Board ethical decision-making model or using a worksheet in addition to the Behavior Analyst Certification Board decision making model. Their responses regarding actions to take were compared to one another and to experts in ethical conduct. Implications for instruction of this skill set are reviewed, as well as issues in the generalization and social validity of instructional procedures and outcomes.
 
Expert and Novice Use of the Functional Analysis Risk Assessment Decision Tool
(Applied Research)
ALI SCHROEDER (Western Michigan University), Stephanie M. Peterson (Western Michigan University)
Abstract: Risk assessment and evaluation before behavioral assessment and intervention is required by the Behavior Analyst Certification Board® (BACB®) Ethics Code for Behavior Analysts (BACB, 2020). Methods to do so and potential factors to consider are not readily available. Deochand et al. (2020) developed the Functional Analysis Risk Assessment Decision Tool (FARADT) to aid behavior analysts in ethical decision-making regarding whether to conduct a functional analysis. An empirical evaluation of whether use of the FARADT impacts novice users’ ratings of risk has not yet been conducted. The research discussed in this presentation evaluated expert and novice behavior analysts’ ratings of risk with and without access to the FARADT when given scenarios in which a functional analysis was being considered. Results indicated FARADT decreased variability of risk ratings for novices and produced ratings of risk that more closely matched the intended risk level of the vignette for both experts and novices. Results provide preliminary evidence that decision-making tools may be helpful to both novice and expert behavior analysts and provide insight into the complex variables considered during risk assessment and decision-making.
 
Influence of Televisibility and Harm Probability on Clinical-Ethical Decision-Making
(Applied Research)
ALAN KINSELLA (Endicott College), David J. Cox (RethinkFirst; Endicott College), Asim Javed (Endicott College)
Abstract: Researchers have recently begun to use a behavioral economics framework to study the clinical-ethical decisions made by practicing behavior analysts. Much of this work, however, has examined broad patterns as opposed to isolating the underlying behavioral processes. In this study, we sought to extend past research by studying how clinical-ethical decisions would be influenced by a parametric manipulation of the probability that each available option would be televisible or cause short-term harm to the client. Behavior analysts ( n =15) were largely influenced only by the probability of short-term harm. In contrast, the control group ( n =30) was influenced by the probability each choice was televisible and the probability of short-term harm. Further, across all choices, control group participants showed a higher tendency than behavior analysts to not allow the individual to engage in the harmful behavior. Quantitative models built using machine learning algorithms were able to predict ~75% of choices made by participants using only the independent variables manipulated in this study. At the individual level, a probability loss discounting framework seemed to account for the data; however, deviations from traditional probability loss discounting methods provide many areas for future research. In total, the present experiment highlights the potential behavioral processes involved in clinical-ethical choices, similarities between individual and group-level responding, and areas where practicing behavior analysts may have preferences that differ from their clients or their clients’ caregivers.
 
The Ethical Use of Artificial Intelligence in Applied Behavior Analysis: Some Data & Conversation Starters
(Service Delivery)
ADRIENNE JENNINGS (Daemen University), David J. Cox (RethinkFirst; Endicott College)
Abstract: Artificial intelligence (AI) is increasingly a part of our everyday lives. Though much AI work in healthcare has been outside of applied behavior analysis (ABA), researchers within ABA have begun to demonstrate many different ways that AI might improve the delivery of ABA services. However, though AI offers many exciting advances, absent from the literature is conversation around the ethical considerations when developing, building, and deploying AI technologies. Further, though AI is already in the process of coming to ABA, it’s unknown the extent to which behavior analytic practitioners are familiar (and comfortable) with the use of AI in ABA. The purpose of this presentation is threefold. First, to describe how AI fits with existing ethical publications (e.g., BACB Code of Ethics) and where our ethical literature is silent. Second, to discuss considerations that can inform ethical guidelines and decision-aids for developing, and using, AI in ABA service delivery. Lastly, to present data around current perceptions and comfortability with the use of AI in ABA. In total, we hope this presentation sparks proactive dialog around the guidelines for the ethical use of AI in ABA before the field is required to have a reactionary conversation.
 
 
Symposium #253
CE Offered: BACB
Recent Translational Investigations Examining Resurgence-Mitigation Strategies
Sunday, May 28, 2023
5:00 PM–6:50 PM
Hyatt Regency, Centennial Ballroom C
Area: EAB; Domain: Translational
Chair: Carla N Martinez-Perez (University of Florida)
Discussant: Andrew R. Craig (SUNY Upstate Medical University)
CE Instructor: Charlene Nicole Agnew, Ph.D.
Abstract:

Resurgence is the recurrence of a previously extinguished target response (i.e., problem behavior) following a worsening of conditions for a more recently reinforced alternative response through differential reinforcement of alternative behavior (DRA). Researchers across the basic-applied continuum rigorously examine the behavioral processes related to resurgence and provide a better understanding of this phenomenon. Thus, this symposium incorporates recent research evaluating potential mitigation strategies across basic and applied researchers. To start, two presentations will examine data using rats as subjects. The first presentation will examine resurgence following an expanded-operant treatment through DRA. The following presentation investigates alcohol consumption through differential reinforcement of other behavior (DRO) treatment. The following presentation investigates the use of response cost as punishment for target responses during DRA with data collected via crowdsourcing and provides a meta-analytic review of the effects of these results. The last presentation re-evaluates and extends a prior study on treatment duration on the resurgence of destructive behavior within a clinical setting. Audience members will gain insight into variables that may contribute to treatment relapse in both the laboratory and the clinic. Dr. Kathryn Kestner will provide a discussion.

Instruction Level: Intermediate
Keyword(s): mitigation, relapse, resurgence, translational research
Target Audience:

The target audience is graduate students, and faculty doing research in laboratory models of treatment relapse such as resurgence. A basic understanding of the literature on relapse and training conceptualizing experimental procedures of resurgence is recommended.

Learning Objectives: At the conclusion of the presentation, participants will be able to identify different resurgence mitigation strategies; describe the purpose of examining variables that contribute to resurgence of problem behavior; discuss recent empirical data on resurgence.
 

Examining Punishment of Target Behavior on Resurgence: A Parametric Study of Response Cost and Meta-Analysis

(Basic Research)
CARLA N MARTINEZ-PEREZ (University of Florida), Carolyn Ritchey (Auburn University), Toshikazu Kuroda (Advanced Telecommunications Research Institute International), Kyleigh Montague (University of Florida), Christopher A. Podlesnik (University of Florida)
Abstract:

Resurgence occurs when a worsening of conditions for an alternative response increases a previously reinforced and subsequently extinguished target response. Researchers have evaluated the extent of resurgence-mitigation strategies by punishing target responses during conditions that differentially reinforce an alternative response (i.e., DRA) across different punishers (e.g., shock, response cost, timeouts) and species (e.g., rats, pigeons, fish, humans). We systematically replicated this line of research with human participants recruited via crowdsourcing using response cost as punishment. In Phase 1, we reinforced target responses with points exchangeable for money and did not reinforce alternative responses. In Phase 2, we reinforced alternative responses and parametrically manipulated the magnitude of point loss (-1, -100, -320, -1000) contingent upon target responses. During Phase 3, we arranged a resurgence test by extinguishing target and alternative responses. The results of this experiment suggest similar resurgence effects across groups. The second study was a meta-analytic review to compare the effects of these results to literature that included punishment of target response during Phase 2, across a range of punishers and species. The results of the meta-analysis suggest that including a punishment contingency reduces target responding during Phase 2 but the effects on resurgence are mixed.

 
Further Evaluation of Treatment Duration on the Resurgence of Destructive Behavior
(Applied Research)
JESSICA L FRENCH (Rutgers University - Rutgers University - Children's Specialized Hospital Center for Autism Research, Education, and Services), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Timothy A. Shahan (Utah State University), Wayne W. Fisher (Rutgers Robert Wood Johnson Medical School), Daniel R. Mitteer (Rutgers University (RUCARES)), Ashley Marie Fuhrman (Trumpet Behavioral Health)
Abstract: Translation of promising procedures for mitigating treatment relapse has received considerable attention recently from researchers across the basic–applied continuum. One procedure that has demonstrated mixed support involves increasing the duration of treatment as a strategy for blunting resurgence. In a recent translational study, Greer et al. (2020) failed to detect a mitigation effect of increased treatment duration on the resurgence of destructive behavior. However, design limitations may have been responsible. The present study corrected these limitations by (a) employing a sequential design to decrease the possibility of multiple-treatment interference, (b) evaluating more treatment durations, (c) arranging treatments of fixed durations, and (d) conducting treatments of more extreme duration in a different clinical sample. Despite these improvements in experimental rigor and the testing of more extreme boundary conditions, the present study also failed to detect a mitigation effect of increased treatment duration. Likely explanations are discussed.
 

Voluntary Abstinence From Ethanol Self-Administration Produced by Differential Reinforcement of Other Behavior

(Basic Research)
CHARLENE NICOLE AGNEW (Proud Moments ABA), Kate Elizabeth Derrenbacker (Upstate Cerebral Palsy), Beatriz Elena Arroyo Antunez (SUNY Upstate Medical University), William Sullivan (Golisano Children's Hospital & Center for Special Needs; SUNY Upstate Medical University), Henry S. Roane (Upstate Medical University and Elemy Autism Care), Andrew R. Craig (SUNY Upstate Medical University)
Abstract:

Treatments for alcohol use disorders such as contingency management may result in an individual abstaining from alcohol consumption while treatment is in place. However, once treatment is discontinued, resurgence of alcohol consumption may occur. Laboratory investigations of resurgence with alcohol self-administration allow for the development of a better understanding of this phenomenon. However, many laboratory investigations involve extinction of alcohol-seeking, which may have questionable face validity as alcohol is freely available in most applied contexts during treatment and therefore abstinence is voluntary. In this study, a resurgence paradigm without extinction for ethanol seeking was used to study alcohol consumption in rats. During baseline, rats were provided with access to ethanol contingent on lever pressing. Treatment consisted of differential reinforcement of other behavior (DRO). Here, food pellets were delivered following intervals with no lever pressing. During resurgence tests, both ethanol and food were unavailable. DRO treatment was successful at decreasing ethanol seeking to zero and near-zero levels for most rats. Resurgence of ethanol seeking did occur to various degrees. The findings and implications of this study are discussed through the lens of treatments for alcohol use disorder.

 
Examining Resurgence in Rats Following Expanded-Operant Treatments
(Basic Research)
ANTHONY NATHAN NIST (Utah State University), Timothy A. Shahan (Utah State University)
Abstract: Resurgence of previously reinforced behavior represents a challenge to otherwise successful differential reinforcement of alternative behavior (DRA) based interventions. Expanded-operant treatments seek to increase the number of functional alternative behaviors through DRA, thereby potentially mitigating resurgence. However, few studies exist that have directly examined these methods as a tool for resurgence mitigation providing limited and unclear results. As such, the present set of experiments were designed to investigate the impact of expanded-operant DRA methods on resurgence of previously reinforced behavior using rat subjects. In both experiments, groups of rats experienced either concurrent, serial, or single DRA interventions following a baseline phase in which a target response was trained to examine potential differences in resurgence. Additionally, primacy/recency effects in the Serial group were examined by arranging slight differences in the presence or absence of stimuli associated with alternative reinforcement during DRA across experiments. Both experiments showed that neither serial nor concurrent DRA had any effect on resurgence compared to single DRA when obtained reinforcement rates were similar across groups. Further, despite differences in stimuli arrangements across experiments, the Serial group showed a primacy effect in both experiments. Overall, these results suggest that expanded-operant treatments may not help to reduce resurgence.
 
 
Symposium #255
CE Offered: BACB
Interventions for Instruction Following and On-Task Behavior
Sunday, May 28, 2023
5:00 PM–6:50 PM
Convention Center 405
Area: EDC; Domain: Applied Research
Chair: Milad Najafichaghabouri (Utah State University )
Discussant: Timothy R. Vollmer (University of Florida)
CE Instructor: Milad Najafichaghabouri, M.S.
Abstract: This symposium features four research presentations that will focus on interventions for and measurement of on-task behavior and instruction following across various settings. The first presentations will demonstrate the use of synchronous reinforcement to increase mask wearing in young children. The second presentation compares the effects of synchronous reinforcement to noncontingent reinforcement for increasing task engagement in school-aged children. The third presentation will evaluate strengthening of precursors to increase compliance with instruction in children with developmental disabilities. The final presentation will examine correspondence betwesen on-task behavior, work completion, and work accuracy under contingencies of reinforcement. Presenters will discuss clinical implications and future direction in each of the discussed areas.
Instruction Level: Intermediate
Keyword(s): academic engagement, on-task behavior, precursor behavior, synchronous reinforcement
Target Audience: Intermediate. Attendees should have a general understanding of schedules of reinforcement.
Learning Objectives: At the conclusion of the symposium, participants will be able to: (1) Define synchronous reinforcement and describe how to use synchronous reinforcement to increase mask wearing, and on-task behavior; (2) Discuss possible behavioral processes by which increasing precursors may result in improvement in compliance for some children; (3) Discuss how children’s academic engagement may be affected by different contingencies of reinforcement.
 
Using Synchronous Reinforcement to Increase Mask Wearing in Young Children: Maintenance and Generalization
STACHA LESLIE (University of Kansas), Claudia L. Dozier (The University of Kansas), Marissa E. Kamlowsky (The University of Kansas), Catherine McHugh (University of Kansas), Sara Camille Diaz de Villegas (University of Kansas), KY Clifton KANAMAN (University of Kansas)
Abstract: Previously, the Centers for Disease Control and Prevention (CDC, 2021) recommended the use of masks, physical distancing, and handwashing for children ages 2 and older to prevent the spread of COVID-19. In the current study, we replicated and extended McHugh et al. (2022) by evaluating the effect of synchronous schedules of reinforcement (SSR; Diaz de Villegas, 2020) for increasing mask wearing in six young children with or without intellectual and developmental disabilities. Additionally, we conducted a generalization evaluation and normative evaluation to (a) evaluate the degree to which SSR effects generalized to the classroom or program setting and (b) to compare participants’ all-day levels of mask wearing to children from two additional classrooms in which children were reportedly wearing their masks. Results indicated SSR was effective for increasing mask wearing for 30 min for five participants. For one participant, SSR plus desensitization training and response blocking was required to increase mask wearing for 30 min. Additionally, generalization was demonstrated for five participants across classroom or program settings. Finally, three participants displayed mask-wearing levels across their day similar to that of their same-aged peers.
 
A Comparison of Noncontingent and Synchronous Reinforcement Effects on Task Engagement
ELIZABETH HARDESTY (University of Kansas), Dorothea C. Lerman (University of Houston-Clear Lake), Jordan Hardee (University of Houston – Clear Lake)
Abstract: Synchronous schedules of reinforcement (SSR) are those in which the onset and offset of a reinforcer are synchronized with the onset and offset of behavior. Recently, synchronous reinforcement has been shown to increase on-task behavior of preschool children and mask wearing of adults with intellectual and developmental disabilities (Diaz de Villegas et al., 2020; McHugh et al., 2022). The current study replicated and extended Diaz de Villegas et al. (2020) by comparing the effects of synchronous reinforcement and noncontingent reinforcement for on-task behavior of school-age children to determine the necessity of synchronizing reinforcement delivery. In addition, the experimenter conducted a concurrent-chains preference assessment to determine the preferred schedule of reinforcement. The experimenter conducted all sessions via telehealth and delivered the reinforcer remotely for all children. Results indicated that synchronous reinforcement was more effective than noncontingent reinforcement at increasing on-task behavior, but the children preferred noncontingent delivery. Secondary dependent variables measures showed responding under synchronous reinforcement produced more completed tasks compared to noncontingent reinforcement and baseline procedures.
 

An Evaluation of Strengthening Precursors to Increase Compliance With Instructions

JACQUELINE ROGALSKI (New England Center for Children; Western New England University), Elizabeth Prescott (The New England Center for Children and Western New England University), Eileen M. Roscoe (The New England Center for Children)
Abstract:

Low compliance is a common childhood problem and has been shown to be correlated with poor social, academic, and behavioral outcomes later in life. One empirically validated method for increasing compliance in typically developing preschoolers is to teach individuals to emit precursors to compliance such as making eye contact and stopping competing activities in response to their name. These results suggest that training precursors is sufficient to increase compliance without direct intervention for compliance. The purpose of this study was to extend this line of research by evaluating a similar intervention with four individuals with developmental disabilities during discrete trial instruction. Additionally, the current study extended previous research by evaluating if treatment effects generalized to compliance with untrained instructions as well as to instructions delivered via a telehealth platform. Treatment components included prompting and reinforcement. For two participants, prompting and reinforcement of precursors was sufficient to increase compliance and the outcome generalized to compliance with untrained instructions. For the remaining two participants, prompting and reinforcement of compliance was necessary to increase their compliance with both the target task and a generalization task. IOA was sufficient for all participants. Implications for precursor behavior and compliance will be discussed.

 
Comparison of Product and Observational Measures of Academic Engagement Under Different Contingencies of Reinforcement
MILAD NAJAFICHAGHABOURI (Utah State University), P. Raymond Joslyn (Utah State University), Emma Preston (Utah State University)
Abstract: Educational researchers frequently target and measure student on-task behavior in academic settings. On-task behavior is typically defined based on the topography of the behavior (i.e., what it looks like to be on task). However, few studies have assessed if students being on task corresponds with students completing more work or responding more accurately. The current study examined correspondence between on-task behavior, work completion, and work accuracy for six elementary and middle-school aged children across different contingencies of reinforcement in a clinical setting. Academic engagement was assessed for each participant under different conditions: baseline, on task, work completion, work accuracy, and noncontingent reinforcement. We observed varying degrees of correspondence between on-task behavior, work completion, and work accuracy for participants across conditions. All participants responded most accurately during the work accuracy condition. The condition with most completed problems and highest percentage of on-task behavior varied across participants. The results of this study suggest there may be induvial differences in children’s sensitivity to contingencies of reinforcement for academic engagement. Implication of the study and future direction are discussed.
 
 
Symposium #323
CE Offered: BACB/QABA
Developing a Multilayered Evidence-Based Program for Individuals With Autism: Ensuring Collaboration Amongst All Stakeholders
Sunday, May 28, 2023
5:00 PM–6:50 PM
Convention Center Four Seasons Ballroom 4
Area: AUT/EDC; Domain: Translational
Chair: Mian Wang (University of California, Santa Barbara)
Discussant: Dimitrios Dimitriou (UCSB-University of California Santa Barbara)
CE Instructor: Dimitrios Dimitriou, Ph.D.
Abstract:

Providing quality therapy rooted in the principles of applied behavior analysis (ABA) to individuals with autism needs to be a multi-layered approach. While a trained behavior therapist (i.e., board certified behavior analyst, qualified behavior analyst) can develop an evidence-based program to help individuals with autism develop positive skills and extinguish problem behaviors, without: (1) parent-education, (2) sibling involvement, (3) school collaboration, and (4) proper on-going supervision, it will be difficult for the client to make meaningful progress. In this symposium, we will cover original research and published materials. Dr. Dimitriou will present key findings across his 13 published books on effective parent education support embedding elements of the eco-cultural theory. Incorporating key elements from each presentation will be pivotal in ensuring a well-rounded quality program for individuals with autism. Dr. Glugatch will review her research on providing a novel training program to siblings in order to help improve play strategies for children with autism. Dr. Kim will present her original research on how to support and train school personnel to facilitate social interactions between children with autism and their peers. Lastly, Dr. Ford will review her findings from a cross-sectional survey regarding supervision practices and satisfaction.

Instruction Level: Basic
Keyword(s): Autism, collaboration
Target Audience:

Professionals, practicing behavior analysts, teachers, parents, caregivers, graduate students, and undergraduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) recognize barriers for client progress; (2) identify solutions to increase parent/guardian and sibling involvement during therapy sessions; (3) improve collaboration with school personnel; and most importantly (4) identify strategies to foster a strong collaborative working relationship amongst all key stakeholders.
 
Multicultural Parent Education Training: Embedding Cultural Beliefs and Values
(Theory)
DIMITRIOS DIMITRIOU (UCSB-University of California Santa Barbara)
Abstract: Ensuring parent/guardian involvement and collaboration is pivotal in ensuring a child’s success. However, parents/guardians may be reluctant to participate in their child’s therapy for several key reasons. Based on the 13 published books by Dr. Dimitriou, he will explore key variables that are correlated with low parent/guardian participation/involvement. First, some cultural beliefs and values may limit a parent/guardian’s willingness to participate in their child’s therapy sessions. Second, parent’s may not believe in the value of therapy and may have negative preconceived ideas. Third, parents may feel inadequate and/or feel inferior supporting their child’s needs. Lastly, parents may view therapeutic time as an opportunity for “alone time.” These potential factors will be discussed in greater details and solutions for each of these variables will be addressed.
 

Sibling Techniques for Enhanced Play and Support (STEPS) for Strengthening the Sibling Bond of Children With Autism

(Applied Research)
LINDSAY GLUGATCH (University of Oregon)
Abstract:

Sibling relationships are a unique and special bond throughout the life span. Having a sibling with autism may present extra difficulties to form a close and meaningful relationship. While siblings play an important role in the child with Autism Spectrum Disorder (ASD) life, there is no consistent method for involving siblings in treatment for individuals with ASD. This current study evaluated a novel treatment package including training siblings on play strategies (called play tips when communicating with the participants) in combination with a sibling support group to increase positive sibling play and perceived relationship quality. Using two concurrent multiple baseline designs, nine sibling dyads participated in the online STEPS program. Specifically, the intervention package included an online implementation of behavior skills training on simple play strategies and participation in a sibling support group. The intervention package improved quality of sibling play and increased the perceived quality of the sibling relationship.

 

Training Paraprofessionals to Target Socialization in Students With Autism Spectrum Disorder (ASD): Fidelity of Implementation and Social Validity

(Applied Research)
SUNNY KIM (University of California, Santa Barbara)
Abstract:

Although the literature suggests that it is feasible to train paraprofessionals to effectively implement social interventions for students with Autism Spectrum Disorders (ASD), there is a paucity of research that addresses the social validity of these programs. The present study replicated and extended previous research on paraprofessional training, as well as assessed social validity. Our results suggest that (a) paraprofessionals can be trained to fidelity using a package consisting of lecture and performance feedback, (b) there are collateral gains for paraprofessionals following the training, (c) the social interactions between students with ASD and typically developing peers improve following paraprofessional training, and (d) there is strong social validity in regard to acceptability of the training program. Limitations and future directions are discussed.

 

Supervision Practices and Predictors of Supervision Satisfaction for Clinicians Providing Behavioral Services for Individuals With Autism Spectrum Disorder (ASD)

(Applied Research)
KATERINA FORD (University of California, Santa Barbara)
Abstract:

Despite increasing empirical support for applied behavior analysis over several decades, little attention has been paid to the ways in which supervision is implemented among service providers for individuals with autism. In this study, a cross-sectional survey was designed based on the Behavior Analyst Certification Board (BACB) supervision guidelines and research literature. 125 clinicians from California service agencies completed a survey inquiring about supervision practices and satisfaction with (1) “typical” sessions and (2) sessions delivered through videoconferencing (VC) during the COVID-19 pandemic. Exploratory factor analyses were conducted to examine factor structure of supervision practice and satisfaction resulting in a three-factor model for supervision practice (i.e., supervision activities, supervisor proficiency, and clinician evaluation processes) and supervision satisfaction (i.e., satisfaction with supervision content, satisfaction with perceived level of support, and dissatisfaction with supervisory relationship). Supervision hours and individual and group meeting frequency were significant predictors of supervision practice, while supervision practice significantly predicted supervision satisfaction. Open-ended comments provided suggestions for improving supervision sessions and supervisor behavior in each delivery format. These findings provide a preliminary foundation of correlational evidence supporting the importance of specific supervision practices and how they predict clinician satisfaction, which can help prevent burnout and turnover.

 
 
Symposium #383
CE Offered: BACB
Diversity submission Developing Professional Qualifications and Training for European Behavior Analysts
Sunday, May 28, 2023
5:00 PM–5:50 PM
Convention Center 401/402
Area: TBA/AUT; Domain: Service Delivery
Chair: Grant Gautreaux (Nicholls State University)
CE Instructor: Grant Gautreaux, Ph.D.
Abstract:

Ensuring quality of behavior analytic services internationally is crucial for the maintenance and development of the professional field, and thus for the wellbeing of all individuals served. This symposium will highlight various aspects of the current situation in Europe, where there is a lack of professional recognition of behavior analysts, and practice is often unregulated. A collaborative project between universities in six European countries will be presented, followed by specific examples from the Czech Republic and Italy. Challenges and efforts to support behavior analysts within the European context will be described.

Instruction Level: Intermediate
Keyword(s): e-learning, Europe, higher education, qualifications
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students or any other individuals who are interested in an international, European perspective of the development of qualifications, training and credentials for behavior analysts.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the main contents of the EuroBA (European Behaviour Analyst) project. (2) Describe the development of professional qualifications and training for behavior analysts in the Czech Republic. (3) Describe the benefits of international qualification standards that could be adapted to national credentialing systems.
 
Diversity submission Supporting European Behavior Analysts by Developing Professional Qualifications and Training: An Overview
DAG STRÖMBERG (Stockholm University)
Abstract: Following the Behavior Analyst Certification Board's decision to change its requirements for certification, a three-year (2020-2023) Erasmus+ project was initiated, involving researchers from universities in six European countries: Czech Republic, Greece, Italy, Netherlands, Sweden and the UK (Northern Ireland). The objectives of the current project are to ensure transparency and recognition of skills and qualifications for behavior analysts in Europe, to improve future support of persons with special needs, as well as mobility and employability of professionals. In practice, this includes developing professional standards and competency profiles for entry-level and masters-level European behavior analysts, referenced to the European Qualifications Framework, and developing a mulitingual entry-level online course; an updated version of Simple Steps Autism. Furthermore, a professional advisory group consisting of behavior analysts from another sixteen European countries has been created. This presentation will provide an overview of the contents and the current status of this collaborative international project.
 
Diversity submission 

Developing Professional Qualifications and Training in Behavior Analysis: The Case of Czech Republic

SHERI KINGSDORF (Masaryk University)
Abstract:

Prior to 2016 applied behavior analysis (ABA) was relatively unknown in the Czech Republic. However, the region’s ABA community has grown exponentially over the last six years. This growth may be attributed to the work of families and professionals linked to the region’s autistic community. Unfortunately, this progress has not been without challenges. Along the way, there have been numerous vocal opponents in the fields of medicine, psychology, and other health professions that serve those with autism. Despite pushback from professionals fearful of losing their stake in the world of autism services, the headstrong ABA community has managed to: establish ABA professional organizations, hold ABA conferences, train various professionals in ABA, and pass laws surrounding the profession and its practice. This presentation shares the efforts of the region in developing professional qualifications and training, hoping that the experiences and actionable points here can help similar nations.

 
Diversity submission 

Professional Skills and Their Development: Differences in Profiles, Education, and Legal Context

PAOLO MODERATO (IULM & IESCUM), Nanni Presti (Kore University)
Abstract:

While the certification and credentialing system has a perfectly reasonable legal profile in US and Canada, it has not in other countries, Italy and other European countries among them. Educational pathways and accreditation to each state professional system can vary and take different form according to each National Qualification Framework . For example, in Italy practicing ABA intervention is within the scope of the profession of licensed psychologist or other healthcare personnel (speech therapist, neurodevelopmental technicians, etc.) when practiced within the Italian National Health Service or in centers subsidized by it. ABA interventions, if practiced in this scheme by other professionals, violate the law. In other terms, a credentialing system founded on rules and context of one country cannot be implemented in others. Based on the assumptions that behavioral principles are general, but professional and educational practices are context based, we will discuss the benefit of an international effort to offer a cross-country common platform based on: a. As broad as possible definition of BA professional competencies b. Acknowledge each country to act within the context of their university and professional systems. c. Assist those countries who, because of contingent needs, are not able to implement b.

 
 
Panel #241
CE Offered: PSY/BACB — 
Ethics
Diversity submission Applications of Diversity and Inclusion Strategies to Decrease the Disparities in Access to Autism Services
Sunday, May 28, 2023
6:00 PM–6:50 PM
Convention Center Mile High Ballroom 4C/D
Area: AUT/CSS; Domain: Service Delivery
CE Instructor: Alyssa Kavner (she/they), M.A.
Chair: Paula Pompa-Craven (Easterseals Southern California)
NAA GARRIDO (Galena Autism and Behavioral Services)
FATOU NJIE-JALLOW (New England Center for Children)
ALYSSA KAVNER (SHE/THEY) (Easterseals Southern California)
Abstract:

Autism is prevalent in all racial, ethnic, and socioeconomic groups, with 1 in 44 children aged 8 years or older receiving an autism diagnosis, per the Centers for Disease Control and Prevention’s (CDC)’s Autism and Developmental Disabilities Monitoring (ADDM) Network. However, minority groups are less likely than their white counterparts to be diagnosed with autism or as having speech delays. There are also disparities in the age that some minority children are diagnosed with autism, as well as the reported quality of care received. Studies found inequalities specific to autism diagnosis and treatment due to race, ethnicity, and socioeconomic status that limit accessibility of Applied Behavior Analysis (ABA) interventions for Black, Indigenous, and People of Color (BIPOC) and low-income families (Lauer, 2013; Magaña, et al. 2012; Smith et al., 2020). The panel discussion will start with an overview of disparities in access to healthcare, funding, and access to services and three organizations will discuss initiatives aimed at reducing disparities in service access. The panelists will then answer questions discussing organizational resources for building a DEI (Diversity, Equity, and Inclusion) department, staff and client resources aimed at increasing service access, and recruitment strategies aimed at increasing the diversity of service providers.

Instruction Level: Advanced
Target Audience:

BCBAs, BCBA-Ds, and Professional Psychologists should have experience in implementing programs in their own organizations, engaging with their communities, and using measurement tools to indicate organizational outcomes.

Learning Objectives: 1. Describe the disparities in accessing treatment for autism services in BIPOC and low-income families and discover specific resources aimed at reducing those inequalities; 2. Identify strategies and resources needed to implement a Diversity and Inclusion program within their own organization; 3. Identify goals related to training, recruitment, outreach and partnerships aimed at reducing the inequalities for accessing and increasing the quality of treatment.
Keyword(s): Access, Autism, Diversity, Inclusion
 
 
Paper Session #257
CE Offered: BACB
Disability-Affirming Supervision: Future Directions in Applied Behavior Analytic Supervision
Sunday, May 28, 2023
6:00 PM–6:25 PM
Convention Center 406/407
Area: TBA
Instruction Level: Intermediate
Chair: Grace Ecko Jojo (Simmons University)
CE Instructor: Grace Ecko Jojo, M.S.
 

Disability-Affirming Supervision: Future Directions in Applied Behavior Analytic Supervision

Domain: Service Delivery
GRACE ECKO JOJO (Simmons University)
 
Abstract:

The field of Applied Behavior Analysis has been undergoing a shift towards increasing diversity, multiculturalism, and cultural humility in the past few years. A collective call to action was sent in 2019 in a special issue of Behavior Analysis in Practice, calling for increased diversity and representation within the field, from the institutional level down to practitioners and researchers. Articles, discussions, and reports have been published on increased attention to cultural humility towards clients and stakeholders, as well as practitioners. Little attention has been provided, however, to the diversity of Behavior Analysis Certification Board supervisees. Disability of supervisees has not yet been addressed in the field, and as practitioners and supervisors, it is critical to have the necessary knowledge and skills to be able to train and shape the behavior of supervisees with disabilities. The present paper reviews the literature, research, and best practices from the field of psychology; recommendations and examples of tools are provided to create a disability-affirming environment in the field of Applied Behavior Analysis.

 
 
 
Symposium #258
CE Offered: BACB
Early Intensive Behavioral Intervention: Intensity and Quality Is Strongly Related to Improvements in a Broad Range of Outcome Measures
Sunday, May 28, 2023
6:00 PM–6:50 PM
Convention Center Mile High Ballroom 3C
Area: AUT/CSS; Domain: Service Delivery
Chair: Sigmund Eldevik (Oslo Metropolitan University)
Discussant: Jane S. Howard (Therapeutic Pathways/Trumpet Behavioral Health)
CE Instructor: Sigmund Eldevik, Ph.D.
Abstract:

We will present data following two years of Behavioral Intervention from two sites in Norway and following 6-12 months of Behavioral Intervention from a newly started center in the UK. A broad range of outcome data will be presented and related to the recently published frameworks for evaluating the effects of intervention for children with autism. We will also explore if a dose-response relationship between intervention hours and outcome can be found on a broader set of outcome measures and discuss pros and cons of different models of service delivery.

Instruction Level: Basic
Keyword(s): Behavioral Intervention
Target Audience:

Anyone implementing EIBI

Learning Objectives: describe broader measures of outcome describe expected outcome of EIBI explain the importance of quality and intensity of intercention
 

Early Intensive Behavioral Intervention (EIBI) Provided in Local Mainstream Preschools in Norway; Higher Intensity and Quality Gives Better Outcome

SIGMUND ELDEVIK (Oslo Metropolitan University), Roy Tonnesen (Fagteam Autsime, Pedagogisk Psykologisk Tjeneste), Kristine Berg Titlestad (Høyskolen Vestlandet), Hege Aarlie (Høyskolen Vestlandet), Silje Nikolaisen (Centre for Early Intervention, Oslo), Christine Lie (Centre for Early Intervention, Oslo)
Abstract:

We will present outcome data following two years of EIBI from two EIBI sites in Norway, Oslo and Bergen. The participants were placed in a higher intensity group (n=22), a lower intensity group (n=33) and a treatment as usual group (n=10). We will report outcome on a wide variety of measures; autism severity measured with the Childhood Autism Rating Scale, adaptive behavior measured with the Vineland Adaptive Behavior Scales, aberrant behaviors measured by the Aberrant Behavior Checklist and preferences measured with the Socially Mediated and Automatic Reinforcers Questionnaire. Effects will be discussed in terms of a dose-response relationship, validity, and recently proposed frameworks for measuring outcome of EIBI.

 

Preliminary Outcomes of Early Intensive Behavioral Intervention (EIBI) Provided in a Centre-Based Model in London, United Kingdom (UK); Adopting A Broader Framework for Evaluating Outcome

SIGMUND ELDEVIK (Oslo Metropolitan University), Sasha Zerkalova (First Bridge Centre, London, UK), Mikaela Green (First Bridge Centre, London, UK)
Abstract:

The centre-based model of service delivery developed over the last 2 years at the First Bridge Centre in London will be presented. Possible pros and cons of centre-based provision compared to other models of service delivery will be discussed. A wide range of outcome data from the centre will be presented. Outcome after 6 months on skill acquisition, autism severity and an increased preferences for social stimuli will the presented for 12 children enrolled at the centre. Outcome at 12 months on adaptive behaviors, autism severity and problems behaviors will be presented for 8 children and compared to the published outcome of other EIBI provision models and suggested benchmarks.

 
 
B. F. Skinner Lecture Series Paper Session #260
CE Offered: BACB
Diversity submission Fostering Sustainable Behavior: An Introduction to Community-Based Social Marketing
Sunday, May 28, 2023
6:00 PM–6:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: CSS; Domain: Theory
Chair: Sarah M. Richling (Auburn University)
CE Instructor: Douglas McKenzie-Mohr, Ph.D.
Presenting Author: DOUGLAS MCKENZIE-MOHR (McKenzie-Mohr & Associates)
Abstract: This presentation provides a comprehensive introduction to community-based social marketing and how it is being applied worldwide to foster sustainable behaviors. Those who attend the workshop will learn the five steps of community-based social marketing (selecting behaviors, identifying barriers, developing strategies, conducting pilots, and broad-scale implementation) and be exposed to case studies illustrating its use.
Instruction Level: Intermediate
Target Audience:

Behavioral scientists with an interest in applying knowledge from the field to the fostering of sustainable behaviors

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand the contribution behavioral sciences can make to sustainability; (2) Understand the community-based social marketing framework; (3) understand how to select which behaviors to target
 
DOUGLAS MCKENZIE-MOHR (McKenzie-Mohr & Associates)
For over three decades Dr. Doug McKenzie-Mohr has been working to incorporate scientific knowledge on behavior change into the design and delivery of community programs. He is the founder of community-based social marketing and the author/co-author of three books on the topic. One of these books, “Fostering Sustainable Behavior,” has been recommended by Time Magazine and become requisite reading for those who deliver programs to promote behaviors that protect the environment and foster public health and safety. His work has been featured in the New York Times and he is the recipient of the American Psychological Association’s inaugural award for innovation in environmental psychology and the World Social Marketing conference’s inaugural award for contributions to the field of social marketing. More than 75,000 program managers have attended workshops on community-based social marketing that he has delivered internationally.
 
 
Panel #261
CE Offered: BACB
Constructional Approaches to Organizational Management
Sunday, May 28, 2023
6:00 PM–6:50 PM
Hyatt Regency, Mineral Hall A-C
Area: OBM/CBM; Domain: Service Delivery
CE Instructor: Joe Hacker, M.A.
Chair: Ian Burruss (Connecticut)
JOANNE K. ROBBINS (Morningside Academy & PEER International)
JOE HACKER (Attain ABA)
LISA CLIFTON-BUMPASS (Constructional Approach)
Abstract:

This panel will discuss the design of constructional interventions and management strategies informed by a nonlinear contingency analysis (NCA). Typically, organizational issues are addressed without considering the contingencies that are responsible for them. Emphasis is often on pinpointing the behaviors and arranging work conditions and resources, antecedents, consequences, or all such that desired performance is increased or undesired performance decreased. Several models have been demonstrated at least temporally effective. Often overlooked, however, is that the disturbing or otherwise undesirable behavior targeted for change may make perfect sense given the available alternative contingencies. Superimposing other contingencies on unanalyzed, and unchanged contingencies may result in the reversion to previous patterns when performance improvement interventions are removed. At other times new programs need to be introduced and innovation encouraged where contingencies supporting that effort may be absent. Constructional approaches ask, “What needs to be established, the absence of which is the problem?” The panelists will answer questions posed by the chair and audience, and discuss how they have been able to change organizational behavior across cultures and continents, and achieve meaningful behavior change within their organizations through the use of NCA and the constructional approach. Panelist have experience in large scale autism service delivery systems, international educational partnerships, and zoos.

Instruction Level: Basic
Target Audience:

Target audience should have familiarity with organizational systems.

Learning Objectives: 1. Describe methods to change organizational behavior across cultures and continents. 2. Describe methods to achieve meaningful behavior change within their organizations through the use of NCA and the constructional approach. 3. Determine what needs to be established, the absence of which is the problem.
 
 
Invited Paper Session #262
CE Offered: BACB — 
Supervision
Establishing Pivotal Professional Skills in the Course of Supervision
Sunday, May 28, 2023
6:00 PM–6:50 PM
Convention Center 401/402
Area: TBA; Domain: Service Delivery
Chair: Kerri L. Milyko (CentralReach)
CE Instructor: Linda LeBlanc, Ph.D.
Presenting Author: LINDA LEBLANC (LeBlanc Behavioral Consulting LLC)
Abstract:

A pivotal skill is one that, when acquired, produces beneficial changes across a wide range of other skills as an ancillary effect. For a practicing behavior analyst, organization and time management skills, problem solving skills, and interpersonal skills moderate many other repertoires in both work (e.g., academic success, clinical effectiveness, productivity) and personal life (e.g., household management, money management) and are pivotal to success as a clinician and supervisor. However, at least some behavior analysts become certified without explicit training in these skills and refinement of these repertoires. When these skills are weak, the transition to full time employment can be stressful and the risk of poor performance or burnout is increased. This presentation will review strategies for establishing core professional effectiveness skills in the course of supervision.

Instruction Level: Intermediate
Target Audience:

BCBA Supervisors

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify at least 3 pivotal professional skills; (2) identify 5 steps of a structured problem solving approach; (3) identify the effects of perspective taking on various professional behaviors.
 
LINDA LEBLANC (LeBlanc Behavioral Consulting LLC)
Linda A. LeBlanc, Ph.D., BCBA-D, Licensed Psychologist is the President of LeBlanc Behavioral Consulting and the past Editor in Chief of the Journal of Applied Behavior Analysis. Her 25 year career has included academic positions at Claremont McKenna College, Western Michigan University and Auburn University as well leadership positions in human services organizations. She established LeBlanc Behavioral Consulting in 2017 and consults to technology companies, universities, and behavior analytic human service organizations. Her professional interests include behavioral treatments, supervision and mentoring, and ethics. She is a Fellow of ABAI and is the 2016 recipient of the APA Nathan H. Azrin Award for Distinguished Contribution in Applied Behavior Analysis.
 
 
Panel #263
CE Offered: BACB
Association for Behavior Analysis International (ABAI) Accreditation: Program Coordinators’ Experiences
Sunday, May 28, 2023
6:00 PM–6:50 PM
Convention Center 403/404
Area: TBA; Domain: Translational
CE Instructor: Jenna Mrljak, Ph.D.
Chair: Jenna Mrljak (Association for Behavior Analysis International)
RAYMOND G. MILTENBERGER (University of South Florida)
CHERYL A. YOUNG-PELTON (Montana State University in Billings)
SUSAN D. FLYNN (The Chicago School of Professional Psychology)
Abstract:

ABAI’s accreditation system has been around for decades with more programs seeking accreditation over the past few years than ever before. As interest and the need for accreditation grows, we invite you to learn about the process and experiences from the perspective of a few program coordinators. The panelists’ programs represent a range of accreditation experiences. This session is designed for program coordinators and those interested in recognition and accreditation

Instruction Level: Basic
Target Audience:

The audience should have basic knowledge about higher education, coursework requirements, and curriculum development, and a general interest in learning about accreditation.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) describe the purpose of accreditation, and 2) describe the main components of the accreditation process.
Keyword(s): Accreditation, Higher Education, VCS
 
 
Symposium #296
CE Offered: BACB/QABA
Telehealth-Based Instructional Strategies for Promoting Learning for Young Children on the Autism Spectrum
Monday, May 29, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 4A/B
Area: AUT/VBC; Domain: Applied Research
Chair: Vincent E. Campbell (Utah State University)
Discussant: Karen A. Toussaint (University of North Texas)
CE Instructor: Vincent E. Campbell, M.S.
Abstract: In this symposium, multiple studies examining telehealth-based teaching strategies for skill acquisition with children on the autism spectrum will be presented. The first study discusses and compares the results and implications of discrete trial training procedures implemented face to face and via telehealth to teach tacting with preschoolers with autism. The second study discusses the results and implications of using matrix training to teach color-shape tacting via telehealth on generalization with preschoolers on the autism spectrum.
Instruction Level: Basic
Keyword(s): DTT, generalization, matrix training, telehealth
Target Audience: clinicians, autism, practitioners, BCBAs, graduate students in behavior analysis
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify and describe implications of using face to face and telehealth procedures to teach skills to preschoolers with autism, 2) Identify and describe uses of matrix training to promote generative learning with preschoolers on the autism spectrum, and 3) Identify and describe how to implement DTT and matrix training via telehealth modality.
 
Comparing the Effectiveness of Discrete Trial Training Delivered via Telehealth and Face-to-Face on Skill Acquisition
NICK ALEXANDER LINDGREN (Utah State University), Jessica Anna Osos (Utah State University), Thomas S. Higbee (Utah State University), Vincent E. Campbell (Utah State University), Beverly Nichols (Utah State University)
Abstract: The onset of the COVID-19 pandemic has impacted the delivery of EIBI services. As a result, many EIBI service providers have shifted to either temporarily or permanently providing some or all of their services via telehealth. The majority of published research on behavior analytic approaches to telehealth has focused on training others to implement behavior analytic interventions in a face-to-face setting. In contrast, a relatively small number of researchers have evaluated direct EIBI service delivery via telehealth (i.e., professionals directly providing behavior analytic interventions to clients/learners using technology). Little is known about the effectiveness of behavior analytic interventions delivered directly to learners via telehealth compared to standard face-to-face intervention delivery. the purpose of the present study is to compare the effectiveness of DTT delivered via telehealth and face-to-face on the acquisition of tacts targets for children diagnosed with ASD in an EIBI program. The results and implications about the effectiveness of the different teaching modalities as well as observed generalization and maintenance will be discussed.
 
The Use of Matrix Training to Teach Color-Shape Tacts Through Telehealth
JESSICA ANNA OSOS (Utah State University), Nick Alexander Lindgren (Utah State University), Thomas S. Higbee (Utah State University), Vincent E. Campbell (Utah State University)
Abstract: One teaching strategy to produce generative responding across various skill domains is matrix training (Curiel et al., 2020). Matrix training involves systematically arranging and selecting multi-component instructional targets (such as noun-verb and adjective-noun combinations). Instructional targets are arranged by organizing components in isolation on a minimum of two axes. Within matrix training, only a select few of the two-component combinations are directly taught; then, following mastery of the selected targets, a check is completed to test for the emergence of the rest of the combinations within the matrix. The COVID-19 pandemic has led to limited face to face instruction for children with ASD and increased the utilization of telehealth service delivery by clinicians and researchers. The present investigation examined the following: 1) What effect does matrix training, delivered via telehealth, have on acquisition of color-shape labeling skills? and 2) To what extent does matrix training with limited training targets lead to acquisition of untrained targets in the training matrix and generalization matricies? Following matrix training implementation via telehealth for color-shape tacting, all three participants acquired the training targets and generalized responding to all untrained targets.
 
 
Symposium #297
CE Offered: BACB
Considerations in Medical Necessity Determinations: Past, Present, and Future
Monday, May 29, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 3C
Area: AUT; Domain: Service Delivery
Chair: Jesse Logue (LittleStar ABA Therapy)
Discussant: Allyson Moore (Center for Applied Behavior Analysis)
CE Instructor: Allyson Moore, Ph.D.
Abstract:

Many experts consider Applied Behavior Analysis (ABA) to be the gold-standard treatment for children with autism spectrum disorder (ASD). Treatment intensity (sometimes referred to as dosage) typically comprises both the number of hours of direct ABA treatment per week and the total duration of treatment. Recommendations regarding the specific intensity of treatment should be based on the?medical necessity?of the treatment for each individual patient (BACB 2019), and it is the professional behavior analyst that determines the treatment intensity or dosage that is medically necessary. However, there is currently no standard method for making medical necessity determinations for ABA services and there is no data available on how behavior analysts individualize dosage for children who present with varied skills, needs, ages, and family contexts (Pellecchia et al., 2019). Indeed, researchers can only speculate as to the reasoning that each clinician uses in making treatment intensity recommendations, given that there is a high degree of variability reported in the number of treatment hours patients receive in clinical practice—an important limitation in large-scale outcomes research (Linstead et al., 2017). Medical necessity determinations are part of the careful construction and individualization of behavior analytic treatment and are an essential element of ABA practice that is not well understood. In this symposium, we will discuss considerations for determining medical necessity and calibrating recommendations based on the best available information, and the potential for greater standardization.

Instruction Level: Intermediate
Keyword(s): Clinical judgement, Dosage, Medical necessity, Treatment intensity
Target Audience:

Behavior analysts within their first 5 years of practice, practitioners, supervisors, and senior leaders.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) provide a working definition of medical necessity as it relates to ABA treatment; (2) identify at least 5 factors that BCBAs may consider when calibrating treatment intensity recommendations; (3) describe the most common modalities of training on medical necessity determinations currently in the field.
 

Variation in Factors That Impact Behavior Analysts’ Treatment Intensity Recommendations

KRISTIN M. HUSTYI (LittleStar ABA), Marissa Ellen Yingling (University of Louisville)
Abstract:

Most published outcome research on Applied Behavior Analysis (ABA) treatment seems to suggest that high intensity yields the best outcomes for patients with autism spectrum disorder (ASD). Yet little is known about what impacts the medical necessity determinations made by behavior analysts to inform treatment intensity recommendations. We conducted a cross-sectional survey of behavior analysts with experience developing and overseeing behavior analytic programming for individuals with ASD (N = 559). We asked participants to report how 36 patient, familial, and logistical factors impact their recommendations using a 7-point Likert Scale (Significantly Decrease, Moderately Decrease, Somewhat Decrease, No Impact, Somewhat Increase, Moderately Increase, Significantly Increase). Results indicated variation in the factors that impact recommendations as well as the direction of impact. A majority agreed on the direction of impact among 9 of 10 factors related to patient diagnosis and skills (e.g., Level 3 DSM-5 Classification), 4 of 10 factors related to patient medical history (e.g., presence of seizure disorder), 3 of 5 additional patient-specific factors (e.g., age at treatment onset), and 3 of 11 familial and logistical factors (e.g., limited family availability). Implications will be discussed specifically as they relate to clinical practice when working with managed care organizations.

 
Development and Preliminary Validation of a Tool for Determining Applied Behavior Analysis Treatment Dosage
LAURYN TOBY (LittleStar ABA Therap), Kristin M. Hustyi (LittleStar ABA), Breanne K. Hartley (LittleStar ABA Therapy)
Abstract: Board Certified Behavior Analysts (BCBA) are responsible for determining the medically necessary treatment dosage (i.e., the number of hours of therapy a patient should receive per week to optimize progress) during Applied Behavior Analysis (ABA) therapy. However, because there is currently no standard method for making these determinations, BCBAs often rely on their own clinical judgement. Given that clinical judgement is a subjective variable that may be underdeveloped in some BCBAs, particularly those who are newly certified, more formal strategies are needed to better guide decision-making as it relates to medically necessary treatment. In this paper we describe the development of a standardized decision-making tool for determining the medically necessary dosage of ABA treatment hours per week and appropriate treatment setting for individuals with Autism Spectrum Disorder (ASD). We present preliminary reliability data as well as construct validity data indicating statistically significant correlations between the tool and several norm-referenced and criterion-referenced assessments often used to estimate skill level within the ASD population to inform the ABA treatment model and goals.
 
 
Invited Paper Session #297A
CE Offered: BACB — 
Ethics
Toward a Science of Applied Animal Behavior Analysis: Experimental, Ethological, and Ethical Considerations
Monday, May 29, 2023
8:00 AM–8:50 AM
Hyatt Regency, Centennial Ballroom D
Area: AAB; Domain: Applied Research
Chair: Nathaniel Hall (Texas Tech University)
CE Instructor: Lindsay Renee Mehrkam, Ph.D.
Presenting Author: LINDSAY RENEE MEHRKAM (Monmouth University)
Abstract: Behavior analysis has a rich history of using animals to study learning and environment-behavior relations. Applying this knowledge to improve the welfare of animals used in teaching and research, however, is a relatively recent and exciting area of exploration for behavior analysts. This talk will review the history of how behavior analytic approaches have been successfully extended to applied animal settings and describe the framework for current and future directions for the field of applied animal behavior analysis. Using the concepts and principles experimental analysis in behavior as a starting point, we will move beyond the operant chamber to see how ethology can give insight as to how to maximize the generality of applied behavior analysis procedures across species, settings, and stimuli. This will include highlighting successful examples of single-subject designs for evaluating enrichment practices in zoo animals, evaluating preferences and reinforcer efficacy for food, toys, and social stimuli for a wide range of species, and the creation and evaluation of shaping plans and behavior contracts for cooperative care programs to help prepare for veterinary exams through our university-based animal behavior research clinic for community dogs and cats. We will even see how teaching goldfish to play soccer can be a humane way to use live animals to teach learning principles to students while also benefiting student learning and well-being outcomes as well. Finally, we will discuss ways in which adopting a behavior analytic approach can help animal researchers meet important animal welfare requirements, aid professionals in improving the integrity of their training and enrichment programs, and emphasize the ethical considerations to be aware of when delivering behavioral services to animals and their caregivers to promote positive human-animal interactions.
Instruction Level: Basic
Target Audience:

Academics, practitioners, animal trainers, dog owners, zookeepers, animal researchers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe how single-subject designs can be applied to simultaneously teach classical and operant learning principles and promote animal welfare (2) Apply the seven dimensions of applied behavior analysis to animal settings (3) Recognize and address ethical considerations and situations when working in applied animal behavior settings in research and in practice.
 
