Association for Behavior Analysis International

For the past several years, my colleagues and I have been developing models for a deeper understanding of factors related to the development and maintenance of severe behavior. The recent passing of my mentor and colleague, Brian Iwata, has set the occasion for reflection on the past decades of behavioral research specific to self-injurious behavior (SIB). I will provide some historical context of research and practice related to SIB, including some perspectives from Dr. Iwata’s lab and publications. I will summarize some of the key findings from the past several decades to date. But, in addition, I will make a case that there is a long path ahead to complete our understanding of SIB, and to continue Iwata’s work in developing effective interventions. I will suggest future research and practice in the following areas: a) a deeper understanding of negatively reinforced SIB, b) a deeper understanding of automatically reinforced SIB, c) translation of basic research on self-biting and aggression that may shed light on functional properties of SIB, d) the need for development of detailed and complex case studies, and e) the need for prevention science (and the conundrum that arises from our traditional methodology).

behavior analysts interested in research, history of the field, and assessment/intervention for SIB.

The symposium "Bridging the Gap: Behavior Analysts' Consideration of Medical Needs in Client Care" aims to explore the intersection of behavioral science and medical needs, showcasing the vital insights and practices that behavior analysts can contribute to improving the overall well-being of their clients. This symposium will feature a collection of presentations, each highlighting various aspects of the consideration of medical needs and collaboration between behavior analysts and the medical community. We will delve into the significance of considering medical conditions during assessment and when designing and implementing behavior intervention programs, thereby creating more comprehensive and effective strategies for individuals with diverse needs. Key topics to be discussed during the symposium include: 1. A review of existing literature on behavior analysis and the consideration of client medical needs, including common comorbid conditions, current recommendations, resources, and case examples. 2. The result of a recent survey focused on assessing the current practices of behavior analysts in the consideration of medical needs of their clients. 3. Examples of and considerations for relationships between client self-injury topography, function, and medical diagnoses. 4. Examples of and considerations for how to leverage the behavior analytic skill set to better understand possible medical influences on client behavior. 5. Ethical Considerations: Presentations will touch on the ethical obligations of behavior analysts in managing client medical needs and how to navigate potential challenges in this intersection.

Intermediate

Like behavior analysts, medical professionals have an ethical obligation to provide their patients with patient-centered and culturally humble care. Therefore, medical schools are required to teach Patient Centered Care (PCC) and Cultural Humility (CH) skills along with how to manage burnout and implicit bias given the deleterious effects of leaving these neglected. Acceptance and Commitment Training (ACT) is an empirical approach to increase psychological flexibility (PF). ACTraining studies have demonstrated positive outcomes in a variety of settings and with a wide variety of populations including: mental health and innovation, stigma, stress, burnout, sick leave, physical and psychological well-being, absenteeism, college performance, and worksite distress. A majority of this literature has utilized self-report metrics (Newsome et al., 2019), however. Studies presented in this symposium examined the effects of ACT on medical students’ repertoires in a standardized patient encounter, wherein target behaviors related to implicit bias, PCC, and CH were operationally defined and objectively measured. Results and implications for future research will be discussed.

Graduate Students, Faculty, BCaBAs, BCBAs, Professionals Audience members may benefit from having some familiarity with Acceptance and Commitment Therapy/Training

The Ethics Code for Behavior Analysts (BACB, 2020) acts as a guide for all behavior analysts and for their practices. In addition to having a responsibility towards evidence-based practices and interventions, behavior analysts also have a responsibility towards their clients and to use interventions that are compassionate, incorporate assent, and prioritize reinforcement. In this symposium, we will have three presentations that evaluate existing literature through an ethical lens. In the first talk, the presenter will present data from an extensive review evaluating existing research on the use of self-management procedures in reducing problem behaviors in adults diagnosed with intellectual disabilities. The second presenter will present a review of the literature on the use of escape extinction within the field of Applied Behavior Analysis (ABA). Finally, the third presenter will present results from their study evaluating the effect of a decision-making model on the selection of assessment and treatment measurement procedures for problem behavior. Through the presentations, the presenters will highlight the importance of ethical considerations when choosing clinical interventions and making clinical decisions.

Presentations during this symposium will be delivered at an intermediate instruction level. Target audience members should be familiar with the ethics code for behavior analysts (BACB, 2020), clinical interventions (e.g., escape extinction, self-management), and have prior experience in clinical decision-making.

The ethics code for behavior analysts emphasizes the role of behavioral science in the practice of Board-Certified Behavior Analysts. That is, BCBAs are obligated to use science to guide the professional activities in which they engage. A major part of this obligation is to use evidenced-based treatments in all clinical activities. That is, behaviorists must use science (and research with high rigor) to vet the degree to which treatments are causally related to positive changes in the clinical targets. The purpose of this literature review was to examine the state of the research on the use of self-management procedures in reducing problem behaviors in adults diagnosed with an intellectual disability, with the goal of determining whether or not self-management strategies with this population can be considered evidenced-based. Studies were located using a systematic search of literature across various journals. Seventeen studies were included in the review and were evaluated along the dimensions of adherence to quality research design and outcomes. Results showed that self-management techniques were associated with decreased levels of challenging behaviors across adults with an Intellectual Disability and Autism Spectrum Disorder. However, the quality of the research design was inconsistent, decreasing confidence in a causal relationship between self-management and reduction in challenging behaviors. Thus, at present time, self-management interventions for adults with ASD for reducing challenging behavior cannot be viewed as an evidenced-based strategy. This review should encourage more research in using self-management procedures with individuals with Intellectual Disability, especially with adults.

As the emerging subjects of Compassionate Care and Cultural Responsiveness gain momentum within the realm of Applied Behavior Analysis (ABA), particularly in the context of treating autistic individuals, the research primarily remains focused on a Western perspective. This article examines the adaptation and application of ongoing efforts to define and establish Compassionate Care and Cultural Responsiveness in ABA within the unique context of the Kingdom of Saudi Arabia. The article explores how the Compassionate Care behaviors identified in the literature may be applicable in Saudi Arabia to enrich ABA treatments for autistic individuals in Saudi Arabia, while also addressing the barriers and challenges that may hinder the implementation of Compassionate Care in Saudi Arabia that are rooted in the cultural and religious aspects of the Saudi society. The article concludes by proposing a standardization of Compassionate Care and Cultural Responsiveness practices in ABA to align with the societal norms prevalent in Saudi Arabia."

