Association for Behavior Analysis International

The authors use a social modeling and reinforcement paradigm to teach social and emotional learning in the elementary classroom. Culturally diverse literature is used to introduce and guide the learning for the targeted behaviors. Direct observations and pupil responses to enactments and paper assignments document the extent of learning Social and emotional learning is proposed for the elementary-aged child within a diverse society. This instruction is consistent with the emphasis on global education and the need to prepare our students for a shrinking planet and increasingly diverse immediate and larger environments. Advanced societies demand that we recognize, respect, and celebrate the “other.” At minimum, authorities agree successful global citizens can affirm others, take others’ perspectives, experience empathy, develop meaningful cooperative relations with others, and pursue social justice: the ability to question unfair practices and advocate for self and others. Accordingly, we need to extend social and emotional learning. Diversity is defined broadly so that this model includes differences according to race, religion, gender, socioeconomics, language, ethnicity, disability, and age. Learners are helped to identify with literature models and discern aspects of the literature to employ most advantageously. This learning benefits the child, the classroom, the school, the family, and the community. Lessons focus on affirming self and others, asserting self, managing conflict situations, and maintaining these behaviors over time.

Behavioral Skills Training (instruction, modeling, rehearsal, feedback) has been shown in multiple studies to support teaching a wide range of skills to children and adults. In this study, Behavioral Skills Training was implemented to teach social-emotional skills such as self-awareness, emotion regulation, and stress management, to students in special education using a multi-media curriculum. A multiple baseline design across classrooms/teachers was used and outcomes includes student self-assessment, teacher behavioral ratings, stress, behavior changes, and teacher-student relationships. Teachers were also taught social-emotional skills and strategies using Behavioral Skills Training. Fidelity of implementation and social validity outcomes are included. A parent training component was also implemented and included outcomes of parent ratings on child's social-emotional skills, behavior, and parent-child relationships. The importance of using ABA procedures to teach social-emotional skills will be discussed.

The purpose of this presentation is to discuss how verbal behavior research on reading can positively impact children’s academic outcomes. Low reading proficiency significantly affects children, their families, and their communities. For instance, third grade children who cannot read proficiently are four times less likely to graduate from high school than those who can. When students do not graduate from high school, they are more likely to have lower wages and poorer health outcomes than high school graduates. In fact, over time, low literacy costs society billions of dollars in lost earnings, employability, and related social outcomes. For these reasons, ensuring that all children have access to effective reading instruction is critical. In this presentation, I will describe the importance of proficient literacy for historically marginalized children such as children with disabilities and economically disadvantaged children. I will then describe how research on reading in verbal behavior analysis has identified effective instructional practices that can impact children’s reading outcomes. This presentation will conclude with recommendations for addressing educational inequities by advocating for literacy as a form of social justice.

The target audience for this presentation is behavior analysts and educators interested in PK-12 education and in reading instruction. The target audience also includes behavior analysts and educators who are interested in issues of social justice.

Behavior analysts frequently encounter staff such as teachers, administrators, and youth counselors who deal with youth exhibiting challenging behaviors that may be related to the trauma these youth are experiencing. Moreover, the youth who are experiencing this trauma are often youth of color who may be retraumatized by the traditional means of dealing with challenging behavior. Unfortunately, behavior analysts may lack the skills for dealing with these challenging behaviors and the related trauma and thus are unable to assist staff in their efforts. A partnership developed among the leadership of Together Helping Reduce Youth Violence for Equity (ThrYve), a program for youth at the University of Kansas, a private provider of services to youth in schools, and a university professor and doctoral student at East Carolina University. The goal of this partnership was to provide information, training, and support to staff working with youth in the ThrYve program as well as other community programs. One year later we have measures of staff attitudes and mindsets as well as behavioral observations of staff role-play and naturalistic interactions with youth.

Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with terms including verbal behavior, discriminative stimuli, establishing and abolishing operations, and positive and negative reinforcement, and have experience and examples dealing with those terms.

As the demand for online education and training increases, it is important to evaluate online teaching tools. These four studies investigate the effectiveness of combining online tools with behavioral teaching strategies to deliver instruction, actively engage students and measure success. All four studies demonstrate improved educational outcomes for graduate students in behavior analysis and special education. The first study demonstrated the effects of Sharable Content Object Reference Model (SCORM) modules to increase active student responding in an asynchronous, online course. The second study offers a mechanism for measuring the generalization of cultural competencies through online, curriculum-based evaluation. The third study examined the use of Behavioral Skills Training (BST) to develop soft skills in behavior analysis trainees on an online platform. The fourth study used the Quizlet LIVE application to increase engagement and performance of special education graduate students. Together these studies demonstrate the benefits of incorporating behavioral strategies into online learning environments.

