Association for Behavior Analysis International

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.

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.

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.

International students aid in the dissemination of applied behavior analysis to other countries and provide an intersectional and diverse perspective to everyday practice. However, international graduate students in the United States struggle with finding employment during their education per their Verified International Stay Approval (VISA) Restrictions. Student Verified International Study Approval (VISA) Restrictions restrictions curb the professional development of these students which puts them at a disadvantage compared to their peers by the time they graduate. The purpose of this panel is to go over some of the questions and struggles facing international students and to provide them with resources to find professional opportunities to supplement their education. The panel discussion will be compromised of three experts in the field of applied behavior analysis working as educators and clinicians internationally. Each panel member will have an opportunity to discuss their experiences as international scholars, some barriers to practice, and potential solutions to these challenges.

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.

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

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.

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.

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

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.

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.

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.

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.

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.

Measures of systematic social interactions are an effective way to evaluate contingencies between parent-child dyads in natural settings. Despite the utility of these measures, very few well established measurement instruments exist to validate the changes in these systematic interactions. The present study conducted a principal factor analysis of 38 cases of parent data collected using the Systematic Observation of Family Interactions (SOFI) instrument (Greene, 2020). Results revealed two main factors, with specific instrument target behavior clumping under these two factors. The findings imply that items under each factor with highest correlational values may be influenced by the same variables and as such, specific target behavior on the instrument may be eliminated to ensure a clear focus for data collectors. Further implications are also discussed while highlighting the utility of principal factor analysis in improving the focus of behavioral measures used in the natural environment situations.

Core stability protects individuals from injury and can support the movement of smaller muscle group movements such as hand, shoulder, and ankle movements (Kobesova et al., 2014). To strengthen the core muscles Dynamic Neuromuscular Stabilization (DNS) paradigms can be used to train older individuals in core stability in the same order of infant development (Kobesova et al., 2014). The DNS model targets the natural progression of stability through functional movement pattern exercises such as the bear hold. In physical therapy, the bear hold is part of a progression to strengthen and correct major muscle groups to recover from and reduce risk of further injury. Physical therapy professionals use this exercise to target stability and is applicable in many cases to measure and increase strength with recovering injuries. While this exercise is quite common in physical therapy, there is usually confusion and frustration for the people receiving therapy about how to properly get into the position and maintain the correct form. Possible support provided during therapy includes verbal prompts for correct form or mirror image. The presented study will measure the correct body placement during a bear hold with verbal prompting compared to a video mirror image.

Purpose: We developed and evaluated an online training program for the mhGAP Intervention Guide. Methods: Nine hundred and seventy-five health professionals in Mexico were enrolled in the training program, most of them during the period of social distancing brought about by the COVID-19 pandemic. Participants completed a pre-post online evaluation strategy including Knowledge screening, assessment of Learning Activities, and performance in Programmed-Simulated cases to evaluate knowledge and skills for the assessment, management, and follow-up of Mental, Neurological and Substance Use Disorders. Results: We found that participants improved their knowledge and skills from training on the mhGAP online course. Notably we observed these positive results regardless of sex, profession, institution, or social vulnerability rating of participants, suggesting that this is a relevant training program for primary care staff. Conclusions: These results contribute to the Mental Health Gap Action Programme and advance the use of online teaching and evaluation technologies in this field.

A common approach to address relationship dissatisfaction and problem behaviors within couples includes couple therapy. Few studies, especially within recent literature, have examined the application of solely behavior analytic methods to address problem behaviors with couples. The purpose of this study was to extend the use of functional behavior assessments and behavior intervention plans to the behaviors of neurotypically developing adults in committed relationships by teaching dyads of partners how to a) conduct behavior assessments, b) select evidence-based interventions and c) then apply the taught skills to target behaviors. Application of virtual didactic training as well as modules was implemented with couple dyads to teach FBA methods and intervention selection. Dyads self-administered FBAs and selected evidence-based interventions based on the results of the assessment. Results included that couples were able to increase their knowledge base of behavior analytic concepts post-training as well as demonstrated a decrease in rate per day of target problem behaviors. Cohabitation pre- and post-questionnaires indicated an increase in individual and partner roles as well as an increase in environmental satisfaction for four of six participants. Social validity measures indicated that participants found the training to be time sensitive and easy to follow. However, full assessment and ongoing data collection was considered to be more challenging to implement and require more response effort. These findings have important implications for extending the scope of application of ABA methods to a variety of populations.