Assent is a relatively new concept in behavior analysis and is commonly misunderstood. Assent practices are vital to the ethical practice of applied behavior analysis. The history and core principles of consent can inform our understanding of assent, thus improving clinical assent practices. Assent practices and neurodiversity-informed practices are vital to cultural competency. This paper explores the integration of core principles of consent into assent practices, with a focus on enhancing cultural competency. By leveraging the fundamental elements of consent, it is possible to broaden the scope of assent procedures, thus better respecting neurodivergent culture. We will define the key components of consent, explore how assent is incorporated within cultural awareness, and discuss assent practices in clinical and educational settings. Through case studies and practical insights, this presentation offers a valuable perspective on bridging the gap between consent and assent, thereby contributing to more culturally sensitive and effective behavior analysis.

School-based settings have long relied on coercive and compliance-based practices to decrease behavioral challenges. Direct feedback from neurodivergent individuals about their school experiences is more readily available to mainstream society through social media. This attention on past practices as well as recent research on assent-based procedures within the field of Applied Behavior Analysis is reshaping how we address behaviors within the school environment. School-based staff continue to face an uphill battle when attempting to embed the values of trauma-assumed and compassionate care in the educational setting. Using skill-building, rather than escape extinction procedures early in the behavioral escalation cycle, we can not only prevent unsafe behaviors, but also increase coping and problem solving strategies. By understanding how and when to honor assent withdrawal within the classroom, we will be better equipped to respond to students who are not available to learn. In reframing our responses to unwanted behavior, we can leave behind outdated practices without compromising the effectiveness of interventions.

As our field continues to progress, the delivery of Applied Behavior Analysis (ABA) is becoming more prominent in the school setting. This is based on success of student growth when interventions occur collaboratively and with consistency in student programming. ABA is highly effective in promoting positive behaviors, and when service delivery occurs across settings there is faster generalization of skills among students with diverse learning needs. Behavior Analysts have the wonderful opportunity to show the effectiveness of our interventions in learning environments where those interventions can be maximally effective but are not. This is due, in part, due to poor collaboration skills on the part of the behavior analyst. In this talk, we will explore pragmatic techniques for effective collaboration in public schools, often overlooked in the training of behavior analysis. During this talk we will also explore how these skills are represented in the BACB C ode of Ethics, specifically: 1. 2.10 Collaborating with Colleagues Behavior analysts collaborate with colleagues from their own and other professions in the best interest of clients and stakeholders.. 2. 3.16 Appropriately Transitioning Services Behavior analysts include in their service agreement the circumstances for transitioning the client to another behavior analyst within or outside of their organization. They make appropriate efforts to effectively manage transitions; provide a written plan that includes target dates, transition activities, and responsible parties; and review the plan throughout the transition.

Behavior analysts are forced to make countless decisions in practice. Given the variety of ways one can approach a problem, these decisions can sometimes be overwhelming for newer practitioners. Some decisions are practical, such as selecting an FA during an assessment. Some are ethical, like deciding whether to use a reversal design for severe behavior. Still others are related to social validity and the desires of the clients/stakeholders. Although behavior analysts are encouraged to seek support through continuing education, research, and collegial supervision, this may be lacking given the expansive growth of our field. One way of addressing this issue is with the use of decision tools; however, very few exist and even fewer are empirically validated. This symposium will present two practice tools to assist behavior analysts. The first tool provides guidance on the selection and creation of functional analysis. The second includes methods for considering logistical, ethical, and socially valid factors when selecting a single-case design in practice. Some data are presented for discussion.

This talk is set at the "intermediate" instruction level. Participants should have a graduate level understanding of single-case design and functional analysis.

Over several decades, researchers and clinicians have attempted to identify the function(s) of problem behavior through functional analyses to develop effective interventions. Past methods included evoking fully escalated problem behavior in multiple analogue conditions of isolated reinforcement contingencies. These methods led applied researchers to address concerns that may impact practical application such as safety and efficiency. For example, the interview-informed synthesized contingency analysis (IISCA) involves a process that is relatively quick to complete and reinforces non-dangerous precursors to problem behavior. The elements of safety and efficiency were eventually considered within the larger framework of trauma-informed care (TIC; Rajaraman et al., 2022). The guiding principles of TIC include (a) acknowledging trauma and its impact, (b) ensuring safety and trust, (c) choice and shared governance, and (d) emphasizing skill building. These principles have informed the development of specific assessment and treatment procedures. In this symposium we will discuss how TIC has influenced research in the assessment and treatment of problem behavior. We will review 20 years of functional analysis outcomes (Study 1), identify procedural modifications to pre-treatment assessments (Study 2), discuss the incorporation of TIC within skill-based treatment (Study 3), and consider the treatment utility of the novel performance-based IISCA (Study 4).

Necessary prerequisite skills for the audience include: an understanding of functional analyses and function-based interventions.

Maintaining participant safety and managing risk during the assessment and treatment of severe problem behavior is of upmost importance. The performance-based interview-infomed synthesized contingency analysis (IISCA; Luigi et al. 2022) is a functional analysis format that incorporates an interview with caregivers asking questions about problem behavior to avoid dangerous escalation. We introduced additional questions during the interview to more readily identify participants who are prone to escalation to better predict and manage risk (Canniello et al. 2023). The performance-based IISCA was conducted for eleven individuals and we found that the percentage of dangerous problem behavior and the probability of a burst was correlated with reports of quick escalation. The results suggests that questions regarding escalation speed from minor to more severe instances of problem behavior may be particularly helpful for predicting any safety concerns. Future researchers may want to consider other procedural modifications to the functional analysis to ensure individuals feel physically and emotionally secure when safety concerns are anticipated.

Challenging behavior (e.g., aggression, self-injurious behavior) can adversely affect the trajectory and quality of an individual’s life. Historically, pharmacological and behavioral approaches are the most recommended interventions for challenging behavior (Newcomb & Hagopian, 2018; Valdovinos, 2019). Using a behavioral approach, putative reinforcers of challenging behavior are identified using a functional analysis to inform subsequent treatment. Multiple functional analysis formats exist (e.g., interview-informed synthesized contingency analysis [IISCA], standard, brief) and behavioral interventions informed by functional analysis formats have resulted in improvements of challenging behavior across copious individuals. However, the treatment validity of each of these formats has yet to be compared. The authors synthesized functional analysis-informed outcomes from a 20-year review of the literature to determine the magnitude of effect of subsequent intervention for each functional analysis format. Additionally, moderating variables (e.g., diagnosis, language ability) were evaluated to identify the bounds of functional analysis-informed intervention. The authors investigated the difference in treatment outcomes informed by the IISCA with treatments informed by other formats because of the contrast with the IISCA procedures and components. This presentation will present outcomes that compare the intervention effects of different functional analysis formats, with an emphasis on the IISCA compared to other formats.