Faculty, Supervising BCBAs

A multiple baseline across skillset design was utilized to examine the use of behavioral skills training (BST) to develop soft skills in five behavior analysis trainees. BST sessions included instruction on each item in the skillset, a video model, rehearsal opportunities, and feedback. Three skillsets were taught including rapport building, interpersonal, and feedback giving skills. The teaching observations employed a confederate research assistant to ensure opportunities to demonstrate soft skills. The outcomes revealed that BST successfully increased performance from baseline to intervention and generalization for all participants. The average across participants and skillsets during baseline 17.1%, BST 91.78%, teaching observations 86.1%, and generalization 88%. There was a very strong effect reported using the Tau statistic across participants (Tau= .96; p<.0001) and across skillsets (Tau= .98; p<.0001). Social validity scores indicated that the intervention and development of soft skills were important abilities to the participants. Overall, the research study demonstrates the recommendations and guidelines present in the literature relative to soft skills and trainee can be taught.

The purpose of this was to examine the differential effects of a technology-based app versus traditional methods of reviewing content on the academic performance and in-class participation of students enrolled in a college course. In this study, Quizlet LIVE application was used as the technology-based app to increase engagement and performance of special education graduate students. The variables measured and analyzed in this study were (a) quiz scores, (b) student engagement, and (c) student preferences. Students’ scores on weekly quizzes and active and passive engagement during class were recorded. Although preliminary analysis of data show comparable quiz scores across both Quizlet LIVE and traditional review conditions, the acceptability survey indicated that students preferred the group-oriented contingency of the Quizlet LIVE review over the traditional review. Data on individual engagement will be presented.

Teaching individuals with autism spectrum disorder who engage in severe problem behavior to tolerate delayed and denied access a necessary skill toward independent living. This skill deficit has resulted in an extensive reinforcement history that has resulted in engagement in severe problem behavior to obtain access to preferred items, specifically access to the iPad. Before teaching tolerance to delayed and denied access, it is important to ensure the participant has the pre-requisite skills, such as functional communication and a tolerance response. While focusing on functional communication training, latency data has been collected between the discriminative stimulus to terminate the iPad and the participant handing the iPad to staff. We will be determining if there is a correlation between decreasing latency of terminating the iPad and increasing use of functional communication, a tolerance response, and eventually delayed and denied access. This program aims to teach the prerequisite skills necessary to tolerate delayed and denied access.

Learning to feed oneself is an important repertoire that services as a pivotal functional skill for future independence. Even though much research has focused on how to accept non-preferred solids and liquids (Piazza et al., 2003), they may still fail to learn how to feed themselves. The current study directly replicates (Kandarpa et al., 2019; Smith et al., 2018) by further evaluating the intervention effects of self-feeding using prompt fading and errorless learning with a 4-year-old boy diagnosed with ASD in his preschool classroom. We used a combinatorial design containing both a multiple baseline design across behavior with an embedded reversal. Results and implications are further discussed in relation to the appropriateness of behavior analysts using prompt fading and errorless learning as an effective way to teach self-feeding skills for children with ASD.

Clinically, renewal occurs when a challenging behavior that was decreased in treatment increases following a change in the treatment context. Identifying methods to mitigate renewal is critical to ensuring that treatments are effective across settings. The present study evaluated the effects of adding a cue (i.e., a stimulus that is associated with treatment) to the environment on challenging behavior and mands. Participants were three children with autism who engaged in challenging behavior maintained by tangibles. In baseline, we measured mands for tangibles and challenging behavior when the tangible was removed in context A. Then, we implemented functional communication training in a different setting (i.e., context B). Once the participant mastered the functional communication response, we added a cue (e.g., wristband) during treatment. When mands and challenging behavior were stable, the participant returned to context A, where sessions with and without the cue alternated. The results showed that, for one participant, the cue mitigated renewal relative to when the cue was not present. For two participants, the cue did not mitigate renewal relative to when it was absent. For all participants, the presence vs. absence of the cue did not differentially impact manding. In summary, our results suggest that the cues used in the study may not have been salient enough to differentially affect renewal.

Play is an imperative part of childhood and aids in the development of language and social skills. Children with Autism Spectrum Disorder (ASD) often have deficits in play skills, which may contribute to further delays in social development due to a decreased number of social opportunities during play. We analyzed videos of typically developing children’s play to revise data collection and inform the video model scripts. We then examined the effects of a video modeling intervention on independent play using a multiple baseline design across toy sets. Finally, we evaluated whether increases in play resulted in increased social interactions with peers during a socio-dramatic play center.

This study used a hypothetical purchase task to investigate how likelihood of purchasing a climate-friendly commodity (rooftop solar) varied with price and descriptions of benefits for purchases. Prior research has shown that consumption for a sustainable commodity varies as a function of price and is well described by an exponential demand function (Kaplan, Gelino, Reed, 2018). Research has also shown that beliefs in consequences of energy investment decisions are related to household choice (Kastner & Stern, 2015). Participants were recruited from Amazon MTurk and N=244 completed the study. Participants rated how likely they would be to purchase home solar panels at 17 prices ranging from $0 to $150000. Participants were randomly assigned to one of four groups given different statements about benefits of purchasing solar panels: no information, energy independence, cost savings, or climate change benefits. Likelihood of purchase varied as a function of price and was well fit by exponentiated demand functions. Preliminary analyses show similar results across groups in obtained demand intensity (QO) and elasticity, median price at maximum output (Pmax) at $7500 and median breakpoints at $17500-$20000. Future studies will investigate effects of messaging on consumption of commodities with lower prices (i.e., electric vehicles, plant-based burgers).