In North America, motor vehicle collisions are the leading cause of unintended injury-related deaths among children under the age of 14. The primary cause of these deaths is the improper use of child passenger safety restraints (CPSR). Correctly installed CPSRs can decrease the risk of death by 71-82%. To date, no study has (a) used video prompting as an individual intervention to teach correct CPSR installation or (b) examined the use of embedded safety checks within the task analysis of a CPSR installation. We used a concurrent multiple baseline across participants design to evaluate the effectiveness of a video prompting procedure with embedded safety checks to teach prospective parents and caregivers to correctly install CPSRs; both installation of a car seat in a rear-facing position using the Universal Anchorage System and harnessing of an infant-sized doll. The results of this study provide empirical support for the use of video prompting with embedded safety checks with minimal researcher participation to increase correct CPSR installation.

During emergency situations, beginning and accurately performing cardiopulmonary resuscitation (CPR) as soon as possible are pertinent to increasing a person’s chances for survival. Out-of-hospital cardiac arrests happen very infrequently and the maintenance of appropriate fluent responding is critical. The Red Cross and American Heart Association recertification requirements are every two years and thus the average person may only contact these skills during recertification. The Vocal-Motor Response Pairing procedure combines Behavioral Skills Training (BST) as outlined in Parsons, Rollyson, & Reid (2012) as well as other behavioral concepts from applied behavior analysis, social cognitive psychology, and the experimental analysis of behavior, such as behavioral fluency, speech-action coordination, and self-instruction. The experimenter observed the emergency actions steps (Check-Call-Care) through one cycle of CPR, and implemented a systematic error correction procedure. A Non-Concurrent Multiple Probe design across Participants was used, and intervention included the additional component of vocalizing the step immediately prior to or during the step’s action. Average steps and percent steps independent increased, and duration of one cycle of CPR and duration of Chest Compressions aligned more closely to the Red Cross curriculum. Immediate decreases in both duration of trials and trials to criterion were also found, which might result in a more time and resource efficient, effective, and socially significant and acceptable training technique.

Presession attention is an antecedent-based intervention that may be used in classrooms to provide reinforcement for attention-seeking, often disruptive, behaviors as determined on a functional behavior assessment. Presession attentions works as an abolishing operations reducing the motivation for one to engage in certain behaviors by lowering the value of a reinforcer and providing satiation to the individual. The following presentation focuses on previous studies in order to determine whether this can be considered an evidence-based practice for students in a general education setting .

Self-efficacy is an individual’s belief in their ability to complete a specific task or accomplish specific goals. Special educator self-efficacy includes a teacher’s beliefs about their ability to perform tasks specific to educating students, such as implement effective instruction and manage disruptive behavior. Higher teacher self-efficacy is related to improved student outcomes and job satisfaction as well as reduced job-related stress (Klassen et al. (20210). Prior to and after completing a three-phase professional development series containing the 40-hour Registered Behavior Technician (RBT) curriculum, we administered the Autism Self-Efficacy Scale for Teachers (ASSET; Ruble et al., 2013) via a Qualtrics survey to 64 educators who teach students with autism. The ASSET contains 30 common tasks for teaching a student with autism (e.g., teach this student play skills). Teachers are to assign each task a score of 0 – 100 with 0 indicating they cannot do it at all and 100 indicating they are highly certain they can do the task. Prior to participating in the RBT professional development, teachers reported a mean score of 71.3 across the 30 prompts. After participating in the RBT professional development, the mean score increased to 85.1. Results indicate that professional development on behavior analytic interventions can improve educator’s confidence in teaching students with autism.

Conversational skills are important social behaviors for the establishment of communication and interpersonal relationships (Laugeson & Ellingsen, 2014). Individuals with autism experience difficulties in conversational skills which affects their quality of life and engagement in social settings. Video modeling is a common strategy utilized for teaching conversational skills to individuals with autism (Gardner & Wolfe, 2013). Self-monitoring is another procedure that can enhance learning and maintenance of a newly learned skill. This study aimed to improve the conversational skills of three adolescents with autism aged 16-18 who attended a special education high school. An intervention package including video modeling and self-monitoring was implemented via a reversal ABAB design. Its effects on conversational skills' response class (i.e., maintaining conversational turns, maintaining the conversational topic, responding to questions, asking topic-related questions) were measured during a 10-minute dialogue with the researcher using an event recording system. Data were presented as percentage of response. Conversational skills improved for all participants under the intervention conditions. Follow-up probing measurements of conversational skills in the natural setting once intervention commenced showed an average of 81%. The intervention was found effective in improving conversational skills. The monitoring forms may have constituted a discriminating stimulus for conversational skills.