Behavioral intervention for problem behavior often relies on the results of a functional analysis to identify environmental contributors. Multiple functional analysis formats have been developed to improve qualities of the process such as practicality, efficiency, and safety. More recently, the performance-based, interview-informed synthesized contingency analysis (IISCA) was developed as a functional analysis format that incorporates a trauma-informed framework. The performance-based IISCA (a) introduces evocative events following periods of calm to reduce dangerous escalation, (b) includes moment-to-moment measures of problem behavior to allow for ongoing visual analysis of data, and (c) maintains measures of positive affect. We conducted this study to evaluate the treatment utility of the performance-based IISCA when it is used to inform a skill-based treatment. The performance-based IISCA was conducted for the problem behavior of three autistic children before teaching communication, toleration, and cooperation during skill-based treatment in the home setting. Problem behavior was reduced for all participants across different therapists and across time (one, two, three-month maintenance probes). The results support the generality and longevity of treatment informed by the performance-based IISCA.

Behavior analysts frequently face ethical challenges beyond what the ethics code can suggest. In this symposium, we will discuss ethical issues behavior analysts likely to encounter in clinical settings and suggest the potential solutions. The first presentation explores the complex concept of value-based ethical dilemmas and proposes a decision-making protocol for behavior analyst to deliberate these unique ethical challenges that may not be fully addressed by the BACB ethics code. Case examples are examined to illustrate the decision-making process. These cases cover concerns with cultural responsiveness to treatment and services provided in the telehealth context. The second presentation reports results from a survey regarding autistic people’s perspectives of ABA services. Suggestions for incorporating autistic people’s voices to ABA services are discussed. The third presentation is designed to share results of recent literature regarding the prevalence of psychotropic medication with our likely clients and medication effectiveness. Basic information and simple techniques likely to promote effective collaboration with a prescribing physician are discussed. The fourth presentation focuses on ethical challenges encountered by behavior analysts when conducting sexuality education for people on the autism spectrum, as well as some proposed solutions. The perceived ethical barriers in this area are also addressed.

basic

In this presentation, we will review the results from an online survey with adults who identify as being on the autism spectrum and have experience receiving ABA-based services and supports. This survey asked participants to report on their perceived success, outcomes, and challenges of ABA-based services and their impact on their identity, emotions, and well-being. A descriptive summary and thematic analysis of these experiences will be presented. A total of 14 participants completed the survey. All participants answered that they had received a formal diagnosis of autism rather than self-identifying. Thirteen of the 14 participants identified their race as white, while 1 preferred not to identify their race. Nine participants identified as male, 2 identified as female, while 3 preferred to self describe or preferred not to say. At the time of responding to the survey, participants' ages ranged from 19 to 32 (M= 25.5). The number of years participants reported receiving ABA-based services and supports ranged from 1 year to 18 years. 57% of participants reported feeling successful during their experiences with ABA-based services and supports, while 64% of participants reported feeling successful after their experience. 14% of participants reported feeling very unsuccessful both during and after their experiences with ABA-based services and supports. The majority of participants reported the outcomes of ABA-based services and supports to have been helpful later on in their lives, wth 50% of participants reporting they felt their outcomes have been helpful, 29% of participants reported their outcomes have been very helpful; in contrast, 14% of participants reported their outcomes were very unhelpful later on in their lives. This research hopes to amplify the lived experiences of autistic voices with ABA-based services and supports to better inform both practices in the ABA field and autism research.

When applying behavior analysis to dog behavior change, behavior analysts often focus only on the outcomes of effective behavior reduction or skill acquisition. In this panel, three professional dog trainers will discuss how they approach behavior change while centering joy for both the dog and human learner. A focus on joyful behavior change is intimately related to providing ethical care. Panelists will consider a working definition of joy in the context of training and what observable behavior might indicate that they have successfully incorporated joy into their training. Most dog training involves more than just dog behavior, and requires the practitioner to work well with both dogs and their people. The conversation will include discussion about the importance of accessibility and inclusion for human learners when working towards these goals. Incorporating best practices related to accessibility and inclusion can further support joyful training for dogs and their people. There will also be opportunity for attendees to submit questions for panelists.

This is open to all instruction levels.

The purpose of this panel is to discuss how recent state legislation in states such as Florida, Texas, and Tennessee are actively threatening the teaching and practice of Applied Behavior Analysis in relation LGBTQ+ and Gender, Sexual and Romantic Minority (GSRM) populations. Panelists will explore difficulties they have encountered in their roles as students, faculty members, and clinicians in affected areas, including intersectionalities between marginalized groups they embody, serve, supervise, or teach. Panelists will share the disproportionate impact these restrictions have on LGBTQAI+ Black, Indigenous, People of Color". In addition, panelists will discuss how the legislation conflicts with the BACB’s Ethics Code for Behavior Analysts (2022) and explore how other related fields have handled similar challenges. The panelists will consider how credentialing bodies that provide course sequence or program accreditation can leverage support for marginalized students. Finally, the panelists will propose specific revisions to the Ethics Code that will provide support for university training programs and practicing clinicians as these laws are challenged in court and provide recommendations based on their individual experiences and suggestions made by the audience.

N/A - Submitted as Basic level

This paper will apply the Ethics Code for Behavior Analysts to various ethical situations that arise as a business owner. The following core principles will be covered: Benefit others, Behave with Integrity, Ensuring Competence, Conforming with Legal and Professional Requirements; and the following codes will be covered: 1.02. Conforming with Legal and Professional Requirements; 1.05 Practicing within Scope of Competence; 1.06 Maintaining Competence; 2.01 Providing Effective Treatment; 3.01 Responsibility to Clients; and 5.08 Using Testimonials from Former Clients for Advertising. The paper will also present the need for competencies in Organizational Behavioral Management (OBM) and basic business practices. The need for comprehensive insurance policies will be described and solutions for selecting various packages will be discussed. Finally, the need for appropriate legal and financial support will be discussed. Small businesses without expertise in these areas may run into legal and financial strain that could result in the organization failing and closing its doors resulting in clients being without services and employees being without work. Problem solving ethical dilemmas will be presented and finally procedures for preventing subsequent ethical missteps will be discussed.