LINDSAY RENEE MEHRKAM (Monmouth University)
Lindsay R. Mehrkam, Ph.D. is an associate professor of psychology and Principal Investigator of the Human & Animal Wellness Collaboratory (HAWC) at Monmouth University. As an animal welfare scientist and doctoral-level board-certified behavior analyst, her research focuses on the benefits of human-animal interaction with the aim of improving the welfare of both animals and people in society. Specifically, Dr. Mehrkam’s research examines how environmental factors influence play, aggression, and stereotypic behavior in companion and exotic animals, how to promote behavioral choices and welfare of captive animals, and how to best conduct formal evaluations of training and enrichment practices in a variety of animal settings and species (from goldfish to Galapagos tortoises). In her role as Chair of MU’s Institutional Animal Care and Use Committee, she uses behavior analytic approaches to and promote the humane use of animals in teaching and research and conducts evaluations of animal-assisted teaching interventions. Dr. Mehrkam is currently a faculty fellow with the Monmouth University Polling Institute, which focuses on developing nationwide assessments on pet owners’ behavioral services and data visualization in collaboration with the Applied Animal Behavior Research Clinic, a community-based clinic for pet dogs, cats, and their owners. Her teaching and research programs in applied animal behavior have led to publications, national and international conference presentations, seminars, and workshops as well as internships and service learning opportunities in animal shelters, zoos, aquariums, wildlife parks, and animal sanctuaries. She has been recognized through popular media outlets, grants, and scholarly and industry awards, including the Association for Professional Dog Trainers, Maddie’s Fund, and the Animal Behavior Society. Finally, Dr. Mehrkam serves as the president of the Association for Behavior Analysis International’s Applied Animal Behavior Special Interest Group for the Association for Behavior Analysis International (ABAI), which promotes applied animal behavior analytic research, set high standards in methods and techniques of animal training and enrichment, and promote the well-being of animals in society.
 
 
Symposium #298
CE Offered: BACB
Modifications and Adaptions to Functional Analysis Procedures: Evaluation of Safety, Validity, and Procedural Fidelity
Monday, May 29, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 4E/F
Area: AUT/DDA; Domain: Applied Research
Chair: Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute)
CE Instructor: Amanda Zangrillo, Psy.D.
Abstract:

The development of the functional analysis represents a landmark event in the history of our field with the method developed by Iwata and colleagues being the most widely used, researched, and cited form of functional analysis to date. While there is an abundant literature concerning the utility of the functional analysis, many procedural modifications are documented in the literature to address barriers, concerns, and criticisms. In this symposium authors provide examples of modifications to the multi-element functional analysis to address patient-specific concerns related to safety risk and feasibility of implementation. DeBrine and colleagues evaluated the degree to which the number of collected observation in trial-based precursor analysis impacted accuracy of precursor response identification and validity of functional analysis results. Morris et al., explored opening the contingency class to include appropriate behavior, such as mands, within the functional analysis. The author will discuss relevant impact on validity and safety of this modification during implementation. Last, Ramos et al. assessed the implementation of functional analysis with caregiver implementers. Specifically, they conducted behavioral skills training and an in-depth error analysis to evaluate feasibility and practicality for the use of caregivers as implementors in the use synthesized functional analysis in assessment.

Instruction Level: Intermediate
Keyword(s): fidelity, functional analysis, safety, validity
Target Audience:

Practitioners interested in or participating in treating severer destructive behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) construct and review strategies for efficiently identifying precursor behaviors for inclusion in functional analysis; (2) weigh the need and impact of including condition relevant mands into the functional analysis evaluation; (3)strategies for implementing BST with caregivers, assessing caregiver fidelity, and optimizing validity and safety in caregiver-implemented functional analysis.
 
Further Evaluation of Trial-Based Precursor Identification Methods
JORDAN DEBRINE (University of Nebraska Medical Center, Munroe-Meyer Institute), Seth Walker (Trumpet Behavioral Health), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute)
Abstract: The precursor functional analysis is used to decrease the occurrence of severe challenging behavior throughout functional assessment. Several researchers have developed empirically based strategies to identify precursors responses. Although empirically based precursor identification strategies are considered more valid than those derived from indirect interviews, little is known about the validity of these methods. Additionally, these methods require behavior analysts to observe several instances of the challenging behavior prior to selecting reliable precursor responses. In this study we evaluated the degree to which the trial-based precursor analysis could be shortened and still accurately identify precursor responses. We then evaluated response class membership of precursor and challenging behavior. We found trial-based precursor analysis could have been shortened for both participants. Last, we found the trial-based precursor assessment identified two false positive precursor responses for one participant. We discuss the implications of these findings and possible future directions of precursor functional analysis research.
 
Reinforcing Condition-Specific Mands and Challenging Behavior Simultaneously During a Functional Analysis
AMANDA MAE MORRIS (University of Nebraska Medical Center Munroe-Meyer Institute), Tara A. Fahmie (University of Nebraska Medical Center), Brinea Charles (University of Nebraska Medical Center, Munroe-Meyer Institute)
Abstract: Functional analyses are one of the most effective ways to assess challenging behavior. However, clinicians may avoid their use due to the risk of evoking high levels of challenging behavior. Recent research has suggested that programming reinforcement in an open contingency class (i.e., both mild and severe challenging behavior) is one way to mitigate safety risks. One strategy for further mitigation of safety risk may be opening the contingency class to include appropriate behavior, such as mands. Past research on reinforcing mands in an FA have shown mixed outcomes, and this strategy has not been generally endorsed. However, past research has conducted the assessment of mands using closed contingency classes (reinforcing only mands or only challenging behavior), which may have been to the detriment of clear functional outcomes. In the current evaluation, we reinforced condition-specific mands and challenging behavior simultaneously in an FA. Results will be discussed relevant to the validity and safety of opening contingency classes to include mands. Based on our preliminary outcomes, we will also discuss strategies to improve the clarity of analyses with open contingency classes.
 
Assessing Parent Accuracy and Procedural Errors on Implementing a Synthesized Functional Analysis
YENI RAMOS (Southern Illinois University of Carbondale), Lesley A. Shawler (Southern Illinois University)
Abstract: Parental involvement is significant to the success of developing socially relevant assessments and treatments. In some cases, parents are actually trained to implement the procedures with their children. Thus, parents must participate in a well-established training procedure to reduce the number of errors committed, shape high levels of procedural fidelity, and minimize safety risk to the child and patient. Procedures should be implemented with the highest procedural fidelity possible to ensure the best results (Leon et al. 2018). Behavioral Skills Training (BST) is one method to teach caregivers, who have little to no behavioral experience, how to produce desired results with high procedural fidelity (Miles et al., 2009). The purpose of this study was to teach three parents whose children exhibited challenging behaviors, ranging from tantrums to self-injurious behavior, how to implement the different components of a synthesized functional analysis using BST. Results showed that two parents learned to implement the FA in a few visits and maintained high procedural fidelity when implementing the procedures with their children. One parent needed booster training due to poor procedural fidelity following BST. For all caregivers, we analyzed the specific errors that caregivers most likely made, with implications for treatment development.
 
 
Symposium #299
CE Offered: BACB
Parent Training: Improving Treatment Adherence
Monday, May 29, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 1E/F
Area: AUT/OBM; Domain: Applied Research
Chair: Ryan C. Speelman (Pittsburg State University)
CE Instructor: Ryan C. Speelman, Ph.D.
Abstract:

Successful collaborative efforts in treatment among behavior analysts, parents, and others serving as behavior change agents helps to ensure ethical and effective treatment delivery. This symposium evaluates procedures to use when transferring technology to non-professional caregivers and parents. Study one used a telehealth-based, behavioral parent-training program known as the Online and Applied System for Intervention Skills (OASIS) to teach parents of children diagnosed with autism to correctly implement behavioral procedures: reinforcement, prompting, extinction, etc. Following training, most parents scored 80% or above on skill and knowledge-based tests. Study two utilized a behavior skills training (instructions, modeling, rehearsal with feedback) to improve treatment fidelity to a feeding procedure for parents whose child diagnosed with autism presented with severe food selectivity. Results indicate parents’ feeding treatment fidelity met 80% or above criteria and generalized to the home environment. Study three examined parents' attitudes toward scientific or behavior-analytic language relating to aspects of practice. Thirteen parents of children with autism rated items with scientific terms relating to functional analyses, translational research, and experimentation as most uncomfortable. Replacing behavior-analytic terms with layman synonyms reduced discomfort. Together these studies provide insight into conditions that contribute to treatment adherence among parents and other behavior change agents.

Instruction Level: Advanced
Keyword(s): Food Selectivity, Parent Training
Target Audience:

Advanced - this symposium is appropriate for current BCBA's that are interested in empirically driven methods to disseminate research.

Learning Objectives: 1. Use telehealth as a training tool 2. Use behavior skills training as a training tool 3. Communicate effectively with a client’s family or guardian about behavioral services
 
Telehealth-Based Parent Training Program in Rural or Underserved Areas for Families Impacted by Autism
PAIGE BOYDSTON (Pittsburg State University)
Abstract: Families of children with disabilities in rural areas face challenges accessing services due to location and lack of healthcare providers. Telehealth-based intervention can mitigate challenges in accessing services. The present study sought to replicate and extend the telehealth-based, behavioral parent-training program titled the Online and Applied System for Intervention Skills (OASIS), utilizing a multiple-baseline approach. Four parent-child dyads participated, with all children diagnosed with autism spectrum disorder. All dyads resided in rural/underserved areas. All dyads demonstrated an improvement on skill and knowledge assessments. The mean gain from baseline-to-treatment completion on skills assessments was 80.9% (range, 67.6%-95.5% points). The mean gain on knowledge assessments was 35.3% (range, 19.0%-49.0% points). Notably, parent skill gains were maintained over time. The present results provided additional empirical evidence demonstrating the effectiveness of OASIS, a telehealth-based parent-training model. Taken as a whole, manualized parent training can increase parent skills and knowledge Telehealth-based parent training is an effective tool in integrating parents into treatment services.
 
Behavior Skills Training to Improve Parent Treatment Fidelity and Generalization in a Feeding Program
RYAN C. SPEELMAN (Pittsburg State University), Melissa Jo Stiffler (Bill & Virginia Leffen Center for Autism)
Abstract: Feeding problems are five times more likely to occur in children with autism spectrum disorder (ASD) than in typically developing peers (Sharp et al., 2013). Though behavior analytic protocols have demonstrated efficacy, less research has investigated methods to transfer technology to non–professional caregivers. This study utilized a behavioral skills training (BST) procedure to increase generalization of treatment methods from the clinic to the home environment for three parent-child dyads. Meal observations were conducted prior to treatment to determine baseline rates of behavior, specifics of the child’s food refusal, oral motor deficits, and nutritional needs. Baseline observations were used to develop an individualized treatment protocol for each child and a multiple baseline design was used to demonstrate the effects of behavioral skills training on increased treatment fidelity and generalization effects of feeding strategies. Results indicate that behavioral skills training may be used to increase treatment fidelity and generalization effects for caregivers implementing behavioral feeding strategies with their children who display severe food selectivity.
 

Assessing Parents' Attitudes Toward Behavioral Terminology

SETH W. WHITING (Louisiana State University Shreveport)
Abstract:

Effective communication with a client or a client’s family or guardians about services is a key factor in creating treatment success. However, behavior-analytic terminology or jargon may be viewed as unpleasant, confusing, or intimidating to non-experts which may be a barrier to effective communication. The purpose of this study was to examine parents' attitudes toward scientific language related to behavior analysis. To examine this, we surveyed 13 parents of children with autism enrolled in applied behavior analysis services and asked them to rate their level of comfort in response to seven sets of matched statements about practice or behavior analysis procedures that contain scientific terminology (e.g., experimental functional analysis), semi-scientific terminology (e.g., functional analysis), and layman terminology (e.g., assessment about your child’s behavior). Results showed consistently lower comfort ratings for statements with science terminology or behavioral jargon, and that comfort ratings were higher when these terms were replaced with layman synonyms. Results suggest that clinician-caregiver communication needs to be more adaptive for parents who may not comprehend behavior analysis terminology to ensure the execution of effective services.

 
 
Symposium #300
CE Offered: BACB
Considerations for Administering and Analyzing the Performance Diagnostic Checklist – Human Services
Monday, May 29, 2023
8:00 AM–8:50 AM
Hyatt Regency, Mineral Hall A-C
Area: OBM; Domain: Applied Research
Chair: Denys Brand (California State University, Sacramento)
Discussant: Florence D. DiGennaro Reed (University of Kansas)
CE Instructor: Florence D. DiGennaro Reed, Ph.D.
Abstract:

This symposium includes two talks that provide considerations and guidance for administering the performance diagnostic checklist – human services (PDC-HS; Carr et al., 2013), interpreting the data, and selecting indicated interventions. The PDC-HS is a performance analysis tool designed to assess the environmental variables impacting employee performance problems in human service settings. Numerous researchers have used the results of the PDC-HS to successfully address a variety of performance problems, including problems related to implementing behavior analytic procedures, and adhering to safety measures, as well as workplace cleaning expectations (e.g., Bowe & Sellers, 2018; Ditzian et al., 2015; Wilder et al., 2018; Hess et al., 2019). Although the assessment is valid, limitations related to the objectivity and clarity of its administration, data interpretation, and intervention selection guidelines have been raised (Wilder et al., 2019; 2020). In response, Jimenez will discuss considerations and recommendations for administering the PDC-HS assessment, and Vance will share refinements developed for data interpretation and intervention selection that researchers and practitioners may consider adopting.

Instruction Level: Intermediate
Keyword(s): PDC-HS, performance analysis, performance management, staff training
Target Audience:

Intermediate

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the typical administering process of the PDC-HS (2) identify how practitioner experience level might impact the accuracy of administering the PDC-HS, and (3) identify at least two refinements that can be applied when analyzing PDC-HS results.
 
Evaluating the Validity and Reliability of the Performance Diagnostic Checklist - Human Services 1.1
SEBASTIAN JIMENEZ (ABA Technologies)
Abstract: The PDC-HS is an informant-based tool used by practitioners in human service settings. A modified PDC-HS 1.1 was used in the present study. The validity and reliability of the PDC-HS 1.1 were measured by analyzing scores obtained while watching simulated interviews between a consultant and supervisor. Three video vignettes were created, each describing a performance concern in one or more areas of the tool. Twenty-one participants watched all vignettes and filled out the tool based on the videos. Validity was measured as the percentage of participants who correctly identified the problematic area(s) in the PDC-HS 1.1. To assess test-retest reliability, participants repeated the assessment about two weeks later. Interrater reliability was measured by pairing participants randomly and comparing scores. Additionally, an intervention-selection component was included to assess whether a corresponding intervention was selected for the indicated domain. Results show about 90% of participants correctly identified the indicated area and 79% selected a relevant intervention. Reliability scores were above 85%, demonstrating that the tool is generally reliable. The results provide support for the use of informant-based assessments in human services settings and suggest that participants with relatively little experience in behavior analysis can conduct assessment interviews accurately and reliably.
 
A Preliminary Investigation of Procedural Refinements to the Performance Diagnostic Checklist - Human Services
HANNA E. VANCE (University of Kansas)
Abstract: The Performance Diagnostic Checklist – Human Services (PDC-HS) is a functional assessment tool used in the field of Organizational Behavior Management (OBM) to assess the causes of employee performance problems and to inform intervention development. There are two aspects of the intervention-selection process that could inhibit the objectivity and utility of the tool, particularly for practitioners with limited experience conducting the assessment. Proposed refinements to address these drawbacks include (a) identifying a cutoff threshold to objectively identify the categories requiring intervention based on the PDC-HS outcome, and (b) developing decision-making models to identify a single category that should be the focus of intervention. A between-groups design was used to evaluate the degree to which access to components of these proposed refinements resulted in appropriate intervention selections when practitioners in the field were presented with scenarios derived from published case studies. Secondary analyses investigated the impact of certification and experience variables within this process. Our findings suggested that future applications of the PDC-HS, particularly as it relates to the intervention-selection process, may benefit from the supplemented refinements.
 
 
Invited Tutorial #301
CE Offered: BACB — 
Ethics
Culture, Compliance, and Consent
Monday, May 29, 2023
8:00 AM–8:50 AM
Convention Center Four Seasons Ballroom 1
Area: PRA; Domain: Service Delivery
BACB CE Offered. CE Instructor: Amoy K Hugh-Pennie, Ph.D.
Chair: Susan Wilczynski (Ball State University)
Presenting Authors: : AMOY K HUGH-PENNIE (Infinity Behavior LLC, KNHK, BABA Inc.)
Abstract:

As the field of applied behavior analysis has grown exponentially in the last decade there have been greater accusations of past and present abuse and trauma caused by the interventions, strategies, and practitioners of ABA. How best can we address these concerns with a sense of curiosity rather than a defensive posture? Are these just the acts of some inexperienced newbies or evil eugenic founders of science? In this presentation, you will learn some of the histories of abuse and maltreatment of underrepresented groups (specifically BIPOC and disabled individuals). You will gain an understanding of how these learning histories of groups with a shared cultural identity or multiple shared identities lead to mistrust, non-compliance, and lack of consent to evidence-based strategies. Additionally, you will learn how cultural humility, awareness, and culturally relevant practices can improve the acceptance, consent, assent, and ultimately social significance of instructional objectives and outcomes for clients.

Instruction Level: Intermediate
Target Audience:

BCBA, BCaBA, Teachers, Psychologists, School Administrators or Consultants

Learning Objectives: • Participants will gain a historical context for abuse and maltreatment in the medical, behavioral, and psychological sciences • Participants will learn to recognize signs of consent and assent in verbal and non-verbal clients • Participants will learn how culture affects, compliance, and consent to engage in different strategies and interventions • Participants will learn how to engage in culturally humble practices that can improve interpersonal and collaborative relationships leading to increased social significance and client success • Participants will learn to identify culturally significant instruction to improve programming
 
AMOY K HUGH-PENNIE (Infinity Behavior LLC, KNHK, BABA Inc.)
Dr. Hugh-Pennie determined her purpose in life was to change the world through the science of behavior and education. In dedicating herself to this purpose, she has spent the last 25+ years disseminating ABA and incorporating evidence-based ABA practices in special education from early intervention to university settings across a diverse range of learners in the United States, Canada, and Hong Kong (SAR), China. Her experience in clinical training, organizational systems management, evidence-based data decision analysis, and program evaluation has led to verifiable positive results for clients and improved parent satisfaction in non-profit, private clinical practice, and school programs for whom she has been in key leadership positions. Amoy is currently an Instructor for the QABA/ QBS program for Knowledge Express Hong Kong (KNHK). She is a past President of the Hong Kong Association for Behavior Analysis, a former ABAI Program Board Member, and the current Clinical Director of Infinity Behavior LLC in Central Florida. She earned her Ph.D. in 2007 from Columbia University where she completed her research under the tutelage of Dr. R. Douglas Greer on the “Effects of Auditory Consequences on Non-Contextual Verbal Behavior: Palilalia." She holds an M.Ed. in Instructional Practice and Curricular Design and BS in Psychology from Florida Atlantic University. She has held the rank of Assistant Professor in the Departments of Education and Educational Psychology: Inclusive Special Education at Mercy College, Brock University, and the University of Western Ontario. She is a certified Special Education Teacher (K-12) in the US, Canada, and Hong Kong. She founded the Verbal Behavior Student Research Competition of the VB-SIG (est. 2002) dedicated to increasing student research in verbal behavior. She has served as an invited reviewer and/or held positions on the editorial review boards of several peer-reviewed journals including The Journal for Early Intensive Behavior Intervention, Speech-Language Pathology and Applied Behavior Analysis, The Analysis of Verbal Behavior, and Global Education Review. Dr. Hugh-Pennie is currently on the Advisory Board of the Black Applied Behavior Analysts, Inc. working towards increasing Black students,mentors and professionals in the field of ABA. Her recent publications include topics of Culturally Relevant Pedagogy and ABA , Women's Experiences in Academia, Reading Instruction, and Consulting with Schools.
 
 
Invited Paper Session #302
CE Offered: BACB
The Role of Research Synthesis in Applied Behavior Analysis: Best Practices for Conducting Systematic Reviews and Meta-Analyses
Monday, May 29, 2023
8:00 AM–8:50 AM
Convention Center Four Seasons Ballroom 2/3
Area: SCI; Domain: Basic Research
Chair: Mikhail Koffarnus (University of Kentucky College of Medicine)
CE Instructor: Michael Amlung, Ph.D.
Presenting Author: MICHAEL AMLUNG (University of Kansas)
Abstract:

Advancing research and clinical practice in applied behavior analysis requires critical evaluation and integration of the scientific literature. Synthesizing research across published and unpublished studies enables behavior analysts to make evidence-based decisions in clinical practice, evaluate potential sources of bias in the literature, and identify critical gaps in our understanding of behavioral science. Two common research synthesis approaches include systematic reviews and quantitative meta-analyses. These types of studies are distinct from other literature reviews due to their adherence to strict guidelines for conducting comprehensive literature searches, article screening, data extraction, data analysis, and reporting of results. This presentation will discuss the strengths and limitations of systematic reviews and meta-analyses in behavior analysis, with an emphasis on methodological recommendations and practical tools. Specific topics will include choosing a research question and defining the scope of the review, pre-registration, and adhering to international guidelines for conducting literature searches, study selection, data extraction, evaluating study quality and publication bias. An overview of common quantitative analyses used in meta-analyses and effective ways to present results will also be discussed. Finally, the presenter will share his experiences with software and database management tools for increasing efficiency and transparency at each phase of the review. Examples from published systematic-reviews and meta-analyses from the presenter’s research on behavioral economics of substance use and psychiatric disorders team will be discussed to illustrate the promise and pitfalls of these studies. The overall goal of this presentation is to provide attendees with methodological techniques for conducting reviews which can be translated to their respective specialty areas in applied behavior analysis.

Instruction Level: Basic
Target Audience:

Behavior analysts and basic researchers with at basic, intermediate, and advanced experience levels. No prior experience with systematic reviews or quantitative analyses is required, but familiarity will be helpful for some of the advanced topics.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Discuss the strengths and limitations of conducting systematic reviews and meta-analyses to advance research and clinical practice in applied behavior analysis; (2) Evaluate the importance of transparency and scientific rigor by discussing international guidelines for conducting systematic reviews and the role of pre-registration; (3) Determine best practices for conducting a review from start-to-finish, including defining a research question, conducting literature searches, study screening, data extraction and analysis, evaluating bias, and presenting results; (4) Acquire basic familiarity with available software and database tools for conducting systematic reviews and meta-analyses.
 
MICHAEL AMLUNG (University of Kansas)
Dr. Michael Amlung is an Associate Professor and Co-Director of Graduate Studies in the Department of Applied Behavioral Science at the University of Kansas (KU). He also is the Associate Director for Training of the Cofrin Logan Center for Addiction Research and Treatment at KU. He received a M.S. and Ph.D. in psychology with a concentration in behavioral and brain sciences from the University of Georgia, followed by a NIH-funded postdoctoral fellowship at the University of Missouri. Prior to joining the faculty at KU, Dr. Amlung was a professor in the Department of Psychiatry and Behavioural Neurosciences at McMaster University (Ontario, Canada). Dr. Amlung's research program examines the behavioral and neurobiological basis of addictive disorders and related mental health disorders, with an emphasis on behavioral economics and motivation for addictive substances. His research uses a variety of techniques including cue-exposure and self-administration studies in simulated bar and vaping cue laboratories, functional and structural brain imaging, and conducting research syntheses via systematic reviews and meta-analyses.
 
 
Symposium #303
CE Offered: BACB
Moving the Agenda Forward: Facilitating Autonomy and Self-Management in Adults With Autism Spectrum Disorders (ASD) and Behavioral Challenges
Monday, May 29, 2023
8:00 AM–9:50 AM
Convention Center Mile High Ballroom 4C/D
Area: AUT/CBM; Domain: Applied Research
Chair: Erik Jacobson (Upstate Caring Partners)
Discussant: Troy A Fry (Essential For Living)
CE Instructor: Erik Jacobson, Ph.D.
Abstract:

This symposium will cover the need for advocacy and policy change related to adults with autism spectrum disorders. The talks will focus on specific interventions that target high risk aggressive behavior and the manner in which these issues can be addressed through the use of a comprehensive treatment package that is steeped in applied behavior analysis. The indications for organizations and the population of adults will be evaluated within its broader context. The symposium will also discuss the application of a specific curriculum for use with the adult population with ASD and other intellectual disabilities. The Assessment of Adult Core Competencies Curriculum for Clients with Severe Aggression (ACCEA), as well as The Skills Based Treatment model (SBT) will be detailed as they are employed in active treatment settings to enhance autonomy for those that serve adult populations.

Instruction Level: Intermediate
Keyword(s): Adult Curriculum, Adults/Autism, Community Inclusion, Problem Behavior
Target Audience:

Participants will be able to identify proactive approaches to problem behavior. Participants will be able to select effective Organizational Behavior Management techniques. Participants will be familiar with the Skills Based Training (SBT) approach.

Learning Objectives: • Participants will label objectives and goals of Universal Protocol • Participants will identify steps to implement Universal Protocol in congregate care settings • Participants will be presented outcomes related to implementation of Universal Protocol in settings where adults with Intellectual and Developmental Disabilities (IDD) are served.
 

The Assessment of Adult Core Competencies (ACCEA): Building Autonomy and Community Inclusion for Adults With Autism and Behavioral Challenges

JOHN M. GUERCIO (Benchmark Human Services)
Abstract:

This presentation will cover the need for advocacy and organizational change related to adults with autism spectrum disorders (ASD) and problem behavior. The talk will focus on specific interventions that target high risk aggressive behavior and the manner in which these issues can be addressed through the use of a comprehensive treatment package that targets some of the crucial outcome areas that are important for adults with autism or other Intellectual Disabilities. Specific clinical applications of the Assessment of Adult Core Competencies Curriculum (ACCEA) will be detailed along with the socially valid outcomes that were observed for each case. The indications for organizations and the population of adults with ASD will be evaluated within a broader context. The application of the ACCEA curriculum will also be detailed as it applies to specific outcome areas that are crucial for community inclusion for adults with ASD that display problem behavior.

 

The Universal Protocol: Building a Culture That Fosters Agency and Autonomy for Adults With Autism Spectrum Disorder

JON HORN (Upstate Caring Partners)
Abstract:

Building autonomy or safely addressing behavioral challenges in congregate care requires continuity between clinical interventions and the day-to-day behaviors of direct support professionals. The Universal Protocol can fill this gap, teaching interactions that are safe, dignifying, and relationship-based. This talk will describe the Universal Protocol and the role it plays as both a cultural foundation for an organization and the first step to an integrated skill-based teaching model for adults with (and without) behavioral challenges. Additionally, the talk will highlight the introduction of Universal Protocol to Upstate Cerebral Palsy over the past few years and its impact on various outcome measures such as restraint reduction and staff satisfaction.

 

Understanding Synthesized Reinforcement and Using an Omnibus Mand to Teach Self-Advocacy to Adults With Autism Spectrum Disorders (ASD) and Behavioral Challenges

MARA VANDERZELL (Upstate Caring Partners)
Abstract:

This talk will discuss the conceptualization of synthesized reinforcement contexts for adults with limited sense of agency and expressing choice who also display significant aggressive behavior. Further, this talk will underscore the importance of teaching an omnibus mand through Skills-based Treatment (SBT) to those with limited communication repertoires in order to promote autonomy and self-advocacy in congregate care and educational settings.

 
Using the Assessment of Adult Core Competencies (ACCEA) to Promote Independence: Success Stories and Implications for the Field
VALERIA PASCALE (ABA for Disability)
Abstract: Starting from adolescence, parents' expectations increase and the concerns about their future are based on many factors directly related to their independence, autonomy, and integration into the community. In the presence of a diagnosis of autism and severe problem behaviors these results seem to be unattainable. This talk will be covering the role that ACCEA curriculum plays in define the goals for adolescents and adults’ intervention to be effective in improving the quality life of the individual and his caregivers.
 
 
Symposium #304
CE Offered: BACB
Condiments to Keep On Hand: Considerations and Enhancements for Escape Extinction With Pediatric Feeding Disorders
Monday, May 29, 2023
8:00 AM–9:50 AM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/DDA; Domain: Applied Research
Chair: Meara X. H. McMahon (Marcus Autism Center, Emory University School of Medicine)
Discussant: Meeta R. Patel (Clinic 4 Kidz & Stanford University School of Medicine )
CE Instructor: Meeta R. Patel, Ph.D.
Abstract:

Escape extinction is widely used in intensive multidisciplinary feeding programs to treat various topographies of food refusal, presumed to be reinforced by escape or avoidance of the mealtime context (Saini et al., 2019; Sharp et al., 2010). In this symposium, presenters will discuss a range of additives to escape extinction for treating problematic behavior exhibited by children diagnosed with pediatric feeding disorder. Presenters will begin with an overview of the existing literature on the effects of treatment with and without escape extinction on inappropriate mealtime behavior and present on a clinical dataset in which response covariation was an observed side effect. Presenters will transition to discussing how noncontingent reinforcement may mitigate negative side effects associated with escape extinction and the use of a modified bolus placement to assist with reducing expels and packing.

Instruction Level: Intermediate
Keyword(s): escape extinction, feeding disorder, response covariation
Target Audience:

Researchers and clinicians interested in learning more about considerations for the use of escape extinction in the treatment of pediatric feeding disorders or avoidant/restrictive food intake disorder.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the existing research on the efficacy of treating pediatric feeding disorders with and without escape extinction; (2) Identify behavioral side effects that may arise with escape extinction; (3) State methods on improving outcomes for the treatment of pediatric feeding disorders.
 

On the Efficacy of Treating Escape-Maintained Inappropriate Mealtime Behavior

VICTORIA SCOTT (Brock University), Valdeep Saini (Brock University), Micaela Totino (Brock University)
Abstract:

Inappropriate mealtime behavior (IMB) is a type of feeding challenge within the broader class of food refusal behavior. Although there have been some single-case studies examining the extent to which behavioural interventions can aide in reducing IMB, the relative efficacy and generality of these studies is unclear. The purpose of this systematic review was to critically analyze the efficacy of interventions for the treatment of IMB through a meta-analysis of single-subject experimental designs. We identified 38 studies involving 307 cases in which IMB was treated with a behavioral intervention. Results indicated that combined escape extinction and non-escape extinction interventions had greater effect sizes than escape extinction alone or non-escape extinction alone. Escape extinction alone had greater effects sizes compared to non-escape extinction alone. However, escape extinction alone resulted in a higher percentage of negative side effects compared to non-escape extinction alone and combined interventions. We discuss the implications of these findings and provide recommendations for future research.

 

Desirable and Undesirable Response Covariation During Early Stages of Treatment

CHRISTOPHER W ENGLER (Children's Specialized Hosptial), Brittany Jean Martino (Childrens Specialized Hospital), Karly Barreto (Children's Specialized Hospital), Jaime Crowley-Zalaket (Children's Specialized Hospital), Kathryn M. Peterson (Rutgers University and Children's Specialized Hospital)
Abstract:

Escape extinction is a well-established treatment for increasing acceptance and decreasing inappropriate mealtime behavior of children with feeding disorders. Sevin et al. (2002) found that when extinction was in place, both desired (acceptance) and undesired (expel, packing) behavior increased during the initial three sessions. In the current study, we assessed response covariation of both desired and undesired behavior during extinction-based treatment of inappropriate mealtime behavior. We analyzed the data of 60 children with food refusal, liquid refusal, or both, resulting in 90 data sets. We observed an extinction burst in 7% of data sets. During these initial sessions, we also observed an increase in or emergence of other undesired behavior (expel, packing; 81%, 47%, respectively), as well as an increase in desired behavior (acceptance, consumption; 44%, 70%, respectively). We analyzed the efficiency and stability of treatment effects and will discuss these findings to provide an all-encompassing review of child behavior during extinction.

 

A Review and Evaluation of the Use of Noncontingent Reinforcement in the Treatment of Pediatric Feeding Disorders

ANGIE VAN ARSDALE (University of Florida), Nicole Perrino (Florida Autism Center, University of Florida), Faith Kirkland (Florida Autism Center, a division of BlueSprig Pediatrics, University of South Florida), Ronald J. Clark (University of Florida), Vivian F Ibanez (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Adding noncontingent reinforcement to escape extinction might result in lower levels of inappropriate mealtime behavior, negative vocalizations, or both for children with feeding disorders. Unfortunately, making firm conclusions about the role of noncontingent reinforcement is difficult because of the minimal number of systematic evaluations and the procedural variations across studies. We also do not know whether the removal of noncontingent reinforcement results in undesirable side effects and how children with feeding disorders respond to treatment components that may be necessary, like schedule thinning. Therefore, we first conducted a concise review of the feeding literature and found that only five studies directly evaluated noncontingent reinforcement with and without escape extinction. However, 8 out of 10 randomly selected studies from 2017-2022 incorporated some type of noncontingent reinforcement arrangement (e.g., attention, tangibles). Finally, we compared escape extinction alone and escape extinction with noncontingent reinforcement on the acceptance, inappropriate mealtime behavior, and negative vocalizations across two sets of foods with a 3-year-old male enrolled in a day-treatment feeding program. So far, results indicate that both treatments produced clinically meaningful outcomes, but we observed fewer bouts of negative vocalizations during escape extinction plus noncontingent reinforcement. Additional findings and implications will be discussed.

 

Flipped E-Z Spoon® as a Utensil for Modified Bolus Placement in Feeding Treatment

AMY K. DRAYTON (University of Nebraska Medical Center Munroe-Meyer Institute)
Abstract:

Placement of bites on the tongue has been evaluated as an initial treatment for pediatric feeding disorder (Ibañez, 2021; Wilkins et al., 2014), specifically for decreasing packing and expulsion. When evaluating modified bolus placement, previous studies have typically compared flipped and upright baby or maroon spoons and Nuk presentation. However, Bloomfield et al. (2021) included a comparison between a Nuk and flipped E-Z spoon for both initial bolus placement and redistribution of packed food for one of their participants with severe oral-motor skills deficits, which introduced a potential new tool to the field. The purpose of the current study is to extend Ibañez et al. (2021) and Bloomfield et al. (2021) by evaluating the effectiveness of the E-Z spoon as a tool for modified bolus placement in the initial treatment of children with pediatric feeding disorder.

 
 
Symposium #306
CE Offered: BACB
Advances in Establishing and Arranging Conditioned Reinforcers for Individuals with IDD: Bridging the Research to Practice Gap
Monday, May 29, 2023
8:00 AM–9:50 AM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Yanerys Leon (University of Miami)
Discussant: Jeanne M. Donaldson (Louisiana State University)
CE Instructor: Yanerys Leon, Ph.D.
Abstract: Conditioned reinforcers are among the mostly commonly used reinforcers in practice for individuals with intellectual and developmental disabilities (Graff & Karsten, 2012). Despite their widespread use there are few empirical guidelines for how best to establish and arrange these reinforcers for individuals with limited language. The presentations in this symposium will broadly describe new research spanning establishing and arranging conditioned reinforcers including a) a systematic review of methods to establish conditioned reinforcers, b) effects of novel and interested-based tokens on skill acquisition, c) effects of token production delays on skill acquisition, and d) preference for fixed versus varied exchange production schedules.
Instruction Level: Intermediate
Keyword(s): conditioned reinforcers, pairing, tokens
Target Audience: Practicing BCBAs who design programs that include conditioned reinforcers. Applied behavior analysis researchers.
Learning Objectives: 1. Describe the most commonly reported pairing procedures used to establishing conditioned reinforcers. 2. Describe the influence of token type (i.e., novel or interested based) on skill acquisition and handling time. 3. Describe the impact of token production delays on skill acquisition. 4. Describe how token economies can be used to study other behavioral phenomena (e.g., preference for fixed versus variable outcomes).
 

A Systematic Review of Pairing Procedures for Establishing Conditioned Reinforcers for Individuals With Intellectual and Developmental Disabilities

TRACY ARGUETA (Marcus Autism Center, Emory School of Medicine), Brian Reichow (UConn Health), Paige Talhelm (University of Florida), Iser Guillermo DeLeon (University of Florida)
Abstract:

Establishing conditioned reinforcers is often a critical step in service delivery for individuals with autism spectrum disorder (ASD) and/or intellectual and developmental disabilities (IDDs). Therefore, identifying effective procedures for establishing conditioned reinforcers is critical. In this review, we systematically searched the literature for published and unpublished single-case design studies that evaluated stimulus-stimulus (S-S) pairing, response-stimulus (R-S) pairing, and/or operant discrimination training (ODT) for establishing conditioned reinforcers for individuals with ASD and/or IDDs. We searched two electronic databases for studies that included pre- and post-pairing measurements of responding that resulted in access to the stimulus targeted for conditioning. Thirty-one studies, including twelve theses and dissertations, met inclusion criteria. Eight studies evaluated S-S pairing, 20 evaluated R-S pairing, and nine evaluated ODT. Combined, S-S pairing, R-S pairing and ODT were effective at establishing conditioned reinforcers only about half the time. However, analyses of the effectiveness of each procedure indicate that R-S pairing is the most effective of the three procedures.

 

The Effects of Novel and Interest-Based Tokens on Skill Acquisition and Handling Time

Nathalie Fernandez (Kenndey Krieger), Iser Guillermo DeLeon (University of Florida), Garret Hack (University of Florida), ZHIBO RONG (Kennedy Krieger Institute)
Abstract:

We recently surveyed certified clinicians about their commonly used practices when training and implementing token economies with individuals with autism and other neurodevelopmental disorders. Overwhelmingly, clinicians reported selecting stimuli to be used as tokens based on the learner’s existing interests (e.g., characters, animals, etc.). Additionally, clinicians reported that learners are allowed to manipulate tokens during both token production and exchange. Tokens based on a learner’s interest (i.e., interest-based tokens) have been demonstrated to produce greater increases in the levels of on-task behavior compared to novel tokens (Carnett et al., 2014) Interest-based tokens have also been shown to increase correct responding, relative to pre-existing tokens, within the context of skill acquisition (Charlop-Christy & Haymes, 1998). However, several limitations in both Carnett et al. (2014) and Charlop-Christy and Haymes (1998) limit the conclusions that can be drawn to inform clinical practice. The present study evaluated that how novel and interest-based tokens affect skill acquisition with three children diagnosed with autism spectrum disorder. Results suggest that the type of stimuli used as a token does not have a significant effect on skill acquisition but can produce longer handling times which can result in fewer learning opportunities across time. Suggestions for clinical practice and future research will be discussed.

 

Effects of Token Production Delays on Skill Acquisition During Discrete Trial Instruction (DTI)

ELISA ALONSO DUQUE (University of Miami), Yanerys Leon (University of Miami), Yamna Zaman (University of Miami), Miranda Aryn Sadlow (University of Miami)
Abstract:

We examined the effects of token production delays on the rate of skill acquisition during discrete trial instruction (DTI) for three children with an intellectual or developmental disability (IDD). We used a multielement design to compare the rate of skill acquisition in a DTI with accumulated reinforcers context across three conditions: a) immediate reinforcement; B) 5-s token-production delay; and c) 10-s s token-production delay. All participants acquired the skills more quickly in the immediate reinforcement condition. Delays of both 5 s and 10 s decreased the efficiency and efficacy of skill acquisition for all participants.

 

Further Evaluation of Fixed Versus Variable Exchange Production Schedules

FRANCHESCA IZQUIERDO (Florida Institute of Technology), Yanerys Leon (University of Miami), Miranda Aryn Sadlow (University of Miami)
Abstract:

Basic research has shown that nonhuman animals generally display a preference for variable ratio (VR) rather than fixed ratio (FR) schedules of reinforcement, particularly when low individual ratios are included (Field et al., 1996). Minimal applied research has investigated preference for these schedules among children with autism spectrum disorder (ASD) despite a clinical phenotype that suggests a general preference for sameness (which may theoretically extend to a preference for fixed schedules). In a preliminary investigation of second-order schedule effects within a token economy, Argueta et al., (2019) found a similar preference for VR rather than FR schedules for their participant with ASD. This study extends Argueta et al. by evaluating preference for FR and VR exchange schedules across an escalating range of exchange ratios within a token economy. We used a concurrent chains assessment to evaluate preference for FR or VR exchange-production schedules of reinforcement at equal ratios of 5 and 10. Preliminary results did not indicate a strong preference for either schedule at a ratio of 5, however an increase to a ratio of 10 resulted in an emergence of preference.

 
 
Symposium #307
CE Offered: BACB
Technology and Behavior Analysis
Monday, May 29, 2023
8:00 AM–9:50 AM
Hyatt Regency, Centennial Ballroom B
Area: EAB; Domain: Basic Research
Chair: Makenzie Heatherly (University of Alaska Anchorage)
Discussant: Zachary Harrison Morford (Texas Association for Behavior Analysis)
CE Instructor: Makenzie Heatherly, Ph.D.
Abstract:

This symposium will feature four presentations on the use of technology in behavior analytic research and practice. The first two presentations will focus on the use of virtual reality, specifically as it relates to learning and teacher acceptability and interventions for delay discounting. The final two presentations will focus on video game play, specifically as it relates to assessments of audience effects and reactions and stimulus control of response variability. A discussion of these presentations will follow.

Instruction Level: Basic
Keyword(s): audience reaction, delay discounting, response variability, virtual reality
Target Audience:

The current symposium is an intermediate level discussion of the use of technology in applied behavior analysis. Participants should have familiarity with behavior analysis, common research designs in behavior-analytic research and practice, have a passing familiarity with gamification in research, and be interested in how technology can be added to evaluations of behavioral processes.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how pre-service educator's view the acceptability and social validly of training in virtual environments, (2) identify current research related to virtual reality and episodic future thinking; (3) identify how audience reactions impact gaming performance; and (4) identify at least one variable that can impact stimulus control of variability in a video game
 
Evaluating Pre-Service Educator Acceptability for Learning in Virtual Settings
HAYLEE HELLER (University of Utah), Aaron J. Fischer (University of Utah)
Abstract: There is a dramatic shortage of special education teachers across grade levels, and attrition is extraordinarily high due to Stress and teacher burnout. This phenomenon emerges due to disruptive behavior in the classroom—many times behaviors educators are not trained or prepared to manage. To address training for educators around appropriate behavior management virtual training environments (VTEs) are well-suited to augment behavioral skills training that typically requires intensive human interaction. Before using VTEs to train teachers on how to manage disruptive behavior, educators could simulate high-stakes, stressful, potentially dangerous scenarios in a safe, highly controlled environment. VTEs thus afford socially valid rehearsal, and highly-precise personalized feedback. This study evaluated 50 educators acceptability for training in a VTE prior to, and after exposure to a virtual environment. Results from the Technology Acceptance Model Fast Form showed a significant increase in acceptability of training in VTEs, after exposure to the virtual environment. Considerations for simulation development are discussed
 

Episodic Future Thinking and Its Relationship to Immersion in Virtual Reality Environments

EMMA PRESTON (Dartmouth College), Sylvia Xueni Pan (Goldsmiths University of London), P. Raymond Joslyn (Utah State University), Milad Najafichaghabouri (Utah State University), Sara Peck (USU; NECC; WNE)
Abstract:

Episodic future thinking (EFT) has been shown to be an effective way to reduce delay discounting, which is correlated to a number of maladaptive behaviors related to impulsive choice. EFT uses a narrative interview method that maps well onto factors related to immersion in virtual reality. Virtual reality has been used in psychological and neurocognitive interventions due to those immersive properties, however has yet to be used as a method of EFT delivery. Therefore, we ask if virtual reality will be an effective method of delivery of EFT, and if this reduction will have a relationship with individual levels of immersion in virtual reality reported. Using a pre-post measure of discounting, preliminary research suggests that individuals who experience EFT in a virtual reality setting see a reduction in delay discounting, however more research must be done to further understand the relationship between changes in discounting and reported levels of immersion.

 
Evaluation of Audience Presence and Reactions on Performance in a Virtual Gaming Environment
NATHAN WEBER (University of Alaska Anchorage), Makenzie Heatherly (University of Alaska Anchorage), Mychal Machado (University of Alaska Anchorage)
Abstract: Audience effects are described as any change in performance that results from the presence of one or more spectators, and these effects have been demonstrated many times in the sports literature. Although these data suggest the presence of an audience affects performance, audiences are generally not silent and the reactions from an audience might also impact performance. Few researchers have attempted to isolate the effects of audience reactions on performance. In response, this pilot project compared the effects of audience presence (presence v. absence) and audience reactions (cheers v. jeers v. silence) on gaming performance. Participants were randomly assigned to one of three virtual games created in Minecraft, and performance accuracy (Archery and Free Throw) and duration to successful completion (Walk-the-Line) were monitored. During baseline, participants completed the assigned game alone and there were no programmed consequences for accurate performance or successful completion. Next, participants completed the assigned game with a virtual audience present three times. Following accurate performance, the audience either did nothing (Silent) or provided positive (Cheer) or negative (Jeer) statements. Our findings indicate that previous results isolating audience reactions might be the product of practice effects across conditions rather than the differential effects of audience reaction types.
 

Discriminative Control of Variability in Video Game Play

JOSEPH D. DRACOBLY (University of North Texas), Gabriela Arias (University of North Texas), Madison Majeski-Gerken (University of North Texas), Scott Charles Robinson (University of North Texas)
Abstract:

Creativity can be a useful skill in today’s classrooms and workplaces. Behavioral variability, something different from the norm, may be an aspect of creativity. Much behavior analytic research on behavioral variability involves response sequences, a response form that could limit applicability of findings to the everyday environment. To address this, we replicated Page and Neuringer (1985, Experiment 6) by investigating stimulus control of variability in a video game. Participants played a 2D online video game made in Bloxels. Patterns of alternating colors served as the discriminative stimuli for the vary and repeat components. Three parameters of variability were measured (e.g., left jumps, right jumps, and double jumps). The results of the study indicate that participants were able to learn the discrimination of when to repeat and vary their responses depending on which colored platform they encountered. We will discuss practical implications of rapid stimulus control of non-sequence variability.

 
 
Symposium #309
CE Offered: BACB
Applications and Extensions of the Morningside Model of Generative Instruction
Monday, May 29, 2023
8:00 AM–9:50 AM
Convention Center 403/404
Area: EDC/OBM; Domain: Translational
Chair: Kent Johnson (Morningside Academy)
Discussant: Kent Johnson (Morningside Academy)
CE Instructor: Kent Johnson, Ph.D.
Abstract: The Morningside Model of Generative Instruction (MMGI) delineates evidence-based teaching, practice, measurement and assessment procedures, and sound instructional design practices to produce superior learner performance. This symposium will focus on several aspects of the model. First, Guy Bruce will describe an organizational performance engineering system to evaluate and alter instruction based upon frequent measurement of learner performance. The system changes how providers work together so that every student makes efficient progress. Second, Andrew Kieta will describe recent extensions of Morningside’s procedures and to make it more likely that learners will apply what they have been taught in novel, real-world circumstances. These extensions also justify new generalization concepts. Third, Adam Hockman will illustrate how he uses Morningside’s assessment, measurement, and instructional design procedures to sharpen and extend advanced concert musicians’ performances. Finally, Kelsia King will describe a video conferencing process for implementing Morningside procedures to teach math in elementary schools in South Africa.
Instruction Level: Intermediate
Target Audience: Professionals interested in behavioral education, direct instruction, Precision teaching/frequency building, special education, general education, and decision making. Audience should have a basic understanding of applied behavior analysis as applied to academic learning behavior.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. List and describe the four EARS repertoires for pragmatic decision making, 2. Define simple generative responding and describe procedures for teaching students how to engage in simple generative responding, and 3. Describe how to use the Standard Celeration Chart as a measurement and decision making tool for music performances.
 
Evaluate Student Progress: A Pragmatic Approach
(Theory)
GUY S. BRUCE (Appealing Solutions, LLC)
Abstract: A pragmatic school uses it EARS to Evaluate student progress using frequent, accurate, sensitive measures, and when a student is not making efficient progress towards mastery of the knowledge and skills necessary for a successful life, Analyzes teacher performance problems, using direct measures to identify the causes of can-do, know-how, and want-problems, Recommends changes in teacher resources, training, and management, and Solves teacher performance problems by designing and implementing recommended solutions. EARS is an organizational performance engineering process that changes how providers work together so that every student makes efficient progress. A school that does not evaluate each student’s progress using frequent, accurate sensitive measures of student behavior change and make changes in teacher resources, training, and management when a student is not making efficient progress, will be unable to ensure that every student makes efficient progress. This talk will address the following questions: Why are frequent, accurate, sensitive measures of student progress necessary to ensure that every student makes efficient progress? How do these measures differ from the usual measures that schools collect to evaluate student progress? Why does a pragmatic school need to evaluate the efficiency of student progress?
 
Promoting Real-World Application After Instruction: Structured Forms, Cognitive Strategy Instruction, Think-Alouds, and Delayed Prompting
(Theory)
ANDREW ROBERT KIETA (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: Effective people engage in behaviors they were previously taught under a vastly wider variety of contexts than those presented in classrooms. We call applying the same behavior we were taught in a new context simple generative responding. To promote simple generative responding, most teachers provide suggestions or wisdom to students about applying the behaviors elsewhere. Some learners need only a few models to successfully apply the skills that they have been taught. However, a fully functional analysis must include more than hope for application. Even if they performed well during instruction, many learners require explicit instruction in knowing how, when, and why to apply their instructed skills. At Morningside Academy we have developed a Generative Instruction model for teaching learners to engage in application as well as novel behavior. Success in simple generative responding begins with designing progressions of “structured forms” that gradually approximate real-life events, and implementing two procedures to facilitate application: Cognitive Strategy Instruction with teacher think alouds to broaden the context in which a skill is initially taught, and delayed prompting to guide application of the skill in new contexts.
 
Generative Practice Strategies for Advanced Concert Musicians
(Service Delivery)
ADAM HOCKMAN (MGH Institute of Health Professions & ABA Technologies)
Abstract: Experienced musicians often have limited practice skill and strategy repertoires. Many rely on trial and error and advice from teachers. When those methods don’t work, it’s easy for students to get stuck and frustrated. This session presents the work from a practice and performance analytics course taught at the Heifetz International Music Institute. The course combined elements of the Morningside Model of Generative Instruction (MMGI) to close skill gaps, boost confidence, and achieve generative outcomes with aspiring concert musicians ages 8–30. By using component-composite analysis, explicit instruction, frequency building, and application exercises, musicians learned to identify and analyze performance problems, select and implement interventions, and measure the outcomes of their efforts. Performance data and work samples demonstrate the efficacy of teaching students to master their own practice and performance journeys.
 

Adding to a Maths Program: Charles Duna Primary School, Gqeberha, South Africa and Partnerships for Educational Excellence and Research (PEER) International

(Service Delivery)
KELSIA LAUREN KING (Jumpstart Autism Center), Nombuelo Sume (Charles Duna Primary School), Jarren Gangiah (Charles Duna Primary School), Joanne K. Robbins (Morningside Academy & PEER International), Leah Herzog (Morningside Academy / PEER International)
Abstract:

In collaboration with educators in the Eastern Cape townships of South Africa since 2004, PEER International (Partnerships for Educational Excellence and Research) has shared the Morningside Model of Generative Instruction. Professional development and coaching sessions were held in Gqebehra (formerly Port Elizabeth) utilizing a train-the-trainer model. Shifting from a focus on literacy to numeracy, video conferencing was employed during the pandemic with educators at Charles Duna Primary School and educators in the U.S. The effort blended the South African curricula from Maths Rainbow, Singapore Math and Spring Math, and analyzed objectives from a component - composite approach. The initial 2022 inquiry from the faculty of Charles Duna was to find a maths related resource similar to Headsprout, the reading program provided to PEER schools who had computers and internet access. Math Playground was made available, however, it is not a programmed sequence and more explicit instruction was needed. Diagnostic assessments, administered in isiXhosa, had to be translated to inform the video conferencing sessions. Unlike the United States, standardized testing and curriculum-based assessments are not readily available. The pilot program presented here will be implemented in the 2023 school year in maths instruction from Grade R (Reception) through Grade 7.

