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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. |
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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. |
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LINDA J. PARROTT HAYES (University of Nevada, Reno) |
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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 |
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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. |
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KENNETH SILVERMAN (Johns Hopkins University) |
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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. |
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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. |
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ZUILMA GABRIELA SIGURDARDOTTIR (University of Iceland) |
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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. |
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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. |
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INGUNN SANDAKER (Oslo Metropolitan University/ OsloMet) |
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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. |
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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. |
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CHARLES RICHTER (APOPO) |
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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. |
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Target Audience: All convention registrants are welcome and encouraged to attend. |
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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 |
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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. |
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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. |
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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. |
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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 |
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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. |
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The Practical Functional Assessment: A Practitioner Focused Model Aligned to Best Practice |
ZACHARY HARRISON MORFORD (Centria Healthcare
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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). |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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Culturo-Behavior Science Updates on Earth-Threatening International Problems |
Saturday, May 27, 2023 |
10:00 AM–10:50 AM |
Hyatt Regency, Mineral Hall D-G |
Area: CSS/PCH; Domain: Theory |
Chair: Susan M. Schneider (Western Michigan University) |
Discussant: Susan M. Schneider (Western Michigan University) |
CE Instructor: Richard F. Rakos, Ph.D. |
Abstract: The global community is facing an onslaught of wide-ranging, multi-determined, and vexing cross-national conflicts, environmental threats, political and social upheavals, human and animal migrations, health and economic inequities, and human rights violations, to name a few prominent social ills. Culturo-behavior science (CBS) has evolved into a behavior analytic approach that draws on concepts like the metacontingency and context to analyze and intervene with social and cultural problems on the systems level. The increase in prominence achieved by CBS can be seen in recent books (e.g., Cihon & Mattaini, 2020) and journal issues (e.g., Perspectives on Behavior Science, Hantula, 2019) devoted to it, as well as in the growth of Behavior and Social Issues, the ABAI journal devoted exclusively to addressing social problems through behavior analysis. This symposium, sponsored by Behaviorists for Social Responsibility, presents recent CBS work on two urgent global problems that potentially have Earth-threatening consequences: war and climate change. |
Instruction Level: Basic |
Target Audience: Behavior analysts interested in applying their skills to systemic social problems |
Learning Objectives: After this symposium, attendees will be able to (1) describe the range of application of behavior science to climate change, the limits to date, and future directions for application; (2) analyze and categorize state-promoted propaganda in terms of stimulus control mechanisms, and (3) utilize systems-level analytic tools to more comprehensively identify the environmental determinants of climate-friendly behaviors and of war propaganda |
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Losing Wartime Hearts and Minds: The Limits to Antecedent Stimulus Control in the Twenty-First Century |
RICHARD F. RAKOS (Cleveland State University) |
Abstract: The Russian invasion of Ukraine in February 2022 was accompanied by torrents of state-promulgated propaganda. From the behavior analytic perspective, propaganda is promoted through antecedent stimulus control, as demonstrated by Rakos (1993) for the first US-Iraq war; this analysis categorized US war propaganda missives in terms of stimulus equivalence, motivating operations, rules, and discriminative stimuli and assessed their functional impact. The current inquiry follows a similar strategy, but updates the analysis by using newer conceptual tools like the metacontingency and contextual behavior science. This examination of the Russian propaganda effort reveals it to be less successful than the US campaign in 1990. A comparison of the propaganda strategies used by the US in 1990 with those used by Russia in 2022 expose important similarities in stimulus control tactics, despite the two countries’ political and ideological differences. But the analysis also suggests key differences that may contribute to the lesser impact of the Russian propaganda effort. |
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Global Warming: Recent Efforts in Behavior Analysis |
MARK P. ALAVOSIUS (Praxis2LLC), Ramona Houmanfar (University of Nevada, Reno) |
Abstract: Global warming is described as a “super wicked problem” by policy scientists. This label emphasizes urgency of preparing for the accelerating warming of the planet and the vast impacts this will levy on all life. The behavior analysis community has addressed the topic at least since the 1970s as revealed in research articles, texts, and conference presentations. While other applications of behavior analysis currently dominate efforts of the scientific and service community, advances in culture-behavior science indicate conceptual analyses may be laying foundations for more urgent, expansive effort that can build on preceding work to address climate change. The journal “Behavior and Social Issues” (BSI) published a special section on behavior and climate change in 2022 to summarize the current efforts; a second section is invited for publication in 2023. This address considers the recent conceptual, experimental, and applied work conveyed in these BSI publications as well as several notable recent ABAI books*. A likely path ahead is outlined that entails an iterative approach in which behavior analysts engage actively with efforts to advance culturo-behavior science and organize our future lives to be less environmentally harmful and more sustainable. The ABAI concentration in culturo-behavior science offers an initiative that can promote young researchers and practitioners to allocate effort toward better understanding and changing behaviors critical to preserving future well-being. |
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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. |
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Examining the Effects of a Treatment Package Aimed at Improving the Writing of Meaningful Goals to Affect Outcomes in Adulthood |
(Applied Research) |
SHANNA BAHRY (Endicott College; 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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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. |
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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. |
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Supervision: Identifying and Enhancing Its Role in Applied Behavior Analysis (ABA) Services |
Saturday, May 27, 2023 |
11:00 AM–11:50 AM |
Hyatt Regency, Mineral Hall D-G |
Area: OBM |
Chair: Kerri L. Milyko (CentralReach) |
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Beyond Supervision: Leadership for Today |
Domain: Service Delivery |
KERRI L. MILYKO (CentralReach) |
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Abstract: The creation of new behavior analysts relies on supervision. Yet LeBlanc, Sellers, and Ala’i (2020) detail a great distinction between supervision and mentorship where a supervisor ensures the supervisee completes the requirements of their job and is transactional. A mentor is invested in the relationship with their mentee that lasts in perpetuity. They share in the joy of the other’s accomplishments and invest in the mentee’s future.
Today’s employee is a unique individual who seeks a mentor, not a supervisor. By 2025, 75% of the country’s workforce will be from the Millennial generation. They are more aware of their personal values and how they contribute to their professional values and are quick to leave an organization when the two do not align (Wilson & Meyer, 2021). As such, the old guard in leadership positions of applied behavior analysis (ABA) organizations cannot supervise or lead in the same way they were taught.
This presentation shows data detailing differences in workplace experiences with respect to gender, race, disability, and intersectionalities. Strategies provided to both existing leaders and current supervisees are provided to help improve current skill sets to create a more inclusive, enriched mentorship experience that leads to diversity in ABA leadership. |
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Clinician, Trainer, Instructional Designer, Administrator, Mentor, and Performance Manager: The Many Hats of the Applied Behavior Analysis (ABA) Supervisor |
Domain: Service Delivery |
HEATHER M. MCGEE (Western Michigan University) |
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Abstract: What does it mean to provide "supervision"? The term "supervision" seems to have come to mean many different things within the field of behavior analysis. This is particularly true when comparing how the term is used in ABA professional certification/development circles versus OBM circles. In this talk, I will describe the various functions of supervision in human service settings, and discuss the role that OBM plays (or does not play) in each. Additionally, I will discuss the knowledge, skills, and abilities (KSAs) required of performers within each supervision function, and provide recommendations for how supervisors might gain those KSAs beyond the required BACB® supervision training and coursework. |
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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 |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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 |
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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 |
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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. |
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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. |
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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. |
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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. |
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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 |
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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 |
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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. |
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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) |
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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, |
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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) |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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). |
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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. |
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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. |
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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. |
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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. |
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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 |
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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 |
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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. |
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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) |
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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. |
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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 |
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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. |
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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. |
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Being an Effective Board Certified Behavior Analyst (BCBA) in Schools: Understanding the Federal Individuals With Disabilities Education Act (IDEA) |
Saturday, May 27, 2023 |
12:30 PM–12:55 PM |
Convention Center 405 |
Area: EDC |
Chair: Chevonne Sutter (University of Nevada, Reno) |
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Being an Effective Board Certified Behavior Analyst (BCBA) in Schools: Understanding the Federal Individuals With Disabilities Education Act (IDEA) |
Domain: Service Delivery |
CHEVONNE SUTTER (University of Nevada, Reno), MaryAnn Demchak (University of Nevada, Reno) |