Running a business that operates in multiple states and multiple regions of the country, brings with it many issues beyond what the first two papers will describe. This session will focus on the following elements from the Ethics Code for Behavior Analysts: Benefit others, Behave with Integrity, Ensuring Competence, Conforming with Legal and Professional Requirements; 1.07 Cultural Responsiveness and Diversity; 1.08 Non-discrimination; 1.09 Non-harassment; 2.01 Providing Effective Treatment; 2.03 and 2.04 Protecting and Disclosing Confidential Information; 2.05 Document Protection and Retention; 2.06 Accuracy in Service Billing and Reporting and 2.08 Communicating about Services. This paper session will include a discussion on the need to be aware of state mandates, various licensing laws, and the political and business climates within each state. Ethical dilemmas become larger with the scale of the business: more employees equals more challenges. This paper will highlight the challenges as well as present ethical solutions. The need for tiered business and clinical leadership will be discussed.

Obtaining client’s assent as applicable has been included in the most recent version of the ethics code for behavior analysts (Behavior Analyst Certification Board, 2020). Many companies providing ABA-based services to children with autism spectrum disorder (ASD) have in their standard practice obtaining informed consent from families and caregivers as a part of the client onboarding process. Given the recency of this topic, many professionals, such as BCBAs and teachers, are questioning how to also obtain assent from learners, especially if they display communication deficits. Additional challenges may include difficulties with honoring assent or programming for assent withdrawal and the concern of increasing escape/ avoidance behaviors that interfere with the productivity of therapy or instructional time and treatment outcomes. This symposium reviews the definition of consent, assent, and assent withdrawal, the methods to identify assent from learners with communication deficits, some case examples of how to program for assent-based interventions.

Beginning to intermediate level. Prerequisite skills include programming, conducting FBAs, and writing behavior plans.

Every individual belongs to a specific culture. It is, therefore, essential to understand cultural backgrounds to better address their needs. Collectivism stresses the importance of the group, while individualism focuses on the needs of each person. Applied Behavior Analysis (ABA) is an evidence-based practice primarily used in countries with individualistic cultures. There is a need for cultural competence, especially in collectivist societies, to incorporate their cultural values into ABA practices if we want to extend the acceptance of our science in non-Western countries. This symposium offers viewpoints from Japan, the Philippines, Vietnam, Malaysia, and Maori perspectives on navigating the unique needs of collectivist and indigenous backgrounds. It also emphasizes the interdependence between individuals within their social context. Collectivist cultures prioritize group harmony, family cohesion, and community integration. Therefore, practitioners must acknowledge these value systems, such as the role of family and community in the assessment and treatment process when designing behavior interventions. Cultural responsiveness is crucial in effectively navigating the dynamics of different cultural backgrounds to achieve effective outcomes. Integrating collectivist values in the application of ABA emphasizes the need for more inclusive and culturally competent approaches.

We are submitting in the "intermediate" instruction level because the audience should possess the following prerequisite skills, experience, and competencies: 1. Introductory knowledge of cultural competencies, cultural responsiveness, and cultural humility through behavior analytic literatures, courses, and/or other instructions, and 2. Having a first-hand experience as a behavior analyst, that required cultural responsiveness, and 3. Speak a second language, or learning a second language

Navigating cultural differences when applying Applied Behavior Analysis (ABA) in collectivist and individualist societies requires a nuanced and adaptable approach. This talk explores both types of societies that can be employed to ensure the effective implementation of ABA services. The Philippines is a collectivist society that prioritizes group harmony and interdependence.Kapwa, Malasakit, and Pananampalatayaare strong Filipino values that emphasize interdependence between individuals within their social context. Adapting ABA interventions to fit within the cultural norms of strong family bonds and communal ties can increase acceptance and success. In contrast, individualist societies, where much of ABA research and technology originates, place a greater emphasis on personal autonomy, self-determination, and individual choice. In these societies, ABA programs focus on individual needs and preferences. This talk delves into the cultural competence and sensitivity required from practitioners to navigate the dynamics of collectivist cultures successfully. The collectivist mindset aligns with the collaborative nature of ABA, making it a natural fit for the cultural context. Recognizing the cultural influences on ABA implementation underscores the importance of cultural sensitivity and ethical practice in this field.

With increasing interest in applied animal behavior (AAB), there is a temptation for researchers and practitioners from other fields to jump into AAB feet first. Despite the generality of behavioral principles across species, navigating new species, settings, or behavioral techniques can exceed one’s scope of competence. Rushing into new domains without doing due diligence can pose risks not only to ourselves but also to the animals, potentially harming their well-being, and posing a threat to the reputation of behavior analysis. In this symposium, we will focus on ethical and practical requirements aspiring researchers and practitioners should meet prior to entering AAB. We will highlight ethological and welfare issues to be aware of, as well as point to resources providing these skills and knowledge. We will discuss the importance of ensuring social validity for our procedures, and where to find current best practices. We will discuss all this using the scope of competence framework, referencing our field’s ethical guidelines. Moreover, the symposium extends support to experienced AAB professionals contemplating engagement with novel species or unfamiliar environments, facilitating more informed and responsible approaches to their practice. A panel discussion is also being offered and should be attended in concert with this symposium.

Basic instruction level Appropriate for BCBAs, researchers, students

The ethical considerations around human-animal interaction in the United States came into focus in the 1960’s with the Animal Welfare Act, and was furthered in scientific research with the requirements imposed by the Institutional Care and Use Committee (IACUC) in the 1980’s. Since this time, research on animal welfare and the accompanying ethical considerations have continued to change and evolve in the areas of companion animals, veterinary practice, zoological settings, and agriculture. The bulk of the research on animal welfare, and implementation into ethical guidelines, has widely gone on outside of the United States, and outside the field of behavior analysis. This talk will first provide a (brief) overview of the evolution of animal welfare, before moving onto some current questions and approaches to animal welfare being explored today. The talk will end with suggestions as to how behavior analysts, trained and competent in this area of science, can constructively join the charge for bettering the welfare of animals in a variety of settings.

This presentation delves into the complex interplay between companion animal agonistic behavior (i.e., behavior encompassing threat, attack, or defence; Broom & Fraser, 2015), behavior change strategies, ethical considerations, animal welfare standards, and legislation. Recognizing and acknowledging companion animals’ signs of fearful and/or aggressive behavior and its precursors is critical for promoting ethical practice and ensuring animal welfare. Using examples from the literature and practice, the most salient signs of fearful and aggressive behavior of cats, dogs, and horses are explained. Ethical trainers, who are also knowledgeable in early signs of agonistic behavior, prioritize the well-being and safety of animals and owners under their care. This is achieved by fostering trust and reducing fear, ultimately enhancing the lives of both animals and their human caregivers. The presentation also examines the intricate relationship between animal agonistic behavior and the ethical considerations it raises, particularly in the context of animal welfare standards, guidelines, and legislation from an international viewpoint.