 
 
Symposium #310
CE Offered: BACB
Exploring the Versatility of Applied Behavior Analysis
Monday, May 29, 2023
8:00 AM–9:50 AM
Convention Center 406/407
Area: TBA/PCH; Domain: Service Delivery
Chair: Sarah Kern (University of Missouri St. Louis )
Discussant: Darlene E. Crone-Todd (Salem State University)
CE Instructor: Darlene E. Crone-Todd, M.S.
Abstract:

Behavior analysis is often primarily associated with behavior interventions for individuals with autism and other developmental disabilities. However, behavior analysis is a field with great potential to positively impact many other fields and populations. This symposium will focus on the implementation of behavior analysis in a variety of settings. In the first presentation, Dr. Nicole Pfaller-Sadovsky will present on the use of behavior-analytic principles to intervene in undesired behavior exhibited by companion dogs and explore aspects of those interventions that promote feasible implementation and effectiveness. In the second talk, Dr. Andresa De Souza will discuss the incorporation of programmed instruction in higher education settings. The third presentation will feature Dr. Abigail Kennedy, who will review the integration of behavior analysis into pediatric primary integrated care services. Finally, Dr. Maegan Pisman will overview user-experience (UX) research and its similarities and differences with ABA. Dr. Darlene Crone-Todd will serve as the discussant.

Instruction Level: Intermediate
Keyword(s): Animal behavior, Behavioral pediatrics, Higher education, User-experience research
Target Audience:

This presentation is best suited for practitioners and researchers interested in learning how behavior analysis might be applied to a variety of fields and settings. Participants should possess a basic understanding of the generalization of behavior analytic principles.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Name different areas of application of behavior analysis; (2) Understand how the principles of behavior analysis are applied in different fields; (3) Have practical recommendations for each of the fields presented.
 
The Evolution of Programmed Instruction to Modern Day Instructional Design
ANDRESA DE SOUZA (University of Missouri-St. Louis)
Abstract: The advent of online instruction in higher education intensified the need for academic programs to develop effective teaching strategies. The scholarship of teaching and learning has received increasing attention from researchers and educators concerned with effective pedagogical strategies, particularly in the online environment. Behavior analysis involvement in the design of effective teaching strategies dates back to the 1950s when Skinner created his teaching machine and developed, alongside a group of researchers, a systematic process for the design of instructional material. Skinner termed this process Programmed Instruction (PI). PI has been regarded as the most researched model of instruction. It pioneered the field of instructional design in children's education, college and university teaching, and adult learning. PI is considered one of the solutions of behavior analysis for issues in higher education. This talk will provide a historical account of the development of Skinner's teaching machine and PI as a foundation for effective teaching technologies. It will present the main characteristics of PI and the empirical demonstrations of the effectiveness of PI in higher education. Finally, it will discuss the feasibility of implementing PI in online higher-education teaching.
 
Incorporating Behavior Analysis Into Pediatric Primary Integrated Care
ABIGAIL KENNEDY (Munroe Meyer Institute, University of Nebraska Medical Center)
Abstract: Child and adolescent problem behaviors are typically first reported by caregivers to primary care providers. Integrating behavioral health into pediatric primary care settings decreases barriers to care by allowing children and their families to receive behavioral services in settings in which they are already comfortable receiving care. As most behavior analysts currently report working with individuals diagnosed with autism and other disabilities (BACB, n.d.), Friman (2010), Bruni and Lancaster (2019), and others have argued that incorporating behavior analysis into primary care would expand the reach of behavior analysis to a broader range of the population. However, working within the primary care setting requires adaption, including the use of brief sessions, generally held every one or two weeks, during which caregivers are often trained to serve as the primary implementers. This presentation will discuss these and other practical aspects of incorporating behavior analysis assessment, interventions, and data collection into pediatric primary integrated care services.
 
A Behavior-Analytic Perspective of User Experience Principles
MAEGAN D. PISMAN (imbueity & Instawork)
Abstract: User experience research (UXR) is a discipline focused on developing digital and physical products based on the needs, preferences, and challenges experienced by the people who use those products. A good UX professional applies general usability heuristics and psychological principles to their designs as a best practice, but UXR is still necessary to understand the characteristics and needs of the specific users of a given product. While other fields of psychology have influenced UXR, applied behavior analysis (ABA) has yet to make its mark. The presenter will share how UXR and ABA are different (yet similar), review the UXR process within product development, provide a high-level overview of UXR principles while overlaying a behavior-analytic perspective, and discuss why we should pursue the opportunity to make a socially-significant impact on people through the tech industry. A case study will also be presented to show how we can translate our well-established methods to product design.
 
 
Symposium #359
CE Offered: BACB
Enhancing Staff Training and Performance With Technology and Organizational Behavior Management Practices
Monday, May 29, 2023
8:00 AM–9:50 AM
Hyatt Regency, Centennial Ballroom E
Area: OBM; Domain: Applied Research
Chair: Rocio Rosales (University of Massachusetts Lowell)
Discussant: Ivy M Chong (Little Leaves Behavioral Services)
CE Instructor: Ivy M Chong, Ph.D.
Abstract:

High quality staff training and performance management are critically important for both employee and consumer outcomes. For example, training and ongoing development leads to increased levels of performance, employee retention, and overall job satisfaction. Employee performance is directly related to positive client outcomes. This symposium will highlight research from four labs with projects related to staff training and performance management. The first presentation will provide an overview of organizational behavior management (OBM) interventions implemented outside of the laboratory setting and highlight barriers to implementing interventions for staff with the precision needed for empirical research. The second presentation will discuss the use of antecedent-based intervention enhanced by technology to train behavior technicians in a pairing protocol. The third presentation will describe the use of a consequence-based intervention using technology and self-monitoring to increase and maintain high levels of treatment integrity during discrete trial instruction for covert and overt observations. The fourth presentation will review the results of a study that evaluated self-paced versus machine-paced instruction to teach a novel skill in a simulated employment setting. Each presenter will discuss the limitations of their work and propose ideas for future research in this area.

Instruction Level: Intermediate
Keyword(s): human services, OBM, staff training, technology
Target Audience:

Audience members should have a basic understanding of behavioral principles and how they are applied to organizations. Audience members should also have a general knowledge base in staff training procedures.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify various OBM practices that can be integrated into human service settings (e.g., clinics that provide services to learners with autism). 2. Describe the use of video modeling and self-monitoring to enhance staff training in practical settings. 2. Discuss the impact of pacing on comprehension during asynchronous staff training procedures.
 
Organizational Behavior Management (OBM) Interventions Outside the Lab: Practical Implications for OBM Interventions in Clinical Settings
MARY LOUISE LEWIS (Florida Institute of Technology), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology)
Abstract: Organizational Behavior Management research has demonstrated many ways to create significant positive change using behavior analytic research in a health and human services setting. However, the lack of experimental control and extraneous variables that occur in a naturalistic environment such as an autism clinic can lead to failed applications of OBM research in an applied setting. There is a clear research practice gap in OBM literature and human service settings (Luiselli et al., 2022). This presentation highlights the barriers to implementing effective interventions for staff while simultaneously following the precision needed to conduct empirical research in an autism clinic. The OBM interventions discussed will include an incentive system, email engagement, clinic cleanliness, vacation time processes, and visual prompts for timeclock accuracy. The data presented showed a significant increase in engagement across staff working in a clinical environment. The blend of clinical practices and OBM research can lead to a single intervention impacting change at all levels of the organization (leaders, supervisors, clients).
 
An Evaluation of Video Modeling with Embedded and Voice Over instructions to Teach Pairing Procedures
GLORIA LEYLA FANNING (May Institute; University of Massachusetts Lowell), Rocio Rosales (University of Massachusetts Lowell), Samuel Shvarts (The May Institute; University of Massachusetts Lowell)
Abstract: Pairing is a commonly recommended practice used to build rapport and create positive therapeutic environments (Lugo et al., 2017; Shillingsburg, et al., 2019; Smith, 2001; Sundberg & Partington, 2010). To date, there are limited technological procedures and/or operational definitions specific to training staff on structured pairing procedures. Video modeling is an evidence-based training approach that has been used to teach a variety of skills to staff working with children (Bovi et al., 2017). The purpose of the present study was to begin to formalize the training process for the initial stages of pairing in a structured protocol by systematically replicating and extending video modeling training research to teach pairing procedures to behavior technicians. The study used a non-concurrent multiple baseline design across participants. Results indicate video modeling with embedded and voice over instructions plus feedback is an effective and efficient method to train initial pairing procedures to direct care staff. Implications of these results will be discussed.
 

Evaluating the Effectiveness of Video Self-Monitoring on Staff Treatment Integrity During Covert and Overt Observations

AMBER R. PADEN (University of Nebraska Medical Center's Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute)
Abstract:

Research has shown poor treatment integrity can lead to slower progress toward mastering skills in the early intervention setting (Carroll et al, 2013). Pantermuehl and Lechago (2015) found that during covert observations, treatment integrity ranged from 18.6 to 76% whereas during overt observations, integrity increased to as high as 100%. While researchers have noted concern with reactivity, this continues to be an obstacle. It is important to investigate differences in treatment integrity with and without the supervisor present and identify ways to increase and maintain high integrity. Finding a socially acceptable, effective, and efficient method to increase and maintain high levels of staff treatment integrity when no supervisor is present is critical in the clinic setting. The purpose of the current study was to examine the effectiveness of video self-monitoring on increasing and maintaining high treatment integrity for staff implementing DTI during covert and overt observations. Participants include three staff who work one-on-one with children with ASD and implement programs with less than 90% integrity during either covert or overt observations. Preliminary results suggest video self-monitoring is effective at increasing staff treatment integrity.

 

Relative Effects of Self-Paced and Machine-Paced Learning Under Computer-Based Training

EUNJU CHOI (St.Cloud State University), Douglas A. Johnson (Eastman Chemical Company)
Abstract:

Instructional applications such as Programmed Instruction and Computer-Based Instruction (CBI) have long touted the benefits of self-pacing (e.g., teaching machines, personalized system of instruction), but direct comparisons of different pacing types are lacking. The purpose of this study was to compare the effects of a self-paced instruction versus machine-paced instruction using a computerized format. A total of 70 participants were recruited and randomly assigned to either machine-paced learning or self-paced learning group. A mock training program was developed for this experiment. The participants were trained as a new technician at the hypothetical automotive company. The dependent variables for this research were correctly completed percentages of pre-test and comprehension test scores. A randomized between group design was applied and one-factor Analysis of covariance (ANCOVA) was used for the statistical analysis. To adjust the treatment effect estimate (i.e., prior knowledge on the automotive maintenance and repair), pre-test scores were used as a covariate. The adjusted difference between machine-paced condition and self-paced condition for correctly completed comprehension test scores was statistically significant. In other words, there was a significant effect of pacing types on comprehension test after controlling pre-test scores.

 
 
Symposium #313
CE Offered: BACB
Intervention Strategies for Increasing Appropriate Task-Related Behavior
Monday, May 29, 2023
9:00 AM–9:50 AM
Convention Center Mile High Ballroom 4E/F
Area: AUT/DDA; Domain: Applied Research
Chair: Eileen M. Roscoe (The New England Center for Children)
CE Instructor: Eileen M. Roscoe, Ph.D.
Abstract:

This symposium includes three papers addressing various intervention strategies for increasing appropriate on-task behavior. The first presenter will describe a study comparing two variations of a high-probability instruction sequence for increasing compliance in a child with autism. After identifying an effective intervention, the social acceptability of the procedures was assessed with clinicians. The second presenter will review a study that involved evaluating the utility of self-monitoring for increasing vocational task engagement in young adults with ASD. A systematic training of self-monitoring, a component analysis of self-monitoring alone and in combination with reinforcement will be reviewed, and a social acceptability analysis that incorporated a concurrent-chains procedure will be described. The third presenter will describe a study that evaluated the utility of a self-monitoring web-based application and reinforcement for increasing on-task behavior in elementary school students with or at risk for an emotional behavioral disorder (EBD).

Instruction Level: Intermediate
Keyword(s): compliance, on-task behavior, self-monitoring, social acceptability
Target Audience:

The audience should have a basic understanding of the principles of applied behavior analysis, research methods, and experimental design.

Learning Objectives: 1. At the conclusion of this presentation, participants will be able to describe how to conduct a high-probability instruction intervention that incorporates highly preferred tasks. 2. At the conclusion of this presentation, participants will be able to describe how self-monitoring can facilitate maintenance of vocational task engagement. 3. At the conclusion of the presentation, participants will be able to describe how to conduct a technology-based self-monitoring intervention for increasing on-task behavior.
 
Evaluating the Impact of Preference on the Efficacy of the High Probability Instructional Sequence
AMALIX M FLORES (USF), Catia Cividini-Motta Cividini (University of South Florida), Alexandria Torres (University of South Florida)
Abstract: A lack of compliance is a common concern among children with autism spectrum disorder (ASD; Esch & Fryling, 2013). Low levels of compliance may deter skill acquisition, preventing one from meeting important education and social interaction objectives (Belfiore et al., 2008; Esch & Fryling, 2013; Lee et al., 2006). One intervention for increasing compliance is the high-probability instructional sequence (HPIS; Cooper et al., 2020). The purpose of the current study was to evaluate the role of preference for the high-probability instructions (high-p) included in the HPIS. Two HPIS conditions were compared, one included highly preferred high-p instructions and one included non-preferred high-p instructions. Additionally, a questionnaire was conducted with clinicians to assess the social validity of the HPIS intervention. Both HPIS conditions increased compliance for a 6-year-old child diagnosed with ASD. However, the HPIS condition that included highly preferred instructions was more efficient. Clinician rated both HPIS interventions as socially valid and effective.
 
A Component Analysis of Self-Monitoring for Increasing Task Engagement
LAUREN RAE (The New England Center for Children and Western New England University), Eileen M. Roscoe (The New England Center for Children), Erin S. Leif (Monash University), Sam Sheets (Advocates)
Abstract: Self-monitoring as part of a multiple-component intervention has been found to be an effective treatment approach for increasing various skills, including leisure-item engagement and social interaction. A potential benefit of self-monitoring is that it can be used to facilitate maintenance of skills. However, because self-monitoring is typically combined with other treatment components (e.g., differential reinforcement of alternative behavior; DRA), the independent contribution of self-monitoring for increasing skills remains unclear. In the current study, five young adults who exhibited low levels of independent vocational engagement participated. Three analyses were conducted: a comprehensive training procedure for increasing accurate self-monitoring, a component analysis of a self-monitoring intervention for increasing vocational task engagement, and a treatment preference assessment to assess the social acceptability of self-monitoring. For all participants, self-monitoring with DRA for accuracy and engagement was necessary to increase vocational task engagement. However, performance maintained for two of five participants when the DRA contingency for engagement was removed. Interobserver agreement data were collected for 33% of sessions and averaged 95.3% for task engagement across all participants.
 

The Impact of Self-Monitoring Using I-Connect for Increasing On-Task Behavior for Students With or At Risk of an Emotional Behavioral Disorder

MARISSA DEL VECCHIO (University of South Florida), Kimberly Crosland (University of South Florida), Asha Fuller (University of South Florida)
Abstract:

The use of technology-based self-monitoring interventions is becoming more popular, increasing the likelihood that self-monitoring interventions will have greater contextual fit within classrooms. Self-monitoring has resulted in increases in desired school behaviors, such as increases in on-task behavior, academic performance and task completion, for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. (2016) and examine student and teacher use of a web-based self-monitoring application, I-Connect, and reinforcement to increase on-task behavior for upper-level elementary school students with or at risk for an emotional behavioral disorder (EBD) using extended self-monitoring intervals. Significant increases in on-task behavior as a result of the I-Connect plus reinforcement intervention in the classroom were demonstrated for all three participants.

 
 
Panel #314
CE Offered: BACB
Come Play With Me: A Collaborative Approach to Specialized Services
Monday, May 29, 2023
9:00 AM–9:50 AM
Convention Center Mile High Ballroom 3C
Area: AUT; Domain: Service Delivery
CE Instructor: Janie A Funk, Ph.D.
Chair: Themis Gomes (Behaven Kids)
RHIANNON LAW (North Shore Pediatric Therapy)
JANIE A FUNK (Behaven Kids)
BETH O. BELLONE (New England Center for Children)
Abstract:

Specialized services in behavior analysis are often delivered in clinics and in home settings by technicians who are supervised by behavior analysts. Currently, in most cases, these services are delivered in a silo; without planned coordination and collaboration with other professionals who operate outside of behavior analysis but within the realm of specialized service delivery. The intent of this panel is to bring together professionals representing different disciplines (behavior analyst, speech and language pathologist, and neuropsychologist), in order to discuss the importance of collaboration across disciplines in an effort to ensure more complete care for clients in need of these specialized services. To that end, the panelists will share their experience as individuals who have worked in settings where collaboration of care is a common practice, by highlighting obstacles, opportunities and successes in their respective settings, and by entertaining pertinent questions from the audience. This open dialogue will aim at peaking the audience’s interest in potential ways to expand our practices in order to respond to the diverse social demands of the clients we serve.

Instruction Level: Intermediate
Target Audience:

Intermediate

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) List varies disciplines that often overlap with the delivery of ABA services. (2) Describe obstacles and strategies to collaborative service delivery. (3) Identify the importance of collaboration across disciplines in an effort to ensure more complete care for clients.
Keyword(s): Care Coordination, Collaboration
 
 
Panel #315
CE Offered: BACB
Responding to Criticism of Applied Behavior Analysis
Monday, May 29, 2023
9:00 AM–9:50 AM
Convention Center Four Seasons Ballroom 4
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Rachel L. White, Ph.D.
Chair: Rachel L. White (University of Alaska, Anchorage)
GINA RICHIG (Vanderbilt University Peabody College)
RICHELLE HURTADO (Vanderbilt University Medical Center)
PABLO JUÁREZ (Vanderbilt University Medical Center)
Abstract:

Criticisms of the field of Applied Behavior Analysis (ABA) are gaining more attention from members within this field. It is important that we acknowledge areas of weakness within our field and make changes to address those weaknesses. After providing the audience with strategies to better listen to potentially uncomfortable feedback, this panel will discuss examples of criticisms of ABA and offer strategies to address those concerns. Panelists will accept questions from attendees regarding how to listen and make change based on criticisms heard. Participants will walk away with ideas on how to begin to address any areas of concern within their practice.

Instruction Level: Intermediate
Target Audience:

Participants should be familiar with functional analysis methodology and the development of function-based behavior intervention plans.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) select strategies for listening to criticisms of ABA; 2) identify some common criticisms of ABA; and 3) list ways to reduce the risk of harm caused by some common practices in ABA.
Keyword(s): criticism, neurodiversity affirming
 
 
Symposium #316
CE Offered: BACB
Teaching Safety Skills to Children: What’s New?
Monday, May 29, 2023
9:00 AM–9:50 AM
Hyatt Regency, Capitol Ballroom 1-3
Area: CBM; Domain: Applied Research
Chair: Rasha Baruni (University of South Florida )
CE Instructor: Rasha Baruni, M.S.
Abstract: This symposium aims to disseminate some current research related to safety skills training. It brings together three studies that focus on important considerations for teaching children safety skills. Two presentations focus on interventions to teach children a number of safety skills and one presentation describes a survey related to clinical practices used by behavior analysts. The first presentation will review a survey administered to practicing behavior analysts soliciting opinions and perceptions of training safety skills to their clients with autism spectrum disorder and related disabilities. The next presentation describes a remote behavioral skills training procedure to teach children online gaming safety skills. The final presentation will discuss the content validation for development of an immersive virtual reality technology to teach children bullying prevention skills. As a whole, these presentations will highlight recent advances in safety skills research, and considerations for practice when teaching safety skills.
Instruction Level: Intermediate
Keyword(s): BST, in-situ assessment, prevention, safety skills
Target Audience: Junior BCBAs Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. Currently enrolled in or recently completed graduate-level work
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the current practices of behavior analysts related to safety skills training. (2) Describe the remote BST procedure evaluated in this study. (3) Describe one type of validation process for a bullying prevention program.
 
A Survey of Safety Skills Training Used by Behavior Analysts in Practice
RASHA BARUNI (University of South Florida), Raymond G. Miltenberger (University of South Florida)
Abstract: Children encounter a variety of safety threats in their immediate environments which may result in injuries or death. Teaching safety skills to children may make it more likely that they will engage in the safety responses when they encounter a safety threat (Gatheridge et al., 2004). Children with developmental disabilities (DD) may be at greater risk for harm, in part, due to behavioral deficits and excesses that are characteristic of DD (Dixon et al., 2010). Considering the potential for serious injury or death and the lack of safety skills exhibited by individuals with DD, interventions that target safety skills should be made priority. Although research shows that parents and teachers can be taught to train safety skills to children (Carroll-Rowan & Miltenberger, 1994; Novotny et al., 2021), no research has been conducted yet teaching behavior analysts and technicians to teach safety skills to their clients with DD (Baruni & Miltenberger, 2022). It is unclear what behavior analysts and technicians’ current practices are related to safety skills training. This survey obtained information on perceptions and current practices within service delivery settings from 695 respondents. The results of the survey will be discussed along with future research evaluating strategies for teaching behavior analysts to conduct safety skills training.
 
Evaluating Behavioral Skills Training to Train Online Gaming Safety Skills
HENRY CHOVET SANTA CRUZ (USF, NeuroRestorative), Raymond G. Miltenberger (University of South Florida)
Abstract: Despite the growing concern of caregivers as their children spend an increasing amount of time online interacting with strangers, there is a limited body of research that focuses on online safety skills training. Behavioral skills training has been used by researchers to teach children firearm safety skills, poison safety skills, and abduction prevention skills. Given that skills taught in abduction-prevention training are also relevant to online safety, the researcher assessed the use of behavioral skills training for teaching online safety skills to two children, a 9-year-old, Clark, and a 7-year-old, Alex. In-situ assessments took place while playing the popular online game, Among Us, and consisted of confederates presenting lures to the child participants. Before training, Clark and Alex scored 1’s and 0’s, indicating a lack of online gaming safety skills. Clark and Alex scored at mastery criterion (i.e., three scores of 3 in a row) following training. Clark scored a 1 during his two-week-follow-up because he did not leave the game following the presentation of a lure; Clark’s mother immediately implemented in situ training. Clark scored at mastery criterion during the next follow-up assessment, indicating the effectiveness of the caregiver-implemented in situ training. Alex scored a 3 during his 2-week-follow-up.
 

Development of an Immersive Virtual Reality-Based Bullying Safety Skills Intervention for Children With Disabilities

TREVOR MAXFIELD (University of South Florida), Kwang-Sun Cho Blair (University of South Florida)
Abstract:

The immersive virtual reality (IVR) technologies have been utilized for enriching learning experiences to children with disabilities in a way that traditional teaching methods cannot. Despite this, research on using the IVR to improve safety skills in children with disabilities has been scarce. This study aimed to develop an IVR-based intervention designed to teach children with disabilities what to do when they encounter a verbal bullying situation. The first phase focused on developing and validating the intervention content that will be used to develop the IVR simulation training. Storyboards were developed to visually represent what the simulation will look like. Two expert groups, a bullying expert group and applied behavior analysis (ABA) expert group, evaluated storyboards that included dialogue and behavior analytic procedures to be incorporated into IVR. The feedback provided by the expert groups was used to refine the content of the IVR-based bullying safety skills intervention.

 
 
Invited Paper Session #318
CE Offered: BACB
Growing Applied Behavior Analysis Outside of North America: Examples of Culturally Competent and Sustainable Practices for Supporting Practitioners, Caregivers, and Children in Central/Eastern Europe
Monday, May 29, 2023
9:00 AM–9:50 AM
Convention Center Four Seasons Ballroom 1
Area: DDA; Domain: Service Delivery
Chair: Patrick Romani (University of Colorado, Anschutz Medical Campus)
CE Instructor: Sheri Kingsdorf, Ph.D.
Presenting Author: SHERI KINGSDORF (Masaryk University)
Abstract:

In the Czech Republic, as with many countries in Central and Eastern Europe, practices rooted in the science of applied behavior analysis (ABA) have had to fight to gain ground since the area's relatively recent rise from communist oppression. While there are services (e.g., early care centers, specialized schools, etc..), they customarily provide low intensity care or non-evidenced treatments. Generally speaking, governments have historically spent their limited public resources on unvalidated services. Unfortunately, the voice of science has been underused in selecting education or social services. As a result, the region has struggled amid the landscape of an ABA service desert, being plagued by misinformation, hosting overworked and under supported behaviors analysts, missing necessary funding, and facing the backlash of threatened professionals from other disciplines. Regardless, driven advocates of ABA have successfully propelled dissemination and built quality practical applications over the last decade. This presentation shares the burgeoning ABA projects of the region looking at: (1) the local Technology Agency of the Czech Republic's (TACR) two year ABA telehealth project, (2) the European Union Erasmus+ supported collaborative projects in ABA as EuroBA, the A Class, and Positive Parenting, and (3) a glimpse of the Czech Republic's process of legally recognizing the profession of behavior analyst. Discussing this modern trajectory of the science, including potential roadmaps for the advancement of ABA in similar locales, the development of culturally competent and sustainable practices, and applied research outcomes, aims to inspire not only those supporting ABA development beyond North America and Western Europe, but also those looking to reflect on best ethical practices in telehealth, caregiver training, teacher training, and practitioner standards.

Instruction Level: Intermediate
Target Audience:

Behavior analytic professionals currently working in, or planning to work in, areas where there is a dearth of ABA services. Behavioral professionals looking to reflect on best ethical practices in telehealth, caregiver training, teacher training, and practitioner standards.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Select strategies for disseminating the science of behavior to potential stakeholders in ABA deserts; (2) Identify steps for ethically advancing the science of behavior and profession of behavior analyst in regions with few behavioral services; (3) Create goals for supporting the development of telehealth, caregiver training, and/or teacher/pre-service teacher training that demonstrate cultural competence and sustainability; (4) Evaluate practitioner guidelines for applications of the science in regions of emerging ABA practice.
 
SHERI KINGSDORF (Masaryk University)
Dr. Sheri Kingsdorf is an Assistant Professor at Masaryk University in the Czech Republic and a doctoral-level Board Certified Behavior Analyst (BCBA-D). Since 2002, she has actively worked in the fields of behavior analysis and special education. Her endeavors have included working in the Comprehensive Application of Behavior Analysis to Schooling (CABAS) model, teaching in the US public school system in conjunction with her studies at Columbia University in New York City and the University of Miami in Miami-Dade County, providing early intervention services to a bilingual student population, delivering behavior analytic home-based and school-based direct and consultative care across the US, Australia, Africa, and Europe, educating youth and adults from diverse and underserved communities, consulting with adult service providers assisting clients with developmental disabilities, and making international transdisciplinary research contributions. Her current work focuses on utilizing culturally competent and sustainable practices in advancing the field of ABA in underserved locales, developing telehealth models for client-centered caregiver training, and supporting the emotional and behavioral health of school-aged children through teacher education.
 
 
Symposium #319
CE Offered: BACB
Considerations for Treating Automatically Maintained Challenging Behaviors
Monday, May 29, 2023
9:00 AM–9:50 AM
Convention Center Mile High Ballroom 1C/D
Area: DDA/AUT; Domain: Applied Research
Chair: Changzhi Wu (University of Nevada, Reno)
CE Instructor: Christy Ho, M.A.
Abstract: Children with autism and other developmental disabilities engage in challenging behaviors that are maintained by automatic reinforcers. Automatically reinforced behaviors are difficult to deal with because of its inherent risk to the person who emits the behavior. Behavior analysts have been working on risk reduction in both the assessments and interventions of automatically reinforced behaviors. In this symposium, Kyle Dawson will first present a case study which provides clinical support for the utility of three classifications for automatically reinforced self-injurious behavior based on patterns of responding in the functional analysis (Hagopian, et al., 2020) in that the assessments were critical in developing an effective treatment package. Second, Changzhi Wu will present a literature review about safety precautions taken during functional behavior assessment of Pica, a dangerous behavior common in children with developmental disabilities. Last but not least, Christy Ho will present their work which replicates the protective equipment procedure used by Mazaleski et al. (1994) to reduce self-injurious hand mouthing in a 7-year-old participant diagnosed with autism and cerebral palsy. The result shows that protective equipment combined with response interruption and redirection (RIRD) of precursor responses and object manipulation gradually decreased the frequency of hand-mouthing to near zero level.
Instruction Level: Intermediate
Keyword(s): ASIB, efficiency, pica, FBA, RIRD, hand-mouthing
Target Audience: The audience should be familiar with FBA procedures, automatic reinforcement and the assessments and treatments of automatically reinforced behaviors.
Learning Objectives: understand the utility of three classifications for automatically reinforced self-injurious behaviors; understand the importance of FBA modifications to accommodate the risk of self-injurious behaviors; understand the utility of response interruption and redirection with object manipulation and protective equipments
 
Identifying Alternative Responses to Replace Self-Restraint in an Adolescent with Subtype-3 ASIB
KYLE DAWSON (Munroe-Meyer Institute), Tara A. Fahmie (University of Nebraska Medical Center), Amanda Mae Morris (University of Nebraska Medical Center Munroe-Meyer Institute), Kortlyn ktawney (Munroe-Meyer Institute, University of Nebraska Medical Center ), Thomas Freetly (University of Kansas)
Abstract: Recent research on the classification and treatment of automatically reinforced self-injurious behavior (ASIB) has found three classifications for ASIB based on patterns of responding in the functional analysis (Hagopian et al., 2015). Following the classification of the subtypes, the authors identified differences across subtypes based on resistance to treatment. Subtype-3 ASIB, marked by self-restraint, is one subtype of ASIB that is particularly resistant to treatment. Recently, researchers have developed assessments that can be used to better inform treatment procedures to be used with treatment-resistant ASIB. Hagopian and colleagues (2020) recently developed an augmented competing stimulus assessment (A-CSA) that can be used to identify competing stimuli for individuals with treatment-resistant ASIB. The study's results suggested that the A-CSA effectively identified and established competing stimuli. These results highlight the importance of pre-treatment assessments and potential modifications to empirically validated assessments in treating treatment-resistant ASIB. The current case study examined the efficacy of a matched-stimulus CSA, reinforcer assessment, and self-control assessment to develop a treatment package for an adolescent with Subtype-3 ASIB. The results of this case study provide clinical support for research conducted by Hagopian et al. (2020) in that the assessments were critical in developing an effective treatment package.
 
A Review of Safety Precautions Taken During Functional Behavior Assessment of Pica
CHANGZHI WU (University of Nevada, Reno), Swathi Ragulan (University of Nevada, Reno), Bethany P. Contreras Young (University of Nevada, Reno)
Abstract: Self-injurious behavior (SIB) is a common problem behavior among people who are diagnosed with developmental disabilities. Pica is a common form of SIB (Ali, 2001) and the consequences of pica are often dangerous. Functional behavior assessments (FBA) are widely used to measure the functions of target behaviors and intervention plans are designed accordingly. However, limitations of FBA hinder its application in some circumstances. Behavior analysts must modify FBA to accommodate the potential risks of pica. The current literature review identified participant characteristics, procedures used, modifications of functional analysis (FA), and maintaining factors of pica. Results indicated that FA has been dominantly used to identify the function of pica. Indirect or descriptive assessments were not reported to facilitate FA. Behavior analysts have modified FA procedures to accommodate the danger to some extent. For most participants, pica was maintained by automatic reinforcers; others’ pica was maintained by attention. Suggestions and recommendations were made according to the results of the literature review.
 

Contingent Equipment Combined With Response Interruption and Redirection and Object-Manipulation to Reduce Stereotypic Hand-Mouthing

Michelle Lesser (Central Texas Autism Center), Aarti Haresh Thakore (Central Texas Autism Center), Anna I. Petursdottir (Texas Christian University), CHRISTY HO (Central Texas Autism Center)
Abstract:

We replicated the protective equipment procedure used by Mazaleski et al. (1994) to reduce self-injurious hand mouthing in a 7-year-old participant diagnosed with autism and cerebral palsy. The hand-mouthing occurred at a very high frequency throughout the session. The functional analysis results suggested that her hand mouthing was maintained by automatic reinforcement rather than social reinforcement. We implemented non-contingent arm-bands as part of sensory extinction protocol. The result of the non-contingent arm-bands showed immediate decrease in hand mouthing to zero. However, the hand-mouthing increased to high levels in the return to baseline phase. Thus, the response interruption and redirection with object manipulation was introduced. The results showed no decrease in hand-mouthing. The frequency of hand-mouthing also remained high in the return to baseline phase. Consequently, contingent placement of protective equipment was combined with RIRD of precursor responses and object manipulation. The result showed gradual decrease in the frequency of hand-mouthing to near zero level. This intervention was effective in reducing the hand-mouthing to near zero level as well as the frequency remained near zero level when returned to the baseline condition.

 
 
Symposium #320
CE Offered: BACB
The Science of Behavior to The Rescue: Saving Our Schools By Raising the Bar
Monday, May 29, 2023
9:00 AM–9:50 AM
Hyatt Regency, Capitol Ballroom 4
Area: DEV; Domain: Applied Research
Chair: Jennifer Weber (Teachers College, Columbia University & Nicholls State University )
CE Instructor: Jennifer Weber, Ph.D.
Abstract: In the United States, every student has the right to a free and appropriate education in the least restrictive environment possible for the individual student. The general education environment allows for students to learn the academic and social repertoires necessary for educational success. For students with disabilities, there are many obstacles that prevent them from fully accessing the general education curriculum. The Comprehensive Application of Behavior Analysis to Schooling (CABAS) and the Accelerated Independent Learner (AIL) model utilizes a strategic science of teaching to all components of instruction. The CABAS® model has identified specific verbal developmental cusps necessary for students to be included in general education. In this symposium, we present 3 papers that address the prerequisites to learning in general education, recent instructional tactics utilized in the AIL model, and how to set up CABAS®/ AIL classrooms within public schools and charter schools. Collectively, these papers provide a means of using the science of behavior, and teacher training to increase student outcomes.
Instruction Level: Intermediate
Target Audience: Verbal Behavior Development, CABAS®, Teacher Training
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify prerequisites for AIL classrooms; (2) critical verbal developmental cusps in general education; (3) describe steps for implementing beginning stages of the CABAS® model.
 

Advances Within the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) Model

REBECCA MILLER (Teachers College, Columbia University), Jennifer Weber (Teachers College, Columbia University & Nicholls State University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract:

The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) classrooms arrange instruction and teach (pedagogy) based on students’ verbal development. The students' verbal development also plays a crucial role in ensuring students have the prerequisite repertoires to learn in inclusion and general education settings. This is especially important to education at this point in history as we recover from the fallout of the Covid-19 Pandemic. The CABAS® AIL model has produced scientifically based protocols used to establish missing verbal developmental cusps and conditioned reinforcers when data demonstrate that these cusps are missing from a students' repertoire. Some of these cusps include Bi-directional Naming and Observational Learning. This paper aims to explain recent advances within verbal development that have come out of the research conducted in our AIL classrooms. These findings have aided in identifying important prerequisites for students to be successful into general education or inclusion settings and the role of conditioned reinforcement for student academic learning.

 
Instructional Tactics, Pedagogy, and Instructional Design to Accelerate Learning
AMANDA ARROYO (Columbia University, Teachers College), Jennifer Weber (Teachers College, Columbia University & Nicholls State University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) model of instruction utilizes a strategic science of teaching on all aspects within the classroom environment and instruction. This is inclusive of the arrangement of instruction to focus on teaching the function, identifying prerequisite repertoires, pedagogy, and instructional design within reading, writing, and math instruction. This, in turn, allows students to acquire functional academic repertoires, that are also tied to state and national standards. In this paper, we provide updates on research-based instructional tactics and pedagogy within the AIL model, as well as the arrangement of the classroom environment. We report data demonstrating that students within the AIL model have increased in reading and math scores, and national percentiles, thus closing the educational gap. We also report class-wide and AIL system-wide outcomes due to the implementation of all components of the AIL model of instruction.
 
Unchartered Waters: Using Behavior Analysis for Charter School Success
GRANT GAUTREAUX (Nicholls State University), Jennifer Weber (Teachers College, Columbia University & Nicholls State University), Derek Jacob Shanman (Nicholls State University), Jayven J. Encarnacion (Touchstone, Thrive Center for Success)
Abstract: We report the steps to implementation and data from two public charter schools that have incorporated the foundational aspects of the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) and Accelerated Independent Learner (AIL) models. We outline some of these components including classroom management, designing interventions, use of evidence-based curricula, supervision, and research-based tools to train and monitor professionals. The implementation of these procedures was done in successive phases to ensure the fidelity of the model was not compromised and to inductively analyze which components were needed and when. Key components of the model include creating positive classrooms with reinforcement systems, the learn unit as the method of instruction, individualized instruction, and consistent and ongoing teacher training to increase the model components and ensure that instruction is individualized. We report data on the implementation of CABAS® components in phases as well as reading and math data across two charter schools.
 
 
B. F. Skinner Lecture Series Paper Session #321
CE Offered: BACB
How Behavior Evolves, and Why it Matters
Monday, May 29, 2023
9:00 AM–9:50 AM
Convention Center Four Seasons Ballroom 2/3
Area: DEV; Domain: Applied Research
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University)
CE Instructor: Marlene Zuk, Ph.D.
Presenting Author: MARLENE ZUK (University of Minnesota)
Abstract: Why do people continue to obsess over which behaviors are controlled by genes and which by the environment? Advances in genomic technology have only made matters worse, with headlines every day about how our wealth, educational levels and even – I am not kidding – our likelihood of owning a dog depend on our genetic makeup. The truth, of course, is that the interaction of nature and nurture contribute to all traits, including behavioral ones. The real question is not whether genes or the environment are paramount, but how behavior evolves. I will explore this question using examples from across the animal kingdom, showing how similar – and different – human behavior is to that of cockatoos, crayfish and even cockroaches. I’ll also examine whether animals suffer from mental illnesses.
Instruction Level: Basic
Target Audience:

Psychologists interested in the basis of statements about genetic vs. environmental causes of behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand why behavior evolves the same way that physical characteristics do; (3) See how the gene-environment entanglement explains behavior, rather than nature or nurture. See that the nature-nurture controversy is a zombie idea! (3) Understand the link between human mental illness and cognitive dysfunction in animals.
 
MARLENE ZUK (University of Minnesota)
Marlene Zuk is Regents Professor of Ecology, Evolution and Behavior at the University of Minnesota, Twin Cities. She studies the evolution of behavior, especially sexual behavior and animal communication, and is also interested in the ways that parasites and disease affect the ecology and evolution of their hosts. Most of her work has been on insects. Dr. Zuk is also the author of several books about animal behavior and evolution for the public, including Paleofantasy, Sex on Six Legs, and Dancing Cockatoos and the Dead Man Test. She is a member of the National Academy of Sciences and the American Academy of Arts and Sciences, and in 2022 received the Distinguished Animal Behaviorist Award from the Animal Behavior Society.
 
 
Panel #322
CE Offered: BACB/QABA/NASP — 
Ethics
PDS: Conflict of Interest (COI) in Scientific Publication: What it is and How to Avoid It
Monday, May 29, 2023
9:00 AM–9:50 AM
Hyatt Regency, Centennial Ballroom H
Area: PCH/EDC; Domain: Theory
CE Instructor: Stephanie M. Peterson, Ph.D.
Chair: Donald A. Hantula (Temple University)
DONALD A. HANTULA (Temple University)
STEPHANIE M. PETERSON (Western Michigan University)
MITCH FRYLING (California State University, Los Angeles)
Abstract:

The legitimacy of science is based on an unbiased, disinterested research and peer review system. Scientists are expected to pursue their research and publish their findings without regard to personal gain. Journal reviewers and editors are expected to perform their duties without bias due to personal gain and relationships. Conflicts of Interest (COI) arise in situations in which a person is in a position to derive personal benefit from actions or decisions made in their official capacity. COI is a critical ethical issue in scientific publications. This PDS introduces and defines COI, the Committee on Publication Ethics (COPE) guidelines regarding COI, provides some general guidelines for identifying and avoiding COI in scientific publication, and delves further into the complexities of COI for reviewers and COI for practitioners who seek to publish their work. Calling ABAI members, and especially student members, to a thoughtful conversation about COI in scientific publications, especially ABAI publications is a central theme of this PDS. Ample time for questions and answers is provided.

Instruction Level: Basic
Target Audience:

Students, and professionals

Learning Objectives: (1) identify conflicts of interest (2) state the procedures for reporting conflicts of interest in publication (3) describe ways to avoid conflicts of interest as an author, editor, or reviewer
Keyword(s): Conflict interest, Ethics, Journal publication
 
 
Symposium #324
CE Offered: BACB
The Proof is in the Pudding: Treatment Integrity Considerations
Monday, May 29, 2023
9:00 AM–10:50 AM
Convention Center 405
Area: EDC/VBC; Domain: Applied Research
Chair: Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute)
Discussant: Samantha Bergmann (University of North Texas )
CE Instructor: Regina A. Carroll, Ph.D.
Abstract: The current symposium reviews research investigating treatment integrity in research and clinical practice, including the influence of treatment integrity errors on the efficacy and efficiency of interventions, the role of enhanced data sheets on treatment fidelity, and a review of the literature related to treatment integrity in verbal behavior research. First, Olivia Harvey will present a study investigating the effects of commission errors on behavior intervention plan outcomes for students. Second, Sharrukina Tamrazi will present a study comparing the effects of reinforcement treatment integrity errors of omission and commission during tact training conducted via telehealth. Third, Mary Halbur will present a study comparing an enhanced data sheet to a standard data sheet on treatment fidelity during tact training. Fourth, Elizabeth Preas will present a systematic review of The Analysis of Verbal Behavior to evaluate trends in treatment integrity reporting from 2007 to 2021. Finally, Samantha Bergmann will discuss interesting components of each study, and describe future areas of research on treatment integrity.
Instruction Level: Intermediate
Keyword(s): Treatment Fidelity, Treatment Integrity
Target Audience: Master's and doctoral level researchers, educators, or practitioners. Pre-requisite skills would include an understanding of treatment integrity, how it can be measured in practice and research, and how it can impact the efficacy of behavioral interventions.
Learning Objectives: (1) Discuss common treatment integrity errors of commission and omission (2) Describe how errors of commission and omission can impact behavioral outcomes (3) Utilize an enhanced datasheet to improve treatment fidelity (4) Describe themes in treatment integrity reporting in verbal behavior research
 
The Effects of Commission Errors on Behavior Intervention Plan Outcomes
OLIVIA HARVEY (West Virginia University), Claire C. St. Peter (West Virginia University)
Abstract: When implemented well (with fidelity), behavior intervention plans (BIP) result in improved behavioral outcomes. Teachers tend to implement BIPs with poor fidelity, but little is known about the prevalence or types of errors occurring during BIP implementation or the subsequent impacts these errors have on student outcomes. One type of error is a commission error, or implementing additional steps not specified in the BIP. The purpose of the present study is twofold. During Study 1, we identified the prevalence and types of errors that 3 teachers make when implementing BIPs. A frequent commission error was selected for each student-teacher dyad to be assessed in Study 2. During Study 2, we manipulated the identified error to determine its impacts on student outcomes. We compared rates of challenging behavior when the error is present or absent during implementation of the BIP by a behavior analyst, using a reversal design. Teachers engaged in frequent errors and at least one of these errors enhanced efficacy of the BIP.
 
Effects of Omission and Commission Errors During Tact Training
SHARRUKINA TAMRAZI (California State University, Stanislaus), Katie Wiskow (California State University Stanislaus)
Abstract: The purpose of the current study was to compare the effects of reinforcement treatment integrity errors of omission and errors of commission during tact training via telehealth with 3 children, 6 to 7 years of age, who were diagnosed with autism spectrum disorder. We used an adapted alternating treatment design to evaluate skill acquisition of target stimuli across high integrity, commission errors, and omission errors conditions. The high integrity condition reached mastery criteria in fewer sessions compared to the integrity error conditions in 3 of 6 comparisons and the omission condition reached mastery criteria in fewer sessions than the commission condition in 5 of 6 comparisons.
 
A Review of Treatment Integrity and Related Variables in The Analysis of Verbal Behavior
ELIZABETH J. PREAS (Austin College), Mary Halbur (University of Nebraska Medical Center, Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute)
Abstract: Treatment integrity refers to the degree to which procedures for an assessment or intervention (i.e., independent variables) are implemented consistent with the prescribed protocols. Treatment integrity is an important factor in demonstrating internal validity of an experiment and clinical treatments. Previous reviews evaluating the inclusion of treatment integrity in published empirical articles demonstrated underreporting of treatment integrity procedures and measures within specific journals. We conducted a systematic review of The Analysis of Verbal Behavior (TAVB) to evaluate the trends in treatment integrity reporting from 2007 to 2021. Of the 253 published TAVB articles during the reporting period, 57% of the articles met inclusionary criteria for further analysis. Our initial analysis suggests a low and variable trend of treatment integrity reporting of empirical articles with approximately 34% of studies meeting criteria for high risk of treatment integrity errors. Further discussion of results and applied research implications will be included.
 
Effects of Enhanced and Standard Data Sheets on Treatment Fidelity and Data Collection
MARY HALBUR (University of Nebraska Medical Center, Munroe-Meyer Institute), Jessi Reidy (Marquette University), Tiffany Kodak (Marquette University), Landon Cowan (Marquette University)
Abstract: Specifically designed data sheets have been recommended to assist with the fidelity of implementation of treatment procedures. The present study extended previous research (e.g., Bottini et al., 2021; LeBlanc et al., 2020) by comparing an enhanced data sheet (i.e., the inclusion of randomized targets, prompts for treatment components of securing attending and reinforcement) to a standard data sheet (i.e., targets not pre-set, no prompts for treatment components) on the fidelity of tact training of features. Ten behavior technicians participated in each condition (n= 20). Participants first watched a brief instructional video explaining the teaching procedure and their assigned data sheet, followed by conducting a treatment session with a confederate serving as a child with autism spectrum disorder. The enhanced data sheet resulted in higher fidelity on multiple variables including randomizing of targets, data collection, and providing reinforcement. Future research and clinical implications will be discussed.
 
 
Symposium #325
CE Offered: BACB
Recent Applications & Advances in Verbal Behavior Research
Monday, May 29, 2023
9:00 AM–10:50 AM
Convention Center Mile High Ballroom 3A
Area: VBC/AUT; Domain: Applied Research
Chair: Aarti Haresh Thakore (Central Texas Autism Center)
Discussant: April N. Kisamore (Hunter College)
CE Instructor: April N. Kisamore, Ph.D.
Abstract:

Skinner’s theoretical analysis of Verbal Behavior is used as a foundation for establishing and expanding language and communication skills. The verbal behavior approach has been empirically evaluated by many verbal behavior researchers, but there is still a need for more research to establish the basic building blocks of conversation skills, categorization skills, and other conditional discriminations. An important procedure that is commonly used when teaching such complex skills is error correction and its variations that can lead to more effective and efficient skill acquisition. Thus, the purpose of this symposium is to discuss recent advances in verbal behavior research on the aforementioned topics. The talks will provide recommendations for clinical practice and recommendations for future research.

Instruction Level: Intermediate
Keyword(s): Autism, Conditional Discrimination, Intraverbals, Stimulus Equivalence
Target Audience:

Intermediate

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Design interventions to establish conversation skills, categorization skills, and listener discriminations based on recent applications in verbal behavior research. 2) When teaching such complex skills, they will have a better understanding of the role of error correction and its variations that can lead to more effective and efficient skill acquisition. 3) They will be able to engage in clinical practice or conduct future research that is based on recent advances in verbal behavior research.
 

Advances in Teaching Young Adults With Autism Spectrum Disorder (ASD) Advanced Conversation Skills

JESEY MARIE GOPEZ (Marquette University), Stephanie A. Hood (Marquette University), Michelle Castillo (University of North Texas), Karen A. Toussaint (University of North Texas), Sylvia Aquino (Marquette University), Samantha Bergmann (University of North Texas)
Abstract:

Hood et al. 2022 observed high levels of topic initiations of shared interest. That is, repeated initiations on the same topic once conversation has moved away from the exhausted topic. This was likely due to an FR-1 schedule of high-quality attention for the shared interest topic. In the present study, we evaluated a lag infinity schedule to promote increase variability. That is conversation partners provided conversational attention, high-quality, and low-quality attention, to increase variability for conversation topics initiated by the participant. We used behavior skills training (Hood et al., 2017) and self-questioning (Mann & Karsten, 2020) to promote foundational conversation skills. Three of our participants, Jack, Tony, and Jason, were young adults with autism spectrum disorder. For Jack, we saw an increase in the number of different topics initiated. We observed low to moderate levels of following the conversation partner- initiated conversation for Tony and Jason. Jack engaged in moderate to high levels of responding for following the conversation partner-initiated conversation. For shifting the conversation, all participants engaged in low and variable levels of responding. Following intervention, we observed an increase in following conversation partner-initiated topics for Tony and Jason, and a robust increase in shifting the conversation for Jack and Tony. All participants increase topic initiations of the shared topics and of conversation partner’s preferred topics following teaching. We observed the skills transfer to conversations with peers not associated with intervention.

 

Stimulus Equivalence in Practice: Teaching Categorization Skills to Three Preschool-Aged Children

JOY CLAYBORNE (University of Maryland, Baltimore County), Mirela Cengher (University of Maryland, Baltimore County), Lesley A. Shawler (Southern Illinois University)
Abstract:

Previous research has confirmed the effectiveness of equivalence-based instruction (EBI), however, most studies have been conducted with adult participants teaching arbitrary stimulus classes. More research is needed to confirm the external validity of EBI with younger participants, teaching clinically significant skills in applied settings. The current study bridges those gaps. Specifically, our aims were 1) to use EBI procedures to teach preschool children with autism to form stimulus classes consisting of age-appropriate categories, and 2) to evaluate the effectiveness of transfer of function within these classes, and 3) to implement these procedures using easily accessible table-top procedures. Creating derived relations between stimuli and demonstrating transfer of function are important outcomes considering that the instruction most children with autism require can be time consuming and costly. Therefore, our procedures are easily transportable to clinical settings given their practicality and accessibility.

 

Transfer of Discriminative Stimulus Control From Object Imitation to Listener Responding in Children With Autism Spectrum Disorder (ASD)

Jessica Quintanilla (Central Texas Autism Center), AARTI THAKORE (Central Texas Autism Center), Anna I. Petursdottir (Texas Christian University), Christy Ho (Central Texas Autism Center), Mariel Mireles (CTAC)
Abstract:

The objectives of early language programs often include teaching children receptive identification or listener discrimination across common and preferred items (e.g., Sundberg, 2008). In a typical errorless procedure, the teacher delivers an instruction “Find the truck” and prompts the child either by pointing, gesturing, or full physical guidance to touch the targeted object. However, a few studies have found that some learners with severe language delay often struggle to acquire listener discrimination (Carp & Petursdottir, 2012; Vedora & Barry, 2016). Thus, the purpose of this study was to examine the effectiveness of object imitation in discrimination to teach listener discrimination. Two participants who already had object imitation skill but did not acquire listener discrimination skill using the errorless teaching were selected. The instructor modeled the play-based functional action using object imitation across targeted objects, followed by the listener discrimination trial, to transfer the discriminative control from object imitation to listener responding. The data was evaluated using multiple baseline design. Results of this study showed that object imitation in discrimination was successful in establishing listener discrimination across both the participants.