Functional communication training (FCT; Carr & Durand, 1985) is a commonly used function-based intervention which leads to a reduction in problem behavior by increasing functionally equivalent communicative responses (FCR). Individuals who have been taught functional communication (FC), however, often engage in FCR at much higher rates than feasible for families (Betz et al., 2013). Thus, schedule thinning is considered clinical best practice. Recent research has further indicated combining schedule thinning with terminal probes allows for more efficient FCT (Kranak & Falligant, 2021). Therefore, using a concurrent multiple baseline design, this study analyzed the effectiveness of a terminal probe within a response class for one individual learning FC. Results indicated after schedule thinning and a terminal probe were conducted for one FCR, the terminal probe generalized to two other FCRs in which schedule thinning had and had not been implemented. Implications for clinical practice and future research will also be discussed.

Behavioral interventions to decrease problem behavior typically utilize dense schedules of reinforcement for appropriate behavior. Following reductions in problem behavior, generalization across contexts is programmed to ensure the intervention is effective in the natural environment. However, problem behavior sometimes reemerges as a function of changes in contexts, this is called renewal. Falligant et al. (2021) found that the prevalence of renewal was lower for individuals who experienced denser schedules of reinforcement in the initial training context than those who experienced leaner schedules of reinforcement. The current study extended Falligant et al. (2021) by examining the relationship between the obtained magnitude of reinforcement (i.e., duration or frequency) during the initial training phase and magnitude of renewal during treatment evaluations for individuals admitted to an inpatient unit for severe problem behavior. We re-analyzed 37 treatment applications with context changes across 34 cases identified via a retrospective consecutively controlled case series. The clinical implications of identifying factors that are associated with renewal of problem behavior are discussed.

People with disabilities have a higher prevalence of cigarette smoking than people without disabilities. Moreover, there is a research gap in smoking cessation interventions between people with and without disabilities. This systematic review aimed to identify and evaluate research on tobacco smoking cessation interventions designed to improve outcomes for people with disabilities (e.g., cognitive, hearing, mobility, visual). Electronic searches were conducted in CINAHL Plus (EBSCO), Embase (Ovid), Medline (Ovid), and PsycINFO (Ovid) to identify peer-reviewed studies on tobacco cessation interventions for adults with disabilities in the United States. Two independent coders evaluated all retrieved records. A total of 972 studies were included in title and abstract screening. Forty-six studies were examined in the full text review, of which two studies met inclusion criteria. Both included studies used mindfulness-based procedures to reduce the self-reported number of cigarettes smoked per day in people with mild intellectual disabilities. Additional studies address other disabilities but were not rigorous enough to meet inclusion criteria. Given the breadth of smoking cessation treatments available to the general population, there is a paucity of empirically supported research for those with disabilities. Implications and recommendations for tailored interventions to address the unique needs of people with disabilities are discussed.

The purpose of this study was to evaluate the emergence and persistence of independent non-target mands displayed by a 4-year-old boy with autism spectrum disorder during treatment (functional communication training; FCT) and treatment disruption (extinction of mands). This study was conducted in three phases. During Phase 1, FCT was conducted within a multiple schedules design across two mand modalities (i.e., picture card; microswitch). During Phase 2, a mand preference assessment (MPA) was conducted within a concurrent schedules design to determine preference for type of mand modality. During Phase 3, extinction was conducted within a multiple schedules design to evaluate the persistence of independent target manding (card touch and microswitch touch). During FCT, independent manding was similarly high for both target mand modalities. A preference for the microswitch over the picture card and higher persistence of target manding in the microswitch condition occurred during the MPA and extinction phases, respectively. During these procedures, two non-targeted mands (vocalizations and manual signing) emerged during FCT, with higher levels associated with the picture card condition. Non-target mands were also observed at relatively high levels during extinction, but without any clear differentiation across target mand modality conditions. Clinical and research implications for these results will be discussed.

Play skills are critical to a child’s development and well-being. Children with intellectual and developmental disabilities, however, are often unable to adequately engage with items; because of this, they are at a severe disadvantage for acquiring essential skills necessary for their success within educational and social situations. Previous research has focused on multiple procedures including peer modeling, video modeling, and arbitrary reinforcers for increasing toy engagement, however, results have demonstrated varied success. The competing stimulus assessment (CSA), typically used for individuals that engage in self-injurious behaviors, has shown to be a reliable procedure for increasing toy engagement. Therefore, the purpose of this investigation was to evaluate the effects of the CSA for increasing play skills for a two-year-old boy diagnosed with Down Syndrome that did not engage in self-injurious behaviors. Results from the CSA identified four items that the participant would reliably and appropriately engage with suggesting that the CSA may be a useful alternative for increasing toy engagement for individuals with intellectual and developmental disabilities who do not engage in self-injurious behavior.