The ethics involved in practicing applied behavior analysis continues to be incredibly important for ethical service delivery. Over the past several years, the role of private equity in behavior analysis has been seriously increasing. Venture capitalists have awakened to the fact that there is lots of money to be made in autism services. Business people are buying aba clinics that service individuals with autism, because there is great profits to be made from the insurance mandate money. We are hearing more ethical horror stories that involve venture capitalists buying agencies, and then firing staff and increasing case loads to maximize profits. And, much to our chagrin, the public press is picking up on these awful stories, writing very public and very national news stories about how behavior analysis, as practiced by these venture capitalists, are practicing unethical behavior with a fragile population. This ethics panel of ethics experts will discuss the ethics of private equity, and we will do so in our innovative way of posing ethical dilemmas to the panelists, for them to discuss how they think about such cases and what to do about them.

Any and all practicing behavior analysts.

Applied behavior analysis has directed little empirical attention to the interrelated concepts of assent, countercontrol, and treatment refractory behavior. Despite recent conceptual discussions of assent (Morris, Detrick, & Peterson, 2021), countercontrol (Spencer, King, Martone, & Houlihan, 2022), and treatment refractory behavior (Blenkush, O’Neill, & O’Neill, 2023) the field has yet to develop standardized measures for any of these concepts. To that end, we developed and tested the validity of (1) the Behavioral Assent to Treatment Scale; (2) a treatment protocol for countercontrol in residential settings; (3) an operational definition of treatment refractory behavior to include associated variables; and (4) the Refractory Behavior Index assessment tool. Across presentations, we will discuss conceptual overlap between assent, countercontrol, and treatment refractory behavior with an emphasis on empirical evaluation and clinical case analysis. We conclude that science can, and should, guide us in our attempts at tackling complex treatment issues such as assent, countercontrol, and treatment refractory behavior.

Behavior analysts interested in the limitations associated with the standard of care in applied behavior analysis

Ethical guidelines of principles and standards of conduct for a profession are generally referred to as ethical codes. Ethical codes, are created unique to each profession to serve their practitioners and clients. This project examined the ethical codes of behavior analysts, occupational therapists, school psychologists, and speech-language pathologists and compared them to one another. This examination revealed that there are main topics included in most, or all, of the ethical codes along with resemblances and differences in each comparison. Eight main topics were identified: confidentiality, scope of practice, informed consent, welfare, honesty, rights, reporting, and equality. Many differences between the codes were also identified. These differences, subtle or major, could cause potential conflict or lend to more effective collaborating when differing professions interact and service clients. The hope is that this examination and comparison of ethics codes can help professionals be aware and respectful of the ethical principles and standards of all professions to best benefit all parties.

Approved course sequences provide a strong foundation of the theoretical principles of applied behavior analysis. Our field experience is meant to bridge the gap between theory and application, and continuing education is meant to deepen and expand our scope of competence. Unfortunately, although it should be a priority for one’s workplace, there is often little guidance to evaluate the influence and quality of the provider’s clinical setting. Without the appropriate support in their workplace, providers are unlikely to be trained to assess areas of improvement for their own skill set, and there be unnecessary barriers to develop the scope of competence needed to effectively serve their clients. This leads both aspiring and experienced clinicians to outsource their training, on their own time and without the resources to apply new skills and concepts in their practice. This presentation will examine the elements of the BCBA scope of practice compared to one’s unique scope of competence, evaluate the barriers to expanding one’s clinical versatility, as well as discuss strategies to address those barriers.

The target audience should be certified as a BCBA or BCaBA.

Parents of children with autism and other consumers need access to accurate information about ABA services. The Autism Society (AS) is the largest grassroots autism organization in the US. In response to concerns and complaints about the nature and quality of ABA services voiced by many parents and adult self-advocates, the Autism Society convened an ABA Commission to address these issues. The Commission consisted of members of the Autism Society staff, the Panel of Professional Advisors, the Council of Autism Advisors, autism self-advocates, and others. Three online Town Hall meetings were held with speakers selected to represent varied constituencies (i.e., self-advocates, parents of children who have received ABA, and professionals across related fields). Transcriptions of comments were analyzed by the ABA Commission to determine the nature and strength of concerns. The Commission compiled summaries of the proceedings and developed a guide for consumers. The guide “Making Informed Decisions: Understanding and Navigating Applied Behavior Analysis” addressed misconceptions about ABA, identified common concerns and benefits of ABA treatment, and, with adherence to the behavioral literature on ABA for persons with autism, identified best practices and red flags. This guide has been posted on the Autism Society website and viewed over 4,000 times.

Target audience: Intermediate-level attendees should have experience in delivering and supervising ABA interventions for persons with autism. They must also be able to recognize improper delivery of ABA services.

Biological organisms are always embedded within a dynamically changing environment rich with stimuli, each potentially influencing one or more behaviors at any given moment. Due to technological constraints, behavior analysts historically had to select which environmental stimuli and behaviors to focus on for data collection. But times have changed. Current technologies enable the collection of extensive data on both behavior and the environment, overcoming traditional limitations. However, managing and analyzing larger datasets necessitates a core set of scalable skills which is the domain of data science. With the right data and skills, however, behavior analysts can begin to explore questions with unprecedented precision, such as: • The exact influence of many variables in the multiple control of behavior; • Detailed, data-driven descriptions and predictions of motivating operation; and • The interplay of molar and molecular contingencies for describing and predicting behavior for a specific individual.

Behavior analytic practitioners and researchers

As a relatively young scientific field, the research and ethical standards from the experimental to the clinical fields can present gaps in the translation from one setting to another. Clinical behavior analysis has shown significant growth in the field since 2014 which opens the need for additional training and collaboration between professionals. The Behavior Analyst Certification Boards Ethical guidelines are designed to ensure the field of applied behavior analysis as well as promote an environment in which the clinician and their clients are continuing to learn and grow. This symposium combined identified gaps in clinical behavior analysis including the need for diversity in behavior analytic training, to carrying significant workloads that increase behavior analyst stress as well as decrease the overall quality of services provided, and deficits in ethical training and the ability to access research-based resources. From the data presented in all three presentations, gaps as well as recommendations for future research and training will be identified.

Basic

The Ethics Code for Behavior Analysts (2020) introduced ethical codes surrounding the use of social media for networking, consultation, and collaboration (5.10; 5.11). As social media policies and procedures are fluid to meet the commercial needs, it is difficult for ethical standards to reflect the continuous changes. Additionally, there are limited resources available to verify the validity of information presented on social media platforms. Behavior analysts are required to complete ethical continuing education units each recertification cycle; however, the topic is subject to their choice. This can serve as a barrier to behavior analysts who use social media as a method of training, consultation, collaboration, and networking through ABA social media groups. This symposium will provide information regarding modalities of research, training, consultation, and collaboration between behavior analysts. Based on the survey data results, the authors will determine gaps in training and adherence to BACB ethical codes within the applied clinical setting.