 
A Comparison of the Efficiency of Error-Correction Procedures Across Skills
JESSI REIDY (Marquette University), Kirsten Rebecca Lloyd (Marquette University), Tiffany Kodak (Marquette University), Ashley Van Handel (Marquette University), Chloe Slotten (Marquette University), Brittany Brown (Marquette University), Lauren Casper (Marquette University), Makayla Griffin (Marquette University)
Abstract: A variety of error-correction procedures have been shown to be effective across learners, and the inclusion of error correction in trial-based instruction has often led to more efficient acquisition (Carroll et al., 2015; Kodak et al., 2016). Findings have shown that error correction is an effective strategy to teach a variety of skills including sight words (Kodak et al., 2016), tacts (Carroll et al., 2015), intraverbals (Kodak et al., 2012), and auditory-visual conditional discriminations (McGhan & Lerman, 2013). However, inconsistent results have been found regarding which error-correction procedures are more effective and efficient across learners (McGhan and Lerman, 2013). Although previous research has shown error correction to be effective across skills, there is minimal evidence regarding the consistency of the most efficacious and efficient error-correction procedure across skills for the same learner. Therefore, the goal of the current study was to evaluate the efficacy and efficiency of three error-correction procedures compared to a control condition across three different skills: tacts, intraverbals, and listener responses. Results indicated consistency in the most efficient procedure within the same skill and some consistency in the most efficient procedure across skills.
 
 
Symposium #327
CE Offered: BACB
Building Reinforcing Interactions: Accelerated Learning Through Reinforcement System Training
Monday, May 29, 2023
10:00 AM–10:50 AM
Hyatt Regency, Centennial Ballroom F
Area: AAB; Domain: Translational
Chair: Josef Harris (University of North Texas)
Discussant: Jesus Rosales-Ruiz (University of North Texas)
CE Instructor: Jesus Rosales-Ruiz, Ph.D.
Abstract:

According to Sidman (2010), Skinner (1938) was able to produce fast learning when teaching his rats to press a lever because he started by teaching them how the reinforcement procedure was going to work. This is usually called magazine training in the laboratory. The learner must understand when reinforcement is available, where to go or what to do to access the reinforcer, how to consume the reinforcer, and how to go back to training after finishing the reinforcer. Skinner more specifically described these behaviors as a behavior chain, as reinforcement involves a series of actions on the part of the learner. Early behavior analysts who worked in both laboratory and applied settings knew that it was crucial to begin with magazine training. However, many modern behavior analysts do not understand the important skills that a learner learns during this step. Without this foundation, learners are not fully prepared for future learning. This symposium will show how starting with reinforcement system training leads to accelerated learning in applied settings.

Instruction Level: Intermediate
Keyword(s): autism, chaining, clicker training, horses
Target Audience:

BCBAs, clinical directors, animal trainers

Learning Objectives: 1) Participants will be able to name the elements of the reinforcement system. 2) Participants will be able to describe why it is important to train the reinforcement system first. 3) Participants will be able to identify breaks and follows when analyzing a reinforcement system.
 

Introducing Horses to Clicker Training: Accelerated Learning Through Reinforcement System Training

(Applied Research)
MARY ELIZABETH HUNTER (Behavior Explorer), Jesus Rosales-Ruiz (University of North Texas)
Abstract:

Clicker training and positive reinforcement training are growing in popularity among horse owners. However, there is a lack of systematic, step-by-step procedures for owners to follow when introducing a horse to clicker training. Some professional trainers advocate for “charging” the clicker; other trainers begin straightaway with teaching a new behavior, such as touching a target or turning the head away. The lack of precise instructions means that some horses perform unwanted, and potentially dangerous, behaviors during initial training sessions, including nipping, biting, pushing, and searching the person for food. These behaviors may be accidentally reinforced and may discourage owners from continuing with positive reinforcement training. This presentation will describe a step-by-step approach for introducing horses to positive reinforcement training. Horses learned how to consume the reinforcer, where the reinforcer would be delivered, and when the reinforcer would be delivered. Next, the horses learned three additional behaviors, including touching a target, backing up, and stay. Results showed that horses were able to learn the reinforcement system with few or no errors and that starting with reinforcement system training produced accelerated learning on other tasks.

 

Building Joyful Back-and-Forth Interactions and Accelerated Learning for Children With Autism Through Reinforcement System Training

(Applied Research)
CRYSTAL FERNANDEZ (University of North Texas), Jesus Rosales-Ruiz (University of North Texas)
Abstract:

Most therapy procedures for children with autism are based in positive reinforcement. Recommendations for the application of positive reinforcement have often been based on characteristics of the reinforcer, such as size, immediacy, level of deprivation, and the schedule used. However, there are other factors that are also important in the successful application of positive reinforcement, including aspects related to how the reinforcer is delivered. Related to this, Skinner (1938) discussed how reinforcement involves a chain of behaviors. In the context of autism therapy, reinforcement involves the interaction of two organisms, the therapist and child, and these interactions create an interlocking chain of behaviors. Yet, this chain of interactions is often not explicitly taught, resulting in unwanted behaviors and slower progress for the child. This presentation will describe a procedure and data collection system for evaluating reinforcement systems during therapy sessions. Results show that rebuilding faulty reinforcement systems leads to more teaching opportunities and accelerated learning.

 
 
B. F. Skinner Lecture Series Paper Session #328
CE Offered: BACB
Developing Inclusive and Culturally Responsive Interventions for Diverse Families Raising Autistic Children
Monday, May 29, 2023
10:00 AM–10:50 AM
Convention Center Four Seasons Ballroom 1
Area: AUT; Domain: Basic Research
Chair: Corina Jimenez-Gomez (University of Florida)
CE Instructor: Sarah Dababnah, Ph.D.
Presenting Author: SARAH DABABNAH (The University of Maryland, Baltimore)
Abstract: Parents and other family caregivers of autistic children have significant strengths, but also face challenges, both on the individual/family-level (e.g., child behavior challenges, parent depression) and on the systems-level (e.g., lack of family-centered services). Furthermore, autism intervention research has historically overrepresented white, highly educated participants from high-income countries, ignoring the concerning racial, ethnic, geographic, and socioeconomic disparities in autism services. Thus, diverse communities, in both high- and middle/low-income countries, often struggle to access inclusive and culturally relevant interventions to address child, parent, and family concerns. This presentation will focus on intervention research to close these gaps in knowledge and improve service access.
Instruction Level: Intermediate
Target Audience:

Providers, community advocates, policymakers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe ethnic, racial, geographic, and socioeconomic disparities in autism research and services; (2) Discuss the role of parents and other family caregivers in autism interventions; (3) Detail types of interventions for parents of young autistic children.
 
SARAH DABABNAH (The University of Maryland, Baltimore)
Sarah Dababnah, PhD, MPH, MSW is an Associate Professor at the University of Maryland Baltimore School of Social Work (United States), a Faculty Affiliate at Yonsei University School of Social Welfare (South Korea), and a recent US Fulbright Scholar at the American University in Cairo (Egypt). She specializes in practice, policy and research related to the health and well-being of families of individuals with intellectual and developmental differences. Dr. Dababnah’s research focuses on family-centered, community-engaged and culturally relevant strategies to address racial, ethnic, and socioeconomic disparities in autism services. Dr. Dababnah received specialized training in early childhood and disability practice, research, and policy at the Carolina Institute for Developmental Disabilities (Chapel Hill, NC), the Kennedy Krieger Institute (Baltimore, MD), the Columbia University National Center for Children in Poverty (New York, NY), and the Jacobs Institute of Women's Health (Washington, DC). She earned advanced degrees from the University of North Carolina at Chapel Hill and Johns Hopkins University.
 
 
Symposium #329
CE Offered: BACB
Monitoring and Changing Epilepsy through Medication and Behavioral Data
Monday, May 29, 2023
10:00 AM–10:50 AM
Hyatt Regency, Capitol Ballroom 1-3
Area: CBM/DDA; Domain: Applied Research
Chair: Heather Eisel (University of Oklahoma )
Discussant: Heather Eisel (University of Oklahoma )
CE Instructor: Sheila M. Cornelius, M.S.
Abstract:

This applied behavioral study examines and analyses the human behavior of the disability, epilepsy. Both participants used inductive research methods in which they, initially unbeknownst to the other, recorded their inner and outer epilepsy data on the standard celeration chart. This may be the first formal study of its kind, one that used individual self-counts of inner and outer behaviors to monitor epilepsy. Data collection and charting began prior to and continued after diagnoses for both people who shared, defined, and discussed data with one another. The literature review found few studies from the perspective of behavior analysis and none by patients who had observed, counted, and charted their epilepsy behaviors. Each participant here charted her data on daily and monthly standard celeration charts. Each presents her methods, charted data, and results. Self-observations and counting of inner and outer behaviors (private and public events) informed the two people and their physicians about their behaviors and medication effectiveness. These charts on epilepsy show that there are many areas related to the behaviors of this disability that a person can explore within the behavioral and medical realms. Neither has had a developmental disability, and both have graduate degrees in the field.

Instruction Level: Intermediate
Target Audience:

intermediate graduate students or above basic knowledge of neurological issues working knowledge of the standard celeration chart

Learning Objectives: 1) describe at least two types of seizures 2) state specific impacts of medication on seizures 3) describe charted analyses of variables on seizures
 

Epilepsy: Changes with Science, History, and Data

SHEILA CORNELIUS (harbor bay learning)
Abstract:

The presentation will discuss the data collection method that Sheila started when her epilepsy began after experiencing a traumatic brain injury. She started gathering baseline data of her epilepsy prior to its diagnosis and the benefits that occurred once it was recognized by science. Sheila’s data, displayed on a standard celeration chart, show the impact science, behavior, and data brings to the treatment of epilepsy. Further, as she experienced the benefits of science affecting her epilepsy, she dived into history to learn more about the different types of treatment provided. Sheila’s decision making was guided as she learned from the peer-reviewed research many epileptologists published over the years. The connections Sheila made with history, science, research and her ongoing data collection led her and her medical team through problem solving and decision making to provide the most effective treatments. She continues this practice today as she collaborates with the ongoing treatment to control her epilepsy that developed as a result from the traumatic brain injury.

 

How Epilepsy and Its Data Changed One Life

ABIGAIL B. CALKIN (Calkin Consulting Center)
Abstract:

This study of epilepsy initially used inductive research methods in which one of the participants, Abigail, recorded her data on the standard celeration chart. When this began, it was the first study of its kind, one that used individual self-counts of inner and outer behaviors to monitor epilepsy behaviors. Data collection and charting began decades prior to her diagnosis when she dove into uncharted territory. Abigail charted these data on daily and monthly standard celeration charts with greater medical specificity after diagnosis. She will present her methods, charted data from the 70s, 80s, and four years of current, more specific, medically guided, and thought-out behavioral data. She will also present the current results. Self-observations and counting informed her and her physicians about medication effectiveness and the resultant epileptic behavioral decreases. The presentation includes self-counts, inner and outer behaviors (private and public events). These charts on epilepsy give examples that there are many areas and behaviors that a person can explore through behavior analysis, including the monitoring of one’s medical history and changes.

 
 
Symposium #330
CE Offered: BACB
A Recent on ABA to Improve Sports Performance
Monday, May 29, 2023
10:00 AM–10:50 AM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM; Domain: Applied Research
Chair: Sharayah Tai (University of South Florida)
CE Instructor: Sharayah Tai, M.S.
Abstract: This symposium aims to disseminate some current research on the applications of behavior interventions within the context of various sports. The first presentation describes a comparison of video modeling and video modeling plus video feedback to improve goalkeeping skills for soccer players. The second presentation evaluates the use of video feedback to improve proper running form. The final presentation of this symposium will be presenting a review of recent research of the applications of ABA to enhance sports performance.
Instruction Level: Basic
Keyword(s): Sports Performance, Video Feedback, Video Modeling
Target Audience: Intermediate junior BCBAs. • Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. • Currently enrolled in or recently completed graduate-level work
Learning Objectives: (1) Describe the use of VM to teach athletic skills; (2) Describe video feedback applied in sports; (3) Describe ABA procedures used to enhance sports performance
 

Training Goalkeeping Skill: Is Video Modeling Enough?

RAYMOND MILTENBERGER (University of South Florida), Alexandra Capalbo (University of South Florida), Jennifer L Cook (University of Manitoba)
Abstract:

Several studies have evaluated the effects of video modeling (VM) and video feedback (VF) on athletic performance. Although the effects of VF have been well researched, relatively scant literature exists assessing the effectiveness of VM alone in the sports literature. In one exception, Quinn et al. (2020) compared VM to VM+VF to train competitive dancers, showing only moderate effects for VM. Further evaluations of the potential for VM to improve sports’ skills is warranted because VM has successfully improved skills in other fields of practice (e.g., staff training, medical procedures), and has practical considerations for improvement using independent practice. Additionally, the application of behavior analytic interventions have not been evaluated for improving goalkeeping skills for individual soccer players. Therefore, we replicated Quinn et al. (2020), using a multiple baseline (MBL) design. Specifically, we used a MBL across behaviors to evaluate the effects of VM andVM+VF to train three goalkeeper skills to two 9-year-old soccer players. Our results showed that, although VM had some effect on performance compared to BL, VM+VF resulted in the robust outcomes necessary for proficient performance of the goalkeeper skills. Results will be discussed within the context of our findings and limitations.

 
The Effects of Video Feedback on Running Form
MARIANA MORANTE (USF/LimitLess Minds), Raymond G. Miltenberger (University of South Florida), Jennifer L Cook (University of Manitoba)
Abstract: Individuals should use proper form while running to prevent injuries. Running with rear- foot strikes (RFS) are associated with greater injury (e.g., Arendse et al., 2004; Daoud et al, 2012), while front-foot strikes (FFS) and mid-foot strikes (MFS) are found to produce less impact on a runner’s leg. Video feedback has improved athletic skill performance in a number of sports, which frequently targets athletic form (BenitezSantiago & Miltenberger, 2016; Kelley & Miltenberger, 2016; Schenk & Miltenberger, 2019). Proper running form is important for injury prevention and can promote continued engagement in running as a long-term form of exercise. A behavior analytic account of video feedback has been shown to be effective with a number of sports, but it has not been evaluated for improving running form. The purpose of this study will is to evaluate the effectiveness of video feedback to improve running form in experienced runners. During baseline, each participant was video recorded while running at a jogging pace, and no feedback was given. For the video feedback intervention, the researcher recorded the participant, then showed each participant the video and provided feedback on correct or incorrect form, according to the 9-step task analysis. Video feedback was shown to be effective on improving running form. All three participants achieved criterion during the feedback session, and it maintained during the follow-up phase.
 

A Review of Applied Behavior Analysis (ABA) Single Case Design Research to Enhance Sports Performance

SHARAYAH TAI (University of South Florida), Raymond G. Miltenberger (University of South Florida)
Abstract:

This review focuses on the last 20 years of ABA research to enhance sports performance using single-case designs. This paper highlights the applications of ABA to enhance sports performance and improving skill acquisition, reviews the variety of sports and ABA procedures used, discusses results of follow-up data, and concludes by summarizing the history of ABA in sports research and providing recommendations for future directions.

 
 
Panel #331
CE Offered: BACB
Applications of Behavior Analysis to Public Health: An Opportunity for Dissemination
Monday, May 29, 2023
10:00 AM–10:50 AM
Hyatt Regency, Quartz AB
Area: CSS; Domain: Translational
CE Instructor: Candace R Fay, M.S.
Chair: Candace R Fay (Florida Institute of Technology)
CRYSTAL M. SLANZI (Temple University)
SARAH CATHERINE WEINSZTOK (University of Kansas)
TRACI M. CIHON (Behaviorists for Social Responsibility)
Abstract:

Human behavior has an impact on many public health concerns, such as the spread of infectious disease. As such behavior analysts are in a unique position to contribute to public health research and practice at all three intervention levels: primary (e.g., prevention), secondary (e.g., screening), and tertiary (e.g., treatment). Public health differs from behavior analysis in that it is focused on health at the community and population level rather than the individual level. However, we can still contribute a number of our methodologies in assessment, measurement, and intervention to this area. The panelists will share their experiences in applying behavior analysis to public health and will be available to answer questions from students, particularly as they relate to dissemination, branching out within behavior analysis, and networking with like-minded professionals.

Instruction Level: Basic
Target Audience:

Graduate students, Behavior Analysts

Learning Objectives: 1. Attendees will be able to identify examples where behavior analysis can contribute to public health research and practice at all three intervention levels: primary (e.g., prevention), secondary (e.g., screening), and tertiary (e.g., treatment). 2. Following the presentation, attendees should be able to identify behavior analytic methodologies in assessment, measurement, and intervention that can be applied to public health. 3. Attendees will be able to identify broader applications of behavior analysis to public health around the world and approaches to improving levels of community engagement.
 
 
Symposium #332
CE Offered: BACB
Using Behavior Analysis to Address Critical Issues Facing Adolescents and Adults With Developmental Disabilities
Monday, May 29, 2023
10:00 AM–10:50 AM
Convention Center Mile High Ballroom 1C/D
Area: DDA/AUT; Domain: Applied Research
Chair: Emily Gregori (University of Illinois at Chicago)
CE Instructor: Emily Gregori, Ph.D.
Abstract:

Despite staggering decreases in service availability, individuals with developmental disabilities (DD) experience service needs related to communication, social skills, and health and safety in adolescence and adulthood. Unfortunately, little research has examined how to address these skills as individuals with DD age. This symposium will summarize current research on interventions to teach friendship skills, comprehensive sexuality and relationship education, and abduction prevention skills to adolescents and adults with DD. Study one will summarize research on interventions to teach friendship skills to adolescents and adults with autism in school and community-based settings. Study two will present the results of comprehensive sexuality education on sexuality and relationship knowledge of adults with DD in an inclusive higher education program. Study three will describe research-supported practices for teaching abduction prevention skills across the lifespan, with special considerations for adolescents and adults. Each presentation will (a) describe major study findings, (b) discuss implications for future research, and (c) provide recommendations for practicing behavior analysts who support the adolescent and adult populations.

Instruction Level: Basic
Keyword(s): Adolescence, Adulthood, Intervention
Target Audience:

Basic

Learning Objectives: At the end of the presentations, participants will be able to: 1. List and describe behavior-analytic interventions to teach critical social, health, and safety skills to adolescents and adults with developmental disabilities 2. Describe gaps in current research on critical issues facing adolescents and adults with developmental disabilities 3. Describe methods for involving adolescents and adults with developmental disabilities in treatment selection and development
 
Autism and Friendship: A Systematic Review of Interventions in Single Case Design
SARAH DEANGELO (University of Illinois at Chicago)
Abstract: Individuals with autism often experience difficulties making and keeping friends. This may be due, in part, to difficulties with specific social and communication skills, which contribute to the development of friendships. This systematic review utilized the ERIC database on both EBSCOHost and ProQuest, as well as the Psych Info database for intervention studies targeting social skills for autistic adolescents and young adults. All included studies utilize single-case experimental design, include only autistic participants between the ages of 11-16, and explicitly target social and communication skills relating to friendship development. Findings focus on the participant demographics, intervention targets, intervention components, and social validity of included studies. Implications for practice and future research are discussed.
 
Teaching Sexuality and Relationship in Inclusive Higher Education
CHRISTINE M DREW (Auburn University)
Abstract: Inclusive higher education (IHE) programs support adults with intellectual and developmental disabilities’ participation in higher education (HEOA, 2008). Students in IHEs have limited knowledge of sexuality, relationships, and social skills, which can be addressed through comprehensive sexuality and relationship education. We evaluated the effectiveness of the Positive Choices© curriculum for 7 students attending an IHE in the southeastern United States using pre-post one sample t-test analyses of student scores on five instructor-created assessments. Students attended 15 weekly classes taught by two graduate assistants and a faculty supervisor. All students showed statistically significant increases in knowledge for each unit and overall.
 
Systematic Review of Interventions to Prevent Abduction
Christine M Drew (Auburn University), SARAH GRACE HANSEN (30306)
Abstract: Abduction is a rare but concerning risk for all children, but may be of specific concern for people with disabilities due to social skill and communication deficits, particularly as they age. Behavior analytic interventions can be used to address skill deficits that may leave individuals with disabilities vulnerable. A systematic review found fifteen articles were found and summarized. Current interventions assessed in this research included: behavior skills training, in-situ training, video modeling, and social stories, which were used both alone and in combination. Lures were presented mostly by unknown strangers with some studies including responding to uniformed police officers and known individuals. Generalization and maintenance data were included in the majority of studies, and many studies assessed social validity. Limitations of the current research are discussed, and future research recommendations are presented specific to adolescents and adults with developmental disabilities.
 
 
Symposium #333
CE Offered: BACB
Purposeful Practice Makes Fluent Performance: A Fluency-Based Approach Towards Improving Daily Living and Employment Outcomes
Monday, May 29, 2023
10:00 AM–10:50 AM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Alyvia Anaple (Western Michigan University)
CE Instructor: Jessica E. Van Stratton, Ph.D.
Abstract:

Vocational and daily living skills are related repertoires that are important for functioning in adulthood (Taylor et al., 2014). This symposium will share recent research on precision teaching based instructional approaches to improve these skills for individuals with intellectual and developmental disabilities (IDD). The first study evaluated the effects of frequency building in a simulated training environment on vocationally related component and composite skill performance for three transition-aged young adults with IDD. The second study analyzed a ‘precision health’ approach focused on improving the performance of component skills for successful medical appointments. The final study compared the effects of a video prompting and video prompting plus frequency building on the acquisition of daily living skills for three adolescents with autism spectrum disorder. Each presentation will describe how incorporating precision teaching can help address important skill repertoires for daily functioning at home and in the community.

Instruction Level: Basic
Keyword(s): daily living, employment, frequency building, precision teaching
Target Audience:

The target audience for this presentation includes practicing behavior analysts (BCaBAs, BCBAs, BCBA-Ds), graduate students in behavior analysis, and Registered Behavior Technicians (RBTs).

Learning Objectives: At the conclusion of the symposia, participants will be able to: (1) describe how precision teaching can be used to build up vocational and daily living skills for individuals with intellectual and developmental disabilities; (2) explain the importance of fluency with component skills; (3) summarize benefits individuals can gain from well-developed daily living and vocational repertoires.
 
Effects of Frequency Building to a Performance Criterion on Vocational Component Skill Fluency
Jessica Van Stratton (Western Michigan University), KYLE VISITACION (Western Michigan University)
Abstract: More research is needed on evidence-based practices targeting vocational skill acquisition for adults with intellectual and developmental disabilities (IDD; Wehman et al., 2018). Precision teaching methodologies have been used to improve skill repertoires in several academic settings but the literature base for precision teaching’s application with vocational skill training is still emerging. The present study used frequency building to a performance criterion to build fluency with component skills required for composite performances at participants’ job sites. Participants were three transition-aged young adults with IDD from an intermediate school district transition center. Participants were trained on relevant component skills using materials similar to those at their job site and demonstrated improvements during frequency building relative to baseline probes across multiple related skills. Evaluations of fluency outcomes after aims were met suggest participants maintained fluent or near fluent component skill performances. These outcomes support the use of frequency building for developing fluent performance for important vocational skills required across different industries. Data from composite skill performances at the job site suggest additional instruction beyond component skill instruction alone may be necessary for the effects of intervention to fully transfer to the job site.
 

An Examination of Video Prompting Interventions for Teaching Daily Living Skills to Adolescents With Autism

RICK M. KUBINA (Penn State)
Abstract:

The present study used an adapted alternating treatment design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting changes better for two of the three students. The FB component in the VP + FB produced strong, consistent gains for all students in terms of retention.

 
Cultivating Client Assent During Essential Care Routines
KELLY J. FERRIS (Organization for Research and Learning (ORL))
Abstract: Independent self-care and adaptive skills are essential for daily living. When these repertoires aren’t well established, professionals and families can struggle to happily care for their client or child. This presentation will review analysis, design, and data-based decision making methods used to create an assent-based approach to teaching and providing self-care. Case studies from two clients will demonstrate the application of these methods with performance data plotted and analyzed on the standard celeration chart.
 
 
Symposium #335
CE Offered: BACB
Behavior Under Shifting Conditions of Reinforcement
Monday, May 29, 2023
10:00 AM–10:50 AM
Hyatt Regency, Centennial Ballroom C
Area: EAB/AUT; Domain: Translational
Chair: Chata A. Dickson (New England Center for Children)
CE Instructor: Chata A. Dickson, Ph.D.
Abstract: This symposium features translational research evaluating behavior under shifting conditions of reinforcement. Two of the studies were conducted in outdoor settings with typically developing adults serving as participants. One of these evaluated effects of effort on resurgence of shooting a basketball from a location previously correlated with reinforcement. The other investigated resurgence of dwelling in an experimentally defined unmarked location within an 84m-squared area. In both cases, resurgence occurred consistently across repeated measures. The third study compared effects of two treatment conditions on cooperation with transitions from more-preferred to less-preferred activities. Children with autism served as participants, and the activities were similar to those they encountered daily at their school. Collectively, the studies showcase procedures for evaluating and affecting behavior in transition states.
Instruction Level: Intermediate
Keyword(s): activity transitions, behavioral resurgence
Target Audience: Attendees should have an understanding of schedules of reinforcement and behavior analytic experimental procedures.
Learning Objectives: At the conclusion of the presentation, if asked, participants will (1) define resurgence and describe the commonly used three-phase test for resurgence (2) describe the potential impact of remote histories of reinforcement on responding under extinction (3) describe how response effort may impact resurgence (4) describe the conditions under which transitions between activities may be problematic with respect to negative incentive shift
 
Response Effort and Behavioral Resurgence of Longer- and Shorter-Range Basketball Shots
(Basic Research)
DIEGO COYLE DIEZ (The New England Centre For Children), Drew Ewen (New England Center for Children; Western New England University), Hannah Byrne (New England Center for Children; Western New England University), Chata A. Dickson (New England Center for Children)
Abstract: Four typically developing adults were tasked with shooting a basketball toward a hoop from two different locations on a basketball court. Two target locations (near and far) were marked with chalk. The target response was shooting a basketball toward the hoop. Each session consisted of three components and lasted until 20 shots had occurred. First, shots from one of the locations were followed by a whistle. Second, shots from the other location were followed by a whistle. Third, no shots were followed by a whistle, and this was the test for resurgence. Each whistle was accompanied by a point exchangeable for an opportunity to win a gift card. Sessions were conducted in a reversal design, and the two conditions defined whether shots from the near or far location would be reinforced in the first component. Resurgence occurred for all participants regardless of location, and a greater magnitude of resurgence was observed when the first component targeted the near location for three out of four participants.
 
Resurgence of Spatially Defined Behavior
(Basic Research)
JULIANNA ETHEL PELKEY (Melmark New England), Chata A. Dickson (New England Center for Children)
Abstract: We extended previous research on resurgence by evaluating durations of dwelling within experimenter-defined spaces in a field. Participants were 7 typically developing adults who were instructed at the start of the study to move about the area and to listen for a whistle, which would signify accrual of a lottery ticket that increased their chances of winning a prize. Each session consisted of 3, 4-min phases. In the first phase, the experimenter sounded a whistle on a VI 10 s schedule only when the participant was in one of the four quadrants; in the next phase the whistle sounded only when the participant was in another of the quadrants, and in the third phase, no whistles were sounded. We were interested in the resurgence of dwelling in the first quadrant during the third phase of each session. Resurgence occurred in 22 of the 30 evaluations, and was repeated across and within participants, and with and without contingency reversals. Future research may apply similar methods, and this approach may solve some of the problems with generality that have been identified by researchers and practitioners wishing to extend the findings of resurgence studies to relevant human contexts.
 

A Comparison of Two Methods for Enhancing Cooperation With Activity Transitions

(Applied Research)
GEGUEL FEDERICO LANDESTOY, M.S., ABA, BCBA (Melmark New England), Chata A. Dickson (New England Center for Children)
Abstract:

Activity transitions are sometimes associated with challenging behavior, perhaps especially when transitions are from higher to lower preference activities. We compared the effects of two methods of prompting activity transitions on pausing and challenging behavior. Participants were two students at a school for children with autism. The two methods, advance notice and intervening activity, were presented in a multi-element design. higher, moderate, and lower preference activities (HP, MP, and LP) were identified using preference assessments. In the advance notice condition the participant was informed that he had 1 more minute with the HP before he was cued to engage in the LP. In the intervening activity condition, the participant was provided with an MP for 1 min before he was cued to engage with the LP. Pausing started when the participant was cued to begin the LP and ended with the first active response. For one participant, the intervening activity condition resulted in shorter transition times and fewer instances of challenging behavior. For the other participant there was no difference between the two conditions. For some individuals, scheduling a period of engagement with a moderate preference activity may result in shorter times to engagement in the next activity.

 
 
Symposium #336
CE Offered: BACB
Research-Based Behavior Analytic Interventions for Sexual Behaviors: A Review of the Research and Implementation Procedures
Monday, May 29, 2023
10:00 AM–10:50 AM
Convention Center 403/404
Area: EDC/DDA; Domain: Theory
Chair: Jennifer Pollard (University of Louisville)
CE Instructor: Jennifer Pollard, Ph.D.
Abstract:

There is a long history of individuals with extensive support needs (ESN) being sterilized without their knowledge and consent. Additionally, inappropriate sexualized behavior (ISB) is fairly prevalent among individuals with intellectual or developmental disabilities (IDD); estimates suggest that 18% to 28% of individuals diagnosed with IDD engage in these behaviors. Part of the reason this occurs is a lack of education about sexual development and a lack of interventions to address sexual behaviors and build skills related to self-determination or informed decision-making. This symposium will discuss multiple aspects of addressing and supporting the sexuality of individuals with ESN, including a discussion of a study aimed to increase these skills related to speaking to a doctor about menstrual management, a review of research conducted related to antecedent sex education/interventions and self-determination skills for individuals with ESN, and a review the body of research examining the effects of interventions on ISB before outlining implementation of function-based interventions for educators and practitioners working with students with disabilities who engage in ISB.

Instruction Level: Basic
Keyword(s): education, functional interventions, self-determination, sexual behaviors
Target Audience:

Behavior analysts, educators, and other practitioners working directly with individuals with developmental disabilities

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the current state of research examining sexual behaviors of individuals with developmental disabilities; (2) Discuss the implementation of function-based interventions to address inappropriate sexual behaviors; (3) Describe ways to include clients and students in decisions related to their sexual development.
 
Behavior Analytic Interventions for Inappropriate Sexual Behaviors: State of the Research and Implications for Practice
ERICA B MCCLURE (Purdue University)
Abstract: Inappropriate sexualized behavior (ISB), defined as sexual behavior that is developmentally and socially inappropriate or potentially harmful to others, is fairly prevalent among individuals with intellectual or developmental disabilities (IDD); estimates suggest that 18% to 28% of individuals diagnosed with IDD engage in these behaviors. Consequences for engaging in inappropriate sexualized behaviors are at times severe and negative, ranging from social isolation to incarceration; sex offenses have historically accounted for 12-46% of all convictions of individuals with intellectual disabilities. Given the severity of potential outcomes, the need for effective, evidence-based treatments for individuals engaging in these behaviors is high. This session will review the body of research examining the effects of interventions on ISB before outlining implementation of function-based interventions for educators and practitioners working with students with disabilities who engage in ISB.
 

Increasing Self-Determination Skills Through Behavioral Skills Training for Individuals With Extensive Support Needs to Examine Reversible Contraceptive Choices

JENNIFER POLLARD (University of Louisville)
Abstract:

There is a long history of individuals with extensive support needs (ESN) being sterilized without their knowledge and consent. Part of the reason this occurs is due to a lack of education about sexual development and a lack of interventions to build skills related to self-determination or informed decision-making. This study aimed to increase these skills related to speaking to a doctor about menstrual management. Three participants were first taught about their menstrual cycles and given preference assessments about reversible birth control options. Participants then created individualized graphic organizers to help guide them through the process of asking about choices and recording the information given from doctors. A single-case multiple probe design was used to examine the effectiveness of using behavioral skills training to increase the skills of asking a doctor about choices and recording the information. All three participants reached mastery level within three to four probes. Two participants stayed at mastery level for their generalization and maintenance probes. One participant did not stay at mastery level for their generalization and maintenance probe but was only 3 points away from mastery level, and 29 points above their baseline level. Suggestions for future research, application, and policy change discussed.

 

Antecedent Sexual Education and Interventions: Review of Literature and Implications for Future Researchers

JENNIFER POLLARD (University of Louisville)
Abstract:

There were five systematic literature reviews conducted related to antecedent sex education/interventions and self-determination skills for individuals with extensive support needs (ESN): (1) comprehensive sex education (CSE), (2) status of use and knowledge of contraceptives, (3) contraceptive interventions and education, (4) self-determination (SD), and (5) SD and contraceptive use. Overall, 4,356 abstracts were reviewed and 94 articles met inclusion criteria. The literature related to contraceptive use and education shows that women with ESN do use contraceptives yet there is inconsistency in their understanding of the contraceptives and most are unaware of other choices. Choices were made by caregivers and physicians without appropriately educating the patients. While there are interventions related to CSE, almost all were not found appropriate to students with ESN and need more modifications and accommodations to truly teach students with ESN. There is not any current literature related specifically to contraceptive use and increasing this knowledge and decision-making. There is promising research for teaching SA/SD skills yet not related to CSE or related issues. There is a clear deficit in research to support individuals with ESN to understand their natural development, how to create and maintain safe relationships, and/or make informed decisions about their bodies.

 
 
Panel #337
CE Offered: BACB
Practical Strategies to Implement the Performance Management Process
Monday, May 29, 2023
10:00 AM–10:50 AM
Hyatt Regency, Mineral Hall A-C
Area: OBM; Domain: Service Delivery
CE Instructor: Abigail Blackman, Ph.D.
Chair: Abigail Blackman (Behavior Science Technology)
BREANNE K. HARTLEY (LittleStar ABA Therapy)
DETERRENCE DEON ALLEN (Behavior Analyst Association of Mississippi)
CORTNEY KEENE (Keene Perspectives)
Abstract:

Our field is in a staffing crisis due to a shortage of qualified providers and extremely high turnover rates. Organizations are spending a lot of money on recruiting, hiring, and training, while most will not recuperate those costs due to the likely short tenure of that staff. Research suggests that support from supervisors and the quality of training technicians receive are variables that contribute to their turnover (Kazemi et al., 2015). Organizational leaders should focus on creating sustainable systems to support their supervisors in providing high-quality training and supervision to technicians. This presentation will outline practical strategies to create and implement a performance management process at organizations that will ultimately enhance the organizational culture and decrease turnover and its associated costs. The panelists will briefly review the performance management process and describe how they’ve successfully developed and implemented systems at their organizations. There will be ample time for questions from the chair and audience members to ensure attendees have practical suggestions to implement in their practice.

Instruction Level: Intermediate
Target Audience:

The audience should be supervisors or aspiring supervisors in behavior analytic service organizations.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe what the performance management process is; (2) describe at least two practical strategies to developing efficient and effective systems at their organization; and (3) describe at least two practical strategies for implementing the developed system at their organization.
Keyword(s): OBM, Performance Management, Process, Supervision
 
 
Symposium #338
CE Offered: BACB
Conceptual Extensions of Treatment-Refractory Behavior in Applied Behavior Analysis
Monday, May 29, 2023
10:00 AM–10:50 AM
Hyatt Regency, Centennial Ballroom D
Area: PCH/DEV; Domain: Theory
Chair: Nicholas Lowther (Judge Rotenberg Educational Center)
Discussant: Nathan Blenkush (Judge Rotenberg Educational Center)
CE Instructor: Nicholas Lowther, Ph.D.
Abstract:

In applied behavior analysis, great strides have been made in the treatment of problem behavior. However, behavior analytic interventions are not universally effective or efficient and in many cases are not curative. The term treatment-refractory is generally used across disciplines to describe conditions that do not respond to treatment or do not respond to a prescribed hierarchy of established treatments. We explore (1) established rationales for use of the term, definitions, and criteria adopted by other disciplines; (2) the rationale and conceptualization of treatment-refractory problem behavior in applied behavior analysis; (3) a working definition with inclusion/exclusion criteria; (4) idiosyncratic variables such as historical contingencies, physical attributes, medical conditions, and biological factors that impact the effectiveness of behavioral interventions; (5) regulatory restrictions that contribute to and in some cases exacerbate treatment-refractory problem behavior; and (6) limitations associated with the standard of care in applied behavior analysis. We assert that if applied behavior analysis is to continue to mature as a practice, it must acknowledge and examine the conditions under which treatment is not effective.

Instruction Level: Intermediate
Keyword(s): intractable, refractory, resistant, unmanageable
Target Audience:

Behavior analysts interested in the limitations associated with the standard of care in applied behavior analysis and regulatory restrictions that might contribute to and in some cases exacerbate problem behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) conceptualize and define treatment-refractory problem behavior; (2) list inclusion/exclusion criteria specifically for problem behavior; and (3) identify limitations associated with the standard of care in applied behavior analysis and regulatory restrictions in their region that might contribute to treatment-refractory problem behavior.
 

Toward a Conceptualization of Treatment-Refractory Problem Behavior

LYNDE KAYSER (Judge Rotenberg Education Center), Jessica Lindsay (Judge Rotenberg Educational Center), John O'Neill (Judge Rotenberg Educational Center), Nathan Blenkush (Judge Rotenberg Educational Center)
Abstract:

The term “treatment refractory” is generally used across disciplines to describe conditions that do not respond to treatment or do not respond to a prescribed hierarchy of established treatments. For example, the American Psychiatric Association has long recognized the existence of patients with treatment resistant schizophrenia. In fact, an international workgroup developed a detailed definition and criteria of treatment resistant schizophrenia. A similar approach might prove useful in moving applied behavior analysis toward a better understanding of the conditions under which problem behavior does not respond to treatment. In particular, non-socially mediated problem behaviors often present unique challenges in that often control cannot be exerted over (e.g., withhold or deliver) the automatic reinforcer and that disruption of the response–reinforcer contingency is not possible (Virues-Ortega, Clayton, Pérez-Bustamante, Gaerlan, & Fahmie (2022). We explore (1) established rationales for use of the term, definitions, and criteria adopted by other disciplines; (2) the rationale and conceptualization of treatment-refractory problem behavior in applied behavior analysis; and (3) a working definition with inclusion/exclusion criteria and supporting clinical data.

 

Idiosyncratic and Regulatory Variables Associated With Treatment-Refractory Problem Behavior

JESSICA LINDSAY (Judge Rotenberg Educational Center), Lynde Kayser (Judge Rotenberg Education Center), John O'Neill (Judge Rotenberg Educational Center), Nathan Blenkush (Judge Rotenberg Educational Center)
Abstract:

In recent years, great strides have been made in the treatment of problem behavior. However, behavior analytic interventions are not universally effective or efficient and in many cases are not curative. A number of complicating variables might impact the effectiveness and efficiency of function-based treatment for otherwise resolvable problem behaviors. We discuss (1) idiosyncratic variables such as momentary and historical contingencies, physical attributes (e.g., size, strength, hyper flexibility), and biological conditions (e.g., rare congenital disorders, brain injury, dementia) that impact the effectiveness of behavioral interventions; (2) regulatory restrictions (e.g., state guidelines on restraint and health related supports) that contribute to and in some cases exacerbate treatment-refractory problem behavior; and (3) limitations associated with the standard of care (e.g., Functional analysis & functional communication training) in applied behavior analysis. We assert that if applied behavior analysis is to continue to mature as a practice, it must acknowledge and examine the conditions under which treatment is not effective.

 
 
B. F. Skinner Lecture Series Paper Session #340
CE Offered: BACB
Decision Neuroscience: Why Bother With the Brain?
Monday, May 29, 2023
10:00 AM–10:50 AM
Convention Center Four Seasons Ballroom 2/3
Area: SCI; Domain: Basic Research
Chair: Suzanne H. Mitchell (Oregon Health & Science University)
CE Instructor: Scott Huettel, Ph.D.
Presenting Author: SCOTT HUETTEL (Duke University)
Abstract:

Over the past decade, there has been increasing interest in applying the methods of neuroscience to problems in decision science. In this talk, I will outline some notable advances in this new interdiscipline of “decision neuroscience”, while also emphasizing some of its theoretical and practical challenges. I will describe recent work from my laboratory that uses evidence from neuroscience to shape thinking about core problems in decision science, drawing examples from diverse phenomena that include economic gain-loss framing, altruistic decisions, and voter choice.

Instruction Level: Intermediate
Target Audience:

Researchers, practitioners, and students interested in decision making, neuroscience, and/or their intersection.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the key theoretical concepts that underlie decision neuroscience; (2) Describe the challenges raised against the use of neuroscience to study decision making – and identify how current research overcomes those challenges; (3) Explore key brain systems that support decision making; (4) Understand how models inspired by neuroscience provide novel insights into economic and social decision making.
 
SCOTT HUETTEL (Duke University)
Scott Huettel is Professor of the Department of Psychology and Neuroscience at Duke University. His research uses a combination of behavioral, physiological, and neuroscience techniques to discover the neural mechanisms that underlie higher cognition, with a focus on economic and social decision making. Much of his research – which includes collaborations with neuroscientists, psychologists, behavioral economists, and business and medical faculty – falls within the emerging interdiscipline of neuroeconomics, where he is a Past-President of the Society for Neuroeconomics. He is an author of more than 170 scientific publications, including articles in Science, Nature Neuroscience, Proceedings of the National Academy of Sciences, Neuron, Psychological Science, and other top journals in several fields. His research has been featured in CNN, Newsweek, Money Magazine, NPR Science Friday, and many other media outlets. He is lead author on a primary textbook in neuroscience, Functional Magnetic Resonance Imaging, and is a co-editor of the textbook Principles of Cognitive Neuroscience. Dr. Huettel has won the Dean’s Award for Excellence in Mentoring from the Duke University Graduate School, and has been recognized as one of the top 5% of undergraduate instructors at Duke.
 
 
Symposium #341
CE Offered: BACB
Functional Behavior Assessment: What Are We Teaching and What Are We Implementing?
Monday, May 29, 2023
10:00 AM–10:50 AM
Convention Center 406/407
Area: TBA; Domain: Applied Research
Chair: Amy Crye (Behavior Services of the Rockies)
Discussant: Michele D. Wallace (California State University, Los Angeles)
CE Instructor: Amy Crye, M.S.
Abstract:

In 2015, researchers surveyed practitioners regarding the procedures they used to conduct functional behavior assessments (Oliver, et al., 2015; Roscoe, et al., 2015). The results indicated that while most respondents agreed that functional analysis is a critical component for accurately determining the function of behavior, they primarily focused on indirect and descriptive assessments. Several researchers have identified functional analysis modifications that can address many of the concerns raised related to conducting functional analyses. The purpose of the current symposium is to present data that expands upon previous research to determine the extent to which universities are teaching students on these functional analysis modifications and the degree to which practitioners are implementing these modifications in their functional behavior assessment process.

Instruction Level: Basic
Keyword(s): Course Sequence, Functional Analyses, Functional Assessment, Supervision
Target Audience:

Practitioner BCBAs, Fieldwork Supervisors, University Faculty

Learning Objectives: (1) Attendees will be able to describe the most common functional behavior assessment strategies taught to students by university faculty and determine needs for further training accordingly. (2) Attendees will be able to explain the strategies most commonly used to teach functional behavior assessment procedures to students. (3) Attendees will be able to describe the most common types of functional behavior assessment strategies employed by practitioners in the field.
 

A Survey of Functional Behavior Assessment Methods Taught in Universities: Are We Preparing Behavior Analysts?

LINDA K. HAYMES (Touro University California), Lisa N. Britton (Britton Behavioral Consulting), Amy Crye (Behavior Services of the Rockies)
Abstract:

This study was an evaluation of the instructional practices at universities related to indirect functional assessments, descriptive assessments, and functional analyses, as well as functional analysis modifications (e.g., trial-based functional analysis, precursor functional analysis, brief functional analysis). In total 369 people responded to the electronic survey with 174 providing consent to participate in the survey. Of those responders to the survey, 30 identified their primary role as university faculty and 36 identified as primarily a student in a behavior analysis program seeking certification. Results from both university instructors and students indicated that behavior analytic coursework continues to focus primarily on indirect functional assessments, descriptive assessments, and traditional functional analysis practices. Instruction is limited as it relates to the functional analysis modifications that other researchers have highlighted as ways to address limitations to traditional functional analysis. The mode of instruction on functional analysis and modifications is primarily centered on journal articles and case studies. Results will be discussed from the perspective of the types of methods for instruction and what we know in terms of effective instructional practices for the application of skills (i.e., behavioral skills training).

 

Practitioner Survey of Functional Behavior Assessment Methods Utilized: Is Research Guiding Our Practices?

AMY CRYE (Behavior Services of the Rockies), Lisa N. Britton (Britton Behavioral Consulting), Linda K. Haymes (Touro University California)
Abstract:

Although behavior analysts widely recognize the usefulness of functional analyses in identifying the function of challenging behavior, multiple measures indicate a low percentage of Board Certified Behavior Analysts conduct functional analyses and instead rely on indirect and descriptive assessments. Since these surveys were conducted, additional research and recommendations for modifying functional analysis procedures in ways to eliminate previously identified barriers have been published (e.g., precursor assessment, latency-based assessment, interview informed synthesized contingency analysis). Considering new research and increased accessibility to training via online webinars and conferences, this study investigated whether research and access to information impacts practice at the practitioner level. In total 369 people responded to the survey with 174 providing consent to participate in the survey. One hundred and eight identified their primary role as practitioner, 30 identified their primary role as university faculty, and 36 identified as a student in a behavior analysis program seeking certification. Faculty and student data were analyzed in a separate paper (Haymes et al, 2022). Results of the current study echo those of previous surveys in that the highest percentage of respondents indicated use of indirect and descriptive assessment. The underutilization of traditional functional analysis and functional analysis modifications is impacted by a lack of training on these methods. These results are discussed from the perspective of best practices for assessment and intervention of challenging behaviors in clinical applications.

 
 
Symposium #342
CE Offered: BACB
Evaluating Preference for and Reinforcing Properties of Social Stimuli
Monday, May 29, 2023
10:00 AM–11:50 AM
Convention Center Mile High Ballroom 4A/B
Area: AUT/DDA; Domain: Applied Research
Chair: Catia Cividini-Motta Cividini (University of South Florida)
Discussant: Iser Guillermo DeLeon (University of Florida)
CE Instructor: Catia Cividini-Motta Cividini, Ph.D.
Abstract: Social stimuli are often employed as consequences for correct and appropriate responding. However, commonly used preference and reinforcer assessment procedures usually require modification when evaluating preference for and the reinforcing properties of social stimuli. Furthermore, few studies have evaluated preference or the reinforcing properties of social stimuli (e.g., conversation topics) and the impact of social interaction on preference for other stimuli (e.g., leisure items). This symposium includes four studies evaluating preference and reinforcing properties of social stimuli. The first study compared outcomes of preference assessments completed using different stimulus modes (e.g., video or pictures) whereas the second study compared outcomes of different types of preference assessments. The third study in this symposium evaluated the impact of social interaction on preference for and the reinforcing properties of leisure items. Finally, the fourth presentation evaluated the reinforcing properties and preference for conversational attention.
Instruction Level: Basic
Keyword(s): autism, preference, reinforcer, social stimuli
Target Audience: Basic/entry level
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify stimulus modes that can be employed to assess preference for social stimuli 2. Name and describe procedures of different types of preference assessments for social stimuli 3. Name and describe different reinforcer assessments for social stimuli
 
Preference for Social Stimuli: A Comparison of Stimulus Modes Used in Preference Assessments
SHANNON WILSON (University of South Florida), Rebecca Salinas (University of Texas San Antonio), Geninna Noelle Arriola Ferrer (The University of Texas at San Antonio), Hannah Lynn MacNaul (University of Texas at San Antonio), Catia Cividini-Motta Cividini (University of South Florida)
Abstract: Social stimuli are some of the most commonly used reinforcers in clinical programming (Graff & Karsten, 2012) and previous studies assessing preference for social stimuli have employed video stimuli (Wolfe et al., 2018), pictures of the social stimuli (Kelly et al., 2014), and pictures of arbitrary shapes (Morris & Vollmer, 2019). Previous studies have not evaluated the correspondence in preference for social stimuli across these three stimulus modes. Therefore, this study assessed correspondence in preference hierarchy across results of paired stimulus preference assessments (PSPAs) completed using each stimulus mode, whether preference corresponded with reinforcing properties, and whether preference was stable over repeated administration of the PSPAs. Four children diagnosed with autism spectrum disorder participated in this study. Preference and reinforcer assessments were completed with each of the participants and the stability of preference was determined using a Spearman Rank correlation coefficient. Results indicated that for three participants preference was most stable over repeated administration of the PSPA completed using video stimuli and preference corresponded with reinforcing properties for a subset of stimuli.
 
A Continuum of Methods for Assessing Preference for Conversation Topics
FARIS R KRONFLI (University of Florida), Samuel L Morris (Louisiana State University), Timothy R. Vollmer (University of Florida)
Abstract: Among individuals with a diagnosis of autism spectrum disorders (ASD), conversation topic preference could influence social skills in many ways. For example, an individual with advanced vocal-verbal skills, but just learning to join a conversation, might be less inclined to participate if the topic chosen is not preferred. However, commonly used preference assessment procedures have not been applied to evaluating conversation-topic preferences. Therefore, the purpose of the current experiment was conduct three different types of assessments that varied in efficiency, the degree of certainty they allow, and clients with whom they are likely to be applicable and acceptable. Specifically, we conducted a self-report preference assessment, a multiple-stimulus-without-replacement (MSWO) preference assessment, and a response restriction conversation assessment (RRCA). Each assessment identified a preferred topic of conversation, but the RRCA was the only assessment that was able to differentiate which topics would maintain a conversation. Implications for assessment and intervention procedures related to complex social skills are discussed and directions for future research are proposed.
 

Effects of Social Interaction on Leisure Item Preference and Reinforcer Efficacy in Children With Autism

MARISSA E. KAMLOWSKY (The University of Kansas), Claudia L. Dozier (The University of Kansas), Stacha Leslie (University of Kansas), KY Clifton KANAMAN (University of Kansas), Sara Camille Diaz de Villegas (University of Kansas)
Abstract:

Behavior analysts commonly rely on results of stimulus preference assessments (SPAs) to determine potent reinforcers for use in skill acquisition and problem behavior reduction programs for individuals with autism and related disabilities (Saini et al., 2021). Previous research has shown that outcomes of SPAs can be influenced by variables such as the inclusion of social interaction (Kanaman et al., 2022). In the current study, we replicated Kanaman et al. (2022) by comparing outcomes of Solitary (i.e., toys only), Social (i.e., toys plus social interaction), and Combined (i.e., toys alone and toys plus social interaction) SPAs with five children with autism. Results suggested that the inclusion of social interaction can influence preference for leisure items in children with autism. Specifically, some participants preferred particular items when presented with social interaction relative to the same item presented without social interaction (or vice versa). Additionally, the current study extended Kanaman et al. by determining the absolute reinforcing efficacy of low-preferred and high-preferred toys with and without social interaction using a single-operant reinforcer assessment with a progressive ratio analysis. Results suggested that SPAs reliably predicted outcomes of participants’ reinforcer assessments.