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Abstract: The BACB Ethics Code for Behavior Analysts requires that behavior analysts “conform with legal and professional requirements” (section 1.02). The code also states that behavior analysts are required to comply with all applicable laws” (p. 5) as well as should “put compliance with the law and clients’ interests first” (p. 5). Many BCBAs will work in school settings with students who have disabilities and who are afforded various protections under the federal Individuals with Disabilities Education Act (IDEA), which are also reflected in state laws. Many BCBAs are prepared through psychology programs at universities and colleges and may not actually have experience in school settings (Syed, 2019), which can also mean that they are not familiar with the requirements of federal and state laws governing provision of services in educational settings. This session will focus on the key components of IDEA with which BCBAs working in school settings should be familiar (i.e., individualized education programs [IEPs], free appropriate public education, least restrictive environment, appropriate evaluation, procedural safeguards). Being aware of legal requirements pertaining to schools will allow BCBAs in school settings to increase the likelihood that they are in compliance with the law as required by the Ethics Code. |
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AUT Saturday Poster Session |
Saturday, May 27, 2023 |
1:00 PM–3:00 PM |
Convention Center, Exhibit Hall F |
Chair: Vicki Madaus Knapp (Daemen University) |
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6. Comparing the Effectiveness of Group Discrete Trial Training to Individualized Discrete Trial Training |
Area: AUT; Domain: Applied Research |
CAROLINE DUCLAUX (University of Utah), Garet S. Edwards (GulfSouth Autism Center) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: The purpose of this study was to expand current literature by comparing the effectiveness of discrete trial training to individualized trial training for children diagnosed with autism spectrum disorder. The researchers taught 12 different target skills. Half of the skills were randomly assigned to individualized teaching and the other half were randomly assigned to group teaching. The dependent variable of interest includes the participants’ percent correct of skills post- teaching. The experimental design that was used for this study was a multiple baseline design. This design was selected because the treatment cannot be unlearned or withdrawn. Results from this study vary from participant to participant. |
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7. Efficacy of an Online Caregiver Education Series on Supporting Autistic Adolescents' Daily Living Skills Acquisition |
Area: AUT; Domain: Applied Research |
LINDSAY F. RENTSCHLER (University of Kansas) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: An estimated 50,000 young adults with autism in the United States transition out of high school each year, and more than a third of them do not engage in any form of employment or formal education in their twenties. Daily living skills are one key?predictor of?autistic adults attending post-secondary education, obtaining employment, and living independently. However, autistic people often exhibit daily living skills discrepant to their cognitive abilities and chronological age. Adolescents with autism without an intellectual disability are unlikely to receive daily living skills instruction in their general education coursework. Caregivers of autistic adolescents have indicated they are unsure of how to work with their teen on these skills. To address these concerns, we developed an eLearning instructional tool to support caregivers on teaching daily living skills at home. This online module series presents caregivers with strategies for motivating their teen, setting goals, and using evidence-based practices to teach daily living skills. The current single case design study employed a multiple probe across participant dyads to measure the impact of the caregiver training on caregiver-adolescent collaboration, caregiver fidelity to the evidence-based practices, and adolescent independence with daily living skills. The study also assessed the social validity of the intervention. |
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8. Control of Transition Time in Children With Autism Spectrum Disorder (ASD) |
Area: AUT; Domain: Applied Research |
ALEKSANDRA WOOD (UiA), Carsta Simon (University of Agder, Norway) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: Molar behaviourism has predominantly been explored in the laboratory with non-human subjects. It offers an alternative perspective to the Skinnerian view of understanding behaviour. We applied a molar understanding of behaviour when contrasting the effect of discriminative stimulus versus reinforcer control in children with Autism Spectrum Disorder. We aimed to determine whether the duration of their transitions from one reinforcer density to another is controlled by their most recent past or the likely future based on more extended past experience. In the first condition, reinforcer density (rich, moderate, or lean) was signalled. We observed that transition times to the leaner reinforcer were longer than those to the richer. The reinforcer density was unsignalled in the second condition. The differences between transition times disappeared in the second condition. The difference in durations of transitions to signalled and unsignalled reinforcer densities suggests that behaviour is primarily controlled by signals of likely future reinforcers as extrapolated from extended past experience rather than strengthened by the most recent event. |
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9. A Clinical Application of Pairing and Instructional Fading Before Intensive Instruction |
Area: AUT; Domain: Applied Research |
CAROLINE DUCLAUX (University of Utah), Nicole Hendrix (Marcus Autism Center; Emory University School of Medicine), Garet S. Edwards (GulfSouth Autism Center) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: Therapist pairing and instructional fading procedures that precede intensive behavioral treatment can facilitate rapport building and reduce the likelihood of problem behavior occurring during intervention. The current study sought to replicate findings by Shillingsburg et al. (2019) on the effectiveness of a structured pairing and instructional fading protocol in a community-based clinic. The procedures were conducted with two preschool-aged boys who were diagnosed with autism spectrum disorder (ASD) to evaluate the effect of the procedures on problem behavior as well as proximity to therapist and compliance with therapist instructional demands. Results indicated effectiveness of the procedures across participants in a community-based clinic setting. Specifically, problem behavior during sessions remained low and compliance remained high as number of instructional demands were faded in. |
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10. Preparing Individuals Diagnosed With Autism Spectrum Disorders to Have Happy and Comfortable Holidays |
Area: AUT; Domain: Service Delivery |
BOBBY NEWMAN (Proud Moments), BOBBI ROGERS (Proud Moments) |
Discussant: Mary Jane Weiss (Endicott College) |
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11. A Preliminary Investigation Into Conditioning Faces as Reinforcers for Minimally Verbal Autistic Children |
Area: AUT; Domain: Applied Research |
KRISTINA GERENCSER (Marcus Autism Center/Emory University), Karla Zabala-Snow (Emory University/Marcus Autism Center), Kathleen Edmier (Marcus Autism Center; Emory University School of Medicine), Kristin Nicole OGuinn (Marcus Autism Center; Emory University School of Medicine), Rachel Yosick (Marcus Autism Center; Emory University School of Medicine) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: A core challenge for minimally verbal children diagnosed with Autism Spectrum Disorder (ASD) is restricted interests, which can include reduced interest in social stimuli such as human faces. Reduced attention to faces can result in impaired social skills, inability to form meaningful social connections with others, and learning critical foundational skills. The current literature available to clinicians on how to condition social stimuli in minimally verbal children when they do not already function as reinforcers is quite sparse. As such, clinicians are left with little to no recommendations on how to reduce the impact of this barrier in skill acquisition programs. The current study is a preliminary investigation of the use of a stimulus-stimulus pairing procedure to increase the reinforcing value of human faces in minimally verbal autistic children. The pairing procedure involved repeated simultaneous pairing of established reinforcers (e.g., edibles) with instances of attending to human faces. Results indicate a positive effect of the procedure on participants’ orientation to faces during naturalistic observing response probes. |
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12. Examining the Effects of Video-Modeling on Play Initiations of Preschool Children With Autism Spectrum Disorders |
Area: AUT; Domain: Applied Research |
MORGAN MARCON (San Diego State University), Yasemin Turan (San Diego State University) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: The purpose of this study is to evaluate the effectiveness of a video modeling intervention on the play initiations of preschoolers with Autism Spectrum Disorder (ASD). The effect of the intervention was evaluated using a multiple baseline design across three participants. The classroom teacher implemented the intervention during natural play routines in the classroom. All children's play initiations increased. The poster session includes information on the results and implications for research and practice. |
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13. Training Parents of Children With Autism Spectrum Disorder and Sleep Disturbances via Telehealth: An Evaluation |
Area: AUT; Domain: Applied Research |
AMANPREET RANDHAWA (Brock University), Julie Koudys (Brock University), Angeline Savard (Kalyana Support Systems), Catherine McConnell (Kalyana Support Systems), Meghan Dunnet (Kalyana Support Systems), Jeffrey Esteves (York University), Andrea Valencia (Kalyana Support Systems) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: Many children with autism spectrum disorder (ASD) experience sleep problems (e.g., delayed sleep onset, night wakings). Although research supports parent-implemented behaviour-analytic sleep interventions to address these problems, more research is needed to determine how accurately parents implement these interventions (i.e., treatment fidelity). The present study used a concurrent multiple baseline across participants design to evaluate parents’ treatment fidelity. Child sleep-related outcomes (e.g., sleep onset delay, occurrences of sleep-interfering behaviours, and total sleep duration) were also monitored. Four parents and their children with ASD participated. Parents received behavioural skills training and nighttime coaching, via telehealth, over a 12-week period. Secure text chat software (VSee Messenger) was used to provide nighttime coaching. D-Link sound and motion detection cameras were used to collect data on parent and child behavior. Results indicate that parents’ treatment fidelity remained high throughout intervention and follow-up (i.e., >80%). For two of four child participants, sleep onset delay decreased, and total sleep duration increased. Occurrences of sleep-interfering behaviours remained variable for all child participants. Co-sleeping was eliminated for all children who engaged in this behaviour at the start of the study. Suggestions for future research and clinical practice will be discussed. |
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14. Employers' Opinion on Skills Necessary for Newly Minted Board Certified Behavior Analysts (BCBAs) |
Area: AUT; Domain: Service Delivery |
ANN JEANETTE SANTOS (University of Maryland, Baltimore County, Kennedy Krieger Institute), Mirela Cengher (University of Maryland, Baltimore County), Adithyan Rajaraman (Vanderbilt University Medical Center), John C. Borrero (University of Maryland, Baltimore County), Carrie S. W. Borrero (Kennedy Krieger Institute), Danielle LaFrance (SunRise ABA) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: Most behavior analysts work as clinicians with individuals who have developmental disabilities (Behavior Analyst Certification Board [BACB], 2021). The BACB has a test content outline that informs the verified course sequence adopted by most programs in the United States. The test content outline focuses on building a solid theoretical foundation of the science of behavior. However, there are other important areas of consideration for employers. The primary goal of this survey is to gauge employers’ perceived importance of theoretical knowledge, interpersonal skills, and professional skills for newly minted behavior analysts. The secondary goal is to gather information about how employers assess competence across these domains (e.g., direct questions, reference checks, work samples). A third goal is to evaluate whether employers’ perceived importance of different aspects that relate to theoretical knowledge align with the task list that informs the verified course sequence. We hope that the outcomes of this survey will help academic programs at least partially tailor their course sequence according to what employers value in newly minted behavior analysts, and according to how employers assess competence during the interview process. |
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16. Stimulus Fading to Enhance College Building Recognition |
Area: AUT; Domain: Applied Research |
MALLIE DONALD (Mississippi State University), Hailey Ripple (Mississippi State University) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: Emerging college transition programs develop functional life skills and prepare individuals with intellectual and developmental disabilities for employment opportunities, thus increasing satisfaction during adulthood (Price et al., 2018). Transition programs note the importance of on-campus attendance but acquiring campus navigation skills can be difficult. Stimulus fading is an intervention that teaches skill acquisition for functional skills (Cooper et al., 2020), but has rarely been implemented in a virtual setting (Fischer et al., 2019). The current study involved one 19-year-old male with autism spectrum disorder who was accepted into a transition program in the southeastern United States. To increase the participant’s recognition of campus buildings, stimulus fading on 2-and 3-second prompt delays was used to teach building names. Further, a PowerPoint with pictures of 10 common buildings on campus was used and the name of each building was faded in to correctly pair the building with the name. The percentage of correctly identified buildings was visually observed with an increase in percentage correct that remained stable through intervention and generalization phases. The results suggest that stimulus fading is an effective method to teach building recognition for individuals with disabilities. |