Beyond the buzz of AI, the field of Applied Behavior Analysis (ABA) finds itself at a pivotal juncture. Big data has long been integral to healthcare, while technology has bolstered training and decision-making. What sets this era apart? Three shifts have reshaped the landscape. First, exponential increases in computing power, coupled with cost reduction, has unlocked opportunities that make the advent of artificial BCBAs imminent, heralding a reimagination of Skinner's teaching machine. Second, progress in computer vision and wearable sensors allows for increasingly precise automated measurement of behavior and the environment in non-laboratory treatment settings. Third, increasing scrutiny of ABA practices and calls for proving ROI for services rendered. Accusations of abuse, inefficacy, and fraud cast shadows over the field, triggering intensified regulatory oversight. This panel delves into the impact of technology on clinical care in ABA. Experts explore how AI-powered tools and quantitative analyses are elevating clinical training, treatment planning, outcome monitoring, and decision-making. We scrutinize the benefits and liabilities of technology integration, ensuring that ethical, privacy, and regulatory considerations remain at the forefront. As behavior analysts navigate the intersection of advanced tools with ethical obligations, we discuss ways to harness technology's potential while preserving the human-centric insights of behavior analysis.

Entry-level service providers and practitioners that supervise or oversee critical training and compliance systems within behavior analytic practice.

Since Taylor et al.’s (2018) call for compassion as well as the addition of “treat[ing] others with compassion” as one of the core foundational principles that behavior analysts use to interpret and apply the standards in the code (BACB, 2020), greater emphasis is being placed on fostering such practices. Further, in light of recent unrest within and outside of the applied behavior analysis (ABA) space, “compassion and “compassionate care” have become forces of both the social and natural sciences (Werntz et al., 2023). According to Taylor et al. (2018), engaging in compassionate services requires us to remove barriers and to relieve suffering for others. But how can this be done when we are engaging in uncomfortable conversations and disputes? While compassionate care is garnering much attention in the field, with an entire Special Issue in Behavior Analysis and Practice dedicated to its proliferation (Abdel-Jalil et al., 2023; Denegri et al., 2023; Rohrer et al., 2021; Reinecke et al., 2023; Tarbox et al., 2023), behavior analysts continue to struggle in professional discourse when perspectives differ. In an effort to resolve this conflict and foster our valued work toward providing compassionate care, a behavior-analytic account of the nonviolent communication (NVC) approach will be discussed. This panel will discuss how adopting an NVC approach can be compassionate in a variety of relationships such as consultant-consultee, practitioner-caregivers, academic instructor-student, supervisor-supervisee, interactions with colleagues, and on social media. The panelists will provide examples and non-examples of NVC and how using this approach can increase perspective-taking and facilitate connections. Challenges of using the NVC will be shared. Furthermore, the panelists will demonstrate that transforming judgment and blame into empathetic understanding allows solutions to be identified, thus meeting the needs of everyone involved (Rosenberg, 2003).

Participants might serve in the following roles: - Supervising aspiring behavior analysts for the BCBA experience fieldwork - Consultants - Academic instructors - Practitioners working with families and other professionals

This symposium presents four exemplars of conceptual considerations and/or methodological approaches to honoring client choice within therapeutic and educational programming. Specifically, two papers explore the meaning of assent within applied behavior analysis (ABA): one presents a potential experimental approach to defining the capacities for providing assent, and the other introduces an ongoing study which seeks to measure the state of the field in terms of assent-based practice. The third paper presents clinical applications of the constructional approach (Goldiamond, 1979; Layng et al., 2021), itself an assent-based system, within a tertiary-level, complex behavior outpatient clinic. The fourth and final paper discusses potential risks of the pathologization of particular types of play exhibited by autistic youth and presents a call-to-action for a more inclusive, flexible, and developmentally-sensitive approach to play. Collectively, these talks explore critical concepts for navigating the pivotal territory at the intersection of ABA and the neurodiversity movement. The symposium will conclude with a discussion of the ways in which behavior analysis can embrace neurodiversity, empower clients, and continue to apply the principles of ABA to promoting quality of life, in an ever-evolving landscape.

Necessary prerequisites include: - an awareness of the neurodiversity movement - awareness of the topic of assent - experience with applying and/or solid conceptual understanding of the principles of ABA - exposure to the BACB ethics code

Families with autistic children demonstrate higher risk factors than families without autism, and that level of risk is further and positively correlated with the severity of behavioral challenges experienced within the family system (e.g., Brassard, 2021; Cheng & Lai, 2023; Davis & Carter, 2008). The constructional approach and non-linear contingency analysis described by Goldiamond (1975) provides a unique lens to assessing complex contingencies and has demonstrated success when applied within clinical contexts across psychiatric populations (Goldiamond, 1979; Layng et al., 2021; Merley & Layng, 1976). This presentation demonstrates case examples of analyses and interventions applying the constructional approach and non-linear analysis to intensive parent interventions of children with severe and complex behavioral disorders served within Nationwide Children’s Hospital’s Complex Behavior Program. Clinical data demonstrate that when this case conceptualization and analysis is applied across multiple clients and family systems with various presenting severe behavioral concerns, matrix resolution can be reached for positive, socially valid outcomes for children and their families. The constructional approach applies a compassionate and assent driven case conceptualization that factors in multiple maintaining contingencies within the patient’s learning history and context, and drives change directed by the client and their families (Abdel-Jalil et al., 2023; Scallen & Ruiz, 2023). The constructional parent training program discussed in this presentation works to teach parents to apply and design problem solving strategies using non-linear analyses and intervention to solve environmental challenges associated with their children’s ongoing behavioral needs, increasing confidence and reducing dangerous behaviors, factors also associated with decreased parental stress (Miranda et al., 2019).

Play has been observed across species and cultures (Pellegrini, 2011) and has been theorized to function for a variety of reasons including fostering social, cognitive, and emotional development in children (e.g., Ginsburg, 2007; Tamis-LeMonda, Shannon, Cabrera, & Lamb, 2004; Zhao & Gibson, 2003). While the exact definition of play has not been agreed upon (Sutton-Smith, 1996), most researchers identify play as being spontaneously initiated and naturally reinforcing to the individual (Knox, 2008; Moore & Lynch, 2017). While a child who engages in play is given the freedom to follow what is motivating to them, autistic children are not often afforded the same freedom (Yoon, Goodwin, & Genishi, 2023). In fact, autistic play is often described in the literature through a deficit lens and identified as a behavior that needs fixing (e.g., Lee, Lo, & Lo, 2017), inevitably becoming the target of intervention. In this presentation we will explore the function of play and how practitioners can align treatment goals to match that function, focusing on identifying the strengths and values of the individuals they serve. Topics for future research within the field of applied behavior analysis will also be discussed.