Behavioral coaching strategies have been successfully applied in the dance context to enhance the performance of dance skills and promote the satisfaction of dancers. A scoping review of the behavioral literature that provides a description of the coaching strategies applied in the dance context and identifies gaps that need to be addressed has not yet been conducted. We used the Preferred Reporting Items for Systematic Reviews and Meta-analyses – Scoping Reviews process to guide the systematic search of these databases: Web of Science, PsychINFO, MEDLINE, ERIC, and Sport Discus. A combination of key search terms (‘dance or dancing’ and ‘behav* coaching or behav* analysis or behav* modification or behav* intervention’) yielded 209 findings. Identified articles are in the process of being assessed for inclusion based on the following criteria: (a) implemented a behaviorally based coaching method (i.e., alters observable and measurable behaviour) with dancers and/or dance instructors, (b) utilized an experimental or quasi-experimental design, (c) published in a peer-reviewed journal, and (c) written in English. All articles that meet these inclusion criteria will be summarized. Areas of strength in adopting behavioural coaching strategies in dance education and possible limitations to be addressed by future research will be discussed.

This research focused on the use of behavior skills training (BST) to train special education paraprofessionals to use token systems with high levels of fidelity in a classroom setting while observing effects on student problem behavior. A focus was placed on the accessibility of BST for busy educators with limited collaborative time. The primary author was the lead special educator involved in this study. The participants were two paraprofessionals with over 15 years of experience in education, but a range of 3-15 years working with individuals with disabilities. A multiple baseline design was utilized to teach three distinct components of token systems: setting up the environment, reinforcement delivery, and redirection from problem behavior. Results showed a distinct increase in staff fidelity following training, as well as a corresponding decrease in student problem behavior. This research came with positive implications for educators and the accessibility of evidence based training programs for relevant staff.

This study was designed to determine the effectiveness of a computer assisted instruction to deliver discrete trial training of academic skills to students with significant intellectual disabilities. Based upon the principles of Applied Behavioral Analysis, discrete trial training was identified as an evidence-based practice in teaching skills to students with disabilities. The criteria for single-subject case research within a multiple baseline design across behaviors and participants was implemented for this study. The individual subject and the repeated measures across skills served as the experimental control to verify results. The multiple baseline design evaluated the effect of the intervention computer assisted to deliver discrete trial training to teach early literacy skills to students with significant disabilities. Results of the study indicated the use of computer assisted instruction in the delivery of discrete trial training is effective in teaching individuals with significant intellectual disabilities early literacy skills.

In the absence of early intervention, excessive difficulties with instruction following can impede children’s academic engagement, social-emotional development, and participation in organized activities. To capitalize on the effects of early intervention, in two evaluations, caregivers were trained via telehealth to deliver two antecedent strategies to increase instruction following in the home. Three caregivers of neurotypical children ages 3–5 participated. Dependent measures included initiation latency and compliance with high- and low-probability commands. In a preliminary analysis of a modified pretrial delivery procedure, caregivers jointly engaged with their child in a moderately preferred activity prior to the issuance of a predetermined command. Results showed that initiation latencies for low-probability commands trended downward for two of three children, while latencies for high-probability commands remained low for two of three children. In a second, more rigorous evaluation, the three low-probability commands with the highest latencies during pretrial delivery were further targeted with the high-probability command sequence. Using a multiple baseline across behaviors design, results showed increased levels of instruction following and decreased initiation latencies with low-probability commands for all three children. The current study extends previous research on telehealth-mediated behavioral supports by representing the first demonstration for pretrial delivery and the high probability command sequence.

Traditional methods of science, technology, engineering, and mathematics (STEM) education present barriers to the general curriculum for students with neurodevelopmental disorders (NDD). Students with NDD often require differentiated instruction to access STEM learning alongside their peers; however, research guiding equitable access to STEM education for this population is lacking. Most of the current literature focuses on teaching science vocabulary or content knowledge instead of science practice skills (e.g., asking questions, making predictions, and observing results) in the context of STEM education. As a result, traditional STEM instruction is often beyond reach for students with NDD. The purpose of the current study was to examine the efficacy of a multi-component intervention package used to teach science practices to students with NDD. The intervention package consisted of a video-enhanced activity schedule with embedded video modelling, multiple exemplar training, a graphic organizer, least-to-most prompting, and naturalistic reinforcement. A multiple probe design across participants was used to determine the efficacy of the intervention package delivered virtually to two students with NDD in the fourth grade. Further, a single case study comprised of a treatment and baseline phase showed positive preliminary evidence for using the intervention package for a student with an intellectual disability, although more high-quality research is required. The practical and policy implications of supporting students with NDD using a multi-component intervention package and future research directions will be discussed.