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17. Utilization of Peer Yoked Contingencies to Increase a Child’s Peer Approvals |
Area: AUT; Domain: Applied Research |
Victoria Beaman (Behavioral Innovations;
Capella University) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: An AB demonstration experimental design was used to determine if the implementation of peer yoked contingencies would correlate in an increase in a learner’s peer approval statements, while simultaneously decreasing the learner’s disapproving statements to peers, compared to baseline measures (Morgan, et. al, 2020). Peer yoked contingencies involve yoking peers together where they practice communication to each other, cooperative interactions, and working together towards “beating” the teacher (Greer & Ross, 2008). Typically, children with ASD do not have conditioned reinforcement for peers, therefore, they do not view peers as a source of potential reinforcement (Lawson & Walsh, 2007). The three participants chosen for this study were between the ages 7-9, diagnosed with autism spectrum disorder, and exhibited both high frequency of peer disapprovals and low frequency of peer approvals in non-instructional settings. Researchers examined peer yoked contingency boards (peer tutoring, I-Spy, and Bingo) as the independent variables for this study (Greer & Ross, 2008). The dependent variable for the study was the difference in peer approvals and disapprovals in non-instructional settings comparing pre-probe and post-probe data. Post probe data revealed a decrease in peer disapprovals for all the participants in the study and a substantial increase in peer approvals for two of the participants. |
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19. Parent-Implemented Volume Fading to Teach a Learner With Autism Spectrum Disorder (ASD) to Consume Liquid Medication |
Area: AUT; Domain: Applied Research |
Sandra R. Gomes (Somerset Hills Learning Institute), Jessica Lamb (Somerset Hills Learning Institute), EMILY E. GALLANT (Somerset Hills Learning Institute), Kevin J. Brothers (Somerset Hills Learning Institute) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: Volume fading was used to teach Carly, an adolescent with autism spectrum disorder, to consume an appropriate volume of liquid medication. Parents were concerned that they were unable to administer medication to Carly in any format (e.g,. liquid) or vessel (e.g., spoon, cup). Simple volume fading was used because liquid medications cannot often be diluted or mixed into other substances; flavored syrups were used to simulate liquid medication. A behavioral contract visually depicted reinforcement contingencies in effect (a motivational system with which Carly was frequently successful in acquiring other skills). Notably, intervention was delivered completely at home by Carly’s mother, with live video supervision from Carly’s instructors. Initial instruction consisted of teaching Carly to remain appropriate while a spoon with medication was touched to her lips; volume fading across a series of 24 steps resulted in Carly initially accepting 1.75 mL of simulated medication from spoon delivered by an instructor and ultimately self-administering 15 mL (an age-appropriate dose volume) of simulated liquid medication from a cup. Generalization and maintenance data indicate continued successful consumption over time of actual liquid medication, in the home setting, with parents. Future instructional goals include teaching Carly to consume medication in pill format. |
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20. Disparities and Inequities in Early Identification and Treatment for Black Children With Autism Spectrum Disorder |
Area: AUT; Domain: Applied Research |
TORICA L EXUME (Florida Atlantic University Center for Autism and Related Disabilities), Jack Scott (Florida Atlantic University) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: Delays in diagnosing autism spectrum disorder (ASD) among Black children represent treatment disparity. Black children with ASD are disproportionately under-represented in programs for children with ASD in many counties in Florida. Black children are under-represented in ASD and face barriers in obtaining the initial diagnosis of ASD. A grant from the Florida Developmental Disabilities Council allowed Florida Atlantic University Center for Autism and Related Disabilities (FAU CARD) to conduct research related to factors behind the later and often less accurate identification of Black children with autism. Focus groups with Black families and professionals were conducted to examine experiences throughout the process of identifying ASD for Black children at early ages. Our findings indicated patterns of serious disproportionality and the need for national monitoring.? |
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21. The Effectiveness of a Parent Coaching Program for School-Age Children With Autism Spectrum Disorder in Taiwan |
Area: AUT; Domain: Applied Research |
CHING-YI LIAO (National Taiwan Normal University), Yuet Yee Yumi Chan (National Taiwan Normal University), Yi-Zheng Du (National Taiwan Normal University) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: Parent involvement is one of the essential components of successful interventions and treatments for communication outcomes of children with autism spectrum disorder (ASD). Research has suggested that after receiving parent coaching and support from professionals, parents are able to accurately implement evidence-based intervention strategies with their children across different natural settings. In Taiwan, more research is required to systematically develop a culturally adapted parent coaching protocol for families of children with ASD. The purpose of the present research is to evaluate a distance-delivered parent coaching program about evidence-based behavioral interventions and multimodal communication intervention for parents of children with ASD. A single-case experimental design study is conducted to evaluate parent implementation of intervention strategies and children’s communication outcomes. Results and implications for practices and research will be discussed in the presentation. |
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22. Evaluating Matched Sensory Stimuli for Saliva Play: A Case Study |
Area: AUT; Domain: Applied Research |
MELINA MOREL (David Gregory School), Gladys Williams (CIEL) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: Manipulation of saliva either orally or with the use of hands is known as saliva play. It is unhygienic and over time could lead to potential health issues if left untreated. Additionally, saliva play may interfere with learning and become socially stigmatizing in public settings. Saliva play is a behavior often maintained by automatic reinforcement. Behaviors maintained by automatic reinforcement are usually difficult to treat. The difficulty lies in finding a sufficient amount of stimuli that may match the sensory stimulation produced by the target behavior. A method used to identify such stimuli is competing stimulus assessments. The process usually involves several leisure items that are meant to serve the same function as the target behavior. By measuring engagement with leisure items, clinicians can determine which stimuli may be most successful when used in treatment. Behaviors such as saliva play may be especially difficult to treat given the limited stimuli that may compete with this behavior. The purpose of this investigation was to evaluate and identify stimuli that competed with the reinforcing effect of saliva play and matched the textural properties of saliva. Findings showed that pasteurized egg whites resulted in the highest percentage of engagement and the lowest percentage of saliva play. |
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23. Preppin' Pals: Expanding Social Skills Through a Vocational Club in a Residential Program |
Area: AUT; Domain: Applied Research |
ANNELIESE HARTMAN (The Center for Discovery), Anatalia Martins (The Center for Discovery) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: Individuals with autism spectrum disorder (ASD) often struggle to develop friendships. This is even more prevalent in a pediatric residential program for students with severe problem behavior. To increase social skills in a residential group, we established a social club, Preppin’ Pals. The main focus of the group was to participate in vocational activities while developing social skills in a natural context. Two participants, aged 13-15 years old, were diagnosed with ASD, presented with severe problem behavior, and lived at the residential program. Both demonstrated deficits in social skills and friendship development. We targeted three categories of social skills; social play, social language, and social group behavior. During baseline, participants both received scores of 0 across all categories. With the introduction of the social club, social skills systematically increased. Results indicate a clear increase in these skills while inadvertently increasing vocational skills. We discuss the findings, limitations, and future research. |
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24. Functional Communication Training and Progressive Ratio Chained Schedule to Treat Disruptive Behavior Maintained by Escape of Activity in Children With Autism |
Area: AUT; Domain: Applied Research |
RENATA MICHEL (Instituto de Pesquisa Conduzir), Maria Pereira (Pontifícia Universidade Católica de São Paulo) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: Functional Communication Training (FCT) is a differential reinforcement procedure that aims to teach an alternative verbal response to disruptive behavior. A limitation of FCT that is usually addressed in the literature is the requirement of reinforcing each verbal response. An alternative found was the use of chained schedule which has two components: during the S- component the verbal response is not reinforced, and a response to the activity is required to change the component; during the S+ component the verbal response is reinforced. The number of responses to the activity is increased throughout the experimental sessions. However, an alternative is using Progressive Ratio (PR) schedule in which the criterion for the activity response is increased with each trial. This study aimed to verify the effects of PR in a chained FCT. Six autistic children who presented disruptive behavior to escape of activities underwent the FCT procedure. After FCT training, they did one session on PR1 and one session on PR2 (the order of presentation was different for half of the participants). Progressive Ratio was effective in increasing responses to the activity while keeping low rates of verbal responses and disruptive behaviors for most participants. This study opens the possibility of using PR as an effective reinforcement schedule in applied settings. |
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25. Effects of Superflex Curriculum on Social Skills of Children With Autism |
Area: AUT; Domain: Applied Research |
Charli Doyle (Walden University), STEVEN G. LITTLE (Walden University), Angeleque Akin-Little (Walden University) |
Discussant: Vicki Madaus Knapp (Daemen University) |
Abstract: An increase in the prevalence of autism has given rise to the need for evidence-based social skills curricula. Previous research indicated many children respond well to video modeling and positive reinforcement. However, literature on social curricula for children ages 7 to 10 years in a clinical setting versus a school setting is limited. The purpose of this study was to examine the effectiveness of Superflex, an ABA based superhero social thinking curriculum, on social skills and maladaptive behavior in children ages 7 to 10 years diagnosed with autism spectrum disorder (Level 1 or 2) in a clinical setting. Data were collected (N=2) from an ABA clinic in a small town in the South-Central United States. Data were evaluated using visual inspection and percentage of nonoverlapping data. Effect sizes between baseline and intervention and baseline and maintenance were calculated using Cohen’s d. Results indicated the curriculum increased conversational skills and decreased maladaptive behaviors in both participants with effect sizes ranging from 1.35 to 3.26. Results are discussed in terms of best practices for teaching social skills to children with autism spectrum disorder. |
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26. Evaluating the Use of Identity Matching With Class-Specific Consequences to Expand Stimulus Classes |
Area: AUT; Domain: Applied Research |
LE THAO VY VO (New England Center for Children; Western New England University), Cammarie Johnson (The New England Center for Children; Simmons University; Western New England University) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: The use of class-specific consequences (CSC) can lead to the inclusion of reinforcing stimuli in equivalence classes; however, there are few applied demonstrations. This study aims to teach food categories in a matching-to-sample format using CSCs and evaluates if the CSCs are related to the instructional stimuli by equivalence. A 21-year-old male with autism participated. He previously learned to match pictured food items (AB relation) from three food categories using CSCs, including the spoken name (E), pictured items (D), and an edible (C), all from the relevant food category. Tests showed emergent relations among the experimental and CSC stimuli. In the current study, we retaught AB relations using the same CSCs and replicated earlier results on emergent-relation tests. Next, the participant was exposed to an identity-matching task involving new pictured foods (Z) from the three categories; the same CSCs were used following correct responses. In subsequent tests, emergent relations and tact performances were shown, demonstrating equivalence relations among the A, B, Z and CSCs. Reliability measures taken provide confidence in the results and the fidelity of the intervention. These findings have implications for equivalence-based instruction using CSCs in classrooms and the expansion of classes with identity relations. |