Obsessive-compulsive behavior is a term used to describe the topographical overlap between Higher-order Restricted Repetitive Behaviors commonly observed in autistic individuals and compulsions characteristic of Obsessive-Compulsive Disorder. Due to the complex variables maintaining these behaviors (e.g., positive and/or negative automatic reinforcement and other operant functions), specific individualized treatments, such as adapted Cognitive Behavioral Therapy (CBT) and Functional Behavior-based CBT, have been developed to address these behaviors in autistic individuals. The research supporting these treatments is slowly growing; however, there are still significant gaps that need to be addressed. In our symposium, we examine the current body of literature and identify prominent gaps, such as limited extended follow-up studies, a lack of function-based treatment, and minimal incorporation of client voice in treatment. Further, we discuss the potential ethical implications that can arise from these gaps. Finally, we provide practical recommendations for researchers and clinicians providing adapted and Functional Behavior-based CBT to autistic individuals with obsessive-compulsive behaviors.

Working knowledge of basic behavior principles (e.g., functional assessments, function-based treatment) and the BACB Ethics Code for Behavior Analysts.

Functional Behavior-based Cognitive Behavioral Therapy (CBT) is an empirically supported, manualized intervention for treating obsessive-compulsive behaviors (OCBs) in school-age autistic children. By using a combination of traditional CBT (e.g., psychoeducation, exposure, and response prevention) and applied behavior analysis (e.g., functional behavior assessment, basic behavioral principles), this treatment has proven to be efficacious; however, few follow-up studies have been conducted. Our study uses a mixed methods approach to evaluate the long-term effects of Functional Behavior-based CBT in reducing obsessive-compulsive behaviors in autistic children. Our quantitative results (Repetitive Behavior Scale–Revised Sameness, Compulsive, and Ritualistic Composite scores) revealed a significant reduction in parent OCB ratings from baseline to treatment (-1.81, SE = 0.16, t[3812] = -11.01, p < .0001), and a small and nonsignificant increase between treatment and follow-up (0.26, SE = 0.25, t[3812] = 1.06, p = .29) conducted 6.31 years later. We corroborate these findings with matched comparison parent and child semi-structured interviews, which provided insight into factors that may have contributed to successful or unsuccessful outcomes. We discuss considerations for improving the long-term effects of Functional Behavior-based CBT for reducing obsessive-compulsive behaviors and the benefits of using a mixed methods approach to evaluating treatment outcomes.

This symposium brings together three distinctive presentations at the intersection of applied behavior analysis (ABA), health behavior change, and health behavior assessment. The first presentation explores the fusion of health coaching and ABA, uncovering practicality, scope of competence, and ethical considerations in this unique convergence. Attendees will gain insights into maintaining professional boundaries, handling ethical dilemmas, and capitalizing on collaborative opportunities, all while delivering evidence-based practices that foster holistic client care. The second presentation addresses the urgent demand for supervision in the realms of health, sports, and fitness. This presentation delves into the specific challenges and competencies required for overseeing ABA practices in these specialized domains. It provides a guide to ethical and effective supervision, empowering attendees to mentor their supervisees within the distinctive landscape of health, sports, and fitness. The third presentation highlights the novel Health Behavior Assessment Tool (HealthBAT), designed to evaluate contextual influences on client behavior change. Attendees will gain a deep understanding of HealthBAT's development, informed by feedback from certified behavior analysts. Practical applications, intervention recommendations, and usability assessment data will be shared, showcasing the tool's potential to enhance health behavior assessment, inform decision-making, and ultimately improve client outcomes.

Graduate students and behavior analysts interested in health behavior change, health coaching, and/or the application of behavior analysis to health, sport, and fitness.

This presentation delves into the crucial topic of supervision requirements for Board Certified Behavior Analyst (BCBA) supervisees operating in the domains of health, sports, and fitness. The Behavior Analyst Certification Board (BACB) mandates appropriate supervision for BCBA supervisees to ensure the proficient application of Applied Behavior Analysis (ABA) principles and practices. However, there is a significant scarcity of BCBAs practicing in the health, sports, and fitness sectors, and an even scarcer supply of supervisors within this specialized context. This presentation aims to bridge this gap by offering a focused exploration of the supervision prerequisites for applying ABA within the realms of health, sports, and fitness. It will comprehensively cover the distinctive challenges and considerations inherent in delivering ABA services in these settings, outline the essential competencies needed for supervising ABA practices in these fields, and present effective strategies for ensuring supervision that is both ethical and efficient. Attendees will gain a deeper comprehension of the supervision requirements and best practices for supporting BCBA supervisees operating within the unique landscape of health, sports, and fitness. Armed with this knowledge, they will be better prepared to provide high-quality supervision tailored to this specialized area.

Behavioral insights represent a policy approach that capitalizes on findings from different fields (e.g., psychology, economics) and tests them empirically. The focus of interest is choice and decision-making among users and consumers, especially insofar as they act in ways that do not meet the rationality assumption. Although there has been an increasing interest in this approach in recent years, contributions of behavior analysts have remained modest when compared to behavioral economists and other social scientists, especially informing public policy. The aim of this presentation is to identify and develop principles and findings from behavior analysis and behavioral economics that may contribute toward the achievement of “better” individual and societal outcomes. For example, nudging and boosting are two freedom-preserving techniques that may contribute to enhance wellbeing in community or organizational contexts. This presentation is concerned not only with the individual level of analysis and intervention, but also with the framework of macrocontingencies and metacontingencies. These frameworks can be particularly informative and useful for scaling and sustaining behavioral interventions, and for embedding them in policymaking.

Academics, practitioners, students interested in the study and application of behavioral interventions in policymaking.

The most recent edition of the Ethical Code for Behavior Analysts introduces the term ‘assent’ under 2.11 (Obtaining Informed Consent), stating that behavior analysts are ‘responsible for obtaining assent from clients when applicable’. The glossary provided defines assent as ‘Vocal or non-vocal verbal behavior that can be taken to indicate willingness to participate in… behavioral services by individuals who cannot provide informed consent’. The same Ethical Code requires that behaviour analysts be culturally sensitive and responsive to diversity (1.07). Such sensitivities include working cohesively with culturally-specific parenting values, practices, expectations, and from which the notion of ‘assent’ may be absent in many parenting decisions. Consequently, practicing behavior analysts today find themselves navigating the tension between these potentially conflicting ethical guidelines, whilst also trying to provide effective treatment to populations that often present with significant challenges and resistance to learning. The panelists in this event will explore and explain these tensions, and respond to audience questions about how they navigate them with anecdotes from their own professional practice.