The importance of teaching caregivers to identify functional variables surrounding problematic behaviors in daily life is widely recognized within behavior analytic caregiver training literature (e.g., Bearss et al., 2018; Lerman et al., 2013; Shayne & Miltenburger, 2013). One way to build this skill is to coach parents in collecting data on problematic behaviors when they occur outside of treatment sessions. However, barriers to reliable data collection are common challenges to caregiver training (Sanders, 2009). Presented is a case example of a simple, electronic data collection system designed for parents, which was used to guide treatment focus and demonstrate outcomes from parent training sessions. Procedures were conducted in the Complex Behavior Program at Nationwide Children’s Hospital’s Center for Autism Spectrum Disorders. The participant was a 7-year-old male diagnosed with autism who engaged in severe aggression, self-injurious behaviors, and property destruction. Initial sessions involved behavioral skills training in data collection procedures. Parent training was delivered weekly, involving data review and in vivo training of function-based procedures. Parents provided weekly data on behavioral events involving target behaviors. These data were graphed, analyzed, and used to assess progress on established treatment goals. Results demonstrate an initial 87% decrease in behavioral events per week from baseline. Low effort data collection across six questions averaging 3 minutes and 43 seconds per submission, can help guide treatment to produce clinically significant results in behavior reduction.

Intervention support technologies are being produced rapidly, and there is a critical need for frameworks and procedures to systematically evaluate their compliance with applied behavior analysis (ABA). Here, we present a systematic evaluation of the ability of the core components of ABA intervention to be implemented within the constraints of a particular technology, Floreo Virtual Reality. Specifically, this framework evaluates the implementation of the three-term antecedent-behavior-consequence contingency, including therapist control over activation of antecedents, determination and evaluation of specific target behavior responses of the learner, and implementation of consequences which are behaviorally contingent and immediate. We also evaluate the ability to implement standard prompting, prompt fading, and error correction procedures. Finally, we determine whether or not and how manual and automated trial-by-trial data can be collected and analyzed. Application of this evaluation framework indicates that a number of Floreo lessons are fully compliant with the core teaching procedures of ABA, and that the most common challenges to ABA compliance of Floreo lessons relate to digital data collection and error correction procedures. Therefore, this framework appears to be useful for both confirming the ABA-compliance of technology-based lessons and determining areas of need for securing ABA-compliance of said technologies for ABA practice.

Behavior analytic providers prioritize socially significant behaviors to improve independence and quality of life for the vulnerable populations we serve. In most interventions, functional communication and tolerance of delayed reinforcement skills are incorporated as goals. In the current study, Functional Communication Training (FCT) was implemented with an adolescent diagnosed with multiple developmental disabilities to increase tolerance of delayed reinforcement. It was socially significant for the client to be taught communication skills to obtain her needs and wants appropriately. Maladaptive behaviors were also a significant concern to the caregiver due to the high frequency of occurrences. The intervention was effective in increasing delayed tolerance, increasing accurate mands (use of two or more vocal words), and decreasing maladaptive behaviors (aggression and property destruction). There were limitations regarding hormonal fluctuations as they affected her mood and motivation during intervention. However, the client was taught communication skills which have been maintained and increased her access to needs and wants in the environment.

The neurodiversity movement is gaining ground as more and more advocates are speaking out in favor for inclusion. Discussions in the field of behavior analysis are steadily increasing. Organizations such as the Association for Behavior Analysis International (ABAI) has deployed a task force to interact with such discussions regarding neurodiversity and other related topics. Since 2020, several papers are advocating for more representation and inclusion of the perspectives of individuals of marginalized backgrounds, including neurodiverse populations (Collins et al., 2020). The purpose of this presentation is then to highlight the prevalence of presentations whose authors focused on topics associated with the neurodiversity movement across ABAI affiliated conferences for the last few years. This will be completed with two hopes. First, we hope to spark conversation and highlight what has been done, and what potentially could be done to aid in the inclusion of the movement and the perspectives within our behavior analytic community and beyond. Second, we will describe the efforts and open invitation for others to contribute to this and other diversity related causes. Viewers will be exposed to an interactive conversation with opportunities to contribute.