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27. Performance Enhanced Schedule Thinning to Enrich Learning During Work Intervals |
Area: AUT; Domain: Applied Research |
KORTLYN KTAWNEY (University of Nebraska Medical Center's Munroe-Meyer Institute), Lauren Layman (University of Nebraska Medical Center's Munroe-Meyer Institute), Riley Ruzicka (University of Nebraska Medical Center's Munroe-Meyer Institute), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: The current study aimed to assess the effects of a modified chained schedule treatment, Performance Enhanced Schedule Thinning (PEST). Lovino et al., 2022 introduced a new type of functional analysis called the Performance Based IISCA (Interview-Informed Synthesized Contingency Analyses) in which they delayed introducing the test contingency until the participant had three minutes of happy, relaxed, and engaged. We sought to apply the same procedure to a function-based intervention. The participant in the current study was a 7-year-old male diagnosed with Autism Spectrum Disorder, who was referred for severe problem behavior. Using a withdrawal experimental design, we compared having a fixed amount of time in reinforcement before continuing into the work interval (i.e., standard chained schedule procedures) to the PEST protocol in which the reinforcement interval was extended if the participant engaged in problem behavior. Specifically, we waited until the participant had sixty seconds without problem behavior or negative vocalizations before introducing work. With PEST, we saw decreased levels of problem behavior and increased durations of time in which the client was not engaging in problem behavior or negative vocalizations. |
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28. Analysis of Behavior Technicians' Willingness To Work With Problem Behavior |
Area: AUT; Domain: Applied Research |
LAUREN PLEWES (University of North Texas), Joseph D. Dracobly (University of North Texas) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: Therapists may choose to work for a center based on a variety of factors, including the age of clients and the acceptance of clients with problem behavior. It has been shown, from a previous study done by the authors, that media does have a possible effect on someone's behavior. Therefore, we assessed the willingness of behavior technicians to work with clients based on their age and topographies of problem behavior. After viewing videos depicting problem behavior emitted by a variety of individuals across the lifespan, we re-assessed the behavior technicians willingness to work with clients who emitted problem behavior.We found that age was the primary variable that impacted participants’ willingness to work with clients with problem behavior.Additionally, we found that after viewing videos of problem behavior, participants were less willing to work with clients with problem behavior, regardless of their age. Based on our results, we will discuss several areas of future research and potential strategies to increase therapists' willingness to work with this underserved, marginalized population. |
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29. Modified Discrete Trial Teaching to Increase Functional Language for an Adult With Autism |
Area: AUT; Domain: Service Delivery |
MELISSA D HUNTER (Munroe Meyer Institute), Lisa Neitzke (Munroe Meyer Institute), Adriano A Barboza (University of Nebraska Medical Center), Lynda B. Hayes (Munroe Meyer Institute, University of Nebraska Medical Center) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: Adults with autism continue to experience communication impairments which are likely to impact multiple areas of functioning. In the current project, clinicians implemented a modified discrete trial teaching (DTT) strategy to increase the functional expressive language of an adult woman with autism and intellectual disability. The participant was a 27-year-old female who lived in her own apartment with constant support. DTT expressive language targets were chosen from her natural environment (family members, support team members, work setting, community settings). The DTT procedure utilized written prompts for expressive language. Data were gathered via a card sort procedure and video taped observations in the home and work settings. Support staff implemented the DTT program in 15 minute sessions twice per day during the week. Over the course of one year, the client mastered 132 new expressive language targets. Increased spontaneous expressive language was observed in the home environment but not in the work environment. Results suggest that DTT may be an appropriate intervention strategy for increasing expressive language for adults with autism and intellectual disability. |
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30. Utilizing a Multi-Component Treatment Package to Decrease Rituals and Increase Participation for an Individual With Autism Spectrum Disorder, Obsessive Compulsive Disorder, and Catatonia |
Area: AUT; Domain: Applied Research |
ALEX MELLOR (The Center for Discovery) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: Working with individuals with co-occurring diagnoses can be challenging due to traditional behavioral interventions as well as staff education. This study evaluated a treatment package including modified skills-based treatment and staff training with an individual with autism, obsessive compulsive disorder, and catatonia to decrease interfering rituals and increase participation throughout the school day. The results were promising in indicating that improving staff confidence with different diagnoses, coupled with skill-based treatment, could have a positive impact on the individuals quality of life |
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31. Using Behavior Skills Training to Teach Rapport Building Skills to Staff in Home Settings |
Area: AUT; Domain: Service Delivery |
ANDREW NUZZOLILLI (Butterfly Effects; Western New England University; Elms College), Geoff Creed (Butterfly Effects), Amy Rachel Bukszpan (Endicott College, Butterfly Effects), Victoria Karlsen (Butterfly Effects) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: The beneficial impact of rapport building on clinical outcomes, including increased engagement and reduced rates of challenging behavior, has been well documented in recent literature (Cariveau, et al., 2019; Kelly, et al., 2015; Shillingsburg, et al., 2018). Current calls to action in Applied Behavior Analysis (ABA) for socially validated, compassionate, values-based, and trauma-informed care all emphasize rapport building as an essential part of the behavior-analytic practice (Callahan, et al., 2019; Rajaraman, et al., 2020). Lugo and colleagues (2017) demonstrated that behavior skills training and verbal performance feedback was effective in teaching rapport building to staff working with toddlers in a university clinic. Our research replicated and extended Lugo et al. (2017) by teaching two behavior technicians the elements of rapport building in the home demonstrating that key features of rapport building can be systematically taught and have beneficial outcomes for both technicians and clients. |
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32. Promoting Generalization of Hand Washing With General Case Instruction |
Area: AUT; Domain: Applied Research |
ZALIKA TYRELL (New England Center for Children; Western New England University), Chata A. Dickson (New England Center for Children; Western New England University) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: The effects of two methods of training; single exemplar training (SET) and general case instruction (GCI), were compared to evaluate which method is more effective in promoting skill generalization of a 6-step handwashing task. The participant was an adolescent student attending a school for children with autism. In SET there was 1 training trial type which sampled only one set of stimuli when teaching the handwashing skill. In GCI a variety of stimuli were sampled from relevant environments to make up 3 unique training trial types. Baseline probes were conducted prior to training and posttest probes were conducted following training for each training phase. Handwashing was mastered at 100% of task analysis steps correct in both the SET and GCI conditions. On probe trials, successful performance was defined as 83% (5 out of 6 steps) correct for the handwashing task analysis. Generalization was more robust following GCI than SET. Only 2 out of 8 probe contexts yielded successful generalization following SET. GCI yielded successful generalization for 3 out of 5 contexts. This study provides a successful demonstration of GCI to promote skill generalization. |
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33. Assessment and Treatment of Problem Behavior Evoked by Denial of Perseverative Mands |
Area: AUT; Domain: Applied Research |
VERONICA REYES (Kennedy Krieger Institute), Brianna Laureano (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Emily Ann Chesbrough (Kennedy Krieger Institute), John Falligant (Kennedy Krieger Institute/Johns Hopkins University School of Medicine) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: Rajaraman & Hanley (2021) demonstrated the rise in studies targeting the assessment and treatment of problem behavior maintained by gaining access to adults’ compliance with mands (e.g., requests). We extended the current literature by targeting both restrictive and repetitive behavior (e.g., perseverations) and problem behavior maintained by mand compliance. Specifically, we conducted an assessment and treatment of problem behavior evoked by denial of perseverative mands of a 12-year-old Caucasian male admitted to an inpatient hospital unit. The results of a perseveration assessment suggested that the participant’s rates of problem behavior differed across denial responses (e.g., firmly denying, uncertainly denying, or ignoring). Thus, using a combined treatment of a multiple schedule for the availability of mand compliance with firm denial when mand compliance was unavailable, problem behavior and repetitive requests decreased. These results indicate the utility in conducting a perseveration assessment for individuals who engage in problem behavior evoked by denial of their repetitive mands. The clinical applications are discussed |
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34. Effects of Remote Rehearsal and Feedback During Behavioral Skills Training on the Levels of Procedural Integrity in Therapists Delivering Home Intervention for Children With Autism |
Area: AUT; Domain: Service Delivery |
Caroline Espindola do Nascimento (Grupo Conduzir, Brazil), Luís Fillipe Vasques da Silva (Grupo Conduzir, Brazil), Andresa De Souza (University of Missouri-St. Louis
Grupo Conduzir, Brazil), JULIA SARGI (Grupo Conduzir) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: Behavioral Skills Training (BST) is an empirically supported procedure for training direct interventionists to perform various skills necessary for the delivery of services. Two components of BST that are essential for its effectiveness are rehearsal and timely feedback. In settings where trainers do not have consistent face-to-face contact with trainees, opportunities to rehearse with live feedback might be compromised. An alternative is having the trainee rehearse the skill and receive feedback remotely and asynchronously. This case study reports on the effectiveness of remote rehearsal and feedback on the levels of integrity of direct therapist implementation of discrete trial teaching (DTT) during in-home intervention with children with autism. The therapists were seven females and males between 27 and 45 years old. Therapists received remote feedback via videoconference or asynchronous audio messages and a written report describing their performance. All therapists demonstrated an increase in the level of correct steps completed during the implementation of DTT and reached the criterion of 90% integrity. Thirty days after the last round of rehearsal and feedback, 66% of the therapists maintained criterium-level performance. This report described the effectiveness of BST in establishing high levels of integrity when rehearsal and feedback were conducted remotely and asynchronously. |
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35. Teaching Students With Autism in Groups: Effects of Added Stimuli to Signal Choral Responding |
Area: AUT; Domain: Applied Research |
Lauren Capizzi (Alpine Learning Group), AMIRA EL-BOGHDEDY (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: Research shows that choral responding is an important skill for learning in groups (Haydon et al., 2013). Choral responding is a technique where all students respond verbally at the same time to a teacher’s question or instruction. However, there is little research evaluating procedures for teaching choral responding and if added stimuli such as a visual cue (i.e., a picture) and an auditory cue (i.e., clicker) could promote the acquisition of choral responding by signaling attention to the teacher. The purpose of this study was to evaluate if choral responding would improve in a condition in which an added cue (i.e., auditory and visual stimulus) was presented along with teacher delivered verbal discriminative stimuli. Choral responding in the signaled condition was compared to choral responding in a condition in which the auditory and visual stimuli were not added (i.e, un-signaled). Data showed an overall increase in choral responding over baseline in both conditions. We concluded that reinforcement alone was likely responsible for improved choral responding and that added cues possibly interfered with choral responding in the signaled condition. Pretest and posttest intraverbal and worksheet assessments indicated that participants learned the content presented in both conditions. |
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36. Teaching an Adult With Autism When to Use Self-Advocacy Statements |
Area: AUT; Domain: Applied Research |