 
Assessment Evaluation to Identify Sensitivity to Conversational Attention as a Reinforcer and Conversational Skill Deficits
SYLVIA AQUINO (Marquette University), Stephanie A. Hood (Marquette University), Jesey Marie Gopez (Marquette University), Michelle Castillo (University of North Texas), Karen A. Toussaint (University of North Texas), Samantha Bergmann (University of North Texas)
Abstract: Assessments to identify if conversational attention functions as a reinforcer are often conducted in the absence of assessing for conversational skills or omitted altogether. We evaluated a screening tool to identify the need for skill acquisition and contingency management (e.g., Stocco et al. 2020; and Hood et al., 2017). We replicated the functional analysis of on-topic or restricted speech (Stocco et al., 2020) and evaluated relevant skills such as following conversation-partner-initiated conversations and whether participants were able to shift the conversation given cues of uninterest to evaluate potential skill deficits. We extended Stocco et al. (2020) by comparing participants' conversational responses when the conversation partner did and did not initiate topics of conversation and assessed participants' preferences for these arrangements. The participants were two college-aged individuals with autism spectrum disorder. Both participants' speech was sensitive to conversational attention. Jack was able to follow conversation-partner-initiated conversations. We identified skill deficits in shifting the conversation. Jack showed a preference for conversational arrangements in which both he and the conversation partner-initiated topics. We identified skill deficits in following and shifting for Ted. Ted showed a preference for conversations in which only he initiated topics. This screening tool helped to inform intervention.
 
 
Symposium #344
CE Offered: BACB
Investigating the Impact of Behavioral Jargon on Critical Stakeholders
Monday, May 29, 2023
11:00 AM–11:50 AM
Convention Center Mile High Ballroom 3C
Area: AUT/DDA; Domain: Service Delivery
Chair: Videsha Marya (Endicott College)
Discussant: Kimberly Marshall (University of Oregon)
CE Instructor: Kimberly Marshall, Ph.D.
Abstract: Technical behavioral terms are important for allowing behavior analysts to effectively communicate with each other. However, technical terms have also been shown to be problematic in the dissemination of behavior analysis. The studies in this symposium evaluated the impact of technical behavioral terms on two critical stakeholder populations: parents of individuals with disabilities and teachers. Findings from these studies show that behavior analysis terms were problematic to behavior analysts’ communication with stakeholders, evoking negative emotional responses from parents, and decreasing recall and accurate implementation of behavior analysis procedures by teachers. Further, teachers were less likely to select therapists to work with when they used technical terms, indicating that opportunities to communicate may be limited based on the use of technical jargon. Practical recommendations are made for avoiding behavioral jargon and improving communication with critical stakeholders.
Instruction Level: Basic
Keyword(s): communication, jargon, service delivery
Target Audience: Target audience is any behavior analyst working in educational or clinical settings. Anyone working with teachers, parents, other caregivers would be interested in this symposium, since the symposium presenters will be talking about how the behavior analysts communicate with their clients.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) orally describe potential problems with jargon-rich communication with clients; (2) orally give examples of jargon and non-jargon terms from our field; (3) when given a term/procedure that is in jargon language, will orally present a non-jargon reinterpretation of that term
 
Effects of Jargon on School-Based Consultation
SHANNON MARTIN (Autism Support Now), Thomas L. Zane (University of Kansas), E. Scott Geller (Virginia Tech), David P. Jarmolowicz (The University of Kansas, Cofrin Logan Center for Addiction Research and Treatment)
Abstract: Behavior analysts often use specific terminology and jargon when describing and implementing behavioral interventions. However, the use of jargon can be confusing to individuals without similar training, which could be a hindrance to successful interdisciplinary practice , such as consulting with school teachers. A three-phase study was conducted with school teachers to test the effects of jargon using a within-subjects design. For the first phase, participants watched videos of behavioral interventions described in technical or non-technical language and selected the therapist with whom they would rather work. The second phase employed an alternating treatments design in which technical and non-technical descriptions were alternated and participants recalled what they had read. During the third phase, treatment fidelity was assessed by having participants implement both a technical intervention and a non-technical intervention with a confederate. Results indicated that participants without prior experience with a behavior analyst were more likely to prefer a therapist who used non-technical language. Additionally, participants correctly recalled and implemented more components of an intervention when it was written without jargon. The results indicated that behavior analysts should avoid using jargon when consulting with teachers who are unfamiliar with behavioral principles.
 
The Emotional Effect of Behavior Analysis Terms on Parents
CHAD FAVRE (Northshore Autism Center/Endicott College), Kimberly Marshall (University of Oregon), Mary Jane Weiss (Endicott College), Thomas S. Critchfield (Illinois State University)
Abstract: Behavior analysts are concerned with developing strong-client therapist relationships (Rohrer et al., 2021; Taylor et al., 2019). One challenge to the development of such relationships, may be a reliance on technical language that stakeholders find unpleasant. Previous research suggests that behavior analysis terminology indeed evokes negative emotional effects (Critchfield et al., 2017). However, most relevant research was conducted with individuals from the general public and not individuals with whom behavior analysts are most likely to interact. The current study evaluated how parents of individuals with disabilities responded emotionally to 40 behavior analysis terms. We report two key findings. First, in keeping with past studies we found that the majority of behavior analysis terms were experienced as unpleasant. Second, word emotion ratings by our stakeholder sample corresponded closely to norms obtained from the general public (Warriner et al., 2013). Together, these findings suggest that published word emotion data, from any source, are likely to be a useful guide to how stakeholders may react to behavior analysis terminology.
 
 
Invited Paper Session #345
CE Offered: BACB
Pediatric Feeding Problems: Building Cross-Cultural Collaboration on Research
Monday, May 29, 2023
11:00 AM–11:50 AM
Hyatt Regency, Capitol Ballroom 1-3
Area: CBM; Domain: Applied Research
Chair: Michele R. Traub (St. Cloud State University)
CE Instructor: Varsovia Hernandez Eslava, Ph.D.
Presenting Author: VARSOVIA HERNANDEZ ESLAVA (Universidad Veracruzana)
Abstract:

Pediatric Feeding Problems (PFP) occur in a high number of children, especially in those with developmental disabilities. If untreated, these problems can have negative effects on a child’s health such as malnutrition, severe weight loss, and delayed growth. They can also negatively impact socialization and produce high levels of caregiver stress. In this talk, we will discuss some of our research done in this area emphasizing the development of cross-cultural collaboration. In order to do this, we will discuss the different steps followed for the treatment of PFP: assessment, intervention, and caregiver training and we will present some of our work conducted in each area. We will show data on the prevalence of PFP in the Mexican population using a small sample of kids with an ASD diagnosis, then we will describe evaluations using conditional probabilities of food refusal and acceptance in typically developed children and children with an ASD diagnosis. We will describe the implementation of antecedent (high-probability instructional sequences, pairing, and fading) and consequence-based strategies (reinforcement and escape extinction). Finally, we will describe the implementation of Behavioral Skills Training to teach caregivers to implement some of these procedures. We will make special emphasis on 1) considerations to select interventions, 2) cultural differences between México and USA that could impact treatment options, 3) the relevance of collaborating with other behavior analysts to advance our knowledge and quality of treatments, 4) futures lines of research, and 5) the future of services in México. Several studies were conducted in collaboration with Jonathan K. Fernand.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts, licensed psychologists, students

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe Pediatric Feeding Problems; (2) describe some evaluation methods for PFP; (3) list at least two treatment options for Pediatric Feeding Problems; (4) identify cultural differences that could impact treatment options; (5) list at least two positive outcomes of collaborative work.
 
VARSOVIA HERNANDEZ ESLAVA (Universidad Veracruzana)
Varsovia Hernández Eslava received her Ph.D. in Psychology from the National Autonomous University of Mexico under the direction of Dr. Carlos A. Bruner. Later, she received post-doctoral training at the Behavior Analysis Research Clinic at University of Florida with Dr. Timothy Vollmer. In 2015 she returned to México as a Full-Time Researcher at Universidad Veracruzana, where she teaches and supervises students in the Behavioral Science program. Her research areas are Applied Behavior Analysis (with emphasis on pediatric feeding problems and parent training) and Experimental Analysis of Behavior (with emphasis on the effects of reinforcement schedules and MOs on different dimensions of behavior). Varsovia has authored several articles and book chapters in Spanish and English related to Behavior Analysis. She also co-developed the data collection software CounteeApp and the data analysis software Motus. In addition, Varsovia works on different projects to disseminate Behavior Analysis in Mexico and serves as an ambassador for Mexico of the World Behavior Analysis Day. In 2021 with another colleague, she received the SABA’s Public Awareness Grant to develop free resources for Technology-assisted ABA Education for Hispanic Communities (available at https://abacomunidadhispana.com). In the same year, in collaboration with a group of behavior analysts, she founded the Mexican Association of Practitioners of Behavior Analysis.
 
 
Invited Paper Session #348
CE Offered: BACB
When We Ought to Save the World, But Don’t Really Feel Like it: Motivating Avoidance Behavior when Consequences are Uncertain or Delayed
Monday, May 29, 2023
11:00 AM–11:50 AM
Convention Center Four Seasons Ballroom 2/3
Area: EAB; Domain: Applied Research
Chair: Karen M. Lionello-DeNolf (Assumption University)
CE Instructor: Carla H. Lagorio, Ph.D.
Presenting Author: CARLA H. LAGORIO (University of Wisconsin-Eau Claire)
Abstract: In recent decades, threats to the long-term survival of the human species have become clearer. A warming planet with slow efforts to curb emissions, looming extinction of critical species, energy or fossil fuel depletion, nuclear or environmental hazards are just a few notable concerns. Many environmental sustainability issues are behavioral – stemming from or exacerbated by our actions, and as such behavioral scientists are in a prime position to help describe, explain, and suggest ways to support more sustainable behavior. This talk will echo these aims, first by describing some of the barriers to engaging in sustainable practices. Why has society not progressed quickly over recent decades to help circumvent looming problems? Some degree of avoidance responding certainly can limit people’s contact with relevant environmental information but then, even for those who are attending, there can be additional motivational barriers limiting action. Many consequences of our current action or inaction are delayed or probabilistic. These far-removed and far-from-guaranteed outcomes can fail to motivate behavior, particularly when in competition with more immediately pressing wants, needs, and time demands. This talk will conclude by highlighting how behavioral scientists have contributed to sustainability efforts and will suggest some paths forward for better understanding and – importantly – addressing issues of environmental importance.
Instruction Level: Basic
Target Audience:

Students, Faculty, Other Professionals

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how delay discounting impacts our ability to make choices benefiting a distant future; (2) describe how probabilistic environmental outcomes impact our motivation; (3) outline several strategies for encouraging behavior that benefits a delayed or uncertain future
 
CARLA H. LAGORIO (University of Wisconsin-Eau Claire)
Dr. Carla Lagorio is an Associate Professor of Psychology at the University of Wisconsin – Eau Claire, where she co-coordinates an undergraduate major in Behavior Analysis. She is Board Director and Treasurer of the Society for the Quantitative Analyses of Behavior, past President of the Mid-American Association for Behavior Analysis and has served on the editorial boards of Perspectives on Behavior Science and Journal of the Experimental Analysis of Behavior. Her research questions are focused on quantitative assessments of choice behavior, stemming from behavioral economics and pharmacology. In addition, Dr. Lagorio is passionate about several community and environmental sustainability causes – including increasing the adoptability potential of shelter dogs and researching ways to increase composting and reduce overall levels of student food waste on campus.
 
 
Invited Paper Session #349
CE Offered: BACB
School Teleconsultation: Enhancing Access and Collaboration to Support Students
Monday, May 29, 2023
11:00 AM–11:50 AM
Convention Center 401/402
Area: EDC; Domain: Service Delivery
Chair: Renee Hawkins (University of Cincinnati)
CE Instructor: Aaron J. Fischer, Ph.D.
Presenting Author: AARON J. FISCHER (University of Utah)
Abstract: Students who need social-emotional and behavioral supports receive their education in a variety of educational settings, and many times the staff who in those settings require additional supports to effectively support student achievement and outcomes. Considering the need for additional supports with student behavior, and the shortage of qualified school-based behavior health providers, available school consultants should consider options for using technology to help provide access to services to rural and underserved communities. This presentation will provide an overview of the problem-solving teleconsultation framework as a way to address the need for behavior supports in schools and give guidance for behavior analysts on different applications of behavioral teleconsultation services. The presentation will also review ethical considerations related to teleconsultation practice including technology access issues, privacy and security.
Instruction Level: Basic
Target Audience:

Practitioners, Researchers, Supervisors, and Trainers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) learn about the problem-solving teleconsultation framework; (2) understand different applications of behavioral teleconsultation services; (3) Identify ethical considerations related to teleconsultation practice including technology access issues related to telehealth; (4) Understand the benefits related to accessing telehealth supports, especially for individuals from marginalized communities
 
AARON J. FISCHER (University of Utah)
Dr. Fischer is the Dee Endowed Professor of school psychology and adjunct associate professor of psychiatry. He is the director of the University of Utah Technology in Training Education and Consultation Lab and the Huntsman Mental Health Institute's interdisciplinary feeding disorders clinic. Dr. Fischer is also the the co director of the of the University of Utah Huntsman Mental Health Institute's Utah School Mental Health Collaborative. He is a Licensed Psychologist and Licensed Board Certified Behavior Analyst. He has worked with individuals with mental and behavioral health concerns, and their families for over 15 years. His research focuses on the intersection of innovative technology, behavior, and school mental health, specifically telehealth and teleconsultation applications to support diverse students, caregivers, and educators.
 
 
Invited Paper Session #352
CE Offered: BACB
Literacy as Social Justice: The Importance of Reading in the Fight for Educational Equity
Monday, May 29, 2023
11:00 AM–11:50 AM
Convention Center Four Seasons Ballroom 1
Area: VBC; Domain: Applied Research
Chair: Rocio Rosales (University of Massachusetts Lowell)
CE Instructor: Denise Ross, Ph.D.
Presenting Author: DENISE ROSS (University of Wisconsin Milwaukee)
Abstract:

The purpose of this presentation is to discuss how verbal behavior research on reading can positively impact children’s academic outcomes. Low reading proficiency significantly affects children, their families, and their communities. For instance, third grade children who cannot read proficiently are four times less likely to graduate from high school than those who can. When students do not graduate from high school, they are more likely to have lower wages and poorer health outcomes than high school graduates. In fact, over time, low literacy costs society billions of dollars in lost earnings, employability, and related social outcomes. For these reasons, ensuring that all children have access to effective reading instruction is critical. In this presentation, I will describe the importance of proficient literacy for historically marginalized children such as children with disabilities and economically disadvantaged children. I will then describe how research on reading in verbal behavior analysis has identified effective instructional practices that can impact children’s reading outcomes. This presentation will conclude with recommendations for addressing educational inequities by advocating for literacy as a form of social justice.

Instruction Level: Basic
Target Audience:

The target audience for this presentation is behavior analysts and educators interested in PK-12 education and in reading instruction. The target audience also includes behavior analysts and educators who are interested in issues of social justice.

Learning Objectives: In this session, attendees will learn about: (1) The long-term impact of childhood reading proficiency; (2) Verbal behavior research on reading and its implications for reading instruction; (3) The importance of advocating for proficient literacy as a form of social justice
 
DENISE ROSS (University of Wisconsin Milwaukee)
Denise Ross-Page, PhD., BCBA-D, is Chair of the University of Wisconsin-System’s Institute for Urban Education, a program housed at the University of Wisconsin-Milwaukee. She is a certified special education teacher and a former elementary school principal. Her research applies behavior analysis to the development of language and literacy interventions for children with and without disabilities. Ross-Page has established or led approximately 20 professional development partnerships with school districts in Wisconsin, New York, Chicago, South Florida, and Kalamazoo, Michigan. Ross-Page earned master’s and doctoral degrees from Teachers College, Columbia University with a major in special education and a specialization in applied behavior analysis. She received her bachelor’s degree in secondary education from Spelman College.
 
 
Symposium #353
CE Offered: BACB
Procedural Modifications to the Practical Functional Assessment and Skill-Based Treatment Model
Monday, May 29, 2023
11:00 AM–12:50 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT/DDA; Domain: Applied Research
Chair: Laura A Hanratty (Elms College)
Discussant: Einar T. Ingvarsson (Virginia Institute of Autism)
CE Instructor: Einar T. Ingvarsson, Ph.D.
Abstract:

Hanley et al. (2014) introduced a comprehensive model for assessing and treating problem behavior. The model begins with a functional analysis incorporating a single test condition evaluating an ecologically relevant contingency. The results inform the subsequent treatment teaching increasingly complex communication skills. Finally, denials are introduced and the individual is taught how to cooperate with adult instruction. The process in its entirety has been termed the practical functional assessment and skill-based treatment model. Since the seminal publication, modifications to the procedures have been introduced to reduce barriers of clinical concern. The first speaker will briefly introduce multiple adaptions to the practical functional assessment focusing on procedures designed to improve efficiency and safety. The second speaker will provide a detailed account of a procedural modification using latency as a measure of problem behavior across a collection of 20 applications. The third speaker replicates the entire comprehensive model using a novel practical functional assessment format that is dependent on achieving calm behavior to reduce unmanageable escalation. The fourth speaker adapts the model for the group setting, where one-to-one implementation is unfeasible. The collection of studies outline multiple modifications designed to help inform effective assessment and treatment of problem behavior under varied circumstances.

Instruction Level: Basic
Keyword(s): functional analysis, functional assessment, skill-based treatment
Target Audience:

Practitioners interested in learning more about PFA and SBT

Learning Objectives: Learning objectives: At the conclusion of the presentation, participants will be able to (1) Identify three procedural modifications to the practical functional assessment (2) Understand how to implement the practical functional assessment and skill-based treatment model in a group setting (3) Know the pragmatic circumstances under which to use latency or rate as a measure of problem behavior
 
Adaptations of the Interview-Informed Synthesized Contingency Analysis
RACHEL METRAS (Virginia Institute of Autism), Joshua Jessel (Queens College, City University of New York)
Abstract: The interview-informed synthesized contingency analysis (IISCA; see Hanley et al., 2014, Jessel et al., 2019) is a functional analysis format that uses open-ended interviews with caregivers to inform the individualized, synthesized reinforcement contingencies assessed during the analysis. The IISCA is integral to the practical functional assessment process and often yields differentiated data in 25 min (Coffey et al., 2020). This analytic efficiency may help clinicians implement functional analyses within a brief window of time with a client, but it does not necessarily alleviate other practical concerns like the staffing, space, or material requirements necessary to conduct a functional analysis (e.g., Oliver et al., 2015). To help address these concerns, researchers have recently begun modifying the IISCA’s procedures to further evaluate its utility and feasibility across different clinical settings. Some of these modifications have resulted in the creation of new IISCA formats that may offer improvements in efficiency, safety, and ecological relevance. This review will discuss the defining features of several novel IISCA formats, as well as the conditions under which each might be useful in clinical practice.
 
The Latency-Based Interview-Informed, Synthesized Contingency Analysis: A Reanalysis and Replication of 20 Outpatient and School Applications
MONICA HOWARD (The ELIJA School), Joshua Jessel (Queens College, City University of New York), Jessica Slaton (Nashoba Learning Group), Kate Raftery (Nashoba Learning Group), Jesse Perrin (Pathways)
Abstract: Using latency as a measure of response strength during a functional analysis can improve efficiency and safety of the process by reducing overall exposure to problem behavior. We conducted this two-part study to determine if latency could be integrated into the recently developed functional analysis format termed the interview-informed, synthesized contingency analysis (IISCA). The IISCA was originally designed to measure rate of problem behavior. In Study 1, the results of 11 IISCAs, using rate as a measure of problem behavior, were reanalyzed to evaluate correspondence with the latency to the first instance in each session. Both measurement variations (rate and latency) of the IISCA were likely to produce strong levels of control over problem behavior and these outcomes were verified in the collection of nine latency-based IISCAs in Study 2. Clinicians may be able to avoid repeated instances of problem behavior during a functional analysis using the latency-based IISCA when safety or time is of concern.
 

Evaluating a Performance-Based Interview-Informed Synthesized Contingency Analysis (IISCA) in a Classroom Setting

HOLLY GOVER (Vanderbilt University Medical Center), Ravelle Clements (Ivymount School), Allyson Crowley (Ivymount School), Bridget Wolfgang (Ivymount School), Jennifer Pratt (Ivymount School)
Abstract:

Theinterview-informed synthesized contingency analysis (IISCA) is a functional analysis methodology that has proven to be an efficient and reliable method for designing and implementing function based treatments. Metras and Jessel (2021) summarized the various methodological iterations of the IISCA since its introduction by Hanley and colleagues in 2014. In the discussion,Metras and Jesselsuggested an adaptation for future research that they called the performance-based IISCA.This adaptation is similar to the single-session IISCAwith three modifications: (a) time requirements removed from reinforcement intervals and instead are based on the behavior of the individual, (b)behavior is recorded as count instead of rate, and (c) indices of happinessare recorded during reinforcement intervals.We discuss the utility and feasibility of this adaptation with children who engaged in challenging behavior in a classroom setting, as well as how this adaptation may promote safety through increased functional control. The performance-based IISCA successfully identified the function of problem behavior and informed an effective treatment for our participants.

 
 
Symposium #354
CE Offered: BACB/NASP
Partnering to Empower Staff Dealing With Trauma Underlying Challenging Behavior: What Are the Outcomes?
Monday, May 29, 2023
11:00 AM–12:50 PM
Convention Center Mile High Ballroom 2B
Area: CSS/EDC; Domain: Service Delivery
Chair: Jeannie A. Golden (East Carolina University)
Discussant: Gabrielle Morgan (Bay Path University)
CE Instructor: Jeannie A. Golden, Ph.D.
Abstract:

Behavior analysts frequently encounter staff such as teachers, administrators, and youth counselors who deal with youth exhibiting challenging behaviors that may be related to the trauma these youth are experiencing. Moreover, the youth who are experiencing this trauma are often youth of color who may be retraumatized by the traditional means of dealing with challenging behavior. Unfortunately, behavior analysts may lack the skills for dealing with these challenging behaviors and the related trauma and thus are unable to assist staff in their efforts. A partnership developed among the leadership of Together Helping Reduce Youth Violence for Equity (ThrYve), a program for youth at the University of Kansas, a private provider of services to youth in schools, and a university professor and doctoral student at East Carolina University. The goal of this partnership was to provide information, training, and support to staff working with youth in the ThrYve program as well as other community programs. One year later we have measures of staff attitudes and mindsets as well as behavioral observations of staff role-play and naturalistic interactions with youth.

Instruction Level: Intermediate
Keyword(s): Challenging Behavior, Staff Training, Trauma Informed, Youth Violence
Target Audience:

Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with terms including verbal behavior, discriminative stimuli, establishing and abolishing operations, and positive and negative reinforcement, and have experience and examples dealing with those terms.

Learning Objectives: At the completion of this symposium, participants will be able to: 1. Describe the structure and goals of ThrYve, a community-based intervention to address youth violence; 2. Describe the structure and goals of START ANU Behavior, a training program for staff who work with traumatized youth exhibiting challenging behaviors; 3. Describe several trauma-based strategies that consist of changing staff verbal behavior when dealing with challenging behavior of traumatized youth; 4. Describe the outcomes of qualitative and quantitative measures of staff mindsets and attitudes; 5. Describe the outcomes of measuring staff exhibiting trauma-informed strategies using a behavioral observation system.
 
ThrYve: Using a Trauma-Informed Approach to Address Youth Violence
LAURATU BAH (University of Kansas), Jomella Watson-Thompson (University of Kansas), Malika N. Pritchett (University of Kansas), Valerie Thompson (University of Kansas)
Abstract: In the United States, youth violence is a significant public health concern. Black and Hispanic/Latinx youth experience disparities in violence nationally and in the Kansas City metropolitan area. The Centers for Disease Control and Prevention’s National Centers of Excellence in Youth Violence Prevention (YVPCs) are academic-community collaborations that advance youth violence prevention research and practice. The YVPC- Kansas City is designed to expand the evidence base for participatory strategies to prevent and reduce youth violence, particularly among Black and Latinx youth. Together Helping Reduce Youth Violence for Equity (ThrYve), is a multi-level, behavioral- community approach to youth violence prevention that supports both universal and targeted strategies for youth and families. At the individual-level, ThrYve provides educational supports including academic enrichment activities; curriculum programming for leadership and life skills development; and youth engagement and navigation. In supporting the ThrYve approach, it is important for staff and volunteers to practice cultural humility in service delivery by identifying and addressing the individual and community-level trauma and related risk factors experienced by those served. This presentation provides trauma-informed strategies that can be implemented across socioecological levels to provide safe and supportive communities through youth violence prevention efforts.
 
START ANU Behavior: Providing Staff with Trauma-Based Responses to Challenging Behavior of Traumatized Youth
PAULA Y FLANDERS (27703), Danielle Webb (East Carolina University), Jeannie A. Golden (East Carolina University)
Abstract: Sensitive to Trauma Assessment and Relationship Training to Alter Negativity Underlying Behavior (START ANU Behavior) is a training program especially designed to provide staff with the skills to support youth, many of whom are youth of color, who have experienced trauma and are exhibiting violent, aggressive, and other challenging behaviors. The START ANU Behavior program was provided online by three facilitators who conducted workshops over the course of four mornings. The first two mornings consisted of content and information sharing and the second two mornings involved modeling, role-play, feedback, and practice of specific strategies. These training days were followed by five online consultation sessions over several weeks. These consultation sessions were used to assist staff who were trying to implement new strategies with youth that they worked with. When strong emotional reactions and physiological responses are brought about by underlying trauma, techniques such as reflective listening, reframing, empathy, paradoxical intention, reinforcement, validating, and debriefing can serve as abolishing operations for these challenging behaviors. However, when staff are constantly the target of many of these behaviors, it is very difficult to respond using these strategies. The presenter will describe and demonstrate skills for responding to challenging behaviors in trauma-sensitive ways.
 
STARTANU Behavior: Qualitative & Quantitative Measures of Staff Mindsets & Attitudes
DANIELLE WEBB (East Carolina University), Jeannie A. Golden (East Carolina University)
Abstract: Adolescents who have experienced trauma often show signs of difficulties academically, socially, mentally, and behaviorally. The presenter will describe an evaluation of the START ANU (Sensitive to Trauma Assessment and Relationship Training to Alter Negativity Underlying Behavior) training and its influence on the utilization of trauma-informed strategies among staff members of the University of Kansas ThrYve program. Educators are not always equipped with adequate training to support adolescents who benefit from trauma-informed strategies. Consequently, many educators utilize counterproductive strategies that result in poor outcomes for students and create an unpleasant work environment for themselves. During the START ANU training, staff of the University of Kansas’ ThrYve program were provided with two days of didactic information and two days of modeling, role-play, and practice of the techniques. Follow-up was provided where staff received further practice and support of these techniques two hours a week for six weeks. A mixed method design was used for this research. The quantitative approach provided researchers with data about ThrYve staff member’s mindsets and attitudes. These data informed researchers about the START ANU training program’s effectiveness. The qualitative approach focused on the frequency in which trauma-informed strategies occurred within incident and observation reports. These data informed researchers about important components to be included in future START ANU Behavior trainings.
 
STARTANU Behavior: Measuring Staff Exhibiting Trauma-Informed Strategies Using a Behavioral Observation System
LAUREN CUTLER (East Carolina University), Daniel Stickel (East Carolina University), George Cherry Jr (East Carolina University), Taylor Smith (East Carolina University)
Abstract: Staff participants in the STARTANU Behavior Training were videotaped in interactions with youth in the natural settings where these interactions occurred (such as classrooms and after school programs) as well as in role-plays with other staff (one would interact as the staff person, the other would interact as the youth) prior to and following the training. A behavioral observation system was developed to measure staff use of trauma-informed strategies. Undergraduate students were trained to identify trauma-informed strategies on a checklist using a series of role-playing sessions to practice observing and test reliability. Inter-observer reliability was calculated on a series of observations by two students. Comparisons of the use of trauma-informed strategies before and after training were made to determine any behavior changes in staff. Presenters will report on inter-observer reliability as well as changes in staff behavior.
 
 
Symposium #355
CE Offered: BACB
Consecutive Controlled Case Series: Recent Examples in the Assessment and Treatment of Severe Problem Behavior
Monday, May 29, 2023
11:00 AM–12:50 PM
Convention Center Mile High Ballroom 1C/D
Area: DDA/AUT; Domain: Applied Research
Chair: Michelle A. Frank-Crawford (Kennedy Krieger Institute)
Discussant: Louis P. Hagopian (Kennedy Krieger Institute)
CE Instructor: Michelle A. Frank-Crawford, Ph.D.
Abstract: The consecutive controlled case series (CCCS) is a type of study that allows for the synthesis of outcomes from cases in which a single case experimental design was used to evaluate a common procedure or for individuals who share a common characteristic (Hagopian, 2020). Because all consecutively encountered cases that share the commonality are included, CCCS studies limit biases favoring inclusion of cases with predominantly positive outcomes. The CCCS study allows researchers to address issues related to the generality of clinical procedures or processes. This symposium will review recent examples of CCCS studies related to assessment and treatment of severe problem behavior. The first presenter will examine the prevalence of responding indicative an iatrogenic effect during functional analyses conducted for 116 individuals admitted to an inpatient hospital. The second presenter will describe the outcomes of competing stimulus assessments for 35 individuals admitted to an inpatient setting. The third presenter will discuss descriptive characteristics of extinction bursts for 108 individuals receiving treatment for problem behavior in an outpatient setting. The fourth presenter will report on outcomes of behavioral interventions designed to reduce pica for 13 individuals admitted to an inpatient hospital. Implications and comments will be provided by the discussant.
Instruction Level: Basic
Keyword(s): competing stimulus, extinction burst, iatrogenic effects, pica
Target Audience: Basic
Learning Objectives: 1. Understand what a consecutive controlled case series (CCCS) study is; 2. Understand the essential design elements and reporting methods of CCCS studies; 3. Understand the advantages of conducting a CCCS study.
 
Assessment of Patterns of Learning During Functional Analysis Conditions: A Case Review of 116 Patients
COURTNEY C HANLIN (Kennedy Krieger Institute), Nathalie Fernandez (Kenndey Krieger), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Ryan Benson (Kennedy Krieger Institute), John Falligant (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Iser Guillermo DeLeon (University of Florida)
Abstract: The functional analysis procedures described by Iwata et al. (1982/1994) have been widely used to determine the variables maintaining problem behavior, and the information gathered from these assessments has proven useful in guiding function-based treatments. However, one potential concern with the use of functional analysis is that repeated exposure to the contingencies during test conditions, particularly in the tangible condition, may generate false-positive results and induce a novel function. We recently conducted a consecutive controlled case series of 116 functional analysis applications that included socially mediated conditions and examined patterns of responding associated with "learning." The results suggest that learning rarely occurred in any of the test conditions, further supporting the use of functional analysis. Clinical implications for functional analysis practices will be discussed.
 
Efficacy of Competing Stimulus Assessments: A Summary of 35 Consecutively Encountered Cases
BRIANNA LAUREANO (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Nathalie Fernandez (Kenndey Krieger), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: Competing stimulus assessments (CSAs) are designed to identify stimuli that reduce problem behavior through competition with its maintaining reinforcers. Recently, Haddock and Hagopian (2020) found that over 92% of CSAs described in published studies identified at least one high competition stimulus (i.e., a stimulus correlated with at least an 80% reduction in problem behavior). The current study describes the outcomes of CSAs in a retrospective consecutive controlled case series of 35 cases (individuals) admitted to an inpatient setting. Findings on the limited relation between stimulus engagement and reductions in problem behavior were replicated; however, the efficacy of CSAs was lower than the published literature (47% of CSAs were successful). The clinical implementation of CSAs are discussed and the discrepant findings across studies on the efficacy of CSAs are summarized.
 
Descriptive Characteristics of Extinction Bursts: A Record Review
ALEXANDRA HARDEE (Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Tom Cariveau (University of North Carolina Wilmington), Summer Bottini (Marcus Autism Center), Sarah Slocum (Marcus Autism Center and Emory School of Medicine), Catherine Williams (University of North Carolina Wilmington), Scott Gillespie (Emory School of Medicine), Mindy Christine Scheithauer (Marcus Autism Center)
Abstract: Procedural extinction is sometimes associated with a temporary increase in responding known as an extinction burst. Extinction bursts present unique challenges in the context of treating challenging behavior. The present study updates the prevalence of extinction bursts using a clinical sample (n = 108) receiving treatment for problem behavior. The prevalence of extinction bursts in our sample (24%) was consistent with prior literature. As expected, the extinction-burst magnitude decreased across sessions after extinction was contacted during treatment, but this sample did not demonstrate decreased persistence or magnitude of extinction bursts across successive transitions from baseline to treatment. We also examined the prevalence and magnitude of extinction bursts based on the function and topography of challenging behavior and treatment components and found no consistent relation amongst these variables. These findings should lead clinicians to prepare for transient extinction bursts when implementing extinction-based treatment for decreasing challenging behavior and inspire future research on treatment and client factors that predict extinction bursts.
 
Assessment and Treatment of Pica: A Consecutive Controlled Case Series
JUSTIN TYLER HALL (Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Margaret Cavanaugh (Kennedy Krieger Institute), Nathalie Fernandez (Kenndey Krieger), Jonathan Dean Schmidt (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Megan Ryan (Kennedy Krieger Institute)
Abstract: Pica is a self-injurious behavior wherein the individual repeatedly consumes inedible objects. It has the potential to cause serious harm from choking, poisoning, and perforation of blockage of intestines. Research has indicated that behavioral interventions are well-established treatments for pica, particularly when arranged using reinforcement and response reduction procedures. However, research has largely focused on the overall efficacy of these interventions and has not attempted to identify the necessary intervention components or evaluate the generality of the findings. Thus, the current study evaluated and described treatment outcomes from 13 consecutively encountered cases in which a behavioral intervention was evaluated to reduce pica in an intensive inpatient setting (for a total of 15 applications). The generality of findings to other caregivers, settings, or discard apparatuses was assessed when available. Results both indicate that noncontingent reinforcement alone did not produce desired results, and replicate the findings of other studies that reinforcement in combination with response interruption and redirection procedures do produce clinically significant reductions in pica, and these treatment gains generalize across context changes.
 
 
Symposium #356
CE Offered: BACB
Resurgence and Changes in Alternative Response Consequence Parameters
Monday, May 29, 2023
11:00 AM–12:50 PM
Hyatt Regency, Centennial Ballroom B
Area: EAB/DDA; Domain: Basic Research
Chair: Justin Boyan Han (University of South Florida)
Discussant: Wayne W. Fisher (Rutgers Robert Wood Johnson Medical School)
CE Instructor: Justin Boyan Han, M.S.
Abstract: Resurgence is the recurrence of a previously reinforced response (e.g., problem behavior) when conditions of reinforcement are weakened for a more recently reinforced response (e.g., replacement behavior). The importance of research on relapse, more specifically resurgence, applies to assessment and treatment of problem behaviors in the clinical setting because resurgence is prevalent even in highly controlled in-patient settings. Better understanding of resurgence can set a strong foundation for mitigation and control of resurgence in applied context. This symposium includes current research on extinction and resurgence when consequences for alternative response are altered in basic, translational, and applied settings. One presentation examines the effects of reinforcement schedule change for alternative response on resurgence between groups of mice. One presentation includes a parametric analysis of punishment for alternative response with human participants through MTurk crowdsourcing. One presentation examines the concurrent resurgence of an arbitrary response after change in reinforcer quality with college students. And one presentation examines mitigation of resurgence for problem behaviors during and after functional communications training. Additionally, Dr. Wayne Fisher, a distinguished researcher on assessment and treatment of problem behavior, will discuss the relevance of the findings as they relate to future basic, translational, and applied studies.
Instruction Level: Advanced
Keyword(s): FCT, Problem Behavior, Reinforcement Parameter, Resurgence
Target Audience: Advanced. Audience members must have basic understanding of concurrent schedule, treatment of problem behavior, and extinction procedures.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify factors that affect resurgence of previously suppressed behaviors; (2) identify the influences of consequences for alternative response that effects resurgence; (3) identify factors that can assist with controlling for and mitigating resurgence in applied settings.
 

Alternative-Reinforcer Rate Effects on Resurgence Across Successive Determinations in Mice

BEATRIZ ELENA ARROYO ANTUNEZ (SUNY Upstate Medical University), William Sullivan (Golisano Children's Hospital & Center for Special Needs; SUNY Upstate Medical University), Kate Elizabeth Derrenbacker (Upstate Cerebral Palsy), Charlene Nicole Agnew (Proud Moments ABA), Henry S. Roane (Upstate Medical University and Elemy Autism Care), Andrew R. Craig (SUNY Upstate Medical University)
Abstract:

In the treatment of problematic human behavior, differential reinforcement of alternative behavior (DRA) is commonly employed. To increase the feasibility of implementation in the natural environment rates of alternative reinforcement are often thinned, which may occasion resurgence of the target behavior. Previous research has shown that high-rate alternative reinforcers produce more rapid suppression of the target behavior, relative to low-rate alternative reinforcers, but also occasion more resurgence. The current experiment systematically replicated this work with mouse subjects to assess for cross-species generality. Additionally, we alternated between phases of DRA and extinction to assess for changes in resurgence across successive determinations. Outcomes aligned with past work by demonstrating that high-rate alternative reinforcers produced more rapid reductions of the target behavior and higher magnitudes of resurgence, compared to low-rate alternative reinforcers, in mice. Between-group differences in resurgence, however, diminished across resurgence tests. This results help to extend previous findings regarding the reappearance of problematic behavior.

 

A Parametric Analysis of Response-Cost Punishment of Alternative Behavior in Humans

CARLA N MARTINEZ-PEREZ (University of Florida), Carolyn Ritchey (Auburn University), Toshikazu Kuroda (Advanced Telecommunications Research Institute International), Christopher A. Podlesnik (University of Florida)
Abstract:

Resurgence generally is considered the return of a previously reinforced and extinguished target response when alternative conditions worsen. Previous research with rats showed that worsening alternative conditions by punishing an alternative response with shock resulted in resurgence of target responding. We extended this line of research with four groups of humans recruited through crowdsourcing, with approximately 50 participants per group. In Phase 1, we reinforced target responding with points exchangeable for money while an alternative response was not reinforced. In Phase 2, we extinguished target responding while reinforcing the alternative response and responding reversed compared with Phase 1. In Phase 3, we parametrically manipulated magnitude of point loss (-1, -100, -320, -1000) contingent on alternative responding while maintaining alternative reinforcement. We found more rapid punishment effects and greater resurgence with greater magnitudes of response cost. These findings extend those with nonhumans to indicate resurgence generally is a function of the worsening of alternative conditions.

 

Concurrent Resurgence and Influences of Reinforcement Quality With College Students

JESENIA GIAMBRONE (ABA Solutions, Inc.), Justin Boyan Han (University of South Florida), Sarah E. Bloom (University of South Florida), Amalix M Flores (USF), Joseph Michael Lambert (Vanderbilt University)
Abstract:

Resurgence is the recurrence of a previously reinforced response when conditions of reinforcement are weakened for a more recently reinforced response. With the updated definition differential reinforcement of alternative behavior, in conjunction with the discussions on the implications of extinction procedures, more research is needed on the resurgence when a behavior suppressed by changes in consequence parameters instead of extinction. In the current study, college students were taught arbitrary responses to access high quality and low quality reinforcers on a variable-interval schedule. In phase 1, response A and B contacts high quality reinforcer. In phase 2, response A is extinguished and response B contacts low quality reinforcer. Additionally, response C (i.e., replacement behavior) is introduced and will contact high quality response. In phase 3, all responses are placed on extinction. Comparison of resurgence in phase 3 for response A and response B suggests that level and order of resurgence varied across participants. Implications from our findings and procedures will be discussed.

 
Resurgence of Problem Behavior Following Enhancements During Functional Communication Training
KELLY M. SCHIELTZ (University of Iowa), Joel Eric Ringdahl (University of Georgia), Matthew O'Brien (The University of Iowa), Karla Zabala-Snow (University of Georgia; Emory University; Marcus Autism Center)
Abstract: Mitigating the resurgence of problem behavior has become an important clinical issue, resulting in evaluations that focus on the effects of environmental manipulations of various dimensions of reinforcement, discriminative stimuli, exposures to extinction, among others. The purpose of the present study was to evaluate the resurgence of problem behavior following enhancements to the dimensions of reinforcement for independent manding during functional communication training (FCT). During FCT, high and low preferred mands were trained using a multiple schedule. In two of the three conditions, the high and low preferred mands were trained as usual, while the third condition trained and enhanced the reinforcement history for the low preferred mand by manipulating one dimension of reinforcement (i.e., reinforcer rate, reinforcer magnitude) to three times the exposure in the training as usual condition. When problem behavior was reduced by 80% of baseline levels, independent manding occurred across 80% of opportunities, and reinforcement rates occurred within 10% of programmed conditions during FCT, treatment was disrupted with extinction. Across enhancement manipulations, results were equivocal with one participant showing no resurgence of problem behavior in the enhanced condition and another participant showing resurgence of problem behavior across all conditions. Implications of these findings will be discussed.
 
 
Symposium #357
CE Offered: BACB
Basic and Applied Investigations of Resurgence
Monday, May 29, 2023
11:00 AM–12:50 PM
Hyatt Regency, Centennial Ballroom C
Area: EAB; Domain: Translational
Chair: Kyleigh Montague (University of Florida)
Discussant: Michael P. Kranak (Oakland University)
CE Instructor: Michael P. Kranak, Ph.D.
Abstract: Resurgence is a form of relapse defined as an increase in a previously reinforced target response (e.g., challenging behavior) when conditions for a more recently reinforced alternative response (e.g., communication response) have worsened. Resurgence has been demonstrated across many species and populations in the laboratory and is prevalent in clinically relevant behavior. Recent examinations of resurgence have highlighted the advantages of translating findings from basic research to inform developments of behavioral treatments in clinical settings and, conversely, pulling from observations in applied settings to inform laboratory research. This bidirectional, translational approach deepens our understanding of behavioral processes involved in resurgence while enhancing and refining clinical practice. In this symposium, both basic and applied researchers discuss the impact of various parameters on resurgence (e.g., alternative reinforcement magnitude, target and alternative reinforcement rate) as well as mitigation strategies (e.g., inclusion of a timeout procedure). A quantitative framework of resurgence, Resurgence as Choice in Context, is also evaluated for its fit to data and clinical implications of its use. Dr. Michael Kranak will serve as discussant.
Instruction Level: Intermediate
Keyword(s): Choice, Relapse, Resurgence, Translational research
Target Audience: The audience should have some knowledge of treatment relapse and its clinical implications, with a basic understanding of resurgence and resurgence arrangements. Previous exposure to literature on laboratory models of resurgence or quantitative modeling of behavioral data would be useful.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe a standard resurgence procedure; (2) describe three variables that influence resurgence; (3) describe a quantitative framework of resurgence.
 
A Quantitative Analysis of the Effects of Target and Alternative Reinforcement Rate on Resurgence
(Basic Research)
KYLEIGH MONTAGUE (University of Florida), Carolyn Ritchey (Auburn University), Carla N Martinez-Perez (University of Florida), Sylvia Murphy (University of Florida), Toshikazu Kuroda (Advanced Telecommunications Research Institute International), Christopher A. Podlesnik (University of Florida)
Abstract: Resurgence is a form of relapse defined as an increase in a previously reinforced target response when conditions for a more recently reinforced alternative response have worsened. The present experiment evaluated the effects of target and alternative reinforcement rate on resurgence in humans recruited through crowdsourcing. Contingent on responding, we arranged combinations of high- and low-rate target and alternative reinforcement in Phase 1 and Phase 2, respectively, across four groups (i.e., high-high, high-low, low-high, and low-low). When testing for resurgence by extinguishing alternative reinforcement in Phase 3, we observed resurgence in all groups except the high-low group. A quantitative model of resurgence, Resurgence as Choice in Context (RaC2), provided a poor fit to the data (r2 = .52). The model tended to underpredict target responding and overpredict alternative responding in Phase 3. Our findings support others showing little effect of training reinforcement rates and that lower alternative reinforcement rates are less likely to produce resurgence than higher rates. Finally, further development of RaC2 is needed to better predict resurgence under these conditions.
 
Alternative-Reinforcer Magnitude Effects on Resurgence Across Successive Relapse Tests in Mice
(Basic Research)
ANDREW R. CRAIG (SUNY Upstate Medical University), Beatriz Elena Arroyo Antunez (SUNY Upstate Medical University), Kate Elizabeth Derrenbacker (Upstate Cerebral Palsy), Charlene Nicole Agnew (Proud Moments ABA), William Sullivan (Golisano Children's Hospital & Center for Special Needs; SUNY Upstate Medical University), David Mathews (SUNY Upstate Medical University), Abbie Cooper (West Virginia University), Henry S. Roane (SUNY Upstate Medical University)
Abstract: Alternative-reinforcement based treatments are common strategies for reducing maladaptive behavior in humans. When conditions of alternative reinforcement are made worse in some way, however, behavior that was targeted for elimination may relapse or resurge. Using rat subjects, we previously showed that high-magnitude alternative reinforcers produce faster elimination of the target behavior but more resurgence once removed than do low-magnitude alternative reinforcers. In this experiment, we systematically replicated our procedures to assess cross-species generality of these effects to mouse subjects. Further, we evaluated changes in resurgence across successive determinations by cycling between periods during which alternative reinforcement was present and those during which it was absent. Mice that experienced high-magnitude alternative reinforcers demonstrated faster elimination of the target behavior and more resurgence when alternative reinforcement was suspended than those that experienced low-magnitude alternative reinforcers. Moreover, although the overall magnitude of resurgence decreased across successive tests, between-group differences in resurgence remained. Thus, alternative-reinforcer magnitude affects the behavior of mice similarly to the way that it affects the behavior of rats, and these effects appear to be robust across successive exposures to nonreinforcement.
 
Weakening Target Response Through Timeout: Effects on Resurgence
(Basic Research)
L. REBECA MATEOS MORFIN (Universidad de Guadalajara), Carlos Javier Flores Aguirre (Universidad de Guadalajara), Cinthia Hernandez (Universidad de Guadalajara (CEIC)), Kenneth D. Madrigal (Universidad de Sonora)
Abstract: Resurgence after weaking target response through a 5- or 30-s time out (TO) contingency was assessed. Rats were exposed to a two-component multiple schedule. On both components, target response was reinforced according to a VI30s. Once responding was established, alternative responding was reinforced on both components; concurrently target responding was placed on extinction on one component, while between groups, a 5- or 30-s TO was arranged for the second component. Once alternative responding was placed on extinction, resurgence was observed in both components. For all rats, greater resurgence was observed after extinction than either TO contingency; however, the length of TO showed no differences between groups. Results are discussed in terms of procedures that could allow resurgence to be mitigated
 
Resurgence of Destructive Behavior Following Reductions in Alternative Reinforcement: A Prospective Analysis
(Applied Research)
CASEY IRWIN HELVEY (Rutgers University), Brian D. Greer (Rutgers Brain Health Institute; Children’s Specialized Hospital—Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES); Department of Pediatrics, Rutgers Robert Wood Johnson Medical School), Timothy A. Shahan (Utah State University), Wayne W. Fisher (Rutgers Robert Wood Johnson Medical School), Ashley Marie Fuhrman (Trumpet Behavioral Health), Daniel R. Mitteer (Rutgers University (RUCARES))
Abstract: Resurgence is an increase in responding following a worsening of reinforcement conditions. Resurgence as Choice (RaC), a quantitative model of resurgence, suggests that resurgence increases as an exponential function of the size of downshifts in alternative reinforcement. Thus, RaC predicts greater resurgence with larger decreases in alternative reinforcement. Consistent with RaC, recent retrospective analyses of clinical data have shown that resurgence of destructive behavior increases as alternative reinforcement decreases, replicating findings from the basic animal laboratory. We conducted a prospective analysis of resurgence of destructive behavior following a fixed progression of schedule thinning steps (Study 1) and a pseudo-random order of schedule thinning steps counterbalanced across participants (Study 2). In both studies, resurgence was evaluated in the context of using multiple schedules during functional communication training (FCT) with scheduled probes for downshifts in alternative reinforcement. A dense FCT phase was conducted between schedule thinning probes. The results and implications of using RaC to inform clinical decision-making during treatment will be discussed.
 
 
Symposium #358
CE Offered: BACB
Maximizing Alignment Between Trauma-Informed Care and Applied Behavior Analysis
Monday, May 29, 2023
11:00 AM–12:50 PM
Convention Center 403/404
Area: EDC/CBM; Domain: Applied Research
Chair: Marney Squires Pollack (Vanderbilt University)
Discussant: Jennifer L. Austin (Georgia State University)
CE Instructor: Marney Squires Pollack, M.S.
Abstract:

Trauma-informed care (TIC) is an approach to health and human service delivery initially conceptualized to address the unique needs of individuals exposed to trauma. In recent years, a growing number of behavior analysts have acknowledged the importance of aligning intervention procedures with principles of TIC, recognizing that the client populations with whom many behavior analysts work are likely to be at increased risk of experiencing traumatic events (e.g., abuse, neglect). In this symposium, we present data from four evaluations of trauma-informed approaches to behavior analytic intervention. We first share outcomes from a systematic literature review that informed the development of a framework outlining function-based intervention procedures that are consistent and inconsistent with TIC. Presenters then describe procedures and outcomes of a variety of behavior-change programs that incorporate procedures aligned with TIC to promote skill development and increased autonomy, while also avoiding any procedures that could potentially result in re-traumatization. These programs varied widely with respect to client characteristics, intervention contexts, behavior change goals, and programmed procedures. Taken together, outcomes demonstrate the promise of trauma-informed approaches to behavior analytic service delivery.

Instruction Level: Intermediate
Keyword(s): maximizing safety, promoting autonomy, trauma, trauma-informed care
Target Audience:

The target audience for this session includes practicing behavior analysts who oversee behavior change programs that address challenging behavior. Audience members should be competent in selecting, designing, and implementing behavior change interventions. The session is particularly relevant for practitioners who support individuals who have experienced trauma, though this is not required.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify areas of alignment and misalignment between the pillars of trauma-informed care and function-based intervention procedures; (2) describe the MAPSS model for delivering services to foster and adoptive families; (3) identify ways in which the Preschool Life Skills curriculum can be adapted for older children who have experienced trauma; (4) describe how a modified version of Skill-Based Treatment addressing food selectivity is aligned with commitments of trauma-informed care.
 

Evaluating Alignment Between Pillars of Trauma-Informed Care and Function-Based Interventions for Students With Emotional/Behavioral Disorders

MARNEY SQUIRES POLLACK (Vanderbilt University), Blair Lloyd (Vanderbilt University), Lilian Doyle (Vanderbilt University), Gabrielle Crowell (Vanderbilt University), Matthew Santini (Vanderbilt University)
Abstract:

Traumatic experiences are associated with the development of externalizing challenging behaviors — a common characteristic of students with emotional/behavioral disorders (EBD; Rasche et al., 2016). Ironically, the same externalizing behaviors can put students at risk for re-traumatization, and further exacerbation of these challenges (Rajaraman et al., 2022). The National Child Traumatic Stress Network (2017) recommends that schools implement function-based interventions (FBIs) consistent with trauma-informed care. While the promise of FBIs for students with EBD has been documented (McKenna et al., 2016), the extent to which they align with principles of trauma-informed care remains unknown. We conducted a systematic review of FBI studies including students with EBD to evaluate the extent to which these interventions incorporate critical elements of a trauma-informed approach. Using systematic search and screening procedures, we identified 56 articles that evaluated FBIs for elementary students with EBD. We used an iterative process to identify FBI procedures consistent and inconsistent with trauma-informed care and then explored the extent to which interventions incorporated these procedures. Results highlight areas of both alignment and misalignment between FBI procedures and trauma-informed care. Implications for research and practice with respect to incorporating trauma-informed procedures in FBIs for students with EBD will be discussed.