The limitations of awareness-only trainings are well known, and yet they remain the go to training modality in many classrooms and boardrooms. In particular, awareness-only trainings in diversity, equity and inclusion (DEI) have shown little translation in applied practice. In this poster, qualitative data will be provided regarding the efficacy of awareness training for early career ABA professionals when immediately paired with intention setting (explicitly stating in writing a plan to apply what they’ve learned to their direct practice). Common themes identified by early interventionists working in diverse community-based environments will be described, and recommendations for reflective supervision and support for application of DEI theory to practice will be discussed.

Identification of the workplace preferences of Board Certified Behavior Analysts (BCBAs) is important to attract and retain quality staff. Forty BCBAs employed by a home-based agency providing early intensive behavior intervention services completed an on-line survey. Forced-choice and Likert-scale questions assessed participants’ demographic information and their preference for and willingness to do work to obtain 18 various items and activities associated with the workplace that were consolidated into four categories: tangible rewards, social rewards, working conditions and compensation. Sixty percent of the participants had been a BCBA between 0-8 years and 83% were between the ages of 25 and 44 years. Results found that a majority of respondents said they would be willing to work more hours per week for additional compensation. Also, respondents reported compensation was the most preferred category. Social rewards and working conditions were slightly less preferred. When asked what should be provided noncontingently (as a condition of employment) versus provided contingent on performance, respondents said tangible rewards and compensation should be contingent and social and working conditions should be noncontingent. Implications for the OBM literature will be discussed and directions for future research will be offered.

In many cultures, and especially the United States of America, there are ways in which the general public and law enforcement differentially interact with each other. This interaction, by definition, involves a complex set of antecedents, behavior, and consequences. Understanding complex human behavior in terms of interlocking behavioral contingencies involves operant behavior analysis. However, to fully understand the conditioned physiological responses as well as the operant behavior that is involved, a comprehensive model should also include respondent conditioning. In this poster, we propose a conceptual model of how these types of conditioning intersect with the interactions between law enforcement and people of color and how that intersection affects both parties. Specifically, the model describes the interlocking metacontingencies and macro-contingencies, which assist in describing and explaining these functional relationships. According to this model, there are implications for all stakeholders to benefit from receiving behavioral skills training to partake in interactions that are less frightening and reactive. In addition, several recommendations are given for reinforcing de-escalation tactics and promoting more positive interactions.

From a Skinnerian perspective, translation is a “special intraverbal behavior in which stimuli and responses are in different languages” (Skinner, 1957, p. 77). In defining translation as a “special” type of intraverbal, Skinner’s analysis was focused on the behavior of the speaker. While Skinner recognized the role of the listener in some circumstances (e.g., what it means to say that a listener “understands” an instance of verbal behavior), this is not described in detail in his analysis of translation. This poster aims to analyze translation in terms of the behavior of both speakers and listeners, with special attention to the issue of meaning and how this is determined by context. Skinner's analysis of a verbal episode in terms of speaker’s and listener’s roles will be reviewed, and his account of translation will be examined in this light. A distinction between a) acts of translation as a “speaker” and b) responding to the stimulus products of acts of translation as a “listener” will be drawn and analyzed. In both cases, the importance of context will be considered. Implications for conceptual and applied issues will be discussed.

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.

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.

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.

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.

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.

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.

Faculty, instructors, and supervisors in behavior analysis

Researchers and Clinicians

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.

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

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.

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.

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.

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.

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

Recently there has been an increased interest in cultural considerations in service delivery. Although most behavior analysts frequently work with diverse populations, many may lack the expertise required to serve the needs of individuals with cultural backgrounds that may differ considerably from their own. To address this issue, the new Ethics Code for Behavior Analysts requires certificants to accrue a minimum of 3 CEU related to culturally responsive service delivery. However, since many of these trainings are offered by professionals who are not from diverse backgrounds, discussions about the cultures of others are often based either on stereotypes or on what is documented in the literature. We suggest that these discussions may not always reflect the perspectives and experiences of practitioners and families from underrepresented cultures. Considerations from the perspective of the “other” will be highlighted, focusing on examples from Arab culture.