CORTNEY DEBIASE (Alpine Learning Group), Kellie Clement (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: Little research has explored procedures for teaching adults with autism when to make self-advocacy statements. The present study used a multiple baseline design across stimuli to evaluate the effects of discrimination training, a text prompt, and time delay procedure on the acquisition and generalization of self-advocacy responses. A 19-year-old adult with autism participated in the study. The participant was presented with situations that required a self-advocacy response (e.g., someone else using his phone) and situations that did not require them (no one else using his phone). During intervention, self-advocacy trials were presented in which a text prompt was used to teach a self-advocacy response (“Excuse me, that’s mine). Upon a correct response, the instructor corrected the situation (i.e., gave the phone back to the participant) and provided reinforcement on the participant’s motivational system (S+ trials). Reinforcement was not provided if self-advocacy statements were emitted on S-delta trials (i.e., no self-advocacy scenario presented). Results showed an increase in responding on S+ trials and no responding on S-delta trials. Furthermore, generalized responding occurred to novel examples and materials for each situation. Future research should investigate these procedures with additional participants as well as explore teaching more advanced and varied self-advocacy responses to adults with autism. |
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37. Stimulus Control and Functional Analysis Informed Procedures for Reducing Non-Contextual Vocalizations: A Case Study |
Area: AUT; Domain: Applied Research |
ISAMAR BECERRA (Alpine Learning Group), Erika Cruz (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Amira El-Boghdedy (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: For an adolescent with autism, non-contextual vocalizations (NCV) consisted of making repetitive comments and requests throughout the day (e.g., “Go to grandmas, go to grandmas”). An antecedent analysis indicated that NCV occurred at high rates during face-to-face instruction, low to moderate rates during independent tasks, and low to zero levels when alone. Non-contextual vocalizations were first brought under the control of environmental stimuli (e.g., the presence and absence of a bracelet) using discrimination training. A reversal design was then used to examine the effects of a differential reinforcement procedure with the conditioned bracelet cues on reducing NCV across the school day. If NCV occurred during baseline, teachers responded as they normally would by making one reciprocal comment and directing the participant back to work. During intervention, the participant wore the bracelet that was discriminative for “quiet” for a specified interval. If the participant completed tasks during that interval in the absence of NCV, the bracelet was removed and the participant was provided with the opportunity to engage in NCV for a short period of time and a preferred edible. A reversal design demonstrated that levels of NCV changed reliably with the introduction and removal of the DRO in baseline and intervention phases, however decreases in vocals were not socially valid. NCV decreased only slightly when auditory stimulation provided via headphones was added to the treatment package. |
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38. Evaluation of a Treatment Package to Reduce Repetitive Vocalizations in an Adolescent With Autism: A Case Study |
Area: AUT; Domain: Applied Research |
ERIKA CRUZ (Alpine Learning Group), Amira El-Boghdedy (Alpine Learning Group), Isamar Becerra (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: For an adolescent with autism, repetitive vocalizations (RV) consisted of narrating his own actions and the actions of others repetitively, sometimes followed by a question requesting affirmation of the statement from others (e.g., “I am tying my shoe. Yes?”). Functional assessment determined that RV were maintained by social reinforcement, and that removal of the social reinforcer alone (i.e., acknowledgement of the narrated action, “Yes you are tying your shoe) was not effective at decreasing RV. Antecedent interventions consisted of a differential reinforcement of other behavior (DRO) procedure in which the participant earned reinforcement (social interaction) paired with a check mark symbol for the absence of RV on a variable schedule. Additionally, the participant was taught to engage in appropriate conversations on a fixed time schedule throughout the day (DRA). Rules (i.e., remember to work quietly) were also used as an antecedent intervention prior to independent work tasks. Positive practice paired with a visual cue (i.e., a hashtag symbol) was used as a consequent intervention. If the participant engaged in RV, the hashtag was shown to the participant. If he continued to engage in RV, he was instructed to practice the last response in which RV occurred. If he did not continue to engage in RV, the hashtag was removed, he was not required to engage in positive practice and he moved on with his daily schedule. Data showed reductions from baseline with the implementation of the intervention package and that data reliably changed with the removal and reimplementation of the intervention package within a brief reversal design. |
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39. A Systematic Review of Caregiver-Mediated Interventions for Autistic Adolescents:
Implications for Social Validity |
Area: AUT; Domain: Applied Research |
LINDSEY SWAFFORD (Baylor University), Jessica Akers (Baylor University), Remington Michael Swensson (Baylor University), Janelle Lynn Carlson (Baylor University) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: A growing body of evidence has accumulated in support of caregiver-mediated interventions in the service of individuals with autism spectrum disorder (ASD) and their families. However, few reviews of the literature have been conducted to examine the efficacy of caregiver-mediated behavioral interventions with adolescents (ages 10-18) with ASD and no known reviews of the literature have been conducted to assess the presence and quality of social validity measures in
this area of research. The present study sought to review the current existing literature to evaluate the efficacy, social validity, and overall quality of caregiver-mediated behavioral interventions with adolescents with ASD. Findings indicate a need for evaluation of reliable and valid measures of social validity as well as expanding the use of these measures include feedback from
adolescent clients. |
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40. Benefits and Limitations of Using the Telehealth Platform to Provide Evidence Based Services for Families Impacted by Autism |
Area: AUT; Domain: Applied Research |
SWATI NARAYAN (WECAN ProACT India), Gita Srikanth (ABA India) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: Technology has resulted in the emergence of WhatsApp™, and Zoom Video conferencing as competitive alternate training platforms to in-person training sessions. The wide reach of internet based technology has made telehealth an effective and low-cost method of training parents as interventionists using the principles of Applied Behavior Analysis (ABA) for children with Autism Spectrum Disorder (ASD). The current study aimed at training a parent of a child with ASD to implement and deliver evidence based autism intervention.The outcomes were measured using a gold standard developmental based assessment, the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). The results indicate notable changes in scores on the assessment, acquisition of skills on the part of the child and the parent’s skills in playing the role of the interventionist, coupled with the development of a harmonious and positive relationship between mother and child. Suggestions for further research include using the telehealth model and evidence based parental training for the dissemination of quality services to a larger population |
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41. Effects of Utilizing Behavioral Skills Training in Parent Training Sessions |
Area: AUT; Domain: Applied Research |
KIMBERLI SANTA MARIA (Butterfly Effects), Whitney Marie Cromley (Butterfly Effecs) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: Effects of parent training utilizing behavioral skills training (BST) to teach implementation of the behavior intervention plan to decrease maladaptive behaviors in a child with autism, skills were then able to be generalized to siblings. This was a retrospective single case design looking at the implementation of using behavioral skills training with both mother and father of an autistic male child age eight years old at the start of the study. At the start of the parent training, both parents had mixed involvement in sessions and parent training, and the child was receiving 30 hours of direct treatment service per week and minimal parent training. BCBA implemented a new Behavior Intervention Plan (BIP) with parents and taught the implementation of the BIP to each parent individually, then working together. This was able to show a decrease in aggression, tantrums, and property destruction, with both parents now able to fully implement the BIP independently. The skills of the implementation of BIP by utilizing BST were then able to be generalized in parent training sessions to two siblings in the home who also both have autism and engage in maladaptive behaviors? (Schaefer & Andzik, 2021)?. |
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42. Incorporating Components of Brief Habit Reversal to Reduce Skin Picking and Vocal Tics in an Adult With Autism |
Area: AUT; Domain: Applied Research |
SHANNON ANGLEY (Children’s Specialized Hospital Center for Autism Research, Education, and Services), Grace P Kurywczak (Marcus Autism Center), Ashley Marie Fuhrman (Trumpet Behavioral Health), Brian D. Greer (Rutgers Brain Health Institute and Children’s Specialized Hospital–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES) and Department of Pediatrics, Rutgers Robert Wood Johnson Medical School) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: Habit behaviors (e.g., nail biting, skin picking) can pose various types of health risks and result in social stigmatization. Habit reversal procedures have been demonstrated as an effective intervention for tic disorders, nervous habits, and stuttering across a variety of patient populations (Miltenberger et al., 1998). However, the results of some research suggest that the procedures may not be effective with individuals with intellectual or developmental disabilities (IDD; Long et al., 1999). These findings are not entirely surprising given many components of habit reversal require prerequisite skills or advanced verbal behavior that individuals with IDD may not possess. The purpose of the current study was to evaluate the efficacy of two main components of habit reversal (i.e., modified awareness training [i.e., self-monitoring] and competing-response training) in reducing the vocal tics and skin picking exhibited by a young adult with IDD. Results revealed that self-monitoring was not successful alone in reducing his habit behaviors. However, competing response training procedures resulted in significant reductions of both habit behaviors that generalized across implementers and settings and maintained over time. We discuss the implications of the findings and considerations for future research. |
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43. The Effects of a Self-Recording Procedure on Student’s On-Task Behavior |
Area: AUT; Domain: Applied Research |
MARIA LEVENTHAL (James Madison University), Trevor F. Stokes (James Madison University) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: Strategies to reduce challenging classroom behaviors often rely on external agents to manage contingencies, putting an unsustainable burden on teachers, administrators, and others. Fortunately, studies have shown self-management procedures to be effective across differing populations. However, these studies have commonly paired self-management with external reinforcement, limiting conclusions about the utility of self-management procedures themselves. In this study, I investigate the isolated effects of self-management on student’s on-task behavior through an operant analysis. Three elementary-aged students, receiving ABA services at a special education school, will be taught to self-record their on-task behavior using a Gymboss miniMAX Interval Timer cueing them at variable intervals. Using a changing criterion design, I will demonstrate whether a functional relation between self-recording and on-task behavior exists. Following baseline, participants will be trained to self-record using Behavior Skills Training, then a series of phases will be implemented to gradually increase the interval schedule. To isolate the effects of self-management, feedback or reinforcement will not be provided. During baseline, participants demonstrated low and variable levels of on-task behavior. Upon implementation of the self-recording procedure, the rate of on-task behavior increased in a stepwise manner, suggesting that this self-management intervention is effective at improving the on-task behavior of participants. |
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44. Developing a Socially Valid and Reliable Acuity Scale for Practicing Behavior Analysts |
Area: AUT; Domain: Applied Research |
JUSTICE LESLIE DEAN (Emergent Learning Clinic; The Chicago School of Professional Psychology), Jesse Sears (Emergent Learning Clinic; Student in ABA at Drake University), Autumn N. McKeel (Emergent Learning Clinic) |
Discussant: Samantha Wallbank (Brock University) |
Abstract: In the field of behavior analysis and autism treatment, there are various factors and domains that should be considered by a practicing Board Certified Behavior Analyst (BCBA) when determining the level of service that a client needs. Acuity scales are commonly used in various healthcare fields such as nursing and social work as a complete and objective clinical measure of patient need and clinician resources. However, there has yet to be such a scale developed for practicing BCBAs. The BCBA Acuity Scale for Interpreting Client/Caseload Severity (BASICS) is a tool developed to assess the overall intensity of case management. The BASICS analyzes areas such as challenging behavior, communication, medical needs, and parent training needs. The purpose of this study was to evaluate the social validity and reliability of the BASICS. Practicing BCBAs completed the BASICS for each of their clients and subsequently completed a social validity questionnaire. Reliability of the scale was also evaluated by analyzing the inter-observer agreement of scores. This acuity scale may be a useful resource for BCBAs to determine and maintain an ethical caseload within their available resources. |
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45. Using Systematic De-sensitization to Assist in Food Acceptance |