Establishing and evolving narrative skills is an important factor in a child's development and future academic and personal success. Story Champs is a multi-tiered language intervention curriculum whose main purpose is to develop language skills systematically. The purpose of this study was to explore the effect of a newly translated Story Champs curriculum targeting the Basic Story Structure – Retell, with three adolescents in a special education setting using multiple probe design across participants. Participants were exposed to 12 simple stories with five training phases within each lesson, targeting five components within a story: Character, Problem, Action, Feeling, and Ending. Results suggest that overall basic story structure retell narrative skills increased for all students. Retell narrative skills for two students were maintained over a month period and above baseline for one. Notably, since basic story structure narrative skills are complex, many variables within the environment and participants' history can affect the presentation of each component in students' retell. This is the first experiment in Iceland where the effect of Story Champs is studied. Further research should focus on evaluating each phase of the lesson plan and if setting mastery criteria before phase change will further affect the generalization probe. Keywords: Narrative Skills, Story Champs, Macrostructure, Story Grammar Components, Retell, Special Education.

Precision Teaching (PT) is a highly effective system for accelerating learning and promoting fluency across academic skills (Gist & Bulla, 2020; McTiernan et al., 2021). Despite this, its use in public schools is minimal (Gist & Bulla, 2020). Setting achievable implementation goals for teachers may be one means to increase the impact of PT in public schools. Although 100% treatment fidelity is ideal it is not necessarily achievable in non-experimental settings like busy classrooms, and may not always be necessary (Brand et al., 2019). This project aimed to explore the perspectives of experts in the field of PT in relation to (a) their understanding of treatment fidelity in practice, (b) common implementation errors that occur when implementing PT and (c) the perceived impact that these errors have on learner outcomes. This study employed qualitative research methods. Nine experts participated in semi-structured interviews with the primary investigator. Data was analysed using template thematic analysis (King & Brooks 2017; 2018). Codes and themes include components of the PT system, error type such as omission and commission errors and impact on learner outcomes.

This research builds on the past 3 years of running the Ready Set School program. The program endeavours to assess and teach skills to young learners with complex needs. Further, work with the school team to ensure generalization and maintenance of these skills once school starts. This research will use evidence-based applied behaviour analytic programs including, Preschool Life Skills Curriculum (Hanley, 2007), a verbal behaviour approach (Barbera & Rasmussen, 2007), and Socially Savvy (Ellis & Almedia, 2015) to teach the skills that may be less well developed in young learners with complex neurodiverse needs. The Ages and Stages Questionnaire (Squires et al., 2015) is completed with each family and a service plan created that will guide the family and school with recommendations for next steps. The intervention included 14 subjects with complex needs identified in the transition to school process. The participants were between ages 3 and 5 years and were integrating into a full day education setting. The program took place over 8 intervention sessions during the summer with follow up with the family and school team to ensure a smooth transition into a fully inclusive Kindergarten classroom in the fall.

Front-line staff training in trauma-informed care is vital when supporting individuals with a trauma history to avoid re-traumatization and ensure their safety is prioritized. It is specifically an area of focus in group homes for individuals with dual diagnoses as their likelihood of experiencing trauma in their lifetime is higher than the typical population. The purpose of this study is to determine the effect of behaviour skills training (BST) in increasing staff competency of trauma-informed care across two group homes using an A-B Design (pre-post test). The results of the study indicate that BST is effective at increasing staff competency of trauma-informed care.

School refusal is a problem in Iceland and if non-attendance goes over certain criteria child protective services (CPS) must be contacted. The School-Refusal Assessment Scale- Revised (SRAS-R) is a scale that assesses school refusal behaviors with a function-based approach. The present study investigated the effects of a function-based intervention on children ‘s school refusal behavior in Iceland. Participants were 3 children who emitted school refusal behaviors prior to school in the mornings. Parents, children, and their teachers did an open- ended interview, and parents and their children answered the SRAS-R to assess the function of the school refusal behaviors. The results from the open-ended interviews and SRAS-R were used to formulate an individualized intervention package for each participant. Every participant got a contingency contract with a visual schedule connected to a token system. In addition, parents got a list of how to respond to each school refusal behavior emitted by their child in the mornings. Finally, one participant got a changed after-school routine and a list of tasks to help him communicate to peers. School refusal behavior for all participants decreased after the intervention package was introduced. Parents and their children answered a social validity questionnaire after the study and reported that the intervention was easy to implement, fun for the children and resulted in a better morning routine and that the children felt better after receiving the intervention.

A cornerstone of behavior analysis the assessment and treatment through function-based approach. These principles can be applied to a wide-range of challenging behaviors. However, there appears to be limited research analyzing the use of functional assessments and function-based treatments for students with emotional disorders. Students with emotional behavior disorders are at a higher risk for poor academic outcomes, poor social outcomes, and contacting the school-to-prison pipeline. The current study seeks to identify and synthesize empirically supported literature pertaining to function-based interventions for students with or at-risk for an emotional or behavior disorders across educational environments. This research seeks to identify current practices in the area of functional assessment and function-based interventions for this population to be used by researchers and clinicians to make improvements in these areas of weakness.