 
Multi-Agency Permanency Support Service (MAPSS): Building Effective Trauma-Informed Services for Care-Experienced Children
LAURA ANNE NEAL (The Behaviour Clinic), Katie Murphy (The Behaviour Clinic)
Abstract: “Care-experienced” children include those who are fostered, adopted, or living with relatives or in residential care. These children have often experienced multiple adverse childhood experiences (ACEs) and present with complex trauma histories that impact their social and emotional development. A regional partnership board in South Wales, supported by Welsh Government funding, have taken an innovative approach to supporting care-experienced children using a behavioural model of trauma-informed therapeutic care. The underlying goal of this collaboration is to support children’s residency in safe and stable environments, precluding the need for multiple placement moves. In this presentation, we will discuss the practical application of the model and present case examples to demonstrate treatment effects across a range of behaviours, from toileting accidents to aggression. We also will discuss current trends in the presenting needs of the care experienced population and the importance of working collaboratively with service providers.
 

Using the Preschool Life Skills Curriculum to Teach Critical Skills to Children With Trauma Histories

RACHEL ELIZABETH REES (The Behaviour Clinic), Christopher Seel (University of South Wales), Barney George Huxtable (The Behaviour Clinic), Jennifer L. Austin (Georgia State University)
Abstract:

The Preschool Life Skills curriculum (PLS; Hanley et al., 2007) teaches critical learning and social skills to preschool-aged children, with a growing body of research demonstrating its effectiveness across typically developing and autistic children in school and home settings. Although developed for young children, older children with multiple adverse childhood experiences (ACEs) frequently have the same early-learner skills deficits targeted by the program. The current study partially replicated Hanley et al.’s (2007) PLS training model with two typically developing male participants, who were receiving trauma-informed, behaviourally based services in South Wales. The two boys, aged 9 and 11, had both experienced multiple ACEs and were living in shared family care or foster care. Skill development was assessed using a multiple-baseline across skills design for both participants, and showed that both children learned the skills quickly and maintained them at follow up. We will discuss the applicability of the PLS curriculum for children with trauma histories, as well as the trauma-informed adaptations to ensure that safety, shared governance, and choice were built into the training process. We also will address future directions in using skill-based approaches when working with children that have experienced childhood trauma and how to promote generality to other settings.

 
Is the Treatment of Food Selectivity Effective and Trauma Informed? Presentation of a Treatment Model Package
ROSARIA BENINCASA (Neapolisanit Rehabilitation Center), Floriana Canniello (Neapolisanit Clinical and Research Center), LUIGI IOVINO (Neapolisanit Center), Mariangela Cerasuolo (AIAS Onlus sez.Nola), Maria Gallucci (AIAS Onlus sez.Nola), Annapia Mautone (Neapolisanit s.r.l.)
Abstract: Several studies have shown that escape extinction is useful in increasing the consumption of nonpreferred foods in children with autism (ASD) with food selectivity. However, although effective in expanding food repertoire, this strategy may result in increased problem behaviors and a higher risk of generating trauma. Here, we used a modified version of the Skill-Based Treatment (SBT; Hanley et al., 2014) to treat food selectivity and mealtime problem behaviors. Five autistic children (mean age = 6.68) with severe food selectivity were recruited for the study. An adapted version of the SBT protocol was used based on shaping response topographies without extinction procedures. This treatment prioritized creating a safe physical and emotional environment to reduce the risk of trauma. The Parenting Stress Index (Abidin, 2016) was used to evaluate the magnitude of stress in the parent-child system. Social validity was assessed using a 7-point scale. After the treatment, participants’ food repertoire increased, whereas the number of mealtime problem behaviors decreased. Furthermore, the acceptance rate of subsequent foods increased faster, and treatment effects were successfully transferred to other settings and persons. Finally, caregivers recognized the social validity of the protocol, by reporting high levels of satisfaction and usability and lower stress levels after the treatment.
 
 
Symposium #360
CE Offered: BACB
Diversity submission Online Tools and Behavioral Teaching Strategies: Applications in Active Student Responding, Cultural Competency, and Supervision
Monday, May 29, 2023
11:00 AM–12:50 PM
Convention Center 406/407
Area: TBA/EDC; Domain: Applied Research
Chair: Michelle A. Hickman (Daemen University)
Discussant: Vicki Madaus Knapp (Daemen University)
CE Instructor: Vicki Madaus Knapp, Ph.D.
Abstract:

As the demand for online education and training increases, it is important to evaluate online teaching tools. These four studies investigate the effectiveness of combining online tools with behavioral teaching strategies to deliver instruction, actively engage students and measure success. All four studies demonstrate improved educational outcomes for graduate students in behavior analysis and special education. The first study demonstrated the effects of Sharable Content Object Reference Model (SCORM) modules to increase active student responding in an asynchronous, online course. The second study offers a mechanism for measuring the generalization of cultural competencies through online, curriculum-based evaluation. The third study examined the use of Behavioral Skills Training (BST) to develop soft skills in behavior analysis trainees on an online platform. The fourth study used the Quizlet LIVE application to increase engagement and performance of special education graduate students. Together these studies demonstrate the benefits of incorporating behavioral strategies into online learning environments.

Instruction Level: Intermediate
Keyword(s): ASR engagement, cultural competencies, online-education, soft-skills
Target Audience:

Faculty, Supervising BCBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Explain how a variety of online tools can be effectively used to increase active student responding during online asynchronous instruction and in-person graduate courses in ABA and Education (2) Discuss the benefits of assessing the generalization of knowledge and application of DEI content within a series of online graduate courses and describe a framework for assessment. (3) Describe how behavioral skills training and online tools can be used to teach soft skills to behavior analysis trainees
 
Diversity submission Impact of Active Student Responding on Student Learning in an Online, Asynchronous Course
MICHELLE A. HICKMAN (Daemen University)
Abstract: The positive impact of active student responding on student learning has been demonstrated across a variety of ages, abilities, and content areas. Tools such as response cards and choral responding have been used to improve acquisition of knowledge and skills, student behavior, and feedback to the teacher. With recent increases in the demand for online learning it is important to evaluate the effects of similar strategies in online environments. The purpose of this study was to evaluate the effects of increased active student responding on the acquisition and generalization of knowledge about the concepts and principles of applied behavior analysis. A changing criterion design was used to compare quiz scores for content learned under low and high active student responding conditions from graduate students in an asynchronous online course. Results of the study demonstrated that students achieved higher scores on quizzes under high rates of active student responding compared lower levels of active student responding. Across 38 students, scores on concepts that were taught with low levels of active student responding averaged 66% while concepts taught with high levels of active student responding averaged 81%. Social validity of the results and intervention were also evaluated, with positive outcomes.
 
Diversity submission An Online Curriculum Based Evaluation of Cultural Competencies
VANESSA PATRONE (Daemen University)
Abstract: Coursework related Diversity, Equity and Inclusion (DEI) are increasingly valued as a part of behavior analytic training programs. However, the effects of this type of coursework is not commonly evaluated. The purpose of this project was to develop a mechanism to evaluate the effectiveness of a required Ethnic and Cultural Diversity course in a professional, license-bearing graduate program in Applied Behavior Analysis. By analyzing student performance on selected items in subsequent coursework, instructors can better evaluate the generalizability of the DEI content being taught. Results indicated that students were more likely to identify relevant cultural variables in a functional assessment case study when they had previously taken coursework focusing on Ethic and Cultural Diversity when compared to their classmates who had not yet taken the course. Furthermore, results suggested that repeated exposure to relevant DEI curricular components were more effective than a single presentation. Implications for curricular mapping are discussed as well as the benefit of embedded versus stand-alone DEI content in training programs.
 
Diversity submission 

Using Behavioral Skills Training to Develop Soft Skills in Behavior Analysis Trainees

JESSICA DONNELLY (Capella University / Positive ABA)
Abstract:

A multiple baseline across skillset design was utilized to examine the use of behavioral skills training (BST) to develop soft skills in five behavior analysis trainees. BST sessions included instruction on each item in the skillset, a video model, rehearsal opportunities, and feedback. Three skillsets were taught including rapport building, interpersonal, and feedback giving skills. The teaching observations employed a confederate research assistant to ensure opportunities to demonstrate soft skills. The outcomes revealed that BST successfully increased performance from baseline to intervention and generalization for all participants. The average across participants and skillsets during baseline 17.1%, BST 91.78%, teaching observations 86.1%, and generalization 88%. There was a very strong effect reported using the Tau statistic across participants (Tau= .96; p<.0001) and across skillsets (Tau= .98; p<.0001). Social validity scores indicated that the intervention and development of soft skills were important abilities to the participants. Overall, the research study demonstrates the recommendations and guidelines present in the literature relative to soft skills and trainee can be taught.

 
Diversity submission 

Effects of a Technology-Based App on the Academic Performance of College Students

SHOBANA MUSTI (Pace University)
Abstract:

The purpose of this was to examine the differential effects of a technology-based app versus traditional methods of reviewing content on the academic performance and in-class participation of students enrolled in a college course. In this study, Quizlet LIVE application was used as the technology-based app to increase engagement and performance of special education graduate students. The variables measured and analyzed in this study were (a) quiz scores, (b) student engagement, and (c) student preferences. Students’ scores on weekly quizzes and active and passive engagement during class were recorded. Although preliminary analysis of data show comparable quiz scores across both Quizlet LIVE and traditional review conditions, the acceptability survey indicated that students preferred the group-oriented contingency of the Quizlet LIVE review over the traditional review. Data on individual engagement will be presented.

 
 
Invited Paper Session #370
CE Offered: BACB
Have it Your Way: Preference for Single Outcomes and Event Sequences
Monday, May 29, 2023
11:00 AM–11:50 AM
Hyatt Regency, Centennial Ballroom D
Area: SCI; Domain: Applied Research
Chair: Jeanne M. Donaldson (Louisiana State University)
CE Instructor: John Borrero, Ph.D.
Presenting Author: JOHN C. BORRERO (University of Maryland, Baltimore County)
Abstract:

Traditional wisdom suggests that consequential operations (e.g., positive reinforcement) should occur immediately following target behavior to promote acquisition, maintenance, or both. Further, state-of-the-art preference assessment technologies have been used to identify potential reinforcers, wherein items selected first are deemed to be the more effective potential reinforcers, than say, items selected last. However, recent research has shown that many individuals with intellectual and developmental disabilities (IDD) prefer to wait and have accumulated access to their reinforcers, rather than experience small but immediate access to their reinforcers. Similarly, an extensive, robust, and non-behavior analytic literature on human decision making has shown that when selecting the order of a sequence of events (e.g., meet with an abrasive family member, or have dinner at your most preferred restaurant), people typically prefer an improving series of events when the choice involves a sequence of outcomes. That is, people typically choose to meet with the abrasive aunt first, and to have the highly preferred dinner, last. The preference for “saving the best for last,” or preference for an improving sequence has been termed negative time preference. In this presentation I will present abbreviated summaries of our research on distributed as compared to accumulated access and factors that contribute to and work against negative time preference. Collectively, this work has involved typically developing preschool children, children and adolescents with IDD and college students.

Instruction Level: Intermediate
Target Audience:

Scientists, Behavior Analysts, Practitioners

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) distinguish between positive and negative time preference; (2) Identify some variables that contribute to negative time preference; (3) Describe one approach to determine whether one is choosing to save the best outcome for last in the context of a common preference assessment technology.
 
JOHN C. BORRERO (University of Maryland, Baltimore County)
Dr. Borrero earned his Ph.D. from the University of Florida. He is Professor of Psychology at UMBC, a Board Certified Behavior Analyst, and Licensed Behavior Analyst in the state of Maryland. At UMBC Dr. Borrero directs the Applied Behavior Analysis M.A. track and mentors doctoral students in Applied Developmental Psychology. Dr. Borrero has published over 60 articles and chapters and his work has addressed a variety of topics including the assessment and treatment of severe challenging behavior, choice, and strategies to promote infant development. Dr. Borrero is the 2008 recipient of the B. F. Skinner New Researcher Award and the 2021 recipient of the Don Hake Translational Research award, both presented by Division 25 of the American Psychological Association. Dr. Borrero serves of the Board of Directors of the Society for the Experimental Analysis of Behavior, and currently serves as Editor-in-Chief of the Journal of Applied Behavior Analysis.
 
 
Symposium #361
CE Offered: BACB
Teaching Play and Peer Imitation Skills to Children With Autism Spectrum Disorder
Monday, May 29, 2023
12:00 PM–12:50 PM
Convention Center Mile High Ballroom 4C/D
Area: AUT; Domain: Applied Research
Chair: Gabriella Rachal Van Den Elzen (University of Nebraska Medical Center's Munroe-Meyer Institute)
CE Instructor: Gabriella Rachal Van Den Elzen, Ph.D.
Abstract:

Children with autism spectrum disorder (ASD) often demonstrate deficits or delays in acquiring skills across a wide variety of domains, including play, imitation, and social skills. These skill deficits may pose as barriers to accessing appropriate leisure activities and social interaction opportunities, and may impede further development of more advanced leisure and social skills. This symposium will discuss strategies for increasing these skills with children with ASD. The first presentation will discuss a study evaluating the use of prompt delay and instructive feedback to teach pretend play skills, including actions and vocalizations. The second presenter will present a study examining the use of script training with generic picture cues for increasing contextually appropriate language during play. Finally, the third presentation will examine the use of peer video modeling and discrete-trial instruction to teach peer imitation skills. Overall, the interventions examined in the present study were efficacious in increasing the targeted skills.

Instruction Level: Intermediate
Keyword(s): peer imitation, play skills, script training, video modeling
Target Audience:

BCBAs and graduate students interested in autism and early intervention research. Pre-requisite skills include familiarity with discrete-trial instruction and the research basis for play and leisure skills.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the benefits and limitations of teaching play skills in a discrete-trial instruction format; (2) describe strategies for the use of script training and generic picture cues for increasing language during play; and (3) understand intervention strategies for teaching peer imitation.
 

Using Prompt Delay and Instructive Feedback to Teach Pretend Play Skills to Children With Autism Spectrum Disorder

GABRIELLA RACHAL VAN DEN ELZEN (University of Nebraska Medical Center's Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute)
Abstract:

Pretend play involves carrying out routines, acting out roles, referencing absent or imaginary properties of objects, or substituting one object for another. Pretend play skills emerge in typically developing children by preschool age but are often absent or delayed in children with autism spectrum disorder (ASD). In the present study, we evaluated use of prompt delay, instructive feedback, and prompt delay with instructive feedback for the acquisition and maintenance of pretend play skills with children with ASD. Throughout training, we conducted free-play probes to evaluate generalization to a naturalistic setting. The results of the current study suggest that combining the prompt-delay and instructive-feedback procedures was most efficient for most participants. However, generalization to the free-play setting was limited. When clinically acceptable generalization was not observed during free-play probes, we used video modeling, contingent reinforcement, and prompts to increase responding during free-play probes.

 
Using Generic Picture Cues to Promote Verbal Initiations During Play
STEPHANIE MATTSON (Mississippi State University; Utah State University), Thomas S. Higbee (Utah State University), Vincent E. Campbell (Utah State University), Nick Alexander Lindgren (Utah State University), Jessica Anna Osos (Utah State University), Beverly Nichols (Utah State University)
Abstract: Children with autism spectrum disorder (ASD) often demonstrate difficulty communicating with others, and this may impact the extent to which they can engage in contextually appropriate language during play. This study examined the effects of a social script training intervention using generic picture cues on the number of contextually appropriate play statements for children with ASD. We also examined the extent to which responding generalized to novel toy sets and analyzed play statement types. A nonconcurrent multiple baseline across participants design with embedded reversal components was used to evaluate the effects of the generic picture cue intervention on contextually appropriate play statements. Three participants demonstrated a higher number of contextually appropriate play statements in the training condition as compared to the baseline and no cue conditions. Further, two out of three participants continued to emit a similar number of contextually appropriate play statements when we introduced novel toy sets.
 
Teaching Peer Imitation to Autistic Toddlers Using a Video Model Treatment Package
MEGAN MARIE HARPER (UNMC/Marquette University), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute)
Abstract: Generalized imitation is a behavioral cusp that allows a learner to acquire new skills from a variety of models without explicit training that exposes the individual to new contingencies, environments, and reinforcers. Unfortunately, many autistic individuals experience imitation impairments. Research has shown that both adult and peer models are effective in promoting maintenance and generalization of imitation, however peer imitation is especially important for children to acquire age-appropriate behaviors in the natural environment without adult mediation. Autistic children may require specific training to attend to peers and to imitate peer models because of difficulties generalizing from adult to peer models and difficulties socializing with peers. In the current study, we used a video model of a peer and discrete-trial instruction to teach autistic toddlers to imitate their peers. Early results suggest that for some children, learning one set of targets using the video model treatment package generalizes to subsequent imitation targets and improves attending to their peers in the natural environment.
 
 
Panel #362
CE Offered: BACB
45 Years Later: In Pursuit of Achieving Generalized Outcomes Within Treatment of Severe Challenging Behavior
Monday, May 29, 2023
12:00 PM–12:50 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/DDA; Domain: Applied Research
CE Instructor: Lesley A. Shawler, Ph.D.
Chair: Lesley A. Shawler (Southern Illinois University)
BRITTANY TOMASI (Endicott College)
JILL HARPER (Melmark New England)
Abstract:

As one of the seven dimensions of applied behavior analysis, generality is a crucial component to achieving durable, long-lasting change beyond the initial therapeutic environment. Although our field has robust literature on producing efficacious outcomes when treating challenging behavior, we argue that little focus has been placed on promoting effective outcomes. Effectiveness includes the durability of treatment effects under natural contingencies, whereas efficacy is the immediate effects in the original training contexts (Ghaemmaghami et al., 2021). Forty-five years ago, Stokes and Baer (1977) astutely informed us that generalization is not a passive process in which we simply wait for generalization to occur, but rather, is an active process that must be programmed and planned. Consequently, Stokes and Osnes (1989) later proposed a technology to program and facilitate generalized outcomes. Despite their recommendations, empirically supported methods to achieve generality within the assessment and treatment of challenging behavior are limited. The purpose of this panel is to discuss the status of and pursuit of generalization when treating severe challenging behavior. We will highlight current strengths and limitations of our field while also providing recommendations on how we might better systematically evaluate generalization strategies to contribute toward achieving more ecologically valid outcomes.

Instruction Level: Intermediate
Target Audience:

Some understanding of functions of behavior and function-based intervention Some familiarity with the generalization strategies as defined by Stokes and Baer (1977) and Stokes and Osnes (1989) Prior experience with designing, developing, and implementing interventions to reduce challenging behavior

Learning Objectives: 1. State and provide examples of different generalization strategies within the literature and practice. 2. Differentiate between passive and active generalization strategies 3. Understand the differences between effective treatment outcomes and efficacious treatment outcomes. 4. Learn how to program for generalization of interventions across different settings such as inpatient, outpatient, residential settings, schools, and in-home.
Keyword(s): generalization programming, severe behavior, stokes baer, treatment development
 
 
Symposium #363
CE Offered: BACB
Clinical Applications of Assessing and Implementing Acceptance & Commitment Therapy in Community Based Settings
Monday, May 29, 2023
12:00 PM–12:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM/VBC; Domain: Applied Research
Chair: Justice Leslie Dean (Emergent Learning Clinic)
CE Instructor: Justice Leslie Dean, M.S.
Abstract:

Acceptance & Commitment Therapy (ACT) has been used widely with many disorders and populations. Applied research is necessary to continue to assess and evaluate the efficacy of the use of ACT. The current set of studies sought to implement ACT in different settings. In one study, Board Certified Behavior Analysts were asked how they prescribe ACT based interventions with the clients they service. In another study, behavior technicians were exposed to an ACT workshop and mindful techniques to increase their psychological flexibility and present moment thoughts. In a final study, further evaluation of an online mindful and intuitive eating intervention to combat disordered eating with university students (Albers, 2018; Resch, 2019) was implemented. The goals were to increase education and decrease overall disordered eating. Current pilot data shows that disordered eating did decrease, mindful and intuitive eating increased, and general mindfulness improved across the duration of the study. The current studies show the progress that has been made in utilizing ACT as an intervention to the applied settings.

Instruction Level: Intermediate
Keyword(s): ACT
Target Audience:

Acceptance & Commitment Therapy - some knowledge

Learning Objectives: 1. Participants will be able to identify how to increase present moment awareness thoughts and how to operationally define them. 2. Participants will be able to identify mindful strategies related to body image and eating. 3. Participants will understand how BCBAs are applying ACT in an applied setting.
 

Acceptance & Commitment Therapy: Turning Covert to Overt Behavior in a Clinic Setting

Autumn N. McKeel (Emergent Learning Clinic), Jesse Sears (Emergent Learning Clinic)
Abstract:

Acceptance and Commitment Therapy (ACT) has been used to improve employee’s psychological flexibility and give them tools to deal with workplace stress (Bond, et al., 2006). There has yet to be studies published that evaluate ACT techniques used with behavior technicians in an ABA clinic setting. The purpose of the current studies were two-fold: to increase present moment thoughts and psychological flexibility following a workshop; and to examine how effective teaching employees a brief mindfulness exercise is to increase the number of thoughts identified as “present moment thoughts”. In Experiment 1, a workshop teaching exercises related to working with children with autism was presented over a four hour time period. In Experiment 2, behavior technicians were asked to write down 10 present moment thoughts before and after being exposed to a short mindfulness exercise. Results showed an increase in psychological flexibility and an increase in present thoughts following the workshop. In addition, the experiential mindful exercise resulted in an increase in present moment thoughts. Implications show an objective evaluation of how to measure whether thoughts are related to present moment following this talk aloud procedure.

 

Further Evaluation of a Brief Zoom-Facilitated Mindful and Intuitive Eating Intervention to Decrease Disordered Eating

ANGELICA A. AGUIRRE (Minnesota State University, Mankato)
Abstract:

Clinical eating disorders are psychological disorders that impact a small percentage of the population. Subclinical disordered eating is a broader term for eating patterns and behaviors that do not meet clinical threshold, but that still may be life impairing (Burnette & Mazzeo, 2020). Subclinical disordered eating impacts many more individuals than clinical eating disorders do and is often present without the direct awareness of the people affected by it. Mindful and intuitive eating approaches have recently begun to emerge as combined and stand-alone treatments for disordered eating and eating disorders. Studies have been limited in terms of population, with individuals with eating disorders making up the large majority of research subjects. The current study was further evaluation of an online mindful and intuitive eating intervention to combat disordered eating with university students (Albers, 2018; Resch, 2019). The goals were to increase education and decrease overall disordered eating. Current pilot data shows that disordered eating did decrease, mindful and intuitive eating increased, and general mindfulness improved across the duration of the study. While the hypotheses were partially supported, only the results for disordered eating and intuitive eating were significant. Despite lack of power due to small sample size, participants verbally reported approval of the benefits of the intervention.

 
 
Symposium #364
CE Offered: BACB — 
Ethics
Applied and Theoretical Explorations of Ethics in Behavior Analysis
Monday, May 29, 2023
12:00 PM–12:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA/PCH; Domain: Translational
Chair: Swathi Ragulan (University of Nevada, Reno)
CE Instructor: Swathi Ragulan, Master in Applied Behavior Analysis
Abstract:

Ethics is an important construct in the field of behavior analysis for numerous reasons. However, the utilization of distinct ethical practices and the different theoretical conceptualizations of ethics have only recently began to attract more attention from our field as a whole. In this symposium, we will attempt to offer applied and theoretical applications of ethics and ethical practices. First, Andrea Michaels will describe the current state of ethics within applied behavior analysis via data gathered from a scoping literature review. Next, Will Fleming will discuss a molar, interbehavioral approach with regards to analyzing the ethics of behavior analysis as an applied science. Finally, Dr. Ilene Schwartz will describe how behavior analysts identify ethical dilemmas in practice, how they make ethical decisions, and what resources are used during the decision-making process.

Instruction Level: Intermediate
Target Audience:

This symposium is intended for a target audience at an intermediate instruction level. It is encouraged that attendees are familiar with the BACB ethics code, are current on ethics-related literature within behavior analysis, and are also familiar with the philosophical underpinnings of the field to a certain extent. It will also be beneficial for attendees to assess their own professional experiences within behavior analysis and identify potential ethical dilemmas they have previously faced prior to attending this symposium.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify and state the recent trends and gaps in the behavior analytic ethics literature; (2) describe the importance of assent in the practice and dissemination of behavior analysis; (3) assess and compared various ethical decision-making processes currently used by practitioners and researchers in the field.
 
The Current State of Ethics in Applied Behavior Analysis: A Scoping Review
(Theory)
ANDREA NICOLE MICHAELS (University of Nevada, Reno), Abraao Figueira de Melo (University of Nevada, Reno), Donna West (University of Nevada, Reno), Helen Tecle Kidane (University of Nevada, Reno), Bethany P. Contreras Young (University of Nevada, Reno)
Abstract: Ethics is a central component of the practice of applied behavior analysis. Since behavior analysts work toward supporting behavior change in research participants and clients, it is crucial that they do so in a socially acceptable way from both the consumers’ and profession’s point of view. However, there is no such literature review that has identified articles, summarized key themes, or provided guidance for future scholarship. We conducted a scoping literature review that focused on the broad goal of describing the current state of ethics within applied behavior analysis as expressed within peer-reviewed journal articles. Utilizing six databases, we identified 51 articles that met our inclusion criteria. We analyzed each article by extracting data such as: function of article, central topic and purpose, BACB Code references and Code items, and whether the article discussed common ethical principles. We report findings related to clusters of central topics and purposes, percentages for how often each ethical principle is discussed, and data pertaining to different BACB Codes and Code items. This scoping literature review may identify resources for other scholars to employ on a variety of topics. Implications such as gaps in the literature and shifts in content over time are also discussed.
 
Cultural Reaction Systems of Power: An Analysis of the Ethics of Behavior Analysis as an Applied Science
(Theory)
WILL FLEMING (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: Behavior-analytic orientations as cultural practices evaluate the utility of constructs on the basis of the scope of human problems they can be effectively used to solve. As such, behavior analysis has largely become an applied science concerned with solving culturally-situated problems. Given how advanced behavioral science has become, this presents certain issues, including the construction of verbal contingencies that maintain response patterns that cohere with services we are able to provide. Our ability to produce demand for our own products using behavioral technology warrants an analysis of the ethics of scientific system construction. To this end, the current paper will use a molar, interbehavioral, and post-structuralist unit of analysis—cultural reaction systems of power—to analyze the ethics of behavior analysis as an applied science. Power relations across various activities that scientist-practitioners participate in will be assessed, and various forms of culturalization in which scientist-practitioners participate in through (1) direct behavior change interventions, (2) the production of scientific products and knowledge, and (3) graduated dissemination processes will be distinguished. Recommendations towards constructing a science that is more cognizant of its participation within power relations will be offered, and the importance of incorporating assent into behavior-analytic dissemination will be discussed.
 
How Behavior Analysts Make Ethical Decisions: A Qualitative Study
(Theory)
ILENE S. SCHWARTZ (University of Washington), Nancy Rosenberg (University of Washington), Elizabeth Kelly (University of Washington), Kaitlin Marie Kloes Greeny (University of Washington)
Abstract: Behavior analysts (BAs) frequently face professional ethical dilemmas. When faced with these dilemmas, BAs must problem solve and decide how to ethically respond. Though BAs have many tools available to guide their ethical decision-making (e.g., Ethics Code for Behavior Analysts; BACB 2020), little is known how BAs make ethical decisions in practice. We conducted a qualitative investigation of BAs’ ethical decision making to better understand how they identify ethical dilemmas in practice, how they make ethical decisions, and what resources they use during the decision-making process. Implications for behavior analytic practitioners, researchers, and people involved in training and supervising behavior analysts are discussed.
 
 
Panel #366
CE Offered: BACB
Learning-to-Read: The Science of Behavior and Early Reading Instruction
Monday, May 29, 2023
12:00 PM–12:50 PM
Convention Center 405
Area: EDC/VBC; Domain: Translational
CE Instructor: Margaret Uwayo, Ph.D.
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
JO ANN PEREIRA DELGADO (Teachers College, Columbia University)
MARGARET UWAYO (Kalamazoo Academy for Behavioral & Academic Success (KABAS) and YWCA of Kalamzoo)
LEANNA MELLON (SUNY New Paltz)
Abstract: The purpose of this panel discussion is to highlight recent contributions of the science of behavior to early reading instruction for P-12 children with and without disabilities. Proficient reading is foundational to an individual’s academic and social success. Yet, in the United States only 32% of fourth grade students read proficiently in 2022 - a statistic that is, in part, lower than previous years because of the COVID-19 pandemic. The science of behavior has identified research-based teaching operations that can offer improved early reading outcomes for school-age students. In this panel discussion, researchers and practitioners will discuss applications of the science of behavior to reading instruction and how it can be used by P-12 educators to improve early reading outcomes. Panelists will discuss how early reading is an extension of verbal development and how interventions from the science of verbal development can increase early reading outcomes. This panel is one of two panels that will highlight the contributions of the science of behavior to reading instruction.
Instruction Level: Intermediate
Target Audience: IThe audience should have a basic understanding of applied behavior analysis and its application to education.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) summarize the role of early reading in verbal development; (2) describe a strategic science of teaching and its application to early reading instruction; (3) discuss various contributions of the science of behavior to reading instruction.
Keyword(s): Pedagogy, Reading, Verbal behavior, Verbal development
 
 
Invited Paper Session #367
CE Offered: BACB
Creating an Environment for Organizational Behavioral Management (OBM) Solutions to Succeed
Monday, May 29, 2023
12:00 PM–12:50 PM
Hyatt Regency, Mineral Hall D-G
Area: OBM; Domain: Applied Research
Chair: Nicole Gravina (University of Florida)
CE Instructor: John Austin, Ph.D.
Presenting Author: JOHN AUSTIN (Reaching Results)
Abstract:

The field of OBM has done a tremendous job of documenting effective evidence-based procedures and techniques to improve performance at work. However, we do not always make the connection between our OBM techniques and what has been known since the early days of our science about how to reduce the likelihood of counter-control or strong negative reactions to behavior change techniques. In this presentation, Dr. Austin will describe a few areas of traditional OBM where the approach in implementation produces differential outcomes. Unfortunately, there is there are little data there are a few data to support these claims but sometimes experience must be our guide. Dr. Austin will discuss approaches to setting clear expectations, to having difficult conversations, delivering and receiving feedback, and delivering reinforcement that can help leaders build rapport and create behavior change more rapidly.

Instruction Level: Basic
Target Audience:

BCBA/BCBA-D

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define OBM; (2) List 5 steps to use in solving performance problems; (3) Describe how we can reduce counter-control when using OBM interventions
 
JOHN AUSTIN (Reaching Results)
Dr. John Austin is an internationally recognized expert in human performance. He is CEO of Reaching Results, where he teaches leaders to create more effective work environments. Dr. Austin was also a Professor of Psychology at Western Michigan University. He has consulted with organizations for 30 years to improve productivity and safety. John and his teams have been instrumental in delivering over 10,000 work improvement, quality, and safety projects that have generated millions of dollars in improvements to businesses. They have coached over 350 senior leaders from many companies and 19 countries to help them improve business performance. John coaches leaders, teaches courses on behavioral leadership, difficult conversations, and safety leadership, and is an event speaker on these topics.
 
 
Symposium #368
CE Offered: BACB
Systems, Groups, and the Evolution of Behavior Science
Monday, May 29, 2023
12:00 PM–12:50 PM
Hyatt Regency, Centennial Ballroom H
Area: PCH/OBM; Domain: Theory
Chair: Mitch Fryling (California State University, Los Angeles)
Discussant: Genevieve M DeBernardis (University of Nevada, Reno)
CE Instructor: Mitch Fryling, Ph.D.
Abstract: This symposium focuses on the broad topic of systems, and in particular the conceptualization of sciences as systems. The first presentation, by Linda Hayes, considers the distinguishing features of groups or collectivities of individuals. In doing so, factors that contribute to the development and maintenance of collectivities are considered, as well as factors that diminish or threaten the group over time. The example of behavior analysis is provided, as a collectivity or group of individuals with a common focus (i.e., understanding behavior). The second paper, by Mitch Fryling, builds upon the first presentation by considering the evolution of scientific knowledge, and with it, scientific disciplines more generally. This topic is particularly important as the speed with which knowledge develops has increased substantially in recent times. This requires us to consider how we train behavior scientists, pursue continuing education/professional development, and more. Transdisciplinary science is described, including potential examples of transdisciplinary science involving behavior analysis. The symposium concludes with a discussion by Genevieve DeBernardis, who will connect these issues to the area of behavioral systems development, looking to draw parallels between systems thinking in behavioral development and systems thinking in the science of behavior more generally.
Instruction Level: Intermediate
Keyword(s): interbehaviorism, science, systems, transdisciplinary
Target Audience: Basic understanding of behavioral principles and the various domains of behavior analysis.
Learning Objectives: 1-Describe factors that promote and threaten various collectivities 2-Explain factors that contribute to the evolution of behavior analysis as a scientific collectivity 3-Provide an example of a transdisciplinary science involving behavior analysis
 

The Road (Increasingly) Less Travelled

LINDA J. PARROTT HAYES (University of Nevada, Reno)
Abstract:

Behavior analysis, as a distinct psychological perspective, has had a relatively long career. It is argued that its longevity is owing, in part, to its revolutionary philosophical foundations. It was the road less travelled. Adherence to these foundations permitted the behavior analytic system to operate in relative isolation from competing groups, and to remain relatively stable by virtue of this circumstance. Over the past few decades though the behavior analytic system appears to have lost some of its most unique features, inviting instability and risking dissolution. Some of the factors that may have contributed to this outcome are addressed in this presentation. My aim in making this analysis is not to salvage the system of behavior analysis as it once was. This outcome is neither possible nor desirable. Rather, my aim is to consider how the field is evolving particularly as it engages with other disciplines, some of which foretell of new and important discoveries. And, regrettably, with some that were once rightly and ought still to be abandoned.

 
Transdisciplinary Science and the Evolution of Scientific Knowledge
MITCH FRYLING (California State University, Los Angeles)
Abstract: Scientific disciplines distinguish themselves from one another by their focus on a unique aspect of the natural world. The science of behavior, for example, distinguishes itself from other sciences by focusing on understanding functional relations among stimulation and responding. A great deal has been learned about our subject-matter, and yet still, there have always been calls to do more. At the same time, knowledge seems to be evolving faster than ever – across many professions and scientific disciplines. Indeed, what was considered contemporary at one period of time is outdated during another. Understanding this, the question is how do scientific disciplines evolve and change over time? What becomes of old knowledge? Does new knowledge simply replace it? Or do the older concepts simply have less of a center role in the evolving science? This presentation considers these issues and describes the growing interest in transdisciplinary science as a potential path to moving forward. The implications for behavior analytic training programs, professional development, and more, are considered.
 
 
Invited Paper Session #369
CE Offered: BACB
Conceptual Issues in Behavior Analysis: Do We Need to Tweak Them, or Is a Major Overhaul Required?
Monday, May 29, 2023
12:00 PM–12:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: SCI; Domain: Theory
Chair: Suzanne H. Mitchell (Oregon Health & Science University)
CE Instructor: Julian Leslie, Ph.D.
Presenting Author: JULIAN LESLIE (Ulster University)
Abstract:

Some of the most basic tenets of behavior analysis are that the explanation of all behaviour should be in terms of interactions with the environment, that behavior is changed by its consequences in the ways specified by a modern version of the law of effect, that those behavior changes contribute a great deal to the behavioral repertoire that is observed, and that these principles apply to the behavior of many animal species including humans, whose covert and verbal behavior is also determined by the same principles. Various areas of recent empirical and theoretical development may threaten some of these tenets. Consequent questions discussed in this paper will include: Is there evidence that response strengthening doesn’t occur, and does this have implications for the ubiquity of the law of effect? Can we maintain a strong version of phylogenetic continuity of learning principles given the evidence from animal cognition studies on the one hand, and relational frame theory on the other? And do studies of observational learning in human development suggest that we have overestimated the role of the law of effect?

Instruction Level: Intermediate
Target Audience:

Those who have taken postgraduate course in behavior analysis

Learning Objectives: After attending this session, attendees shall: (1) be able to identify some basic tenets of behavior analysis; (2) be aware of the centrality of the law of effect to both experimental and applied behavior analysis; (3) be informed of some contemporary areas of research and theory that seem to modify the law of effect and challenge its breadth of application.
 
JULIAN LESLIE (Ulster University)
I obtained my doctorate from Oxford University in 1974, supervised in part by Jock Millenson who had been trained in operant conditioning at Columbia University, New York. Since then I have been in academic posts in Northern Ireland and have been a full professor since 1986. I published textbooks on behaviour analysis from 1979 to 2002, and some of these remain in print. As well as teaching undergraduate and postgraduate courses, I have successfully supervised 50 students who have obtained PhDs in fields including, experimental analysis of behaviour, applied behaviour analysis, psychopharmacology, behavioural neuroscience, experimental psychology, applied psychology. Three PhD’s were concerned with behavioural strategies to address environmental issues. In 1977 I was co-founder of the group, Behaviour Analysis in Ireland which became a chapter of ABAI. In 2004, the group became the Division of Behaviour Analysis of the Psychological Society of Ireland, and I was the Division chair from 2009 to 2020. I organised the Third European Meeting for the Experimental Analysis of Behaviour in Dublin, Ireland 1999, and have co-organised 15 annual conferences of the Division of Behaviour Analysis from 2007 to 2023. I was on the program committee for the ABAI 11th International conference, Dublin 2022. In 2014, I was awarded a Doctorate of Science by Ulster University for career research on the experimental analysis of behaviour. In 2018 I was appointed as a Fellow, Association for Behavior Analysis International. From 2014 to 2023, I have given a series of papers on conceptual issues in behaviour analysis (including behavioural accounts of consciousness and the metaphysical basis of behaviour analysis). Recent empirical work is mostly on the application of behavior analysis in mainstream education.
 
 
Symposium #371
CE Offered: BACB
Applications of Behavioral Skills Training in Real World Contexts: Closing the Research-to-Practice Gap and Engaging Stakeholders
Monday, May 29, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT/DDA; Domain: Applied Research
Chair: Kendra Thomson (Brock University )
CE Instructor: Kendra Thomson, Ph.D.
Abstract: Behavioral skills training (BST) has ample evidence demonstrating its efficacy under analogue conditions. However, a research-to-practice gap may still exist. Evaluating training outcomes, including generalization and maintenance, under a variety of real-world conditions with diverse trainees is warranted. Large N research designs comparing BST to other training methods may also help to disseminate evidence-based training across disciplines. This symposium will present training data collected with clinicians, caregivers, direct support staff, and other professionals from the developmental disability and mental health sectors. Training targets included a variety of important skills including rapport building, evidence-based communication systems, and on-the-job safety. First, we will discuss a comprehensive community-based, caregiver training on the Picture Exchange Communication System®. Second, we will present data from a centre-based pyramidal model for training caregivers how to support rapport building skills. Finally, we will share data from a pragmatic randomized controlled trial comparing BST to training-as-usual for teaching self-protection and team control skills to newly hired staff at a large mental health teaching hospital. We will also discuss how stakeholders were meaningfully involved throughout these evaluations. Strengths and limitations of the findings will be discussed within the context of bridging the gap from research to practice.
Instruction Level: Intermediate
Keyword(s): behavioral training, caregiver training, community engagement, rapport building
Target Audience: BCBAs or BCBA-Ds Background in/familiarity with/experience in behavioral skills training
Learning Objectives: (1) describe how community stakeholders can be engaged in various steps in the research process; (2) describe how a pyramidal training model can be used to teach clinicians and caregivers rapport building skills (3) describe how behavioral skills training evaluations can be scaled to compare outcomes to other training models
 
Community Engaged Research: Engaging Stakeholders to Address Autism Service Limitations
JULIE KOUDYS (Brock University), Melissa Ann Elliott (Bethesda Services), Jeffrey Esteves (York University), Krysten Spottiswood (Pyramid Educational Consultants of Canada), Amanpreet Randhawa (Brock University), Alyssa Treszl (Brock University), Quinlan Stamp (Brock University), Hannah Floyd (Brock University)
Abstract: There is growing interest in engaging community members in the research process in order to establish meaningful priorities, improve research relevance, and increase the likelihood of outcomes being used in real-life settings. In this service presentation we will describe the process and outcomes of a three-year, community-engaged research project. The project was designed to address service limitations created by changes to publicly funded autism services in Ontario, Canada. The objectives of the project were to: increase access to evidence-based communication training (i.e., Picture Exchange Communication System®; PECS®; Bondy & Frost, 1994), develop and evaluate caregiver-mediated PECS training models to fit within available service structures, and enhance community capacity through staff training and experiential learning opportunities for graduate students. We also hoped to contribute to the literature related to behavior skills training and telehealth to support caregiver-mediated PECS implementation. Approaches to engagement of community partners at all phases of the project will be described. The iterative process of designing, implementing, evaluating, and refining training models to enhance outcomes and improve efficiency will be explained. Facilitator and caregiver training models will be presented, along with general caregiver and child outcomes, and performance metrics. Strategies to support successful community collaborations will be shared.
 

A Pyramidal Approach for Training Parents of Children With Autism Spectrum Disorder on Rapport Building Skills

SAMANTHA WALLBANK (Brock University), Alison Cox (Brock University), Nazurah Khokhar (Brock University), Kendra Thomson (Brock University), Priscilla Burnham Riosa (Brock University)
Abstract:

Establishing rapport has been associated with improved learning outcomes in the context of intensive behavioral treatment. However, training with clinicians or caregivers on this repertoire has yet to be adequately investigated. Substantial evidence suggests that behavioural skills training (BST) is an effective teaching approach. Using a modified multiple-baseline design across two therapist-parent dyads, we used pyramidal BST to teach two therapists rapport building skills (e.g., preferred items available, staying within arm’s reach, following child’s lead, provide choice, praise, silly play, labelling activities) and the components of BST. Next, we taught those therapists how to use BST to train two parents of children diagnosed with autism spectrum disorder on the same rapport-building skills. We also trained three additional parents to assess the same protocol. Preliminary probe results indicate that both therapist-parent dyads demonstrated mastery across all domains of rapport building, as did two of the three parents trained by the researchers. Follow-up probe results showed that outcomes were maintained one month after the final training session for all participants (therapists & parents). These pilot findings will help to inform the development of effective and efficient training methods for rapport-building skills.

 

Teaching Safety Skills to Mental Health Clinicians: A Pragmatic Randomized Control Trial Comparing Behavioural Skills Training to Training-As-Usual

Elizabeth Lin (Centre for Addiction and Mental Health), Mais Malhas (Centre for Addiction and Mental Health), Emmanuel Bratsalis (Centre for Addiction and Mental Health), KENDRA THOMSON (Brock University), Rhonda Boateng (Centre for Addiction and Mental Health; University of Toronto), Fabienne Hargreaves (Centre for Addiction and Mental Health), Heba Baig (Centre for Addiction and Mental Health), Kayle Donner (Centre for Addiction and Mental Health)
Abstract:

Workplace violence is an increasingly significant topic, particularly as it applies to staff working in mental health settings. The Centre for Addiction and Mental Health, Canada’s largest mental health hospital, prioritizes workplace safety and consequently has mandated clinical staff safety training. Key components of this training are self-protection and 2–5 person team control skills, which serve as a last resort when other interventions are ineffective (e.g., verbal de-escalation). Training-as-usual (TAU) for the past 20 years has been based on a 3-D approach (description, demonstration, and doing), but without any performance or competency-based assessment. Recent staff reports indicate that the acquisition and retention of these skills is problematic and that there are issues with staff confidence in their ability to address workplace violence. We will present the final data set of a pragmatic randomized controlled trial evaluating the effectiveness of behavioral skills training (BST) against TAU in terms of the acquisition and 1-month post-training retention of self-protection team control skills as well as the impact on staff confidence. Results to date support the effectiveness of BST vs. TAU for improving staff performance compared to TAU although neither method led to long-term maintenance. Suggestions for future research will be discussed.

 
 
Invited Paper Session #371A
CE Offered: BACB
Doreen Granpeesheh Speaker Series for the Interdisciplinary Approach to the Treatment of Autism: Considering the Medical Factors Contributing to Behaviors in Autism
Monday, May 29, 2023
3:00 PM–3:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: AUT; Domain: Applied Research
Chair: Doreen Granpeesheh (Autism Media Network)
CE Instructor: Timothy Buie, M.D.
Presenting Author: TIMOTHY BUIE (Harvard Medical School/Boston Children’s Hospital)
Abstract: TBD
Instruction Level: Basic
Target Audience:

All care givers for individuals with autism.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Recognize behavioral presentations that may be coming from underlying medical conditions; (2) Consider processes to test for medical contribution to behaviors; (3) Demonstrate the impact of data coming from behavioral care for the medical provider.
 
TIMOTHY BUIE (Harvard Medical School/Boston Children’s Hospital)
Timothy M. Buie, M.D. is a Pediatric Gastroenterologist and Autism medical specialist at Boston Children’s Hospital. Prior to that position, he worked in the pediatric gastroenterology department for18 years at Massachusetts General Hospital for Children based in Boston, MA. He also served as the Director of Gastrointestinal and Nutrition at Massachusetts General Hospital’s Lurie Center for Autism. Dr. Buie is an Assistant Professor of Pediatrics at Harvard Medical School. He completed his training in Pediatric Gastroenterology at Yale University School of Medicine. In addition to managing a large patient population, Dr. Buie has published a variety of papers and book chapters characterizing gastrointestinal problems in children with autism and developmental disorders including clinical presentation and medical findings. His work includes translational research of the intestinal microbiome and the metabolic effects of the microbiome in a variety of conditions in pediatrics including autism and inflammatory disease. Dr. Buie has been featured in The New York Times, The Wall Street Journal on PBS NewsHour, the BBC and media worldwide talking about gastrointestinal symptoms, diet and nutrition, and the microbiome differences seen in individuals with autism. He is currently featured on AutismSpeaks.org and YouTube in an online medical video series he developed and co-produced with Autism Speaks and has been a contributor to the advice column “Food for Thought” on the Autism Speaks Web site. Dr. Buie’s lecture on “Autism and the Impact of the Intestinal Microbiome; Exploring the Relationship of the Intestinal Micro Flora to Diet, Digestion and Disease” can be viewed in an online video produced by Quantum University and available on YouTube. Dr. Buie has been honored for his efforts in medicine and has been selected as one of Boston’s “Top Docs,” by his peers. He most recently received the Margaret Bauman Award for Autism Care presented in May 2017, which he also received in 2010. He has received the Professional of the Year by the Autism Society of America in 2010 and the Partners in Excellence Award 2014. In 2015, Dr. Buie received the University of Missouri-Kansas City School of Medicine’s Take Wing Award honoring his career achievements and professional excellence. He received the Boston Children’s Hospital GI Teaching Attending of the Year 2020, awarded by the GI Fellowship. For more information, please view Dr. Buie’s online profile on the Boston Children’s website: http://www.childrenshospital.org/directory/physicians/b/timothy-buie
 
 
Symposium #372
CE Offered: BACB
Considerations for Addressing Dental Concerns for Children With Autism
Monday, May 29, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 4A/B
Area: AUT; Domain: Applied Research
Chair: Savannah Tate (University of Florida)
CE Instructor: Savannah Tate, M.Ed.
Abstract:

Children with autism sometimes have difficulty tolerating oral health and hygiene procedures. This may result in oral pain or abnormalities, longer wait time for services due to the need for sedation, and problem behavior related to these medical variables. The purpose of this symposium is to propose considerations for addressing oral health and hygiene issues as it relates to multidisciplinary care and identifying behavioral indicators of oral pain, diurnal bruxism, which is an oral form of self-injury, and increasing engagement in oral hygiene skills without escape extinction. First, we will present data on a developmental history survey of children with autism who have dental issues, including a case example of indicators of oral pain. Next, we will present a larger scale study of assessment and treatment of diurnal bruxism. Finally, we will discuss results of a study on teaching oral hygiene without escape extinction. Implications and future directions for research will also be discussed.

Instruction Level: Intermediate
Keyword(s): Autism, Hygiene skills, Oral health, Stimulus fading
Target Audience:

This is an appropriate topic for behavior analysts that understand the basics of assessment and treatment of problem behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the extent to which children with autism may experience resistance to dental procedures and self-injury that may be exacerbated by oral health problems; (2) describe how treatments typically prescribed for self-injury maintained by automatic reinforcement may affect diurnal bruxism; (3) identify methods for increasing engagement in oral hygiene skills without the use of extinction.
 

Incorporating Dental Considerations Into Multidisciplinary Behavioral Treatments

JANAE' PENDERGRASS (University of Florida), Lindsay Lloveras (University of Florida), Kerri P. Peters (University of Florida), Nicole Perrino (Florida Autism Center, University of Florida), Vivian F Ibanez (University of Florida), Sean Smith (SUNY Upstate Medical University), Timothy R. Vollmer (University of Florida)
Abstract:

Individuals with autism are more likely to be diagnosed with additional chronic medical conditions than their neurotypical peers (Copeland and Buch, 2019). However, they are less likely to have the communication skills to express feelings of pain or discomfort that may surface from these conditions (McKeown et al., 2022). One common issue that arises for most children are problems with dental health. This occult medical condition could potentially produce pain and has implications for health outcomes. Failing to address concerns associated with oral health and hygiene could result in false positives during behavior assessments and could lead clinicians to implement behavioral treatments that disregard relevant variables. Collaborating with other healthcare professionals to address these medical issues may assist practitioners in providing holistic, high-quality care to clients. Children with autism are more susceptible to dental issues due to a number of variables (Krahn et al., 2016). In this presentation, we will discuss the results of a developmental history survey of children with dental issues, a case example of the effects of dental issues on elevated rates of self-injurious behavior before and after collaborating with a dentist, and the assessment of toothbrushing in children in collaboration with a pediatric feeding professional. We will also discuss future areas for research.

 
Assessment and Treatment of Diurnal Bruxism
SAVANNAH TATE (University of Florida), Catherine Kishel (The University of Florida), Rachel LeeAnn Schmidli (BlueSprig Pedatrics), Timothy R. Vollmer (University of Florida)
Abstract: Children with autism are more likely to experience difficulty tolerating dental procedures. This poses challenges for individuals who engage in diurnal bruxism (i.e., teeth grinding while awake), a form of self-injurious behavior. There are few studies with sufficient experimental design in the literature that evaluate treatment for bruxism. Most of these studies evaluate a combined cue procedure, which includes a gentle touch on the chin and a vocal prompt contingent on bruxism. Only three of these studies include a functional analysis of bruxism. We applied assessment and treatment procedures typical for self-injury maintained by automatic reinforcement to bruxism. We started with a functional analysis to confirm that the bruxism was maintained by automatic reinforcement. Next, we conducted a competing stimulus assessment. Depending on results of the initial competing stimulus assessment, we modified the augmented competing stimulus assessment to include a combined cue procedure. We used the results of the competing stimulus assessments to inform treatment. Treatment analyses included evaluations of noncontingent reinforcement, combined cue procedures, and combined cue procedures with the addition of a chewy. Results indicate that noncontingent reinforcement and the combined cue procedure may not be effective enough to reduce diurnal bruxism in some children with autism.
 

Teaching Oral Hygiene Skills Without Escape Extinction

JEANNE STEPHANIE GONZALEZ (University of Florida), Lindsay Lloveras (University of Florida), Ciobha A. McKeown (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Many children do not tolerate oral hygiene activities such toothbrushing or dental visits despite the fact these are essential for medical care. This study sought to replicate and extend the literature on teaching oral hygiene skills to children with autism. Participants were taught to tolerate toothbrushing using stimulus fading and no escape extinction. Removal of assent was defined for each participant and included any behavior that suggested the participant wanted to terminate the session. We also conducted generalization probes with caregivers and dental visits. All participants made progress with toothbrushing across multiple stimuli. Limitations including long durations to terminal goals will be addressed.