Area: AUT; Domain: Service Delivery |
TRACY YIP (N/A), ZEYI YANG (N/A) |
Discussant: Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute) |
Abstract: Children with a diagnosis of Autism Spectrum Disorder were commonly found to have eating problems such as food selectivity or restricted diet. If food selectivity is not resolved and managed, it can lead to serious health concerns and malnutrition. The current study involve a participant, a 5-years old boy who only accept a few food items in his common diet. His refusal of food was displayed by vomiting the food consumed, pushing food items away, and turning his head away from the spoon with the food item. Using systematic de-sensitization, positive reinforcement and shaping strategies, the participant was able to consume a variety of food items introduced during the training session. A follow up report indicated the training was effective in maintaining the food items selected as well as generalization of food acceptance across different food groups. |
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46. The Indirect Benefits of an Evaluation of Consequences to Problem Behavior |
Area: AUT; Domain: Applied Research |
Samantha Pacewicz (University of Florida graduate), Melanie Perez (The University of Florida), CATHERINE KISHEL (The University of Florida), Savannah Tate (University of Florida), Timothy R. Vollmer (University of Florida) |
Discussant: Tyler-Curtis Cory Elliott (University of Georgia) |
Abstract: Behavior analysts develop treatment plans to reduce maladaptive behaviors. Consequences to problem behavior are often included in treatment plans with the goal of reducing behavior. However, without an evaluation of the effects of programmed consequences, these responses might not always result in the desired reductive effect (e.g., Fisher, Ninness, Piazza, & Owen-DeSchryver, 1996). Some strategies intended to reduce behavior might instead reinforce or have no effect on responding. However, failure to identify an effect when evaluating a consequence does not mean that the data set does not yield useful information. The current analysis comprised of an empirical evaluation of the effects of consequences to problem behavior of two children with autism and yielded indirect benefits. A pairwise functional analysis (Iwata, Duncan, Zarcone, Lerman, & Shore, 1994) compared the effects of providing programmed consequences contingently versus on a time-based schedule. The data demonstrate that consequences delivered for certain problem behaviors can result in the child engaging in other behaviors that can be reinforced if already adaptive or further shaped. Although the specific consequences evaluated in the present study exerted null or inconclusive effects on target behavior, the assessment nonetheless yielded valuable information about child behavior that could translate across settings. |
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48. Duration-Based Assessment to Select Chores for Individuals With Severe Problem Behavior |
Area: AUT; Domain: Applied Research |
SHELBY LYNNE QUIGLEY (Kennedy Krieger Institute, Maryland Association for Behavior Analysis), Sara Deinlein (Kennedy Krieger Institute), Meagan K. Gregory (Kennedy Krieger Institute) |
Discussant: Tyler-Curtis Cory Elliott (University of Georgia) |
Abstract: Duration-based assessments can be used to determine an individual’s level of engagement with items (DeLeon, Iwata, Conners, & Wallace, 1999) or activities such as vocational tasks (Worsdell, Iwata, and Wallace, 2002). However, if the goal is to identify items or activities with a high level of engagement and a low level of problem behavior, a competing stimulus assessment can be used (e.g., Piazza, Fisher, Hanley, Hilker, & Derby, 1996). Three individuals with intellectual and developmental disabilities who were hospitalized for the assessment and treatment of severe problem behavior participated in a competing stimulus assessment to identify chores with high levels of engagement and low levels of problem behavior for inclusion in their daily schedule during treatment. For two of the three participants, multiple chores were identified; for the third participant, although he interacted with the materials for most of the sessions (e.g., held the broom in his hand and walked around), productive engagement in the chores was low (e.g., he did not sweep the floor). As a result, teaching sessions were initiated to increase productive engagement in chores. |
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49. Identifying Preference for Protective Equipment Used to Treat Self-Injurious Behavior |
Area: AUT; Domain: Applied Research |
ALEXANDRA M DEMEO (May Institute), Emily Sullivan (The May Institute), Yannick Andrew Schenk (May Institute) |
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
Abstract: The use of protective equipment (e.g. arm splints, helmet) is used to reduce engagement in or mitigate injury as result of self-injurious behavior. However, individual preference for these types of equipment have been rarely assessed, perhaps due to the emphasis on safety because of the severity of self-injurious behavior that necessitates the application of protective equipment. The present study aimed to first evaluate the one participant’s adaptive responses, engagement in self-injury, attempted removals of protective equipment, as well as an injury impact score while wearing two types of protective equipment (i.e., helmet and arm splints). Following determining that both forms of equipment resulted in a low injury impact score, a forced choice preference assessment was conducted. Results indicated that arm splints were not only selected as the preferred form of protective equipment, but also resulted in the lowest level of self-injurious behavior and attempted removals. |
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50. Modifying Functional Communication Training for an Individual With Visual Impairments and Severe Problem Behavior |
Area: AUT; Domain: Applied Research |
RAJEN BAJRACHARYA (Kennedy Krieger Institute), Brianna Laureano (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Emily Ann Chesbrough (Kennedy Krieger Institute), John Falligant (Kennedy Krieger Institute/Johns Hopkins University School of Medicine) |
Discussant: Tyler-Curtis Cory Elliott (University of Georgia) |
Abstract: The effectiveness of functional communication training (FCT) for decreasing severe problem behavior has been widely acknowledged within the science of applied behavior science. In a recent review, Ghaemmaghami et al. (2021) outlined a number of limitations pertaining to the feasibility of this function-based treatment when applied in the community. One such limitation involves limited research on the application of this intervention among individuals with visual impairments who engage in severe problem behavior. Within the current study, we incorporated modifications and modern technology to augment FCT procedures for an 8-year-old girl with visual impairments. Through the incorporation of tactile stimuli and a backwards chaining procedure, the participant acquired the functional communication response. The results of this study demonstrate the importance and success in modifying training procedures when teaching communication responses to individuals with visual impairments. This study further supports the necessity of individualizing common function-based interventions, such as FCT, to increase their efficiency and feasibility in the treatment of individuals with varying disabilities. |
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51. The Effects of Multiple-Context Training on Operant Renewal of Behavior Decreased by Differential Reinforcement of Alternative Behavior |
Area: AUT; Domain: Applied Research |
PAIGE TALHELM (University of Florida), Iser Guillermo DeLeon (University of Florida) |
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
Abstract: Translational human laboratory studies are conducted under the assumption that outcomes will be relevant to clinical conditions. Much recent attention of this sort has been devoted to relapse of previously treated problem behavior. The assumption of correspondence seems critical when evaluating factors that promote or mitigate relapse, but few studies have examined if laboratory preparations predict if similar findings with clinically relevant behaviors and fewer still have examined correspondence within the same participants. This study will expose individuals with developmental disabilities, who display problem behavior, to parallel laboratory and clinical paradigms of two forms of relapse: resurgence and context renewal. It represents a first step towards identifying the variables that promote correspondence, thus allowing future researchers to design more clinically accurate mitigation models. |
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52. Increasing Access to Literature |
Area: AUT; Domain: Service Delivery |
AAKSHAN K LIDHAR (Trumpet Behavioral Health), Jessica Foster Juanico (University of Kansas), Amber Valentino (Trumpet Behavioral Health), Ashley Marie Fuhrman (Trumpet Behavioral Health) |
Discussant: Tyler-Curtis Cory Elliott (University of Georgia) |
Abstract: The Ethics Code for Behavior Analysts (Behavior Analyst Certification Board, 2020) states that behavior analysts must maintain competence by engaging in professional development activities such as reading relevant literature (Code 1.06). There are barriers to accessing the published literature that can result in a research to practice gap such that practitioners become progressively less informed about the literature as time since graduation and certification increases (Briggs & Mitteer, 2021). In the current study, we evaluate a system in a large human service agency developed to increase practitioner access to the literature using an electronic request form and a liaison to the literature search approach. We present data on the frequency of use of the system, the certification level of users, topics of interest, and other patterns of responding. We discuss the value of this type of system, the limitations of the design, and considerations for practitioners considering the implementation of a similar system in their human service agency. |
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53. A Quality Assessment of Systematic Reviews and Meta-Analyses of Speech Interventions for Minimally Verbal Individuals With Autism Spectrum Disorder and Intellectual Disabilities: An Overview |
Area: AUT; Domain: Theory |
SOPHIE LOUISE BRADBURY (University of South Wales), Richard James May (University of South Wales) |
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
Abstract: Systematic reviews (SR) and meta-analyses (MA) have been identified as the gold standard for evidence synthesis. Given their potential to inform practice and policy, it is important that SR and MA adhere to internationally agreed guidelines. We undertook a review of the methodological characteristics and reporting quality of SR and MA of interventions targeting early speech production in individuals with Autism Spectrum Disorders (ASD) and Intellectual Disabilities (ID). The review protocol was registered at PROSPERO (CRD42021236361). Two instruments designed to evaluate SR and MA, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and, A MeaSurement Tool to Assess systematic Reviews (AMSTAR-2) were used to appraise the existing literature. We identified 12 SR and/or MA that met the prespecified inclusion criteria. The assessment of the methodological quality (i.e., AMSTAR-2) found that the vast majority (k=10) of the reviews were rated as critically low. We also found relatively low adherence to the reporting guidelines outlined in PRISMA for most of the included studies. We discuss our findings in the broader context of the evidence synthesis for behaviour analytic interventions. |
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54. Using Traditional Drill and Practice to Increase Drivers Permit Knowledge for Young Adults With Autism |
Area: AUT; Domain: Applied Research |
KAYLA BATES-BRANTLEY (Mississippi State University), Madison Billingsley (Mississippi State University), Meredith Huff Staggers (Mississippi State University) |
Discussant: Tyler-Curtis Cory Elliott (University of Georgia) |
Abstract: Individuals with Autism Spectrum Disorder experience significant barriers when learning to drive. These barriers impact their licensure rates and time it takes to successfully obtain a license when compared to neurotypical peers. A majority of research examining these barriers focusses on an individual’s ability to drive in a simulation. However, little to no research has been conducted to examine effective intervention strategies for obtaining a learning permit. The current study examines the effects of a Traditional Drill and Practice (TDP) digital flashcard intervention on increasing knowledge of material on the drivers permit exam. A multiple probe design across participants was used to examine the effects of this intervention. Three young adults with ASD, who did not currently hold a valid driver’s license or permit were included as the participants. Results indicated TDP had a large effect on increasing participants’ skill acquisition of learner’s permit exam material. Limitations, implications, and future directions of this research will be discussed. |
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55. Elopement: A Case Study From Functional Analysis Through Caregiver Generalization |
Area: AUT; Domain: Applied Research |
AMANDA RENEE JONES (Butterfly Effects), Molly Ann McGinnis (Butterfly Effects), Claire Spieler (Butterfly Effects), Amy Rachel Bukszpan (Endicott College, Butterfly Effects) |
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
Abstract: Children affected by intellectual and developmental disabilities (IDDs/DDs) and autism spectrum disorder (ASD) have a higher prevalence of elopement which can lead to significant consequences including police involvement, abduction, drowning, etc. (Boyle & Adamson, 2017). Functional analysis determined the function of the elopement behavior in this case study to be access to the outdoor environment, or the child’s backyard. Caregiver collaboration led to intervention design of functional communication training (FCT) paired with response blocking. FCT criteria increased in complexity to vocal-verbal communication with shaping procedures. Response blocking was faded over time from barriers and locked doors to only a visual prompt remaining as a conditioned stimulus during the generalization phase along with intermittent reinforcement. The intervention led to a significant decrease in elopement successes and attempts and also improved caregiver confidence in addressing problem behaviors and safety concerns. |