Eighty adults (M age = 32.6, SD = 8.28) completed 100 delayed match-to-sample trials via a web-based program. Participants were required to match 10 multi-colored visual stimuli generated by the DALL•E AI software package to 10 CVC words. Participants were randomly assigned to either a static array or dynamic array condition. Error correction during static array trials presented stimuli using the same comparison array arrangement seen during the initial trial, while error correction during dynamic array trials presented the comparison array arrangement in a randomized order. A one-tailed t-test was conducted with results showing that participants in the static array condition emitted fewer errors during initial trial presentations (M = 48.15, SD = 24.43) compared to participants in the dynamic array condition (M = 71.35, SD = 46.73), t(58) = 2.0, p < .05. Participation time was also significant with participants in the static array group spending an average of 22.11 min (SD = 4.531) to complete all trials compared to 30.35 min (SD = 17.03) required by participants in the dynamic array group, t(58) = 2.1, p < .05. These results suggest that array manipulation during error correction trials may influence program efficiency.

Behavior Skills Training is a widely researched and highly effective training program. However, it is timely and oftentimes irrelevant in school improvement training sessions (Reid et. al, 2019). This research looks at the efficacy of behavior skills training on paraprofessional treatment fidelity when done in smaller, more accessible chunks for educators. It also simultaneously measures student behavior progress related to staff fidelity.

Northern Illinois University’s Project Prevent and Address Bullying Behavior at All Tiers (PPABB) is a collaboration between the Specialist in School Psychology Program and the Special Education M.S.Ed. Specialization in Behavior Analysis Program at NIU. The project provides specialized cross-disciplinary training to prevent and address bullying behavior in schools. Scholars from both school psychology and special education receive specialized training and shared coursework. A coordinated interdisciplinary practicum occurs during the final semester of training. Graduates of the project will be licensed school psychologists and BCBA special educators with expertise in applied behavior analysis and specialized interdisciplinary training in addressing bullying across all tiers of support. This poster describes the implementation of a multi-tiered approach to addressing bullying behavior in a public-school setting. Practical strategies are described to assist school-based practitioners with 1) implementing universal practices to prevent bullying, 2) developing and implementing effective behavior analytic bullying interventions at the class wide and specific setting level, 3) using data to determine youth who may need more targeted supports, 4) conducting functional behavioral assessments of bullying behavior to develop and implement individualized function-based interventions for students with more intensive needs.Finally, the first author will describe obstacles and barriers to effective implementation, as well as strategies for overcoming common barriers.

In recent years, research related to the acceptability, feasibility, efficiency, and effectiveness of school based-teleconsultation has emerged in the literature. Although data are encouraging in that teleconsultation may be a viable alternative or adjunct to traditional consultation, concerns exist. Specifically, concerns related to connectivity issues, cost, feasibility, acceptability, and efficiency exist. The purpose of the current study was to explore the use of different technology that can be used to facilitate school-based teleconsultation. We evaluated the feasibility, efficiency, and acceptability of different types of technology that can be used to facilitate school-based consultation. Pre-service clinicians used three different types of technology (web cameras, Swivls, and telepresence robots) during mock consultation sessions and rated each technology on a variety of factors. Participants expressed a slight preference for the Swivl, shown in their overall scores from the follow-up surveys despite issues with audio connectivity. The strengths and limitations for each technology will be reported as well as guidelines for utilizing each in teleconsultation.

ABA-Based therapies are considered among the most effective and evidenced-based strategies for supporting individuals with autism across of number of clinical and educational domains. Despite these successes, the public education system has been slow to adapt ABA strategies or to allow for the ABA services as “related services” within the Individualized Education Support Plans of those with Autism eligibilities. The purpose of the current study was to explore the experiences and perspectives of behavior analytic professionals who supported individuals attending public schools. Participants responded to an online survey containing questions regarding their current practice, the types of clients they serve, successes and difficulties in providing services within the school system, and in the types of training that participants received to prepare them for school-based services. Of 277 participants who responded to the survey, the behavior analytic professionals overwhelmingly indicated frequent difficulties in providing services in the schools, including lack of buy in from school professionals, administrative obstacles, lack of funding mechanisms, and lack of follow through with respect to behavior change procedures. Additionally, most participants reported limited pre-service training in school-based implementation. These data suggest several areas for improvement in the relationship between behavior analysts and special education programs, training of consultant skills for behavior analysts, and priorities for policy advocacy.

A web-based version of Holland and Skinner’s (H&S) self-instruction program was developed for teaching behavioral principles in an undergraduate program. Students were exposed to a total of 36 modules. Pre- and Post-evaluations occurred at the beginning of the program and once 12 modules were completed. Each module had different number of fil-in-the-blank sentences which were presented altogether, or as three per trial (Full and Partial groups, respectively). As modules were completed, correct responding increased within for all groups. Similarly, Pre- and Post-evaluations showed an increase in the number of correct responses among evaluations. Nevertheless, students in the Full Group showed a better performance in contrast to those in the Partial Group. Future research should consider the use of scoreboard and re-exposure to incorrect sentences. These changes should give information about student’s performance in real-time, as well as to provide the required response before testing. Altogether, these findings will allows us to recover H&S self-instruction program and teach behavioral principles to new generations through the use of technology.