 
 
Symposium #373
CE Offered: BACB
An Investigation of Self-Control and Emotion Regulation Interventions for Individuals With Autism Spectrum Disorder
Monday, May 29, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 3C
Area: AUT/CBM; Domain: Applied Research
Chair: Angelica A. Aguirre (Minnesota State University, Mankato)
Discussant: Odessa Luna (St. Cloud State University)
CE Instructor: Angelica A. Aguirre, Ph.D.
Abstract:

Self-control and emotion regulation are considered critical skills for daily living. Some studies have shown that people with higher self-control cope more easily with emotional distress and have greater emotional stability (see Gramzow et al., 2001; Tangney et al., 2004). In addition, Shoda et al. (1990) found that children with better self-control predict higher emotional coping ability as they grow older. The American Academy of Pediatrics and the National Research Council (Hyman et al., 2020) identified behavior and communication interventions to be the most effective with children with Autism Spectrum Disorders (ASD). Although, early and intensive intervention services have been recommended for people with ASD (National Autism Center, 2015), there continues to be a lack of resources and services for people with ASD as they transition into adolescence and adulthood especially in regards to teaching more complex skills such as self-control and emotion regulation (Turcotte et al., 2016). This session will present two studies to examine potential ways to teach these complex behaviors to individuals with ASD. Furthermore, implications to teaching self-control and emotional regulation in applied settings with be discussed.

Instruction Level: Intermediate
Keyword(s): autism, emotion regulation, self-control, social skills
Target Audience:

Understanding of how to implement choice assessments and social skills programs.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) State what is self-control and emotion regulation, 2) Demonstrate the difference between the use of primary and secondary reinforcers in play environments with children with autism, 3) Discuss how to implement a Behavior Skills Training protocol to teach emotion regulation skills.
 

Examining the Effects of an Online Social Skills Program on Emotional Regulations Skills for Adolescents and Young Adults With an Autism Spectrum Disorder

ANGELICA A. AGUIRRE (Minnesota State University, Mankato), Breanna Perron (Minnesota State University, Mankato), Danielle Curtis (Minnesota State University, Mankato), Ellie Bungum (Minnesota State University, Mankato), Kate Flynn (Minnesota State University, Mankato)
Abstract:

Turcotte and colleagues (2016) reported social skills training, especially in relation to emotion regulation, is the most unmet need for adolescents and adults with Autism Spectrum Disorder (ASD). Emotion regulation is a term used “to describe a person’s ability to effectively manage and respond” appropriately to emotional experiences (Rolston & Lloyd-Richardson, 2021). Deficits in emotion regulation have been shown to lead to a multitude of social consequences and difficulties across the lifespan when unaddressed (Shattuck et al., 2011). The purpose of this research project is to evaluate the effects of an online social skills program on emotional regulation skills for adolescents and young adults with an Autism Spectrum Disorder (ASD). A modified Behavior Skills Training protocol was implemented for four 60-minute sessions. Current pilot data provide potential support for increasing emotion readiness skills for three adolescents with ASD. There were also improvements in reducing problematic internalizing behavior. Future research and implications will be discussed.

 

An Evaluation of Functional Relations on Self-Control Behavior for an Autistic Child

RICHARD COLOMBO (Center for Applied Behavior Analysis), Henry D. Schlinger (California State University, LA), Rachel Taylor (Center for Applied Behavior Analysis), Eric Carlson (The Chicago School of Professional Psychology)
Abstract:

Self-control is an important topic in the area of applied behavior analysis, particularly for children diagnosed with autism. Previous researchers evaluated self-control training in children with autism by examining participants’ selection response and problem behavior when a concurrent activity was used during the delay to larger rewards. The purpose of the current study was to evaluate different terminal stimuli by comparing edibles and attention enriched toy-play in a self-control training paradigm with a child diagnosed with autism. As a secondary manipulation, variable duration schedules were used across all phases in order to simulate more naturalistic situations. During baseline, the participant selected the smaller sooner option more often than the two larger later options (one with a concurrent activity). When the edibles were presented with minimal attention from the instructor, problem behavior increased and the participant continued to select the smaller sooner option. When attention was provided during the play phases, the participant selected the larger later option with the concurrent activity on almost every opportunity.

 
 
Panel #374
CE Offered: BACB
Applications and Implications of Nonlinear Contingency Analysis and the Constructional Approach to Teaching of Autistic Children
Monday, May 29, 2023
3:00 PM–3:50 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/CBM; Domain: Service Delivery
CE Instructor: Anna Linnehan, Ph.D.
Chair: Anna Linnehan (Endicott College)
RICHELE YEICH (Great Leaps Academy/Eastern Florida Autism Center)
ANDREW MILLER (Conestoga Behavioral Services, LLC)
LUCERO NERI-HERNANDEZ (Children’s Health)
Abstract:

This panel will examine the functional analysis and design of constructional behavioral interventions informed by a nonlinear contingency analysis (NCA) with Autistics and caregivers. With an emphasis on humane and compassionate care, constructional programs focus on strengthening and building repertoires based on goals developed in partnership with the client, rather than elimination of behavior. With over 40 years of research and practice, the constructional approach and NCA focus on constructional rather than pathological behavior change to provide best outcomes for clients. Panelists will provide real world accounts of the application of these procedures, and how genuine, rather than apparent assent may be achieved with both verbal and nonverbal clients. They will answer questions posed by the chair and audience, and discuss address issues concerning program planning, crisis intervention, and staff training. The panelists have extensive experience in the application of constructional methods in hospitals, clinics, schools, and home services. Some of these applications include feeding programs without the use of extinction or exposure, incorporating the constructional questionnaire into the intake process, and incorporating the constructional approach/NCA at clinic wide level.

Instruction Level: Basic
Target Audience:

Clinicians and practitioners working with Autistics and caregivers.

Learning Objectives: 1. Identify the difference between genuine and apparent assent. 2. Develop meaningful goals in partnership with the client. 3. Describe applications of nonlinear contingency analysis and constructional approach to clinical practice.
 
 
Panel #375
CE Offered: BACB
Demystifying the Brain Injury Rehabilitation Continuum of Care: More Settings for Behavior Analysts to Explore
Monday, May 29, 2023
3:00 PM–3:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM; Domain: Service Delivery
CE Instructor: Megan R. Heinicke, Ph.D.
Chair: Megan R. Heinicke (California State University, Sacramento)
ANNEKA HOFSCHNEIDER (Centre for Neuro Skills)
ARIELLE REINDEAU (Craig Hospital)
CHRIS M. SCHAUB (ReMed)
Abstract: Acquired brain injury (ABI) is the second most prevalent cause of long-term disability in the United States (Centers for Disease Control and Prevention, n.d.). Neurorehabilitation is a complex process involving multiple settings (e.g., acute, postacute, community) and interdisciplinary teams, often referred to as the “continuum of care”. Similar to other clinical populations served by behavior analysts, individuals who survive ABIs often experience lifelong challenges. For example, behavioral changes following ABI (e.g., aggression, refusal, inappropriate sexual behavior) can impede rehabilitation goals at each care level and have a major impact on independent living options (Heinicke & Carr, 2014). Fortunately, behavior analysts are well equipped to address behavioral consequences following ABI (LeBlanc et al., 2012); however, less than 1% of behavior analysts report neurorehabilitation as their primary practice area (Behavior Analyst Certification Board, n.d.). The lack of behavior analysts in neurorehabilitation settings may be due in part to a general lack of public awareness surrounding ABI. Thus, the purpose of this panel is to shed light on how behavior analysts can add value to interdisciplinary teams throughout the neurorehabilitation continuum of care. Panelists include practicing behavior analysts who serve ABI patients across acute inpatient hospital, postacute inpatient, postacute day treatment, and outpatient neurorehabilitation settings.
Instruction Level: Basic
Target Audience: Beginner
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) distinguish between the different levels of the neurorehabilitation continuum of care (e.g., acute, subacute, postacute) including the main objectives, common interdisciplinary team members, and behavior-analytic goals at each level; (2) describe common behavioral challenges at each level of care and how behavior analysts collaborate within their interdiscripinary teams to address these challenges; and (3) describe at least two barriers (and strategies for addressing these barriers) associated with implementing behavior-analytic procedures along the neurorehabilitation continuum of care.
Keyword(s): brain injury, care continuum, diversifying practice, neurorehabilitation
 
 
Panel #378
CE Offered: BACB — 
Ethics
Capacity Building Through Collaboration: Ethical Applications of the Science of Behavior Analysis in Public Schools
Monday, May 29, 2023
3:00 PM–3:50 PM
Convention Center 403/404
Area: EDC/DDA; Domain: Service Delivery
CE Instructor: John E. Staubitz, M.Ed.
Chair: John E. Staubitz (Vanderbilt University Medical Center, TRIAD)
BRENDA J. BASSINGTHWAITE (Munroe-Meyer Institute; University of Nebraska Medical Center)
PATRICK ROMANI (University of Colorado, Anschutz Medical Campus)
DEVA CARRION-MCGEE (School Consultation Program at Marcus Autism Center)
Abstract:

When students have complex behavior needs school teams often struggle to maintain student engagement and safety. An appropriate education includes evidence-based strategies for teaching new skills and for decreasing interfering behaviors when universal behavior supports have failed. Unfortunately, teachers and school-based staff often struggle to meet the needs of these students and have limited access to training related to evidence-based behavior analytic technology. Behavior analysts are uniquely equipped to address complex behavior needs of students and to address skills of educators whose lack of skill presents barriers to educational service delivery. Behavior analysts can be welcomed as a collaborative member of an interdisciplinary team when they value teaming relationships and follow their ethical responsibility to collaborate with colleagues to identify and implement solutions. This panel has a cumulative 55 years of experience working with school systems at various levels (e.g., individual, classroom, district, statewide) across 5 states. We will discuss our efforts in public schools to support students’ educational programming and to build capacity in educators’ skills while discussing key elements of the BACB Ethical Code (e.g., collaboration, scope of practice, addressing interfering conditions to service delivery). Audience members will be encouraged to ask questions for the panel’s response.

Instruction Level: Intermediate
Target Audience:

This presentation would be appropriate for board-certified behavior analysts who have experience with clinical or school-based applications for severe problem behavior who are interested in coaching educators to put intensive behavior interventions in place. If practitioners or researchers would like to improve their skills for collaboration as a means of building service delivery capacity in educators, then this would be a beneficial session for them.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify tactics for initiating engagement with educators who hope to develop the capacity to assess or intervene with dangerous behavior. 2) Describe collaboration techniques to adapting behavior analytic consultation and technology to educational settings and work alongside non-BCBA practitioners. 3) Understand the ethical responsibility of behavior analysts to use collaboration to improve their practice in educational contexts relative to dangerous behavior.
Keyword(s): collaboration, consultation, school-based, state-wide
 
 
Panel #379
CE Offered: BACB
Reading-to-Learn: The Science of Behavior and Advanced Reading Instruction
Monday, May 29, 2023
3:00 PM–3:50 PM
Convention Center 405
Area: EDC/VBC; Domain: Translational
CE Instructor: Denise Ross, Ph.D.
Chair: Denise Ross (University of Wisconsin Milwaukee)
BRITTANY DIANNE BLY (Teacher's College Columbia University)
KIEVA S. HRANCHUK (Brock University)
JENNIFER WEBER (Teachers College, Columbia University & Nicholls State University)
Abstract: The purpose of this panel discussion is to highlight recent contributions of the science of behavior to advanced reading instruction for P-12 children with and without disabilities. Proficient reading is foundational to an individual’s academic and social success. Yet, in the United States only 32% of fourth grade students read proficiently in 2022 - a statistic that is, in part, lower than previous years because of the COVID-19 pandemic. The science of behavior has identified research-based teaching operations that can offer improved reading and writing outcomes for school-age students. In this panel discussion, researchers and practitioners will discuss applications of the science of behavior to advanced reading and writing instruction and how it can be used by educators to improve literacy outcomes. Panelists will discuss how advanced reading and writing are extensions of verbal development and how interventions from the science of verbal development can increase advanced reading and writing outcomes. This panel is one of two panels that will highlight the contributions of the science of behavior to reading instruction.
Instruction Level: Intermediate
Target Audience: Intermediate. The audience should have a basic understanding of applied behavior analysis.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) summarize the role of advanced reading and writing in verbal development; (2) describe a strategic science of teaching and its application to advanced reading and writing instruction; (3) discuss various contributions of the science of behavior to advanced reading and writing instruction.
Keyword(s): Reading, Verbal behavior, Verbal Development, Writing
 
 
Panel #380
CE Offered: BACB
Navigating Challenging Conversations in the Field of Applied Behavior Analysis (ABA): The Stuff You Can’t Find in a Textbook
Monday, May 29, 2023
3:00 PM–3:50 PM
Hyatt Regency, Mineral Hall A-C
Area: OBM; Domain: Service Delivery
CE Instructor: Molly Ann McGinnis, M.Ed.
Chair: Molly Ann McGinnis (Butterfly Effects)
ASHLEY JUAREZ (Butterfly Effects)
CLAIRE SPIELER (Butterfly Effects)
MORGAN KEENCE (Missouri MENTOR)
Abstract:

Challenging Conversations.... there is certainly no lack of these within the field of Applied Behavior Analysis. Whether you are mediating staff relationships, interacting with critical payor sources, or speaking with a family that just received their child's first diagnosis, learning how to handle challenging conversations in our field is often only learned through years of experience. Challenging conversations can pose undue stress, anxiety, and burnout within our field. Our goal is to address challenging situations with a solution-focused mindset while incorporating essential components like compassionate care, perspective taking, and cultural sensitivity during problem solving. In this panel we will discuss different challenging scenarios and conversations faced from the perspectives of different types of practitioners in the field of ABA and autism. The panelists will share hard-learned navigational tools to prepare you for diverse challenging scenarios and teach you how to handle these conversations with confidence.

Instruction Level: Basic
Target Audience:

N/A

Learning Objectives: (1) Recognize barriers during challenging conversations (2) Implementing solution-based strategies when navigating challenging conversations (3) Utilizing compassionate care, perspective taking, and cultural sensitivity during problem solving.
Keyword(s): Care Coordination, Difficult Conversations, Parent Training
 
 
Symposium #381
CE Offered: BACB
Recent Advances in Measurement and Data Analysis in Adapted Alternating Treatments Design and Latency-Based Functional Analysis
Monday, May 29, 2023
3:00 PM–3:50 PM
Hyatt Regency, Centennial Ballroom H
Area: PCH; Domain: Applied Research
Chair: Maya Fallon (University of Nebraska Medical Center's Munroe-Meyer Institute)
CE Instructor: Maya Fallon, Ph.D.
Abstract:

Measuring and analyzing assessment and treatment outcomes are essential components in applied behavior analysis. Therefore, research must continue exploring current and alternate measurement and data analysis methods. This symposium will highlight recent advances in interpreting results in an adapted alternating treatments design (AATD) and measurement in a latency-based functional analysis. Two presentations focus on discovering the conditions under which conclusions can be drawn from an AATD. The first summarizes research in the Journal of Applied Behavior Analysis to better understand how researchers interpret data obtained from AATDs. The second presents new evidence regarding the natural variability in acquisition when teaching procedures are identical and discusses results that may influence how we make conclusions regarding outcomes from AATDs. The third presentation examines the use of percentage goal obtained as a measurement of response strength and existing trends in latency during a latency-based functional analysis.

Instruction Level: Intermediate
Keyword(s): AATD, experimental design, functional analysis, Latency
Target Audience:

The target audience for this session includes behavior analysis students and practicing behavior analysts who are familiar with the adapted alternating treatments design and latency-based functional analysis.

Learning Objectives: After the presentations, participants will be able to: (1) discuss similarities and differences in how researchers make conclusions based on data obtained from AATDs in the Journal of Applied Behavior Analysis, (2) identify the key components of an adapted alternating treatments design and recognize the implications of the use of different mastery criteria regarding the efficiency of an intervention, and (3) understand effect size calculation for single-subject research design using percent of goal obtained and describe its relevance for latency functional analysis data interpretation.
 

“A Critical Evaluation of Adapted Alternating Treatment Designs” to “A Critical Evaluation of Adapted Alternating Treatments Designs”

PAIGE O'NEILL (University of Nebraska Medical Center - Munroe-Meyer Institute), Emily Ferris (University of Nebraska Medical Center; Munroe Meyer Institute), Nicole Pantano (Assumption University), Madison Judkins (University of Nebraska-Medical Center Munroe-Meyer Institute), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), Catalina Rey (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract:

Adapted alternating treatments designs (AATDs) are commonly used to compare the efficiency of instructional procedures. Each teaching method is applied to a set of instructional items and differences between methods are demonstrated when acquisition of one set is more rapid than another and when the effect is consistent across sets or participants. Although AATDs are widespread, there is currently no minimum standard for either the amount of difference that should be observed or the number of replications that should be achieved before concluding that one procedure is superior to other(s). In this study, we reviewed articles published in the Journal of Applied Behavior Analysis that used AATDs and coded them for the research design variation, mastery criteria used, within- and across-subject replication (whether replication was sought and subsequently achieved), and author conclusions about obtained results. Results of this study highlight variations in the conclusions derived from data obtained from AATDs.

 
Toward a Better Understanding of Meaningful Differences in the Adapted Alternating Treatment Design
EMILY FERRIS (University of Nebraska Medical Center; Munroe Meyer Institute), Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute), Nicole Pantano (Assumption University), Madison Judkins (University of Nebraska-Medical Center Munroe-Meyer Institute), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), Catalina Rey (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract: The adapted alternating treatment design (AATD) is a frequently implemented small-N research design used to evaluate the efficiency and efficacy of teaching procedures. AATD rapidly alternates two or more interventions using unique sets of instructional targets assigned to each intervention. Despite a growing body of research using AATD, one basic tenet of the design remains untested: What is the natural variability in rate of acquisition of matched instructional sets when there is no difference in teaching procedures? In the current study, eight children diagnosed with autism were taught to read sight words or receptively or expressively identify pictures of common items using identical teaching procedures across all targets. Targets were equated for difficulty using logical analysis procedures. The AATD design was embedded in a multiple-probe-across-sets design. Preliminary results show a notable amount of variability in the number of sessions to mastery, despite identical teaching procedures. These findings suggest that there should be a considerable, consistent difference in the number of sessions to mastery to conclude there was a difference in efficiency between treatments and underscore the importance of within-subject replication. These findings could help inform what is considered a meaningful difference between conditions for future research using AATD.
 
Preliminary Examination for Using Percent of Goal Obtained as Indication of Response Strength Across Functional Analysis Sessions
JUSTIN BOYAN HAN (University of South Florida), Sarah E. Bloom (University of South Florida), John Ferron (University of South Florida)
Abstract: Current methodology for calculation of effect size in single-subject research design favors the usage of non-parametric measures like Tau-U, nonoverlap of all pairs (NAP), and percentage of all non-overlapping data (PAND). These methods are primarily used in literature reviews where estimates on effectiveness of an independent variable are accumulated and discussed. However, these non-parametric measures are unable to account for magnitude of change, which can be crucial when we are interested in comparison of treatment effectiveness. To potentially address this issue, Ferron et al. (2020) proposed the percentage of goal obtained (PoGO) as a method of indexing effect-size with considerations of level of target response. The current project aims to examine the feasibility of using PoGO as a measurement of response strength across sessions in latency-based functional analysis. Additionally, we examined existing trends in latency across exposures to test conditions within latency-based functional analyses. Our data suggest that PoGO may be a reliable way to calculate effect size in latency-based FA and could be useful in assessment of trend across FA sessions. Implications of our findings are discussed.
 
 
Invited Paper Session #382
CE Offered: BACB
The Language of Politics and the Language of Science: A (Brazilian) Behavior-Analytic Perspective
Monday, May 29, 2023
3:00 PM–3:50 PM
Hyatt Regency, Centennial Ballroom D
Area: PCH; Domain: Service Delivery
Chair: Michael D. Hixson (Central Michigan University)
CE Instructor: Alexandre Dittrich, Ph.D.
Presenting Author: ALEXANDRE DITTRICH (Federal University of Paraná)
Abstract: Science is under attack – in Brazil and elsewhere. Most of the attacks are politically motivated: suddenly, science became part of a “great evil” of which citizens must be wary. The public image of science is thus being damaged, in spite of the fact that everyday life is pervaded by scientific achievements. What can behavior analysts do about this situation? In this presentation, I will identify some relevant variables that may explain the current distrust of science and suggest some measures we can take as behavior analysts and scientists to face it. The science under attack is a caricature – a verbally constructed image that does not correspond to what scientists actually do, but nonetheless grants abundant social reinforcement from morally and politically motivated groups. Scientists are the ones who must reconstruct a positive public image of science through education and science communication. In order to do that, we must “humanize” science, showing what scientists actually do, including all the limitations, doubts and failures of the scientific work. We must also show that science has its own ethics – one that may be useful and morally relevant in all aspects of life, including politics. Finally, as behavior scientists, we must be able to share our knowledge with the public at large, informing people about the many ways in which their own behavior may be controlled – even by politics.
Instruction Level: Intermediate
Target Audience:

Behavior analysts and scientists interested in the improvement of the public image of science

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe relevant variables that may explain the current distrust of science (2) Describe measures that scientists and behavior analysts can take to rebuild trust in science (3) Describe the importance of sharing behavior-analytic knowledge about the control of behavior with the public at large
 
ALEXANDRE DITTRICH (Federal University of Paraná)
Alexandre Dittrich is a psychologist with degree from the Regional University of Blumenau/Brazil (1999). He holds a Doctorate degree in Philosophy from the Federal University of São Carlos/Brazil (2004). He conducted postdoctoral research in collaboration with Dr. Henry Schlinger at California State University (2018). He founded and was the first coordinator of the Workgroup on Theoretical Research in Behavior Analysis, affiliated with the National Association for Research and Graduate Studies in Psychology (Brazil) (2020-2022). He was editor-in-chief of Interação em Psicologia (Interaction in Psychology; 2007-2013) and is currently executive editor of the Brazilian Journal of Behavior Analysis and part of the Editorial Board of Behavior and Social Issues. He is Titular Professor in the Department of Psychology at the Federal University of Paraná since 2004, and was chair of the same Department (2006-2009). He was chair of the Graduate Program in Psychology (Master’s and Doctorate degree) at UFPR (2019-2021). He carries out research on the historical, philosophical and theoretical foundations of Psychology and Behavior Analysis.
 
 
Symposium #384
CE Offered: BACB
Diversity submission Diversity, Equity, and Inclusion Efforts in Action
Monday, May 29, 2023
3:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 4
Area: AUT/EDC; Domain: Applied Research
Chair: Meghan Deshais (Rutgers University)
Discussant: Corina Jimenez-Gomez (University of Florida)
CE Instructor: Meghan Deshais, Ph.D.
Abstract: The field of applied behavior analysis is making actionable efforts to improve our incorporation of diversity, equity, and inclusion into training, organizations, and practice. This symposium focuses on those efforts across a variety of domains. The first study reports findings from a survey on cultural competence in graduate training sent to Association for Behavior Analysis International verified course sequence coordinators. The second study evaluated the number of Association for Behavior Analysis International affiliated chapters that have diversity statements. The third study evaluated two approaches for establishing language skills in children with ASD from bilingual households. The fourth study compared the acquisition of language skills by children with ASD using inclusive and non-inclusive teaching materials. Implications for graduate training, organizations, and clinical practice will be discussed.
Instruction Level: Basic
Keyword(s): bilingual, cultural competence, diversity, inclusive
Target Audience: Practitioners and graduate faculty
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the extent to which graduate training programs in ABA address the standards for cultural competence in behavior analysis (Fong & Tanaka, 2013) and ABAI-affiliated chapters communicate their commitment to diversity. (2) Describe the effects of sequential vs. simultaneous training when teaching in two languages on the acquisition of tacts by children with ASD. (3) Provide a definition of inclusive teaching materials and identify potential advantages of using inclusive teaching materials when establishing new skills in children with ASD. Given a diversity and inclusion statement, listeners will be able to identify the categories of inclusion within the statement.
 
Diversity submission Culture in Applied Behavior Analysis Graduate Training
STEPHANIE ORTIZ (Rutgers University)
Abstract: Applied Behavior Analysis (ABA) graduate training programs have lagged woefully behind similar disciplines with respect to acknowledging the importance of culture and cultural competence in the clinical practice of ABA. We distributed a web-based survey to ABAI verified course sequence (VCS) coordinators and asked them to rate the importance of and the extent to which their course sequences addressed eight proposed standards for cultural competence in behavior analysis (Fong & Tanaka, 2013). In total, 37 surveys were returned, and respondents coordinated online, hybrid, and in-person graduate programs in ABA. Results suggested that more than half of respondents (67%-83%) strongly agreed that all the proposed standards were important. Across all respondents, five standards were consistently rated as being incorporated (i.e., agree and strongly agree) within their course sequence. Possible explanations for our findings and implications for graduate training in ABA will be discussed.
 
Diversity submission 

An Analysis of Diversity and Inclusion Statements in ABAI-Affiliated Organizations

MADISON DUKE (Florida Institute of Technology), Jonathan K Fernand (Florida Institute of Technology), Karen Baron (North Shore Pediatric Therapy), Leannah Lynn Sheahan (Endicott College)
Abstract:

Organizations can use diversity and inclusion statements to declare their values about diversity, equity, and inclusion. These statements can outline the expectations the organization has for those associated with it. The Association for Behavior Analysis International (ABAI) has a diversity and inclusion statement that defines diversity and sets their expectations for inclusive and respectful behavior at ABAI events. We examined the websites and bylaws of ABAI-affiliated chapters in the United States to determine which organizations include their own diversity and inclusion statements and what specific groups were mentioned in those statements. Results indicate that overall, very few ABAI-affiliated chapters explicitly state their own diversity and inclusion statements. Recommendations for diversity, equity, and inclusion policies and statements will be discussed.

 
Diversity submission 

An Evaluation of Simultaneous and Sequential Bilingualism in Children With Autism Spectrum Disorder

TIANJIAO LI (University of Maryland, Baltimore County), Mirela Cengher (University of Maryland, Baltimore County), Mariele Cortez (Universidade Federal de Sao Carlos), Caio F. Miguel (California State University, Sacramento)
Abstract:

This talk will discuss the optimal procedures to teach two languages to children with Autism Spectrum Disorder (ASD) from bilingual households. We compared the acquisition of tacts when (a) teaching two languages simultaneously, (b) teaching two languages sequentially, and (c) teaching one language only (control). We also evaluated the effects of the aforementioned teaching conditions on the maintenance of tacts. Finally, we evaluated the emergence of bidirectional intraverbals following the acquisition of tacts. Based on the existing data, children learned tacts in the two languages sequentially better than simultaneously. Further, sequential learning led to poorer maintenance, compared to the control condition. Finally, one participant demonstrated better bidirectional intraverbals when she was asked to fill in the blank. These findings have direct implications for clinical practice.

 
Diversity submission 

Evaluating the Use of Inclusive Teaching Materials for Learners With Autism

JULIANA AGUILAR (Purdue University), Thomas S. Higbee (Utah State University), Beverly Nichols (Utah State University), Nick Alexander Lindgren (Utah State University), Jessica Anna Osos (Utah State University), Vincent E. Campbell (Utah State University), Kassidy Reinert (Utah State University), Sara Nicole Jeppson (Utah State University)
Abstract:

In the last decade, the field of Applied Behavior Analysis (ABA) has committed to working on diversity, equity, and inclusion (DEI). The work began with call-to-action papers, empirical work on cultural accommodations, and most recently, the certifying board has changed the professional standards for board-certified behavior analysts (BCBAs). An objective and measurable step that BCBAs can take to adhere to the new ethical and professional standards is to use inclusive teaching materials. Inclusive teaching materials are teaching materials that reflect the diversity of society. This study used an adapted alternating treatment design embedded into a non-concurrent multiple baseline to evaluate the effects of an inclusive versus a noninclusive set of teaching materials on skill acquisition and generalization during a listener responding tasks in an occupations program (e.g., “Touch Scientist”). We attempted to teach six preschool-aged children diagnosed with autism spectrum disorder (ASD) to identify occupations using an inclusive set of 2-D stimuli and a non-inclusive set of 2-D stimuli. The purpose of this study was to begin empirically evaluating inclusion within the field of ABA and attempting to apply behavioral principles, such as concept formation, multiple exemplars training, and stimulus disparity, to DEI by comparing differentiation in the acquisition and generalization rates between the two teaching materials. Acquisition of this task was difficult for all participants except one, two participants mastered only the occupations associated with the inclusive materials, and three participants were withdrawn from the study. While there were many limitations to participant learning in this study, based on an occupation by condition analysis, it did not seem that the type of teaching materials was a variable. The potential limitations and future research related to inclusive teaching materials, stimulus feature manipulation, and instructional procedures for children with ASD are discussed.

 
 
Symposium #385
CE Offered: BACB
Supporting Implementation of Evidence-Based Practices in Natural Settings: Increasing Access and Inclusion for Students With Developmental Disabilities
Monday, May 29, 2023
3:00 PM–4:50 PM
Convention Center Mile High Ballroom 1A/B
Area: DDA/AUT; Domain: Applied Research
Chair: Rose A. Mason (Purdue University)
Discussant: Stephanie Gerow (University of Nevada, Las Vegas)
CE Instructor: Stephanie Gerow, Ph.D.
Abstract:

Children with autism and other developmental disabilities experience the most significant and positive long-term outcomes when they are exposed to high dosages of well-delivered evidence-based practices, that are grounded in applied behavior analysis. Unfortunately, geographical and economical factors impede access to services (Yingling et al., 2021) resulting in poor long-term trajectories for individuals with disabilities. Alternative methods, such as training natural agents (e.g. teachers, parents, peers) to implement evidence-based practices in typical, inclusive settings and utilization of telehealth services can help to mitigate these disparities and ensure that children with developmental disabilities have frequent, ongoing exposure to effective evidence-based practices. This symposium explores the efficacy of training programs including teacher, paraeducator, and parents, as well as telehealth modalities aimed at increasing access to evidence-based practices for individuals with developmental disabilities. Attendees will learn strategies for provision of services for individuals with autism and developmental disabilities including via telehealth and training protocols.

Instruction Level: Intermediate
Keyword(s): autism, developmental disabilities, professional development, telehealth
Target Audience:

BCBAs, faculty

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify methods for providing services across natural settings (2) Describe practices for training teachers and paraeducators to implement evidence-based practices (3) Identify methods for training parents to implement evidence-based practices in home environments (4) Describe implementation of reading interventions via telehealth for individuals with autism
 
Addressing Challenging Behavior of Autistic Students in Inclusive School Settings: A Systematic Review
CATHARINE LORY (University of Nevada, Las Vegas), Emily Gregori (University of Illinois at Chicago), Nate Rendon (University of Nevada, Las Vegas)
Abstract: The persistently rising prevalence of autism, coupled with federal and state mandates to increase the inclusion of students with disabilities in less restrictive educational settings, have resulted in an increasing number of autistic students being served in general education settings. Yet, educators who work in general education classrooms tend to be less prepared to support the complex needs of autistic students, particularly in the area of addressing challenging behavior. This paper aims to systematically (a) review the evidence base of interventions implemented by natural change agents (e.g., teachers, paraprofessionals, peers) to address challenging behavior of students with autism in inclusive school settings, (b) examine participant characteristics to determine if the research sample adequately represented the autistic student population, and (c) examine intervention characteristics to identify methods of researcher-practitioner collaboration in intervention design and implementation. The systematic search procedures included a keyword search in three databases, followed by a search of related review articles, and finally a reference search of the included articles. Implications for research and recommendations for educators will be presented based on the findings of this paper.
 

Effects of a Multicomponent Telehealth Intervention on Reading and Behavioral Outcomes

EMILY GREGORI (University of Illinois at Chicago), So Yeon Kim (Independent), Sarah Deangelo (University of Illinois at Chicago), Sunyoung Kim (University of Illinois at Chicago), Evy Boateng (University of Illinois at Chicago), Betania Mascerano (University of Illinois Chicago)
Abstract:

Students with autism spectrum disorder (ASD) often experience academic challenges, including poor reading comprehension skills. Engagement in challenging behavior can further exacerbate reading challenges and lead to missed instructional time and reading performance below grade-level standards. Multicomponent behavioral interventions that target academic and behavioral difficulties can lead to improvements across developmental domains. This study evaluated the effects of telehealth-implemented shared storybook reading, differential reinforcement, and contingent praise on reading comprehension and challenging behavior outcomes of an adolescent with ASD and a suspected learning disability using a multiple-baseline design across reading content areas. Results indicated that shared storybook reading increased independent reading comprehension scores for grade-level reading materials across content areas. Implementation of the behavioral intervention resulted in moderate to large decreases in challenging behavior. Qualitative and quantitative social validity analyses indicated that the participant with ASD and his mother found the interventions practical and effective. Recommendations for practitioners and implications for future research are discussed.

 
Addressing Problem Behavior and Social-Emotional Skills in Home-Based Services: A Systematic Review
Stephanie Gerow (University of Nevada, Las Vegas), EMILY PAIGE EXLINE (Baylor University), Lindsey Swafford (Baylor University), David Cosottile (University of Oregon), Qi Wei (University of Wisconsin - Whitewater), Maureen Conroy (University of Florida), Tonya Nichole Davis (Baylor University), Wendy A. Machalicek (University of Oregon)
Abstract: Home-based services are effective in improving developmental outcomes for young children with a developmental delay. However, there is a need for further investigation of best practices related to social-emotional development and challenging behavior for children. We conducted a systematic review of the current literature related to home-based interventions addressing challenging behavior and social-emotional skills for young children (age birth to 6 years 11 months) with disabilities or developmental delays. We identified 57 studies, including group and single-case design studies. We will synthesize the literature based on interventions with the most research support in this context. We will also summarize the methodological rigor of included studies, resources needed to implement the interventions, effective intervention strategies, and social validity. Based on our preliminary findings, the current literature supports the use of function-based interventions in homes for young children with disabilities. We will provide recommendations for practice and future research in improving social-emotional and challenging behavior outcomes in the context of home-based services.
 

ParaImpact: Practice-Based Coaching Model to Increase Paraeducator Systematic Instruction Fidelity

JOHN AUGUSTINE (Purdue University), Rose A. Mason (Purdue University), Mandy J. Rispoli (University of Virginia), Amanda M Borosh (Purdue University), Jennifer Smith (Purdue University), Howard P. Wills (Juniper Gardens Children's Project)
Abstract:

Students with moderate-to-severe developmental disabilities (MSDD) have complex educational needs, requiring more intensive support including evidence-based practices (EBPs) implemented with high fidelity. When EBPs are implemented with high fidelity, students are more likely to acquire academic skills, increase functional skills, and improve adaptive behavior. Often, paraeducators provide services to students with MSDD, although, they are often undertrained to deliver high-quality evidence-based interventions. Additionally, teachers report they are not adequately prepared to supervise paraeducators from their pre-service programs or professional developments. ParaImpact, a professional development package for teachers and paraeducators they supervise, provides a mechanism for ongoing professional development to increase paraeducator systematic instruction fidelity with the use of practice-based coaching (PBC) and online instruction modules. This study utilized a multiple baseline design across skills to investigate the effects of special education teacher-as-coach on paraeducator implementation fidelity of systematic instruction plus online instructional modules. Results suggest a functional relation between implementation of ParaImpact and increases in systematic instruction implementation fidelity. Further, supervising teachers utilized PBC with procedural integrity and teachers and paraeducators reported ParaImpact to be feasible and useable. Recommendations for extending research in special education teachers coaching paraeducators’ will be discussed.

 
 
Symposium #386
CE Offered: BACB
Context Matters: Recent Findings on Strategies to Reduce the Magnitude of Renewal
Monday, May 29, 2023
3:00 PM–4:50 PM
Hyatt Regency, Centennial Ballroom C
Area: EAB; Domain: Translational
Chair: Ryan Kimball (University of Saint Joseph (West Hartford, CT))
Discussant: Christopher A. Podlesnik (University of Florida)
CE Instructor: Ryan Kimball, Ph.D.
Abstract: Treatment relapse refers to the recurrence of a previously eliminated undesirable response following successful intervention. Renewal is one form of relapse that occurs due to a change in context (e.g., treatment setting or implementer). Unfortunately, recent research in applied settings indicates that renewal is prevalent during clinical practice. Accordingly, behavior analysts must discover the conditions in which renewal occurs and evaluate strategies to mitigate the magnitude of renewal. Translational research from the human-operant laboratory and basic research with nonhuman animals provide avenues that can serve as the first steps in developing more robust treatments to guard against renewal. This symposium will present four recent studies on renewal. In the first presentation, researchers examined the role of multiple-context training on ABC renewal with rats. In the second presentation, researchers compared dense and lean schedules of differential reinforcement on the magnitude of renewal with undergraduate college students. In the third presentation, researchers evaluated the impact of fading reinforcer type on the magnitude of renewal with rats. In the final presentation, researchers studied ABA renewal during differential reinforcement of asymmetrical choice options with and without extinction.
Instruction Level: Intermediate
Keyword(s): Differential reinforcement, renewal, translational research, treatment relapse
Target Audience: The target audience would consist of graduate students, master's-level clinicians, and doctoral-level clinicians/researchers seeking to better understand how context changes impact the relapse of undesirable behavior (e.g., aggression exhibited by a child diagnosed with disabilities). The target audience should have experience with terms such as differential reinforcement, extinction, and stimulus control.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify environmental conditions that often result in renewal. 2. Describe potential strategies that may mitigate renewal. 3. Describe the difference between renewal and other forms of relapse
 
Conducting Extinction in Multiple Contexts Prevents ABC Renewal of Beer Seeking in Rats
(Basic Research)
RODOLFO BERNAL-GAMBOA (Universidad Nacional Autónoma de México), Tere A. Mason (Universidad Nacional Autónoma de México), Nuria Rojas (National University of Mexico), Javier Nieto Gutierrez (National University of Mexico)
Abstract: Since some of the clinical treatments to reduce problematic behaviors include components of extinction, several authors have highlighted the possible contributions of using renewal as a laboratory model for understanding relapse after behavioral interventions. In ABC renewal, after acquisition training takes place in Context A, and extinction in Context B, the reoccurrence is observed when testing is conducted in Context C. In one experiment with rats we investigated the impact of using multiple contexts during extinction on ABC renewal of beer seeking. Two groups of rats were trained to run down the runway for beer in Context A during the first phase of the experiment. In the second phase, the instrumental response underwent extinction. For one group of rats (ABC_1), extinction took place in one Context (B); whereas the other group (ABC_3) received extinction in three different contexts (B, D and E). Then, both groups were tested twice to measure ABC renewal. One test was carried out in the Extinction Context (B), while the other test took place in the Renewal Context (C). We found the ABC renewal effect only in the group that received extinction in one context.
 
Renewal During Dense and Lean Schedules of Differential Alternative Reinforcement: A Human Operant Investigation
(Basic Research)
RYAN KIMBALL (University of Saint Joseph (West Hartford, CT)), Emily Ferris (University of Nebraska Medical Center; Munroe Meyer Institute), Lindsay Elise Day (University of Saint Joseph), Rebecca Karis (University of Saint Joseph), John Silveira Jr. (University of Saint Joseph), Michael P. Kranak (Oakland University)
Abstract: Renewal is a type of relapse that occurs due to a change in context. Previous research has demonstrated that renewal may occur despite differential reinforcement for an alternative response. We used a translational approach to study the effects of dense and lean schedules of DRA during repeated renewal tests with undergraduate college students (n = 18) and a simulated computer task. All participants experienced two, three-phase ABA renewal arrangements. In the dense and lean renewal arrangements, we differentially reinforced alternative behavior in Context B and the renewal test in Context A on a VI 3-s or a VI 12-s schedule, respectively. Overall, we observed renewal in 30/36 (83%) renewal tests, but the magnitude of relapse was often small. Further, the data suggest that although renewal is possible in both arrangements, a slightly higher magnitude of renewal may be more likely with a lean schedule of reinforcement versus a dense schedule.
 

An Analysis of Renewal Following Fading of Reinforcer Type

(Basic Research)
BEATRIZ ELENA ARROYO ANTUNEZ (SUNY Upstate Medical University), William Sullivan (Golisano Children's Hospital & Center for Special Needs; SUNY Upstate Medical University), Emily L. Baxter (University of North Carolina Wilmington), Kate Derrenbacker (Upstate Cerebral Palsy), Henry S. Roane (SUNY Upstate Medical University), Andrew R. Craig (SUNY Upstate Medical University)
Abstract:

Renewal is the recurrence of a previously eliminated behavior following a change in context. Previous research has demonstrated that when target and alternative behaviors were associated with different reinforcers, re-presenting the target reinforcer non-contingently produced relapse. Relapse was mitigated, however, when the reinforcer associated with the alternative response was re-presented. The current study evaluated whether fading reinforcer type during Phase 2 of a relapse preparation would mitigate renewal. During Phase 1, one type of reinforcer (O1) was contingent on rats lever pressing. During Phase 2, reinforcement was presented non-contingently on a fixed schedule, consisting of O1 and a new reinforcer type (O2). For one group (Forward Fading), the percentage of O1 delivered increased across sessions, while the percentage of O2 decreased. For the other fading group (Reverse Fading), reinforcement fading occurred in the opposite manner, while the control group only received O2. Phase 3 consisted of noncontingent delivery of O1 only to test for renewal. Results indicated that the direction of reinforcement fading did not differentially affect relapse between the fading groups. Further, both fading groups demonstrated attenuation of relapse relative to the control, where robust renewal occurred. Implications of these findings and directions for future research will be discussed.

 

Evaluating Applied Behavior Analysis (ABA) Renewal During Differential Reinforcement of Asymmetrical Choice Options With and Without Extinction

(Basic Research)
KACEY RENEE FINCH (West Virginia University), Ashe Walker (West Virginia University), Rebecca Woodard (University of North Carolina Greensboro), Kamila Redd (Washington University in St. Louis), Briel Durand-Zara (West Virginia University), Kathryn M. Kestner (West Virginia University)
Abstract:

Renewal is the reemergence of a previously reduced response following a context change. ABA renewal was evaluated in a series of human-operant experiments during which adults engaged with a computer task with three colored circles (a target response and two alternative responses). Each experiment followed a standard 3-phase relapse arrangement. Context changes were represented by the background screen color, which progressed according to an ABA context arrangement. The target response was reinforced in Phase 1 (Context A) and then reduced according to a differential reinforcement procedure in Phase 2 (Context B). In Phase 2, there were concurrently available asymmetrical choice options with varied magnitudes of reinforcement. For some participants, target responding was on extinction. For others, the target response continued to be reinforced with a lower magnitude of points relative to the alternative responses. Phase 3 was the renewal test in the presence of Context A. Renewal occurred for most participants across experiments; therefore, we evaluated context fading to mitigate renewal. At the end of Phase 2, the background color of the screen gradually shifted from Context B to Context A. Clinical implications for the occurrence of renewal in concurrent-operant arrangements and mitigation strategies based on context-fading will be discussed.

 
 
Symposium #388
CE Offered: BACB
Recent Research and Exploration of Teaching Complex Verbal Behavior
Monday, May 29, 2023
3:00 PM–4:50 PM
Convention Center Mile High Ballroom 3B
Area: VBC; Domain: Translational
Chair: Nicole Pantano (Assumption University)
Discussant: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Nicole Pantano, Ph.D.
Abstract: This symposium seeks to provide information on recent advancements in complex verbal behavior across a variety of applied and translational studies. Emergent behavior, including the generalization of autoclitics to novel tacts and the acquisition of intraverbal-tacts, will be explored in research with autistic children. Considerations regarding skills necessary for teaching qualifying autoclitics will be presented. Additionally, research on the component skills necessary for the emergence of intraverbal-tacts will be presented. As a continuation of the exploration of skills related to emergent responding, this symposium will also present a summary of recent literature on the acquisition of novel responses through learning by exclusion. Additionally, a synthesis of research on teaching complex verbal behavior, specifically foreign language, will be presented. Suggestions for future research and practice will be shared.
Instruction Level: Intermediate
Keyword(s): autoclitics, emergence, exclusion responding, foreign language
Target Audience: Should be familiar with complex verbal behavior, with recent research in responding by exclusion, interested in teaching foreign language, and interested in the importance of expanding research in these areas
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the role of component skills in intraverbal-tact emergence; (2) Describe the most common teaching procedures and assessment methods implemented during learning by exclusion trials with participants that have autism; (3) Describe behavior analytic procedures for teaching a foreign language, and (4) Describe qualifying autoclitics and identify benefits and limitations of two methods to teach qualifying autoclitics
 

A Sequence to Facilitate the Emergence of Intraverbal Tacts in Children With Autism Spectrum Disorder

(Applied Research)
NICOLE PANTANO (Assumption University), Tina Sidener (Caldwell University), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), April N. Kisamore (Hunter College)
Abstract:

Identifying component skills necessary for the emergence of intraverbal tacts, or verbal responses under control of both a verbal and nonverbal antecedent stimulus, is important because the occasion for this skill often occurs in a child’s everyday life (Palmer, 2016). Previous research has begun to identify a sequence of component skills that may lead to the emergence of multiply controlled intraverbals. However, it remains unclear which component skills are necessary versus sufficient. Our study sought to evaluate a subset of component skills evaluated in previous research that, conceptually, should be sufficient for emergence of intraverbal tacts. We found intraverbal tacts emerged to mastery criteria for all participants, only following acquisition of both element tacts and intraverbal categorizations. These data suggest these component skills may be sufficient for intraverbal tact emergence.

 
A Review of Learning by Exclusion
(Applied Research)
ARIADNA MARTINEZ (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida)
Abstract: The purpose of this paper is to review and summarize the literature investigating the acquisition of new responses through learning by exclusion. Learning by exclusion has been studied is also known as “fast mapping” or “exclusion responding”. Learning by exclusion consists of the acquisition of new relations through exclusion without explicit training (Wilkinson et al., 1996). In behavior analysis, matching-to-sample tasks are used in learning by exclusion research completed with familiar and unfamiliar stimuli followed by probe trials (Sivaram & Bhabu, 2018; Wilkinson & McIlvane, 1997). Researchers synthesized data from the literature for the following categories: (a) participant characteristics (b) target behavior information, (c) pre-evaluation assessments (d) post-evaluation assessments, (e) teaching procedures, and (f) outcomes. Results indicate that the majority of participants had an ASD diagnosis, expressive and receptive skills, communicated vocally, and had positive learning outcomes. However, there was variance in the expressive and receptive skills and pre-existing exclusion skills of participants that did not have positive learning outcomes. Limitations of the previous research, recommendations for future research, and implications for clinical practice are discussed.
 

Toward Establishing a Qualifying Autoclitic Repertoire in Children With Autism Spectrum Disorder

(Applied Research)
TODD M. OWEN (University of Nebraska Medical Center), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract:

Autoclitics are secondary verbal operants that are controlled by a feature of the conditions that evoke a primary verbal operant such as a tact or mand. Among the types described by Skinner (1957), qualifying autoclitics extend, negate, or assert a speaker’s primary verbal response and modify the intensity or direction of the listener’s behavior. In the only study to date on teaching qualifying autoclitics, Howard and Rice (1988) established autoclitics that indicated weak stimulus control (e.g., “like a [primary tact]”) with four neurotypical preschool children. However, generalization to newly acquired tacts was limited. In Experiment 1, we extended Howard and Rice to four autistic children while using simultaneous teaching procedures and observed generalization across sets and newly acquired tacts. In Experiment 2, we evaluated the effects of multiple exemplar training on generalization of autoclitics across sets of naturalistic stimuli. Across participants, gradual increases in autoclitics occurred across untaught stimuli after teaching with one or more sets.

 
Teaching a Foreign Language: A Systematic Review of the Literature
(Theory)
GRACE ECKO JOJO (Simmons University), Judah B. Axe (Simmons University), Sarah A. Lechago (University of Houston-Clear Lake), Mary Signorella (University of Houston-Clear Lake)
Abstract: There has been a steady increase in publications on cultural humility and cultural diversity within the field of Applied Behavior Analysis. Given increases in culturally and linguistically diverse families in the United States (United States Census Bureau, 2017), it is critical to examine effective methods of teaching a new language. We conducted a comprehensive literature review of foreign language instruction studies published in the field of behavior analysis. Across the 27 articles that met the inclusion criteria, we coded participants, language (native and foreign), verbal operant, independent variable, generalization data, maintenance data, and setting. We found that the research primarily included typically developing children (55%) and adults (33%). Additionally, most languages targeted for instruction were Roman. Most researchers used a verbal behavior or derived relations framework to assess and teach the second language, while other researchers used Morphological Analysis Strategy (MAS) and programmed instruction. Generalization and maintenance data were collected in fewer than half of the studies, and half of the studies were conducted in school settings. We identify limitations and gaps in the literature and provide suggestions for research and practice.
 
 
Symposium #391
CE Offered: BACB
Diversity submission Functional Analysis Redux
Monday, May 29, 2023
4:00 PM–4:50 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM; Domain: Theory
Chair: Jacqueline Pachis (Eastern Michigan University)
CE Instructor: Jacqueline Pachis, M.A.
Abstract:

Functional analysis is at the heart of case conceptualizations in applied behavior analytic work and in behavior therapy (e.g., depression, anxiety). The breadth of variables that can be incorporated into functional analyses extends far beyond the five analogue conditions that have become synonymous with the term “experimental functional analysis” within the last two decades. Indeed, a wide range of circumstances - from physiological to sociocultural - give rise to, contribute to, or maintain clinically significant behavior patterns. Functional analyses are person-centered when they capture diversity. This symposium teaches attendees how to think about functional analysis broadly and illustrates functional analytic clinical case formulations with examples of interpersonal functioning and taking an individual’s physiological context into consideration. The benefits of using structured methods for presenting these case formulations are discussed.

Instruction Level: Intermediate
Keyword(s): assessment, functional analysis, physiology, social
Target Audience:

Graduate students in practical training and post-degree professionals in clinical practice.

Learning Objectives: t the conclusion of the presentation, participants will be able to: (1) take a structured approach to incorporating physical and sociocultural variables into a functional analytic case formulation; (2) apply functional analysis to therapeutic interpersonal interactions (3) incorporate into routine measurement-based practices the detection of potential medical conditions or adverse medication effects that disrupt repertoires.
 
Diversity submission Functional Analysis and Clinical Case Formulations
THOMAS J. WALTZ (Eastern Michigan University), Claudia Drossel (Eastern Michigan University)
Abstract: Functional analysis is at the heart of case conceptualizations in applied behavior analytic work and in behavior therapy (e.g., depression, anxiety). The breadth of variables that can be incorporated into functional analyses extends far beyond the five analogue conditions that have become synonymous with the term “experimental functional analysis” within the last two decades. Indeed, a wide range of circumstances - from physiological to sociocultural - give rise to, contribute to, or maintain clinically significant behavior patterns. Functional analyses are person-centered when they capture diversity. This symposium teaches attendees how to think about functional analysis broadly and illustrates functional analytic clinical case formulations with examples of interpersonal functioning and taking an individual’s physiological context into consideration. The benefits of using structured methods for presenting these case formulations are discussed.
 
Diversity submission 

Functional Analysis and Interpersonal Interactions

Abstract:

A functional analysis of interpersonal interactions requires a nuanced understanding of the cultural context for the interactions and how the lived experiences of the participants in the interaction contribute to the quality of their communication. In interpersonally focused behavior therapies, therapists need to have a clear case formulation for clinically relevant social behaivors so that they can a) identify whether the current situation reflects an appropriate antecedent context for the behavior of interest, b) determine whether the client’s social behavior is consistent with (or an approximation to) the functional classes of behavior targeted, c) provide a socially normative therapeutic consequence for the client’s behavior, and d) monitor the impact of such therapeutic consequences on behavior over time. This process requires the therapist to be able to view both the client’s behavior and their own behavior through a sophisticated functional analytic lens. The most meaningful social reinforcers obtain their function due to their intersection with a person’s unique history, the shared history of the dyad, and the broader social-cultural conext for the interaction. This presentation will focus on the skills needed to apply functional analysis to therapeutic interpersonal interactions.