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56. Producing Meaningful Clinical-Outcome Data From Restraint and Seclusion Logs |
Area: AUT; Domain: Service Delivery |
MARY KATHERINE CAREY (Glenwood, Inc) |
Discussant: Tyler-Curtis Cory Elliott (University of Georgia) |
Abstract: Programs delivering applied behavior analytic (ABA) services often collect data on safety interventions such as physical restraints and seclusion procedures. These interventions are either programmed into behavior plans or are performed only in emergency situations. Regardless, there a movement in the field to decrease physical restraint and seclusion (Rajaraman et al 2021) in an effort to advance procedures that capitalize on reinforcement-based approaches. There is little guidance, however, on the best way to summarize restraint and seclusion data in a meaningful way that will produce evidence of a program’s adherence to best practices over time. In the current project, five years of restraint data from a non-profit agency were summarized and analyzed in multiple ways to determine the best way to report on an agency’s use of physical restraint and seclusion. When analyzing data across years, breaking the data down monthly rather than yearly provided a richer set of data to visually analyze. When examining data within a year, calculating the number of physical restraints and/or seclusion procedures implemented per child who is approved for such procedures rather than a total frequency count proved to be the most sensitive. |
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57. Reducing Employee Absenteeism With Performance Feedback and an Individual Contingency Intervention |
Area: AUT; Domain: Service Delivery |
DESIREE POOLE (Kennedy Krieger Institute), Brittney Workman (Kennedy Krieger Institute), Christopher Dillion (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute and Johns Hopkins University School of Medicine), Samantha Hardesty (Kennedy Krieger Institute and The Johns Hopkins University School of Medicine) |
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
Abstract: Unplanned absences are a common issue within human service settings (T. F. Ferguson et al., 2001). Organizations have employed a variety of behavioral interventions to improve staff attendance, including the use progressive discipline (Briggs, 1990), verbal feedback (Berkovitz et al., 2012), public feedback (Camden et al., 2011; Luiselli et al., 2009), and both individual- (Berkovitz & Alvero, 2019; Feinup et al., 2013) and group-based contingencies (Berkovitz et al., 2012). However, high rates of absenteeism are still observed. The purpose of this research was to evaluate an individual contingency intervention designed to reduce absenteeism among direct-care staff in a human service setting. The intervention included performance feedback and restricted access to working additional overtime shifts. Results showed that absenteeism decreased from a group mean of 34.59% of shifts missed during the baseline period to a group mean of 23.57% of shifts missed during the intervention phase. The outcome of the intervention was a 11.03% decrease in the average percentage of shifts missed. Implications surrounding these findings are discussed. Keywords: absenteeism, attendance, individual contingency, human service setting |
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58. Using a Video Activity Schedule With an Embedded Social Script to Teach Cooperative Games to Autistic Children |
Area: AUT; Domain: Applied Research |
IVAN DUARTE (University of Texas at San Antonio), Marie Kirkpatrick (University of Texas at San Antonio), Roberta Carrillo (University of Texas at San Antonio), Geninna Noelle Arriola Ferrer (University of Texas at San Antonio), Mariela Gonzalez (University of Texas at San Antonio), Aparna Mathew (University of Texas at San Antonio), Lauren Gonzales (University of Texas at San Antonio), Katherine Cantrell (University of Texas at San Antonio) |
Discussant: Tyler-Curtis Cory Elliott (University of Georgia) |
Abstract: Video activity schedules are a combination of video modeling and activity schedules that teach a singular task or a series of tasks to be completed. Instead of a sequence of pictures, videos demonstrate to the learner what is expected to be done. Research has focused heavily on using video activity schedules to teach daily living or vocational skills; however, there is a lack of research on using video activity schedules to teach play skills. Social scripts are verbal prompts that cue the learner on what to say and have proven to be effective at teaching autistic people how to engage in conversation. In this study, a non-concurrent multiple baseline design across participants was used to evaluate the effect of a video activity schedule with an embedded social script to teach four dyads of autistic children how to play cooperative games and engage in a conversational response during a summer day camp. Results indicate that all participants learned how to play the game and engage in the conversational response, including during generalization and maintenance probes. Limitations and future research will also be noted. |
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59. Texture Advancement Expectations and Outcomes in Children With Autism Spectrum Disorder (ASD) and Severe Food Selectivity |
Area: AUT; Domain: Service Delivery |
CATHERINE TAYLOR (Children's Healthcare of Atlanta), Addam J Wawrzonek (Children's Healthcare of Atlanta), Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine), Rashelle Berry (Children's Healthcare of Atlanta), Lydia White (Children's Healthcare of Atlanta), Caitlin Waddle (Children's Healthcare of Atlanta), William G. Sharp (The Marcus Autism Center) |
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
Abstract: Avoidant/Restrictive Food Intake Disorder (ARFID) is a feeding disorder marked by restricting food intake to the point of significant weight loss, malnutrition, or functional interference. Previous studies have demonstrated comorbid concerns with feeding in children with autism spectrum disorder (ASD). A possible explanation for these feeding problems may be due to the core ASD symptoms, poor adaptive skills and/or sensory sensitivities. These core symptoms can affect feeding relative to tolerance of higher textures. The present study examines the outcomes from an applied behavior analysis (ABA) based, intensive multidisciplinary intervention program for ARFID, specifically looking at children with and without a comorbid diagnosis of autism and severe food selectivity. Results demonstrated that a higher percentage of children with ASD remained on puree texture throughout treatment when compared to children without ASD, despite both groups demonstrating a significant increase in number of foods accepted. This study was conducted with the aim of investigating treatment progress for children with ASD and how to better support treatment expectations and outcomes, specifically with texture advancement. Further research is needed on this subset population on how oral motor deficits affect texture advancement, and to develop strategies for feeding and chewing functions throughout treatment. |
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60. Assessing Client Preference on Social Proximity |
Area: AUT; Domain: Applied Research |
REBECCA WARD (Salve Regina University), Jocelyn Vanessa McCormack (Salve Regina University/Pathways Strategic Teaching Center), Jesse Perrin (Pathways), Cody Morris (Salve Regina University) |
Discussant: Tyler-Curtis Cory Elliott (University of Georgia) |
Abstract: Physical proximity affects both problem behavior and client engagement with academic demands (Oliver et al., 2001; Conroy et al., 2004). Assessing preference of proximity is useful, but some methodologies, such as those used in Oliver et al. (2001), might evoke problem behavior which may not be desirable or ethical in all clinical situations. The purpose of this study was to utilize a concurrent-chains assessment to target client preference of proximity without evoking problem behavior. The study was conducted with an 18-year-old male diagnosed with autism spectrum disorder, whose history of severe problem behavior resulted in staff distancing themselves from the client by 12 feet. A concurrent-chains choice assessment was implemented to evaluate the participant’s preference on proximity as well as the effects of proximity on rates of problem behavior. The participant chose between two proximity options at varying distances from him to determine from which he preferred. The distances between the chairs and the participant were systematically manipulated by experimenters. The results of the assessment demonstrated the client’s preference for close proximity attention (within 2 feet) without evoking problem behavior. IOA was collected during 95% of trials using trial-by-trial agreement. IOA scores were 100% across sessions. |
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61. Comparing Functional Communication Training Arrangements on Reduction of Tangibly Maintained Aggression |
Area: AUT; Domain: Applied Research |
CAITLYN FEDERICO (Salve Regina University), Jacqueline Wilson (Pathways Strategic Teaching Center), Jesse Perrin (Pathways), Cody Morris (Salve Regina University) |
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus) |
Abstract: Functional Communication Training (FCT) has been used to treat the function of problem behavior across many functions and many behaviors. Nuanced variables, which include but are not limited to, the severity of behaviors and time constraints can make implementing FCT difficult. The purpose of this project was to evaluate the effects of FCT arrangements on reduction of problem behavior. This project specifically compared a rate-based arrangement and a latency-based arrangement to implement FCT. This study was conducted with a 13-year-old male diagnosed with Autism Spectrum Disorder (ASD). Treatment was evaluated in 5 minute conditions. In the rate-based condition, the functional Communication Response (FCR) was presented every 30 seconds. In the latency-based condition, the FCR was presented once at the start of the condition but not again for the remainder of the condition. The results of this study indicated that problem behavior reduced in both formats and the participant acquired the FCR in both formats. IOA was collected for 81% of sessions with 95% agreement. Procedural Fidelity was collected for 100% of sessions and fidelity was 98%. |
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164. Building Comfort With Health and Self-Care Routines for Children With Autism |
Area: AUT; Domain: Applied Research |
MEGAN RUFFO (University of Nebraska Omaha; University of Nebraska Medical Center; Munroe-Meyer Institute), Mary Halbur (University of Nebraska Medical Center, Munroe-Meyer Institute), Elizabeth J. Preas (Austin College), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute), Mikayla Crawford (University of Nebraska Medical Center; Munroe-Meyer Institute) |
Discussant: Mary Jane Weiss (Endicott College) |
Abstract: Individuals with autism (ASD) often exhibit challenging behaviors during health- and self-care routines. Children may require sedation to complete necessary routines, which increases risks when participating in medical care. Caregivers may also avoid completing vital self-care routines due to the fear their child experiences. Current evidence suggests that graduated exposure treatment packages are effective at increasing tolerance during healthcare procedures. Graduated exposure consists of exposing an individual to a hierarchy of stimuli from least to most feared, which have previously caused fear-based responses (e.g., negative vocalizations, disruptions, attempts to leave). Although graduated exposure has been shown to increase tolerance, this procedure can be resource intensive. The purpose of the current study was to extend previous research by examining procedures to increase the efficiency of graduated exposure. Four children with ASD were exposed to a treatment package that included graduated exposure, distraction, and frequent terminal probes to teach a variety of health- and self-care routines. The results showed that the treatment package was effective at increasing tolerance with routines. Additionally, frequent terminal probes allowed participants to skip unnecessary steps and increased the efficiency of the treatment package. Future research and clinical implications will be discussed. |
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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 |
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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. |
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Compassionate and Culturally Responsible Applied Behavior Analysis (ABA) Services |
Saturday, May 27, 2023 |
3:00 PM–3:50 PM |
Convention Center Mile High Ballroom 4E/F |
Area: AUT |
Chair: Jennifer Bellotti (TBD) |
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Using Applied Behavior Analysis (ABA) Criticism to Inform Person-Centered Compassionate Care (PCCC): Conceptual Framework |
Domain: Theory |
DUAA ALZAHRANI (Umm Al-Qura University), Reva L. Mathieu-Sher (Duquesne Univeristy) |
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Abstract: The authors of this paper qualitatively investigated the critiques of ABA that have been raised by the autism community and their advocates to identify patterns of concerns and utilize such critiques to inform the development of the person-centered compassionate care (PCCC) framework. The paper provides an overview of possible barriers to compassionate care in ABA, defines Person-Centered Compassionate care, identifies its core values as it relates to ABA, and provides future directions for researchers and practitioners. |
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Autism Inclusion for Behavior Analytic Providers |
Domain: Service Delivery |
JENNIFER BELLOTTI (Full Spectrum ABA; Bible Based ABA; Full Spectrum Behavior Institute), Jessica Moore (Full Spectrum ABA; Full Spectrum Behavior Institute), Collin E Streetman (Full Spectrum ABA; Autistic & Neurodiverse United Association of Behavior Analysis; Neurodiverse Training in Creative Industries; Bible Based ABA), Erica Lighter (Full Spectrum ABA; Autistic & Neurodiverse United Association of Behavior Analysis; Neuroviderse Training in Creative Industries; Lasalle College), Michelle Vinokurov (Full Spectrum ABA; Autistic & Neurodiverse United Association of Behavior Analysis; Neurodiverse Training in Creative Industries; Manatee County School District), Joshua Kingston (Full Spectrum ABA; Autistic & Neurodiverse United Association of Behavior Analysis; Neurodiverse Training in Creative Industries) |