For decades, basic and applied research on relational framing has focused on large patterns of functional changes to verbal networks that occur during and after relational training (e.g., Rehfeldt et al., 2007). To date, investigators have paid little attention to the way individuals frame relationally during naturalistic conversation (Tannen, 1993). It remains unclear whether framing in naturalistic contexts expands after repeated or prolonged exposure to content that requires complex relational framing. Said differently, changes in real-world performance may or may not mirror results from tests conducted in relational training environments. To date, a molecular evaluation of conversational data has not been advanced. In this session, we describe a novel procedure for the measurement of relational framing that occurs during conversation in small work groups over the course of a graduate school semester before and after an intervention that targets hierarchical and analogical framing. Additionally, we discuss skill acquisition among investigators trained to code relational framing in context. Finally, we review our process for improving the measurement system and procedures for training ABA research assistants to code relational framing that occurs during naturalistic conversation.

This panel represents the fourth annual DEI Board discussion in a series designed to provide the ABAI membership with: 1) updates on Board activities, 2) opportunities for considering specific topics of relevance to advancing DEI efforts within ABAI and more broadly, and 3) a mechanism for input and ideas from the audience. This year’s panel will focus on strategic initiatives to advance DEI. A brief review of the Board’s actions over the past year will be provided by the Co-Coordinators of the ABAI DEI Board, Elizabeth Fong and Jovonnie Esquierdo-Leal. In addition, time for questions and comments from the audience will be included to allow for sharing relevant experiences and lessons learned.

Organizations can use diversity and inclusion statements to declare their values about diversity, equity, and inclusion. These statements can outline the expectations the organization has for those associated with it. The Association for Behavior Analysis International (ABAI) has a diversity and inclusion statement that defines diversity and sets their expectations for inclusive and respectful behavior at ABAI events. We examined the websites and bylaws of ABAI-affiliated chapters in the United States to determine which organizations include their own diversity and inclusion statements and what specific groups were mentioned in those statements. Results indicate that overall, very few ABAI-affiliated chapters explicitly state their own diversity and inclusion statements. Recommendations for diversity, equity, and inclusion policies and statements will be discussed.

This talk will discuss the optimal procedures to teach two languages to children with Autism Spectrum Disorder (ASD) from bilingual households. We compared the acquisition of tacts when (a) teaching two languages simultaneously, (b) teaching two languages sequentially, and (c) teaching one language only (control). We also evaluated the effects of the aforementioned teaching conditions on the maintenance of tacts. Finally, we evaluated the emergence of bidirectional intraverbals following the acquisition of tacts. Based on the existing data, children learned tacts in the two languages sequentially better than simultaneously. Further, sequential learning led to poorer maintenance, compared to the control condition. Finally, one participant demonstrated better bidirectional intraverbals when she was asked to fill in the blank. These findings have direct implications for clinical practice.

In the last decade, the field of Applied Behavior Analysis (ABA) has committed to working on diversity, equity, and inclusion (DEI). The work began with call-to-action papers, empirical work on cultural accommodations, and most recently, the certifying board has changed the professional standards for board-certified behavior analysts (BCBAs). An objective and measurable step that BCBAs can take to adhere to the new ethical and professional standards is to use inclusive teaching materials. Inclusive teaching materials are teaching materials that reflect the diversity of society. This study used an adapted alternating treatment design embedded into a non-concurrent multiple baseline to evaluate the effects of an inclusive versus a noninclusive set of teaching materials on skill acquisition and generalization during a listener responding tasks in an occupations program (e.g., “Touch Scientist”). We attempted to teach six preschool-aged children diagnosed with autism spectrum disorder (ASD) to identify occupations using an inclusive set of 2-D stimuli and a non-inclusive set of 2-D stimuli. The purpose of this study was to begin empirically evaluating inclusion within the field of ABA and attempting to apply behavioral principles, such as concept formation, multiple exemplars training, and stimulus disparity, to DEI by comparing differentiation in the acquisition and generalization rates between the two teaching materials. Acquisition of this task was difficult for all participants except one, two participants mastered only the occupations associated with the inclusive materials, and three participants were withdrawn from the study. While there were many limitations to participant learning in this study, based on an occupation by condition analysis, it did not seem that the type of teaching materials was a variable. The potential limitations and future research related to inclusive teaching materials, stimulus feature manipulation, and instructional procedures for children with ASD are discussed.

Identifying component skills necessary for the emergence of intraverbal tacts, or verbal responses under control of both a verbal and nonverbal antecedent stimulus, is important because the occasion for this skill often occurs in a child’s everyday life (Palmer, 2016). Previous research has begun to identify a sequence of component skills that may lead to the emergence of multiply controlled intraverbals. However, it remains unclear which component skills are necessary versus sufficient. Our study sought to evaluate a subset of component skills evaluated in previous research that, conceptually, should be sufficient for emergence of intraverbal tacts. We found intraverbal tacts emerged to mastery criteria for all participants, only following acquisition of both element tacts and intraverbal categorizations. These data suggest these component skills may be sufficient for intraverbal tact emergence.