 
Diversity submission 

Ignorance is Not Bliss: The Role of Physiology in Behavioral Assessment

CLAUDIA DROSSEL (Eastern Michigan University), Michelle Ennis Soreth (Rowan University)
Abstract:

People with compromised verbal repertoires are at risk of undetected physical problems, including acute infections, chronic conditions, or medication adverse effects. Undetected conditions may delay skill acquisition, cause or exacerbate problem behavior, and hasten repertorial decline. The BACB Ethics Code (Section 2.12) advises behavior analysts to refer to medical providers upon suspecting a “reasonable likelihood” of physiological involvement, yet standard functional analyses do not examine physical variables. When referral occurs, physicians’ effectiveness as diagnosticians at the intersection of physiology and behavior is unclear at best. Diagnostic algorithms typically rely on self-reports followed by physical examination, laboratory tests, and additional techniques for classification and quantification. Evaluations of diagnostic algorithms in everyday practice are rare, and there is a lack of standards for diagnostic expertise. Uncertainty is compounded when patients’ verbal skills are insufficient, and providers must rely on proxy reports. Studies suggest that behavioral concerns tend to overshadow physiological considerations and result in decreased healthcare access. To mitigate effects of diagnostic overshadowing and research gaps, this paper will propose formal behavior analytic strategies to detect and advocate for the proper management of physiological conditions. Systematic continuous assessment of potential physiological conditions and advocacy must be part of behavior-analytic training.

 
 
Panel #392
CE Offered: BACB
Putting Into Practice: Practical Strategies for Creating a Compassionate Context in Applied Behavior Analysis (ABA)
Monday, May 29, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 2A
Area: DDA/PCH; Domain: Service Delivery
CE Instructor: Janani Vaidya, M.A.
Chair: Janani Vaidya (National Louis University)
HANNAH KAPLAN-REIMER (Louisiana Contextual Science Research Group; reSOURCE)
MEGAN DUFFY CASSELLA (reSOURCE)
CELIA HEYMAN (New Jersey ABA)
Abstract:

Since Taylor, Leblanc, and Nosik’s (2018) call for compassion as well as the addition of “treat[ing] others with compassion” as one of the core foundational principles that behavior analysts use to interpret and apply the standards in the code (BACB, 2020), greater emphasis is being placed on fostering such practices in Applied Behavior Analytic settings. Now that compassionate care is garnering greater attention in the field (Leblanc et al., 2020; Rohrer et al., 2021; Sadavoy & Zube, 2021; Slim & Reuter Yuill, 2021), it is essential that we continue to focus on this increasingly relevant perspective. To maintain momentum in moving toward more compassionate contexts, we must identify components of practices that function as such, consider how to implement suggested strategies, and continue to innovate and shape effective approaches. This panel will speak to some of the recent work that assumes a compassionate perspective including the Practical Functional Assessment and Skill-Based Treatment (Whelan et al., 2021) as well as how this technology supports practitioners to continue building rapport and therapeutic alliance while empowering learners by teaching skills (Rajaraman et al., 2021; Staubitz et al., 2022). The panel will also discuss how to structure written programs, data collection systems, and Functional Behavior Assessments in a manner that supports compassionate behavior and practice. Further, the panel will review self-compassion practices from a behavior analytic, function-based perspective as a tool for facilitating compassionate therapeutic relationships and for maintaining compassionate contexts.

Instruction Level: Basic
Target Audience:

Practitioners, RBTs, BCBAs, Trainers, Supervisors

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Explain how the Practical Functional Assessment and Skill-Based Training function to supports a compassionate therapeutic relationship; (2) Describe how to structure programs, data collection, and assessment summaries to facilitate compassionate contexts for practitioners and learners; (3) Orient themselves to self-compassionate practices to foster greater compassion in educational and therapeutic settings.
Keyword(s): Compassion, Self-Compassion
 
 
Symposium #393
CE Offered: BACB
Teaching Writing With Morningside Generative Instruction: Explicit Instruction, Frequency Building, and the Good Behavior Game
Monday, May 29, 2023
4:00 PM–4:50 PM
Convention Center 405
Area: EDC/DDA; Domain: Translational
Chair: Andrew Robert Kieta (Morningside Academy)
CE Instructor: Alyssa R McElroy, M.A.
Abstract:

The Morningside Model of Generative Instruction (MMGI) has been applied to teaching written performance to both typical and non-typical children and adult learners. Explicit instruction, frequency building to criterion, and classroom management procedures derived from evolutionary theory and student participation are key components of MMGI. First, Paige Sherlund-Pelfrey will provide a systematic review of the evidence of the effectiveness of explicit instruction and frequency building to criterion as methods to build writing skills with typical and non-typical elementary and middle school children. Second, Alyssa McElroy will describe a specific study that evaluated Morningside’s Writing Persuasive Compositions program, which includes explicit instruction and frequency building to criterion, to teach persuasive writing to college students with disabilities. Finally, Hannah Jenkins will detail a system for teaching students to set learning, organizational, and citizenship behaviors, as well as procedures for transitioning from the Good Behavior Game to the Mystery Behavior Game, to set the context for effective writing instruction.

Instruction Level: Intermediate
Target Audience:

Professionals interested in behavioral education, direct instruction, Precision teaching/frequency building, Response to Intervention, Good Behavior Game, and special education. Audience should have a basic understanding of applied behavior analysis as applied to academic learning behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe the effectiveness of explicit instruction and frequency building on writing performance, 2. List four types of persuasive sentences and describe explicit instruction and frequency building procedures for teaching those sentence writing performances, 3. Describe the procedures for establishing the Mystery Behavior Game as a classroom wide, group contingency for shaping student learning, organizational, and citizenship behaviors.
 
A Systematic Review of Explicit Instruction and Frequency Building Interventions to Teach Students to Write
(Applied Research)
PAIGE LEE SHERLUND-PELFREY (Western Michigan University), Alyssa R McElroy (Western Michigan University), Jessica E. Van Stratton (Western Michigan University)
Abstract: Using explicit instruction (EI) and frequency building to a performance criterion (FBPC) as an intervention to teach writing skills to individuals with and without disabilities has become increasingly common in recent years (Datchuk & Kubina, 2017; Datchuk & Rodgers, 2018; Rodgers et al., 2020). While literature reviews on writing interventions for individuals with autism spectrum disorder (Accardo et al., 2019; Pennington & Delano, 2012) and writing difficulties and learning disabilities (Datchuk & Kubina, 2012) are available, to date there is no systematic review of EI and FBPC for writing skills. Researchers and practitioners may benefit from knowledge surrounding the effectiveness of these interventions for different populations and various writing skills. Thus, the purpose of the current systematic review is to examine and summarize the available evidence on EI and FBPC as a method to teach writing skills, provide recommendations to practitioners and teachers, and establish future directions in research for the research community.
 

Using Explicit Instruction and Frequency Building to Teach Persuasive Writing to College Students With Disabilities

(Applied Research)
ALYSSA R MCELROY (Western Michigan University), Jessica E. Van Stratton (Western Michigan University), Paige Lee Sherlund-Pelfrey (Western Michigan University)
Abstract:

Proficient writing skills are critical for academic, vocational, and social outcomes for individuals with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD). However, many individuals struggle to develop proficient writing repertoires (National Center for Educational Statistics, 2012; Whitby & Mancil, 2009). This study sought to teach eight college students with disabilities to write four types of persuasive sentences (e.g., thesis statement, major point, minor point, transition sentence) using a modified explicit instruction program and frequency building to a performance criterion sessions. Five of the eight participants met criteria for all four sentence types and demonstrated maintenance skills during follow-up sessions. Future directions regarding instructional strategies for college-level writing will be discussed.

 
The Mystery Good Behavior Game: An Evolution of the Good Behavior Game to Occasion Generative Responding
(Service Delivery)
HANNAH JENKINS (Morningside Academy), Andrew Robert Kieta (Morningside Academy)
Abstract: Extending the author's prior research, procedures were designed to guide classroom teachers on how to systematically shift class wide social-behavior contingencies from the Good Behavior Game (GBG), to the Caught Being Good Game (CBGG), to the Mystery Behavior Game (MBG), in which reinforcement is delivered for desirable behaviors that are not explicitly stated to the students (Jenkins 2022). First, procedures were designed for setting classroom expectations using Ostrom's eight core design principles for governing groups. Students agreed upon values, expectations, rewards, and punishments. Second, the learning, organizational, and citizenship behaviors required for writing class success were analyzed and organized into a scope and sequence. Third, procedures and data-based decision-making criteria were designed to evolve the group contingency intervention from the punishment based GBG to the constructional, reinforcement-based CBGG, in order to teach some of the targeted behaviors in the scope and sequence. Fourth, the MBG was introduced in order to evoke and reinforce novel behaviors that were not explicitly taught during the previous game iterations. Finally, the author will evaluate what other untargeted or unexpected behaviors emerged from the MGB.
 
 
Symposium #394
CE Offered: BACB
How It Started, How It’s Going: Reducing Restraints at an Exceptional Student Education Center School
Monday, May 29, 2023
4:00 PM–4:50 PM
Convention Center 403/404
Area: EDC/OBM; Domain: Service Delivery
Chair: Edward Justin Page (StepOne Neurodiversity Services)
Discussant: Elisa M. Cruz-Torres (Florida Atlantic University)
CE Instructor: Candace Barrett, M.S.
Abstract: Restraints have been used in educational and behavioral health institutions as a crisis intervention for individuals who exhibit dangerous and life-threatening behaviors. In educational settings, physical restraints are often used as a “last resort” to end behavioral episodes that may result in serious injury or death of the student and/or others in close proximity. While occasional use of physical restraint on students who engage in dangerous behaviors may be warranted, the U.S. Department of Education statistics on the use of restraints have established that students with disabilities are restrained at a disproportionately higher rate than their general education counterparts (U.S. Department of Education Civil Rights Data Collection Report, 2020). This symposium will focus on the restraint reduction efforts of two behavior analysts at a Florida exceptional student education (ESE) center school with a history of high rates of physical restraints on students. The first presentation will explore initial observations, preliminary actions, and early implementation of interventions by the resident behavior analyst at the school. The second presentation will expand on interventions implemented and continuing programming to maintain near zero levels of physical restraints three years after initial efforts to reduce restraints at this same school were implemented. Implications for practice will be discussed.
Instruction Level: Intermediate
Keyword(s): physical restraints, restraint reduction, staff training
Target Audience: Intermediate - Behavior analysts attending this session should have some understanding of working with schools and engaging in consultation and/or training with school staff. Knowledge of effective interventions for severe problem behaviors would also be beneficial.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify factors that may contribute to the overuse of physical restraints in educational and community settings. 2. Describe effective strategies for identifying skills deficits in school staff and explain effective training methods to remedy those deficits.
 
An Examination of Factors Contributing to the Overuse of Restraints in an Exceptional Student Education Center School
JESSICA NAOMI CADETTE DUNN (Orlando Health)
Abstract: The use of physical restraints to address dangerous behaviors exhibited by students with disabilities has been a mainstay in the U.S. public school system for decades. Though physical restraints are used on students with and without disabilities, a review of national data exposes the disproportionate use of physical restraints, and potential overuse of restraints, on students with disabilities. During the 2017-2018 school year, students with disabilities made up approximately 13% of the school population, but accounted for approximately 80% of all restraint incidents in public school settings (U.S. Department of Education Civil Rights Data Collection Report, 2020). Behavior analysts have an ethical obligation to ensure that they maximize benefits and ensure they “do no harm” to their clients (BACB Ethics Code, 2020). Adhering to our ethical obligations requires that we continuously closely examine and address the use (and potential overuse) of intrusive intervention on our clients. This presentation will examine the factors that contributed to the overuse of physical restraints in a ESE center school setting and discuss considerations for lowering the use of physical restraints on students in similar settings.
 
A Systematic Approach to Restraint Reduction at an Exceptional Student Education Center School
CANDACE BARRETT (University of Miami)
Abstract: Success in school-wide restraint reduction requires a thorough assessment of factors contributing to restraint use, targeted interventions at the student and staff level, and multi-level buy-in of these interventions by major stakeholders (e.g., school administration, teachers, support staff). Through close analysis, behavior analysts at an exceptional student education (ESE) center school identified probable variables leading to restraint overuse, with the staff knowledge gap as the major contributing factor. Using behavior skills training (BST) and in situ training (IST) to teach staff to identify and utilize appropriate procedures based on the intensity of the behaviors, the school-based staff demonstrated a 12% increase in knowledge from pre-test and post-test results. More importantly, the effects of training were best shown in the 42% decrease in Workers Compensation light duty claims, a 63% reduction in the use of physical restraints in the first school year, and a 93% decrease in the overall use of physical restraint in the second school year of implementation. This presentation will discuss the development of staff training and tools created to combat school staff skill deficits and decrease the use of physical restraints on students.
 
 
Invited Paper Session #395
CE Offered: BACB
From the Operant Chamber to The Boardroom: Four Secrets to Unlocking Behaviour at Scale
Monday, May 29, 2023
4:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 2/3
Area: OBM; Domain: Applied Research
Chair: Sharlet D. Rafacz (Western Michigan University)
CE Instructor: Laura L. Methot, Ph.D.
Presenting Author: LAURA L. METHOT (independent)
Abstract: What people do every day at work matters. Every business has a strategy and in today’s competitive environment most have significant change or improvement goals. The reality of business execution is that nothing changes until behaviour changes - it's the people at the frontlines who bring strategy to life. But behaviour change, even on an individual basis, is hard to achieve and even harder to maintain. Attempting large scale behaviour change in complex organisational structures can be daunting. In this presentation I will address four factors that together help us to unlock the power of consistent and focussed behaviour change across large and complex organisations. 1. EAB: a foundation in the experimental analysis of behaviour distinguishes consulting behaviour analysts from practitioners who have added a few behavioural tools to their traditional change kits 2. Business Acumen: consulting behaviour analysts must have a deep understanding of how business works, but you don’t need an MBA to get there 3. Data: Creating a data-based line of sight from individual performance to organisational outcomes is a game changer that requires both business acumen and EAB skills 4. Leadership: we can enable behaviour change en masse by helping leaders build fluency in some foundational practices that enable employees to succeed When leaders inspire the workforce and help them align day-to-day behaviours with long term business ambitions, employers can deliver improvement in up to half the time with twice the impact…and they’re motivated to continue, bringing their best to work every day.
Instruction Level: Intermediate
Target Audience:

Behaviour analysts in academic and practitioner roles, from advanced undergraduate to postgraduate levels

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the value of an EAB background in providing OBM consulting services to business clients; (2) Understand why business acumen is important for OBM consultants and ideas for developing sufficient acumen; (3) Learn an approach for connecting individual performance data to important organisational outcomes; (4) Learn a behaviour-based leadership foundation for unlocking behaviour change at scale
 
LAURA L. METHOT (independent)
Laura is a behavioural scientist whose career ambition has always been to improve the world of work. Along the way she’s learned a lot about the power of behaviour and why people do what they do. For over 30 years Laura has applied that knowledge to help leaders get better business results by focussing on behaviours and shaping supportive work environments. One of the most important lessons she’s learned is that most people want to do the right thing and leadership is often about clearing a path for them to shine. The reality of execution is that nothing changes until behaviour changes - it's the people at the frontlines who bring strategy to life. Laura’s expertise lies in helping executive teams connect the dots between their business ambitions and frontline execution. She has consulted internationally and across multiple industries learning what distinguishes the very best leaders from the rest. Laura holds an M.A. in Industrial/Organizational Psychology and a Ph.D. in Applied Behavior Analysis from Western Michigan University where she is currently an adjunct professor. She also earned a B.A. in Psychology (Honours) from Saint Mary’s University in Halifax, Canada. Laura has published in several peer-reviewed scientific journals, including Human Factors, Canadian Psychology, and the Journal of Organizational Behavior Management, and has been a guest reviewer for Canadian Psychology, a journal of the Canadian Psychological Association. She has presented at professional conferences and meetings for the Association for Behavior Analysis International, the Organizational Behavior Management Network, the Atlantic Conference on Ergonomics, the Canadian Psychological Association, the Canadian Society for Industrial and Organizational Psychology, and the European Unleashing Change Management Summit. She is a contributing author to The Behavior Breakthrough: Leading Your Organization to a New Competitive Advantage as well as co-authoring multiple academic texts and industry white papers. She now spends most of her professional time extending her experience
 
 
Symposium #396
CE Offered: BACB
”To Replicate or... Keep Replicating: Explorations on Some Replication Efforts and Risk of Bias in Behavior Analysis”
Monday, May 29, 2023
4:00 PM–4:50 PM
Hyatt Regency, Centennial Ballroom H
Area: PCH/EAB; Domain: Theory
Chair: Camilo Hurtado-Parrado (Southern Illinois University; Konrad Lorenz University)
Discussant: Eric A. Jacobs (Southern Illinois University Carbondale)
CE Instructor: Eric A. Jacobs, Ph.D.
Abstract:

Replication of experimental studies is a tenet of advancement and knowledge generation in natural sciences. Behavior analysis incorporated and promulgated this notion since its inception. Replication was evident in the progression of B. F. Skinner’s early experiments and the subsequent work of those experimental and applied behavior analysts who followed. Sidman (1960) later formalized these practices when defined direct and systematic replication and discussed their importance for our field. Direct replication establishes reliability of phenomena via repeated reproduction of experimental effects, and systematic replication allows to determine the generality of variables, methods, and processes across species, subjects, responses, or settings (Johnston, 1979). The recent debate on the so called “replication crisis” in psychology, triggered discussions on the replication practices in behavior analysis (e.g., Hantula, 2019; Perone, 2019; Tincani & Travers, 2019). Behavior analytic research overall seems to be immune to the replication and reproduction problems that have been identified in other fields. However, some authors (e.g., Tincani & Travers, 2019) have argued that there is still a need of explicit and systematic efforts to evaluate the reproducibility of our findings and to assess the degree of publication bias in our field. One of the reasons is that behavior analysis may still be vulnerable to the contingencies that led to the “replication crisis” in other disciplines (e.g., disproportionate publication of studies showing only strong experimental effects may inflate confidence in intervention; Tincani & Travers, 2019). This symposium aims to contribute to these gaps. One presentation discusses the processes, outcomes, and challenges of systematic replication efforts of conditional discrimination and aversive control phenomena. A second presentation will examine preliminary findings of a study on risk of bias in behavior analytic research.

Instruction Level: Intermediate
Keyword(s): choice, conditional discrimination, replication, risk-of-bias
Target Audience:

Intermediate. Audience should have some familiarity with the notions of direct and systematic replication, conditional discrimination, aversive control (negative reinforcement and punishment), and quality assessment in research.

Learning Objectives: (1) Define matching-to-sample procedures and conditional discrimination. (2) Differentiate aversive contingencies in the context of conditional discrimination. (3) Define risk of bias in the context of behavior analysis.
 
A Behavior Analytic Account of Risk of Bias: A Preliminary Investigation
MANISH K. GOYAL (Southern Illinois University), Iulian-Alexandru Iulian Stefan (University of Bucharest), Lesley A. Shawler (Southern Illinois University)
Abstract: • Many systematic reviews include quality indicator tools (e.g., What Works ClearingHouse), which assess the rigor of specific experimental designs and methodology. Less common is an assessment of risk of bias. Risk of bias (ROB) is related to, but distinct from, methodological quality, as it relates to errors or deviations from the truth within results (Higgins & Altman, 2008). Previously, a ROB tool was developed by Reichow et al. (2018) to evaluate single-case experimental designs within research. This tool assesses eight categories of bias. The purpose of this review was to apply the ROB tool to an existing systematic review (Muharib et al., 2021) to determine its utility and reliability across raters. Two raters scored 100% of 35 articles and exact IOA was calculated with an overall agreement of 76%. The highest areas of bias were the absence of blinding of participants and personnel and insufficient procedural fidelity across all studies. ROB due to data sampling and participant selection were relatively low. We provide general recommendations for researchers to help mitigate potential areas of bias within future research.
 

Effects of Different Contingencies in the Acquisition of Aversive Conditional Discriminations

JULIAN CIFUENTES (Southern Illinois University), Monica Arias Higuera (Universidad Nacional de Colombia), Lucia Medina (University of Missouri), Camilo Hurtado-Parrado (Southern Illinois University; Konrad Lorenz University)
Abstract:

Training of arbitrary conditional discriminations in verbal individuals often employs matching-to-sample (MTS) tasks that entail a combination of positive reinforcement and punishment using verbal stimuli (e.g., punishment and reinforcement for incorrect and correct matching responses via written stimuli – “correct” and “incorrect”). Little is known about arbitrary aversive conditional discrimination and the effects that different configurations of contingencies may have on those discriminations. In Experiment 1, we systematically replicated a widely implemented arrangement of consequences in MTS procedures in the context of participants’ matching of trigrams (arbitrary comparison stimuli) to aversive images (sample stimuli, e.g., pictures of human mutilation from the International Affective Picture System – IAPS) – i.e., replicated Steele and Hayes’s (1991) procedure in which correct responses produced a “correct” written stimulus and incorrect responses an “incorrect” written stimulus. This traditional arrangement of consequences for conditional discrimination was compared to other three contingencies that did not entail verbal stimuli: (a) positive reinforcement only (a progress bar only increased with each correct matching response), positive and negative reinforcement (correct matching produced an increase in the progress bar and the sample aversive image was removed from the screen – i.e., escape – and consistent correct matching of a given sample prevented it to continue being presented in next trials – i.e., avoidance), and negative reinforcement alone (correct matching produced escape and avoidance of the sample aversive stimuli). The traditional arrangement of consequences for matching (written “correct” or “incorrect” words) produced more consistent, faster, and higher percentages of correct responses across most participants, as compared to the other contingencies. In experiment 2, we systematically replicated the aversive MTS task developed for Experiment 1 using only the negative reinforcement contingency. We aimed to gather further evidence of conditional-discrimination acquisition using only escape and avoidance contingencies and test for differences in conditional-discrimination performance depending on the social relevance of the sample images. We used the same aversive IAPS images from Experiment 1 and compared their effect against aversive images from the Colombian armed conflict (pictures depicting massacres, kidnapping, terrorist attacks, etc.; Hurtado-Parrado et al., 2020). In addition, we used as control sample stimuli appetitive and neutral images from the IAPS (e.g., pictures depicting positive social interactions or house objects, respectively). The findings of Experiment 1 were overall reproduced with IAPS aversive and neutral images during Experiment 2, but not with images of the Colombian armed conflict. Results of both experiments indicate that conditional discrimination phenomena could be reproduced with aversive contingencies that do not entail verbal stimuli as consequences. However, the traditional and widely implemented combination of reinforcement and punishment using verbal stimuli is more effective in reproducing such discriminations in verbal individuals. Recent replications of our aversive MTS task have provided further evidence (e.g., Acevedo-Triana et al., 2021).

 
 
Invited Tutorial #397
CE Offered: BACB — 
Ethics
Advocating for Compassionate Applied Behavior Analysis (ABA) Practice in Conversations With Caregivers and Colleagues
Monday, May 29, 2023
4:00 PM–4:50 PM
Convention Center Four Seasons Ballroom 1
Area: PRA; Domain: Applied Research
BACB CE Offered. CE Instructor: Adithyan Rajaraman, Ph.D.
Chair: Meral Koldas (Queen's University of Belfast)
Presenting Authors: : ADITHYAN RAJARAMAN (Vanderbilt University Medical Center)
Abstract:

In recent years, behavior analysts have increasingly embraced the relevance and importance of the construct of compassion, including but not limited to how it pertains to: (a) building relationships with clients, families, and colleagues (Taylor et al., 2019); (b) engaging in culturally responsive care (Jimenez-Gomez & Beaulieu, 2022); (c) establishing neurodiversity affirming practices (Schuck et al., 2021); and (d) ensuring that the delivery of ABA services are aligned with commitments of trauma-informed care (Rajaraman et al., 2022). These themes have each fostered burgeoning independent lines of scholarly discussion, but their amalgamation as an overall compassionate approach to ABA has not yet been described. This presentation represents my attempt to bring these definitions together to meaningfully infuse compassion into several elements of ABA practice. Through various professional experiences, I have learned to employ a particularly collaborative process—practical functional assessment and skill-based treatment, often embedded within an enhanced choice model—when given the opportunity to address an individual’s dangerous and challenging behavior. Evidence demonstrating the effectiveness, safety, and social validity of the approach is well documented; however, behavior analysts may struggle to gain “buy-in” with caregivers and colleagues due to the counterintuitive nature of certain procedures. In this presentation, while briefly summarizing procedures and expected outcomes based on existing research, I will delineate key areas of collaboration and defend the inclusion of certain procedures (and omission of others) by invoking compassion as a guiding compass. I will also argue that compassion can be found in the methods we use to evaluate our services by describing how the logic of certain single-case experimental designs can foster, rather than inhibit, compassionate ABA. Regardless of your opinions of or prior experiences with this approach, I hope to offer you an evidence-based argument—grounded in compassion—in its favor, while proposing a vocabulary for describing and defending compassionate and trauma-informed processes for addressing dangerous and challenging behaviors exhibited by the individuals you serve.

Instruction Level: Intermediate
Target Audience:

ABA Practitioners

Learning Objectives: At the conclusion of this presentation, attendees should be able to: (1) Define compassion from a behavioral perspective; (2) Delineate procedures and expected outcomes associated with the practical functional assessment and skill-based treatment model for addressing dangerous and challenging behavior; (3) Describe how components of this assessment and treatment approach could be conceptualized as compassionate; (4) Defend the inclusion of compassionate procedures in practice
 
ADITHYAN RAJARAMAN (Vanderbilt University Medical Center)
dithyan (Dithu) Rajaraman has been blessed to teach, interact with, and learn from children and adolescents with and without disabilities for 14 years. Dithu completed his Doctoral training in Behavior Analysis at Western New England University, under the advisement of Dr. Greg Hanley. In 2019, he joined the faculty at UMBC, where he taught and mentored undergraduate and graduate students of Psychology with an emphasis in behavior analysis. In the fall of 2022, Dithu joined the faculty at Vanderbilt University Medical Center as an Assistant Professor of Pediatrics, where he serves as Director of Behavior Analysis Research within Vanderbilt Kennedy Center's (VKC) Treatment and Research Institute for Autism Spectrum Disorders (TRIAD). Dithu has published research in the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, the International Journal of Developmental Disabilities, and Autism. Dithu’s research and practice interests include the assessment, treatment, and prevention of dangerous behavior, with an emphasis on investigating compassionate, trauma-informed approaches to behavioral assessment and intervention. This research aim is intimately connected to the goal of being able to provide safe, dignifying, yet highly effective behavior-analytic services to underrepresented individuals in underserved communities.
 
 
Panel #398
CE Offered: BACB
Considerations for Instructors in Online Behavior Analysis Programs
Monday, May 29, 2023
4:00 PM–4:50 PM
Convention Center 406/407
Area: TBA; Domain: Theory
CE Instructor: Laura Perry Senn, Ph.D.
Chair: Laura Perry Senn (University of Alabama in Huntsville)
SUSAN WILCZYNSKI (Ball State University)
ANTHONY CONCEPCION (University of South Florida)
ODESSA LUNA (St. Cloud State University)
Abstract: According to the National Center for Education Statistics, there has been a continued shift toward online enrollment for students in post-secondary education in recent years. Programs offering coursework in behavior analysis have been no exception. While online classes offer a variety of benefits for both instructors and students, they can also pose unique challenges over traditional face-to-face class meetings. Further, it is imperative that online students receive preparation of comparable quality to that of students enrolled in traditional courses in order to ensure the overall strength of our next generation of BCBAs. Unfortunately, many instructors struggle to find resources for navigating these challenges effectively and literature in the area of online instruction within higher education remains somewhat limited. All panelists currently serve as online program faculty and will accept audience questions related to such topics as online course structure, designing online assignments, promoting academic integrity, leveraging the benefits of online instruction, and facilitating meaningful experiences and interactions for students.
Instruction Level: Advanced
Target Audience: The target audience include BCBAs and BCBA-Ds who currently teach online coursework or are in the process of designing online coursework. Attendees should have experience or knowledge in the area of designing student coursework in a way that integrates behavior anlaytic practices to promote success.
Learning Objectives: At the conclusion of the presentaiton, participants will be able to: (1)Identify unique advantages and disadvantages that come with online teaching; (2) Identify considerations for designing online courses and assignments; (3) Identify options for online information delivery and instruction.
Keyword(s): course development, graduate students, online teaching, post-secondary education
 
 
Symposium #399
CE Offered: BACB
Evaluating Augmentative and Alternative Communication Systems for Individuals With Developmental Disabilities
Monday, May 29, 2023
4:00 PM–5:50 PM
Convention Center Mile High Ballroom 4C/D
Area: AUT/VBC; Domain: Applied Research
Chair: Amarie Carnett (Victoria University of Wellington)
Discussant: Rocio Rosales (University of Massachusetts Lowell)
CE Instructor: Amarie Carnett, Ph.D.
Abstract:

Individuals with developmental disabilities, such as Autism, who have complex communication needs are often candidates for augmentative and alternative communication (AAC) systems. However, when selecting intervention components, there is a need for both assessment of skills, as well considerations of specific intervention components utilized that may affect the individual’s communication outcomes. This symposium will present data from three empirical studies and one review of theoretical principles. For the review, authors will revisit concepts on topography-based and selection-based verbal behavior, and the implications for AAC users. The second talk will present data on teaching a interaverbal-mands with an SGD in the context of social routines for preschool children with autism. The third talk will present data on remote teaching of care staff to implement PECS with adults in a residential care facility. And the last talk will present on a comparative study of treatment options (i.e., SGD-self prompts and vocal prompts) for an individual with complex communication needs. Implications and future directions will be discussed by the discussant, Rocío Rosales.

Instruction Level: Intermediate
Keyword(s): AAC, Autism, Developmental Disabilities, Verbal Behavior
Target Audience:

BCBAs, Newly minted BCBAs; practitioners, supervisors, and students currently enrolled in graduate programs.

Learning Objectives: Following the presentations, participants will be able to: 1. Describe topographic and selection-based responding and areas of overlap. 2. Describe treatment components involved in staff training for PECS. 3. Describe procedures that can facilitate the acquisition of SGD-based intraverbal responding. 4. Describe the components of a functional analysis of verbal behavior.
 

Revisiting Topography-Based and Selection-Based Verbal Behavior: Implications for the Selection of Augmentative and Alternative Communication (AAC) Systems

EINAR T. INGVARSSON (Virginia Institute of Autism), Anna I. Petursdottir (Texas Christian University)
Abstract:

In topography-based verbal behavior, different antecedent stimuli control different topographies of responding, whereas in selection-based verbal behavior, different antecedent stimuli control the selection of visually distinct stimuli from an array of options. We discuss Michael’s (1985) distinction between topography-based and selection-based behavior, focusing on its implications for the selection of augmentative and alternative communication (AAC) systems. After considering how recent technological developments may blur the distinction between these two forms of verbal behavior, we discuss some variable characteristics of selection-based behavior that may affect its similarity to common forms of topography-based behavior. These characteristics include construction of stimuli from minimal units, the size and composition of the selection array, and the similarity of response-produced stimuli to verbal stimuli that are prevalent in the speaker’s verbal community.

 

Using Naturalistic Augmentative and Alternative Communication Intervention for Children With Autism During Social Routines

BRENNA R GRIFFEN (University of Arkansas), Christine Holyfield (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Nicolette Sammarco Caldwell (The University of Arkansas)
Abstract:

Because many children with autism spectrum disorder (ASD) use augmentative and alternative communication (AAC) to replace or supplement vocal speech, practitioners need evidence-based strategies to teach these learners socially interactive communication. This study examined the effects of an intervention package using high-tech AAC with Naturalistic Instruction (NI), time delay, and prompting during social routines for young children with ASD. The primary dependent measure was a linguistic communication response, measured as independently pressing the icon on the AAC that completed the instructor’s fill-in-the-blank phrase related to the routine. This response also served as a mand (request for) the routine to continue. Prelinguistic communication, measured as a percentage of trials including vocalizations and smiling, was employed as a secondary dependent measure. Results indicated that linguistic and prelinguistic communication increased for all three participants with two participants meeting mastery criteria within the minimal number of sessions. All participants maintained performance at intervention levels throughout the maintenance phase. These results are significant in providing additional evidence in moving beyond teaching basic manding for objects to teaching more complex, socially interactive communication to children using AAC. Additionally, this study supports the use of color photo visual scene displays to promote social interaction.

 
Delivering the Picture Exchange Communication System (PECS) Indirectly via Telehealth
ANGELIKA ANDERSON (The University of Waikato), Melissa Svensson (Waikato University), Georgina Ingle (Waikato University)
Abstract: Augmentative and Alternative Communication (AAC) interventions such as the Picture Exchange Communication System (PECS) have proved effective in providing individuals with functional communication deficits with a way to communicate. A small number of studies have explored whether caregivers can be trained to implement PECS for adult clients with a developmental delay. This presentation reports the results of two studies investigating the effectiveness of Behavioural Skills Training (BST), delivered remotely via video conferencing software, for training 1. direct support staff to implement PECS in a disability residential setting, and 2. parents to implement PECS in their home. Direct support staff and parents then also trained further support staff. The results of this research indicate that direct caregivers can be trained to implement PECS, including training additional staff participants (support workers), and maintain a high level of accuracy throughout training and implementation. The effect of PECS on functional communication for the two young adults are also reported. Training and implementation data showed increased functional communication acts for the client participants. This research provides evidence to support BST as an effective practice for training caregivers to implement PECS via telehealth.
 

Assessing Communication Functions of an Individual With Complex Communication Needs to Inform Treatment Options

AMARIE CARNETT (Victoria University of Wellington), Kelly Bush (Victoria University of Wellington), Jasmine Murphy (Victoria University of Wellington)
Abstract:

Individuals with autism who have limited speech production are often taught to use augmentative and alternative communication (AAC) modalities. Previous research has indicated that the use of AAC systems can also be used to promote vocal speech production. However, for older individuals with complex communication needs, it is less clear what considerations should be made when determining intervention components. The current research aims to provide a framework of analysis by utilizing a functional analysis of verbal behavior (FAVB), to help determine the communication needs and identify possible treatment options. Following the FAVB an alternating treatments design was utilized to identify which intervention options helped promote vocal speech production. The intervention comparison phase evaluated two treatment options, traditional vocal prompting and SGD-based self-prompting, to determine the best treatment option. Findings of this study provide support for the use of FAVBs and treatment comparisons to best facilitate individualize treatment plans.

 
 
Symposium #400
CE Offered: BACB
The Many Applications of Applied Behavior Analysis in Juvenile Justice Settings
Monday, May 29, 2023
4:00 PM–5:50 PM
Hyatt Regency, Mineral Hall D-G
Area: CSS; Domain: Translational
Chair: Emily Kieffer (ATBx)
Discussant: Emily Kieffer (ATBx)
CE Instructor: Emily Kieffer, M.A.
Abstract:

Applied behavior analysis (ABA) has historically been implemented and carried out most commonly in clinical settings with adults and children diagnosed with autism and developmental disabilities. Within recent years, the field of ABA has been disseminating its implementation of services and interventions to other settings and populations. Behavior analysts at ATBx, LLC have been providing ABA services within juvenile detention and residential facilities within the past 5 years. The presentations in this symposium include the implementation of facility wide program assessments and interventions, strategies to increase “buy in” with professionals from other disciplines, review of utilizing neuroscience data within juvenile justice settings and a review of the current allocation of resources within the system and its effect on recidivism and problem behaviors to avoid release.

Instruction Level: Basic
Keyword(s): "Juvenile Justice", Recidivism, Youth
Target Audience:

Behavior Analyst and those in trainging

Learning Objectives: 1. How to increase implementation of behavior plans in juvenile justice settings. 2. Ways to build rapport and communicate effectively with professionals outside of ABA. 3. How to use skill acquisition programming to decrease high frequency problem behaviors observed in youth committed to residential juvenile justice programs.
 
Behavioral Neuroscience Goes to Court
(Service Delivery)
CALEB D HUDGINS (Adapt & Transform Behavior)
Abstract: Over the last decade there has been a substantial increase in attempts to utilize brain data to inform criminal justice systems. This includes attempts to admit neuroscience data as evidence for trial and sentencing but also as inputs to prediction tools like risk assessments. Behavior analysis is in a unique position to contribute to and advance these efforts, particularly in the area of dynamic risk assessments. Identifying behavior measures as risk factors that are both predictive and dynamic allow those same risk factors to be targets for intervention and support services. By considering the ways in which neuroscience data is currently being utilized by the courts and other justice systems, its strengths and limitations, behavior analyst can better understand how they can support the current needs of criminal justice practitioners.
 

Using Applied Behavior Analysis (ABA) to Increase the Effectiveness of Facility Wide Interventions and Individualized Plans in the Juvenile Residential Facility

(Applied Research)
ELLIE MOROSOHK (Adapt & Transform Behavior)
Abstract:

Applied Behavior Analysis services are provided in a variety of settings and with different populations of clients, including in juvenile justice facilities. ABA services provided in these facilities include individualized behavioral services with behavior intensive youth, facility wide interventions, staff training and consultation. The data examined in this presentation will look at an initial assessment of a facility before ABA services were implemented and a follow up after one year of comprehensive ABA services. The results show that in the year that ABA services were implemented, there was an increase in staff proficiency, positive interactions among staff and youth and implementation of daily routines.

 

Voluntary Commitment: The Function of Recidivism in Juvenile Justice Settings

(Theory)
SARA HORDGES (Adapt & Transform Behavior)
Abstract:

Many youth committed to Juvenile Justice programs will engage in higher frequencies of problem behaviors closer to their release date in order to access additional resources and avoid returning to an aversive, unsafe or traumatizing environment. This occurs because the current system disproportionately allocates resources to mental health therapies rather than providing youth access to treatments and resources that will teach adaptive real life skills such as budgeting, job skills, obtaining housing, etc. In this presentation we will review case studies of youth who voluntarily committed themselves to the criminal justice system.

 
Navigating Uncharted Waters
(Theory)
EMILY KIEFFER (ATBx)
Abstract: As the world of ABA grows in multiple directions, analysts are continuously needing to adapt to new environments. As a supervisor of analysts new to working outside of early autism intervention settings, the presenter has observed these analysts struggling to build rapport with professionals from other disciplines. This skill deficit frequently impacts treatment outcomes as without “buy in” many well written behavior plans fail to be implemented. This presentation will discuss the strategies and rapport building techniques used to assist in developing relationships in “uncharted waters”. Additionally, this talk will discuss how the analyst can use these strategies to increase rapport in the home, community and in schools to expand the use and knowledge of ABA with their current clients.
 
 
Paper Session #402
CE Offered: BACB
The Impact of COVID-19 Pandemic on Older Adults in Long-Term Care Homes
Monday, May 29, 2023
5:00 PM–5:25 PM
Hyatt Regency, Capitol Ballroom 5-7
Area: CBM
Instruction Level: Basic
Chair: Parsla Vintere (CHE Senior Psycholgical Services; Elaine Kaufman Cultural Center)
CE Instructor: Parsla Vintere, Ph.D.
 

The Impact of COVID-19 Pandemic on Older Adults in Long-Term Care Homes

Domain: Theory
PARSLA VINTERE (CHE Senior Psycholgical Services; Elaine Kaufman Cultural Center)
 
Abstract:

As the COVID-19 pandemic enters the third year, the studies on its impact on mental health of older adults show detrimental effect on their psychological well-being. Since the start of the pandemic the highest risk group for health complications and mortality have been older adults. Residents of the nursing homes and assisted living facilities were and continue to be in a high-risk category. While the safety measures implemented in rehabilitation centers and assisted living facilities, such as restrictions in social relations, were designed to protect the physical health of the residents, they had a detrimental effect on their psychological well-being. The physical distancing may lead to feelings of loneliness, often associated with anxiety, anger and emotional instability, decline in cognitive functioning, contributing to elevated stress hormone levels and inflammation. Therefore, the implementation of effective active coping strategies that support older adults living in long-term care homes during the time of uncertainty need to be explored. The paper will focus on (a) reviewing literature on loneliness and social isolation during the COVID-19 pandemic; (b) examining behavioral coping strategies for older adults; and (c) discussing the behavioral approach to loneliness reduction for older adults.

 
 
 
Panel #404
CE Offered: BACB
Beyond Applied Behavior Analysis (ABA): Incorporating Medical, Diagnostics, and Treatment for Children With Autism
Monday, May 29, 2023
5:00 PM–5:50 PM
Convention Center Mile High Ballroom 1E/F
Area: AUT/DEV; Domain: Service Delivery
CE Instructor: Kaori G. Nepo, Ph.D.
Chair: Kathleen Bailey Stengel (NeurAbilities Healthcare )
KAORI G. NEPO (NeurAbilities)
LISA ALBERTS (Neurabilities Healthcare)
GREGORY ALBERTS (NeurAbilities Healthcared)
Abstract:

Comprehensive interdisciplinary approaches (Boivin, et al., 2021; Donaldson & Stahmer, 2014; Fantino, 2008; LaFrance et al., 2019; Shriver, 2019) to treatment can maximize patient outcomes. Individuals with ASD and related disabilities often present with comorbid conditions. For example, multiple studies indicated the prevalence of co-occurring conditions, including ADHD, epilepsy, OCD, GI problems, sleep, and mood disorders (Mannion & Leader, 2013). In this presentation, we will highlight interdisciplinary treatment approaches providing a bridge between diagnostic assessment, medical support, behavior assessment, and ABA services. Additionally, we will provide case examples using an interdisciplinary framework.

Instruction Level: Intermediate
Target Audience:

Intermediate: experience with and understanding of ABA service delivery

Learning Objectives: 1) Participants will learn to understand the importance of an interdisciplinary approach to treatment 2) Participants will learn strategies for cultivating interdisciplinary approaches in the clinical setting 3) Participants will learn how to implement interdisciplinary approaches with case studies
Keyword(s): Autism, Best Practice, Interdisciplinary Approaches, Service Delivery
 
 
Symposium #405
CE Offered: BACB
Private Events, Thoughts, and Feelings… Oh My! Making Private Behavior Public and Allowing Behavior Analysis Do Its Job
Monday, May 29, 2023
5:00 PM–5:50 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT/BPN; Domain: Applied Research
Chair: Alessandro Dibari (Fondazione Oltre le Parole Onlus)
Discussant: Carmen Lopez-Arvizu (Kennedy Krieger)
CE Instructor: Jessica Zawacki, Ph.D.
Abstract:

Following Skinner’s (1938) earliest attempts at operationalizing and developing a science of behavior, Behavior Analysts have continued to search for ways to extend and confirm what is ‘known’ about the principles of behavior (Ferster & Skinner, 1957). Despite all that we have learned over the last decade, practitioners still struggle to develop effective treatment plans when a functional analysis reveals that target behaviors are identified as functionally automatic. Furthermore, behaviors that are maintained by positive automatic reinforcement (e.g., self-stimulatory behavior) and negative automatic reinforcement (e.g., escape from aversive private stimuli) further complicate analysis and treatment. The term “private events” refers to any covert stimulus such as thinking, visualizing, or remembering (Skinner, 1974). In 1969, Skinner founded Radical Behaviorism which intended to expand the traditional concepts of observable behavior in stating “an adequate science of behavior must consider events taking place within the skin of the organism, not as physiological mediators of behavior, but as part of behavior itself. It can deal with these events without assuming they have any special nature or must be known in any special way. The skin is not that important as a boundary. Private and public events have the same kind of physical dimension” (p. 228). This concept remains controversial today since, from a behavior-analytic perspective, until an event has been systematically observed, it cannot be confirmed. Private events serve several functions, including (a) they permit us to assume the generality of established behavioral principles; (b) guiding future scientific inquiry; (c) making sense of the fragmentary data we have about the behavioral world around us; and (d) displace the tendency to invoke a mentalist approach to behavior presenting without clear environmental origins (Palmer, 2011). Recent technological advancements have enabled a shift in private events from previously, unobservable, and unknown theories to observable, measurable events with increased confidence and reliability. Technology has opened a window to view an entire realm of previously unobservable and hence. unconfirmable events. Through these technological advances now have allowed access to more information and data than ever before to inform our practice. Thus, the field of Behavior of Analysis has a responsibility to expand our focus and efforts to analyze these now, not-so-private events to inform our treatment of behavior, our individual as a whole person, and further contribute to the evidence-base impacting the analysis of private events.

Instruction Level: Advanced
Keyword(s): adults population, bio measures, HRQol, private events
Target Audience:

Understanding of bio-measures Experience with Functional Analysis Familiarity with co-morbid diagnoses and symptom presentation Severe/complex behaviors and automatic reinforcement

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand a potential method for teaching individuals with ASD to tact pain attenuation; (2) develop a baseline understanding of bio measures and skin conductivity; and (3) leave with evidence that private behaviors can and should be brought to the surface and included in data analysis and treatment.
 

Teaching Adolescents With Autism Spectrum Disorder to Tact Private Events Related to Tactile Stimuli

DANIELE RIZZI (Fondazione Oltre le Parole Onlus - Pescara), Annalisa Galeone (Fondazione Oltre le Parole Onlus - Pescara), Cristina Pavone (Fondazione Oltre le Parole Onlus - Pescara), Lorenza D'arcangelo (Fondazione Oltre le Parole Onlus - Pescara), Michela Scinto (Fondazione Oltre le Parole - Pescara), Laura D'Amico (Fondazione Oltre le Parole - Pescara)
Abstract:

There is insufficient empirical research investigating how individuals with autism spectrum disorder (ASD) experience pain. However, data suggests individuals with ASD experience more painful conditions compared to their peers (Symons, et al., 2009). Further complicating pain assessment with individuals with ASD, is the fact that although self-report is considered the “gold standard” to report pain, a vast majority of the ASD population are either unable or inaccurate in their self-reporting skills. Therefore, accurately assessing pain is often a challenge (Failla et al., 2020; Mazefsky et al., 2011). This study is a replication and extension of the previous research conducted by Rajagopal and colleagues (2020) to teach individuals to tact private events with public accompaniments. This study taught three adolescents with ASD to respond to tactile stimulation (e.g., rough, cold, stinging) using multiple stimuli (e.g., ice, fork, nail file) identifying private events of multiple body parts (e.g., head, cheek, neck) by emitting a tact. A concurrent multiple baseline design across subjects was used to evaluate the effectiveness of the intervention. During the intervention, participants learned to tact three sensations on three different body parts. Participants were able to generalize responding to novel stimuli (various items) and novel parts of the body, but not to novel sensations. In order to address this limitation, a more generic topography to tact novel sensations was taught (e.g., I feel something on my…) while maintenance for the previously acquired responses was assessed. All participants generalized the generic topography of tact to novel untaught sensations while maintaining previously acquired specific tacts. After the conclusion of the study, two participants reported to their caregiver private events related to pain showing overall social significance.

 

Using Electrodermal Activity to Manage Biological Stress: Mind Over Body or Body Over Mind?

JESSICA ZAWACKI (PAAL), Gloria Satriale (Mission for Educating Children with Autism)
Abstract:

Despite the dearth of literature on the identification and treatment of mental health and psychiatric co-morbid conditions in individuals with autism spectrum disorder (ASD), there remain significant challenges in the measurement of these symptoms (Ozivadjian, 2013). The comorbidity statistics on the co-occurrence of ASD and anxiety disorders are reported as highly variable across research studies which may be a direct result of the considerable overlap in the presentation of anxiety symptomatology and autism characteristics (Adams et al., 2018). In addition to these challenges, comorbid diagnoses also directly impact individual quality of life. There has been considerable research on the impact of anxiety on the health-related quality of life (HRQoL) of neurotypical individuals and only a few studies on the impact of anxiety on the HRQol of individuals with ASD (Mason et al., 2019; Mendlowicz & Stein, 2000; Smith et al., 2019). This considerable gap in the research, often leaves practitioners and physicians working separate from one another, each treating within, and not across, their specialty. One consideration, to bridge this gap and create continuity, is the incorporation of bio-feedback measures. Biofeedback can now be used as a “mirror” to improve self-awareness surrounding private events, but also can be utilized as a learning skill in the development of self-regulation skills (Yu et al., 2018). These devices and tools need continued validation, and additional research to support their efficacy due to the number of devices and their relative youth. Part one of this study included three adults with ASD and two neurotypical staff members to establish a correlation between a portable device’s report of stress responses (through skin conductance responses), verbal self-report of the participant, and observable biological changes. Part two of the study involved an individual-specific training intervention to utilize the portable device as a self-management tool to reduce biometric indicators of an increased stress response. Upon reaching a predetermined threshold of stress indicators, each individual was taught to identify changes in private events (as indicated on the portable device) and engage in a self-management strategy to decrease stress responses. Following the utilization of the strategy, results indicated a subsequent and temporally proximate decrease in the bio measure as well as a corresponding verbal confirmation of reduced feelings of stress.

 
 
Special Event #411
CE Offered: BACB
Presidential Address: Behavior Science, Environmental Heath, and the Pleasures of Cross-Disciplinary Research
Monday, May 29, 2023
6:00 PM–6:50 PM
Convention Center Four Seasons Ballroom 1-4
Area: CSS
Instruction Level: Basic
Chair: RuthAnne Rehfeldt (Emergent Learning Center)
CE Instructor: RuthAnne Rehfeldt, Ph.D.
 
Presidential Address: Behavior Science, Environmental Heath, and the Pleasures of Cross-Disciplinary Research
Abstract: More than 80,000 chemicals populate the known chemical universe, and some have profound behavioral effects. Neurobiological investigations confer important insights into how they act but eventually we want to know how these chemicals affect the behaving individual. An appreciation of the contingencies of reinforcement and the methodological rigor conferred by behavior analytic thinking enhances our ability to characterize behavioral disruptions caused by exposure to environmental contaminants and drugs and the behavioral mechanisms by which they arise. A behavior analyst working in a different arena experiences huge dividends. Those working outside behavior analysis must often address questions posed by others but can do so through a behavior science lens. This forces us to appreciate what we do know and confront gaps in our understanding of basic principles. The former is exciting; the second is exhilarating. I will describe how involvement in behavior analysis and environmental health contributes to both areas. For example, the ability to model constructs that others employ, such as the executive functions, leads to better ways to talk about these functions and ideas to explore in the behavior laboratory. We have much to offer. We should bravely, and humbly, go out and offer it.
 
M. CHRISTOPHER NEWLAND (Auburn University)
 
Dr. Newland conducts research on the behavioral effects of drugs and environmental contaminants, including topics such as reinforcement processes, choice, the acquisition of new behavior and its persistence. A life-span development approach is threaded through his research, so he has examined early development, aging and, more recently, adolescence, all in experimental models. He draws from the experimental analysis of behavior, environmental health, psychopharmacology, and quantitative models of behavior, to explore how the neural consequences of drug and toxicant exposure are expressed behaviorally. He recently transitioned to modeling the impact of behavioral interventions in understudied human populations, including children in foster care and incarcerated juveniles. He is applying quantitative techniques to assess the impact of behavioral interventions on reducing the use of psychotropic medication. He teaches clinical psychopharmacology and behavior principles in the Auburn’s master’s program and basic neuroscience in the doctoral programs. His involvement with the applied behavior analysis program has given him an appreciation of how findings from the behavioral pharmacology laboratory might be applicable in the clinic. Dr. Newland earned his Ph.D. from Georgia Tech, did postdoctoral work in Environmental Health at the University of Rochester School of Medicine, and is now a Professor of Psychology at Auburn University. He sits on the editorial board of behavioral and environmental health journals and has been Editor-in-Chief of Perspectives on Behavior Science and an Associate Editor of Neurotoxicology. He has served on numerous panels reviewing environmental policy and was a regular member of the Neurotoxicology and Alcohol (NAL) Study Section for the NIH. He is a Fellow of the Association for Behavior Analysis International and currently is a member of the ABAI Council. Dr. Newland is honored to have been awarded the APA’s Division 25 award for Distinguished Contributions to Behavior Analysis and Auburn’s Creative Scholarship Award.
 
 

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