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Abstract: Behavior analysts are responsible for creating meaningful employment and educational opportunities for autistics. This creates cultures of inclusivity, independence, and empowerment. The authors will discuss how to transform organizational practices to amplify autistic voices. The Full Spectrum ABA Autistic Advocacy Group, Autistic & Neurodiverse United Association of Behavior Analysis (ANU-ABA), and Neurodiverse Training in Creative Industries (NTICI) strive to accomplish this mission and will be reviewed from the perspective of autistic providers. The Full Spectrum ABA Autistic Advocacy Group utilizes own voices accounts to foster an environment of inclusion and support for autistic adults to learn and grow within the field and to teach other neurodivergent and neurotypical ABA providers most compassionate practices. NTICI, created by autistics and behavior analysts, teaches digital marketing skills relevant to today’s job market and celebrates the strengths of autistic individuals through an easily accessible and free app. ANU-ABA is a foreword thinking organization which strives to educate ABA companies and providers on best practices in behavior analysis that are autism friendly. The goal of these initiatives is to shift society toward becoming more inclusive, tolerant, and accepting of neurodivergence, ensuring that autistics receive evidence-based, individualized, and high-quality supports. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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. |
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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). |
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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. |
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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 |
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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 |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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Turning Group Disconnection Into Connection: Comprehensive Evaluation of Prosocial With Developmental Support Agencies’ Management Teams During COVID-19 |
Saturday, May 27, 2023 |
3:30 PM–3:55 PM |
Convention Center Mile High Ballroom 2A |
Area: DDA |
Chair: Laura E. Mullins (Brock University) |
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Turning Group Disconnection Into Connection: Comprehensive Evaluation of Prosocial With Developmental Support Agencies’ Management Teams During COVID-19 |
Domain: Applied Research |
LAURA E. MULLINS (Brock University), Sabrina Palmer (Brock University), Priscilla Burnham Riosa (Brock University) |
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Abstract: The pandemic presented agencies supporting adults with developmental disabilities with additional challenges in safely providing quality support, leading to increased stress and isolation among management teams. Prosocial is a process-based group intervention that uses Acceptance and Commitment Training to promote effective group functioning and psychological flexibility (Atkins et al., 2019). Using a quasi-experimental (waitlist-control) design, we evaluated the effects of a 4-session virtually-delivered Prosocial intervention on the group functioning of two management teams (n1=12, n2=7). This comprehensive evaluation included pre-post qualitative and quantitative questionnaires of well-being and group functioning and direct observations of goals and engagement conducted during weekly management meetings. Agency developed goals focused on reconnecting and supporting each other and improving meeting processes (e.g., staying engaged and reviewing helpful and unhelpful behaviours). Direct observations and content analysis of open-ended survey questions indicated progress toward the goals and improved group functioning and collaboration. However, the team’s group functioning ratings showed no significant improvements. Social validity data on participants’ experiences suggested that Prosocial was beneficial and feasible. Given that this study is one of the first formal empirical evaluations of Prosocial, we will describe the successes, challenges, and recommendations for future administrations of Prosocial. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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Compassionate Care and Interventions for Students with Disabilities in the Classroom |
Saturday, May 27, 2023 |
4:00 PM–4:50 PM |
Convention Center 403/404 |
Area: EDC |
Instruction Level: Basic |
Chair: Susan Wilson (Purdue University Global) |
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A Behavior Analytic Approach to Compassionate Standards in the Classroom |
Domain: Theory |
SUSAN WILSON (Purdue University Global), Lisa Ann Phillips (Purdue University Global), Caroline Linfante (Purdue University Global) |
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Abstract: Over the past century, the technical aspects of grading students have been explored. By asking key questions, several outcomes result, including the consistency of assigning and reporting grades, what grades mean to students and instructors, the reliability and validity of cumulative grades, and the affective meaning attached to grades by students (Anderson, 2018; Bahadourian et al., 2006). As educators, it is helpful to “think function” in the classroom, where both positive and negative reinforcement can be utilized to respond to students more effectively (Bailey & Burch, 2009; Vargas, 2020). Balancing classroom order and boundaries, while still accommodating students is the goal. Exhibiting compassion in the classroom can support students when considering motivation for student success. Moving too quickly to alleviate student discomfort supports neither student success nor classroom standards. Reinforcing substandard behavior such as chronically late submissions and procrastination may not be examples of compassionate behavior (Taylor et al., 2018; Jazaieri, 2018). Educators should consider how best to orchestrate variables within an academic environment so that optimal student outcomes are achieved (Johnston & O'Neill, 1973). |
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Effective Assessment Practices for Students With Disabilities in Public School Settings |
Domain: Service Delivery |
MARYANN DEMCHAK (University of Nevada, Reno), Chevonne Sutter (University of Nevada, Reno) |
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Abstract: A key component of effective behavioral services is comprehensive assessment for program planning purposes. Behavior analysts are also required to involve clients and relevant stakeholders in selecting and designing assessments (p. 11 Ethics Code). Assessments must also be behavioral and evidence-based (section 2.13). Not only is assessment addressed with the Ethics Code, it is addressed within the BCBA Task List (i.e., record review, determining need, identifying and prioritizing behavior change goals, assessing relevant strengths and deficits, and several other areas). Assessment is also linked to components of the Ethics Code that relate to “conform with legal and professional requirements” (section 1.02). Many BCBAs will work in school settings with students who have disabilities and who are afforded protections under the federal Individuals with Disabilities Education Act (IDEA), with these components also reflected in state laws. One of the key components of IDEA is appropriate evaluation. This session will focus on assessment practices for behavior analysts with examples of assessments that may be legally required for students with disabilities in public school settings. The focus will demonstrate how various school-required assessments meet the requirements of being behavioral, evidence-based, and leading to program planning based on identified strengths and deficits. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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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 |
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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. |
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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. |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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). |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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 |
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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. |
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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 |
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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 |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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Conceptual Issues in the Analysis of Culture and Culturally Sensitive Care |
Saturday, May 27, 2023 |
5:00 PM–5:50 PM |
Hyatt Regency, Centennial Ballroom D |
Area: PCH |
Chair: José G. Ardila-Sánchez (University of Nevada, Reno) |
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Aesthetics in Interpersonal Relations |
Domain: Theory |
JOSÉ G. ARDILA-SÁNCHEZ (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
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Abstract: The analysis of phenomena in terms of stimuli and responses is a common scientific practice in behavior analysis. Aesthetics, as a case in point, has been analyzed as a type of response (Mechner, 2018), and a sort of audience control (Malott, 2018). The difference between aesthetics as conventional linguistic practice and as natural phenomena from a naturalistic perspective will be introduced. This presentation offers a view of aesthetics as a property of molar contingencies based on Emilio Ribes-Iñesta’s theory of molar behaviorism (2018) and its extension to his study of social relations, called sociopsychology (Ribes-Iñesta et al., 2016). Molar contingencies are analyzed in terms of functional relations, initial and terminal conditions, and process of attachment-detachment. Social relations are analyzed in terms of two general types of social contingencies: interpersonal and impersonal relations. Two general points about aesthetics will be made with respect to individual and interindividual contingencies. The first point consists in presenting an analysis of transformation contingencies (Ribes-Iñesta, 2018) and the role of aesthetics therein. The terminal condition in transformation contingencies is of key concern; the transformed referential practices are coherent, harmonic, or aesthetic. The second point consists in presenting a sociopsychological analysis (Ribes-Iñesta et al., 2016) of the interindividual contingencies juxtaposed to transformation contingencies. The social relations regulating the transformed practices will be considered; the notion of power will bear upon these last set of considerations. The implications of these points to the science of cultural phenomena otherwise known as “culturo-behavior science” will be offered. |
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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 |
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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. |
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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). |
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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. |
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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. |
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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. |
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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. |
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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 |
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The Underdiscussed Ethical Concerns Surrounding Extinction |
Saturday, May 27, 2023 |
5:30 PM–5:55 PM |
Hyatt Regency, Centennial Ballroom H |
Area: PCH |
Chair: Jessica Emily Graber (Nationwide Children's Hospital) |
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The Underdiscussed Ethical Concerns Surrounding Extinction |
Domain: Service Delivery |
JESSICA EMILY GRABER (Nationwide Children's Hospital), Abraham Graber (Wexner School of Medicine
The Ohio State University) |
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Abstract: Ethical concerns surrounding the use of punishment in applied behavior analysis are widely recognized (e.g., BACB, 2014; BACB, 2020; DiGennaro, Reed & Lovett, 2007). Comparatively little attention has been paid to ethical considerations regarding the use of extinction. Nonetheless, many of the same concerns that arise with regard to punishment are relevant to extinction. Ethical concerns have been raised regarding adverse side-effects associated with punishment (e.g., Cooper, Heron, and Heward, 2007). Similar concerns arise regarding extinction, with side effects including increases in problematic behaviors and the emergence of aggression (Lerman, Iwata, & Wallace, 1999). Ethical concerns about the limited efficacy of punishment (Cooper, Heron, and Heward, 2007) and that punishment fails to teach replacement behavior (Pokorski & Barton, 2021) may also arise with extinction-based approaches. Appropriate use of extinction requires accurate identification of functional reinforcers maintaining target behavior(s); however, research suggests minimal use of gold-standard function-based methodologies in common practice (e.g., Oliver, Pratt, & Normand, 2015). Concerningly, improper use of procedures such as planned ignoring are at high risk for adverse side effects, concerns which have also been raised by autism advocates (e.g. Just1Voice, n.d.). This paper discusses comparatively underappreciated ethical concerns surrounding the use of extinction. |
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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. |
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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 |
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AMIE ZARLING (Iowa State University) |
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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.
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