Autoclitics are secondary verbal operants that are controlled by a feature of the conditions that evoke a primary verbal operant such as a tact or mand. Among the types described by Skinner (1957), qualifying autoclitics extend, negate, or assert a speaker’s primary verbal response and modify the intensity or direction of the listener’s behavior. In the only study to date on teaching qualifying autoclitics, Howard and Rice (1988) established autoclitics that indicated weak stimulus control (e.g., “like a [primary tact]”) with four neurotypical preschool children. However, generalization to newly acquired tacts was limited. In Experiment 1, we extended Howard and Rice to four autistic children while using simultaneous teaching procedures and observed generalization across sets and newly acquired tacts. In Experiment 2, we evaluated the effects of multiple exemplar training on generalization of autoclitics across sets of naturalistic stimuli. Across participants, gradual increases in autoclitics occurred across untaught stimuli after teaching with one or more sets.

Functional analysis is at the heart of case conceptualizations in applied behavior analytic work and in behavior therapy (e.g., depression, anxiety). The breadth of variables that can be incorporated into functional analyses extends far beyond the five analogue conditions that have become synonymous with the term “experimental functional analysis” within the last two decades. Indeed, a wide range of circumstances - from physiological to sociocultural - give rise to, contribute to, or maintain clinically significant behavior patterns. Functional analyses are person-centered when they capture diversity. This symposium teaches attendees how to think about functional analysis broadly and illustrates functional analytic clinical case formulations with examples of interpersonal functioning and taking an individual’s physiological context into consideration. The benefits of using structured methods for presenting these case formulations are discussed.

Graduate students in practical training and post-degree professionals in clinical practice.

A functional analysis of interpersonal interactions requires a nuanced understanding of the cultural context for the interactions and how the lived experiences of the participants in the interaction contribute to the quality of their communication. In interpersonally focused behavior therapies, therapists need to have a clear case formulation for clinically relevant social behaivors so that they can a) identify whether the current situation reflects an appropriate antecedent context for the behavior of interest, b) determine whether the client’s social behavior is consistent with (or an approximation to) the functional classes of behavior targeted, c) provide a socially normative therapeutic consequence for the client’s behavior, and d) monitor the impact of such therapeutic consequences on behavior over time. This process requires the therapist to be able to view both the client’s behavior and their own behavior through a sophisticated functional analytic lens. The most meaningful social reinforcers obtain their function due to their intersection with a person’s unique history, the shared history of the dyad, and the broader social-cultural conext for the interaction. This presentation will focus on the skills needed to apply functional analysis to therapeutic interpersonal interactions.

People with compromised verbal repertoires are at risk of undetected physical problems, including acute infections, chronic conditions, or medication adverse effects. Undetected conditions may delay skill acquisition, cause or exacerbate problem behavior, and hasten repertorial decline. The BACB Ethics Code (Section 2.12) advises behavior analysts to refer to medical providers upon suspecting a “reasonable likelihood” of physiological involvement, yet standard functional analyses do not examine physical variables. When referral occurs, physicians’ effectiveness as diagnosticians at the intersection of physiology and behavior is unclear at best. Diagnostic algorithms typically rely on self-reports followed by physical examination, laboratory tests, and additional techniques for classification and quantification. Evaluations of diagnostic algorithms in everyday practice are rare, and there is a lack of standards for diagnostic expertise. Uncertainty is compounded when patients’ verbal skills are insufficient, and providers must rely on proxy reports. Studies suggest that behavioral concerns tend to overshadow physiological considerations and result in decreased healthcare access. To mitigate effects of diagnostic overshadowing and research gaps, this paper will propose formal behavior analytic strategies to detect and advocate for the proper management of physiological conditions. Systematic continuous assessment of potential physiological conditions and advocacy must be part of behavior-analytic training.

The treatment of neuro-typical patients in an outpatient setting is the domain of clinical behavior analysis. The contingencies that shape behavior are often socially mediated by the therapist and frequently involve verbal behavior and relations. While the applicability of learning theory is universal, the appropriateness and potency of secondary interpersonal reinforcers are affected by many cultural and historical factors. This places a special burden on the therapist to assess the actual rather than a presumed functional relationship between patient and therapist interactions. Panel participants come from diverse cultures and universities. Each has been involved in training, research or supervision where reinforcing contingencies mediated by the therapist or supervisor can have different effects than intended. Stimulus properties and social practices can be sufficiently different such that the development of a case conceptualization and treatment plan requires an analysis of how the therapist and patient histories function differently than how the supervisor or therapist might normally presume in a more familiar social context. The panelists are most interested in questions and observations made by audience members. The same issues exist within and between social contexts, meaning all attendees could raise interesting issues for discussion.