Participants should have already obtained BCBA certification and have independent experience practicing while upholding the Ethical Code of Conduct. This panel is targeted to behaviour analysts who have already developed strong ethical practice skills but who are seeking further development with the changing guidelines.

The “replication crisis” describes recent high-profile challenges in replicating studies across diverse scientific fields, most notably psychology (Open Science Collaboration, 2015). To counter these challenges, open science is a movement towards greater transparency, accessibility, and openness in science and scientific research (Cook et al., 2018; Peters, 2014; Vicente-Saez & Martinez-Fuentes, 2018). The practices of open science align with accomplishing these goals. For example, open sharing of raw experimental data, study materials, and software code in data sharing platforms, such as the Open Science Framework, enables independent researchers to verify and replicate analytic procedures reported in a study (Gewin, 2016). Similarly, publishing scientific papers in open access forums that do not require subscription fees or other barriers, including as pre-prints, enables greater access to research among larger and more diverse scientific consumer groups, including students and researchers otherwise lacking resources for access (Suber, 2012). In contrast to the social and behavioral sciences community at large, ABA researchers rely primarily on single-case experimental designs (SCED) to conduct their scientific experiments. These designs typically employ visual analysis of graphically depicted data and inductive reasoning to derive functional relationships among experimental variables (Ledford & Gast, 2014). Since concerns with data integrity and calls for open science practices based on the replication crisis have largely applied to researchers using group experimental designs based on the null hypothesis statistic testing model, ABA researchers may feel a degree of immunity from scientific integrity concerns identified within the larger scientific community (Tincani & Travers, 2019). Analytic differences notwithstanding, we contend there are excellent reasons for SCED researchers working within an ABA framework to embrace open science practices. First, the contingencies that operate to produce Questionable Research Practices (QRPs) among scientists working within the group research tradition also operate on ABA researchers, although they might manifest in disparate ways given differences in the methodologies. Moreover, there are pathways to QRPs uniquely created by the SCED approach (Tincani & Travers, 2022). Second, although applied behavior analysts have traditionally eschewed inferential statistics in SCED data analysis, these techniques are becoming increasingly prevalent in SCED research, opening new pathways for QRPs. Finally, there are distinct benefits for SCED researchers who embrace open science practices. These include increased visibility for researchers who employ them, new collaboration opportunities, closing the longstanding gap between research and practice, and enhanced credibility conferred on our scientific enterprise, generally. Presenters in our symposium will overview the open science movement, discuss the need for ABA researchers to embrace open science practices grounded in recent empirical work on this topic, and highlight pre-registration of research as one open science practice to address potential concerns with scientific integrity of SCED research.

Stakeholders, RBTs, BCBAs, BCBA-Ds who currently or plan to design, implement, and/or report ABA research.

It has been 50 years since Israel Goldiamond wrote the groundbreaking article, A Constructional Approach to Social Problems: Ethical and Constitutional Issues Raised by Applied Behavior Analysis. In that article he cites a familiar inspirational phrase and rewords it: “‘There is nothing as powerful as an idea whose time has come” translates into the power of an ‘idea which rationalizes contingencies whose time has come’ or increases their probability.” Such is the case with the Constructional Approach and its rapidly rising popularity and application. Recent concern with consent and assent makes the Constructional Approach more relevant than ever. Using the United States Constitution as a referent, Goldiamond explored the ethical and humanitarian responsibilities of behavior analysts. He argued against using procedures whose primary goal was decelerating the frequency of behavior. Instead, he advocated for programs that “establish behavior, the absence of which is the problem.” The client has a right to their disturbing pattern, which is likely maintained by important personal consequences, though at some cost to the individual and those around them. The goal is to find the sense in the disturbing pattern, by identifying the consequences maintaining it, and finding a way to provide those consequences, without the, or at greatly reduced, cost. All of this is accomplished in partnership with the client. Goldiamond emphasized that disturbing behavior could best be understood in the context of alternative patterns or contingencies available to the individual, a Nonlinear Contingency Analysis, showing that a simple ABC analysis is often inadequate. Had the field adopted the Constructional Approach much of today’s criticism of applied behavior analysis, from within the field and outside of it, could have likely been avoided. This presentation will briefly describe the research history behind the Constructional Approach and Nonlinear Contingency Analysis, the major components of the approach, and a range of intervention strategies, both topical and systemic that are being used today. It will describe how such an approach gives greater insight into complex behavior including emotions and other private experience. A series of cases will be provided that demonstrate the depth and remarkable breadth of the Constructional Approach and Nonlinear Contingency Analysis. They will show that no other approach is so universally applicable. These cases include adult psychiatric/psychological interventions, the treatment of autistic children including difficult to treat reactive and phobic patterns, large scale organizational intervention, and even building repertoires in zoo and other animals. The Constructional Approach and Nonlinear Contingency Analysis provide the tools behavior analysts can use to understand complexity and provide interventions that go beyond many currently popular behavioral and “third-wave” cognitive-behavioral approaches restrained by their focus on pathology and the linear analysis upon which they rely.

Behavior analysts who can understand complexity and provide interventions that go beyond many currently popular behavioral and “third-wave” cognitive-behavioral approaches.

Disciplines establish and enforce professional codes of ethics in order to guide ethical and safe practice. Unfortunately, ethical breaches still occur. It is found that breaches are often perpetrated by professionals who are aware of their codes of ethics and state that they engage in ethical practice. The theory of behavioral ethics, which is most often discussed in business settings, attempts to explain why responsible professionals sometimes engage in unethical behavior. Although traditionally explained through theories of social psychology, the principles underlying behavioral ethics are behavior analytic. When conceptualized as operant behavior, ethical and unethical “decisions” are evoked and maintained by environmental variables. As with all forms of operant behavior, antecedents in the environment can trigger unethical responses and consequences in the environment can shape future unethical responses. In order to increase ethical practice amongst professionals, an assessment of the environmental variables needs to be conducted on a situation by situation basis. Knowledge of discipline-specific professional codes of ethics is not enough to prevent unethical practice. In the current presentation, extended from Cicero (2021), the constructs used in behavioral ethics are translated into underlying behavior analytic principles that are known to shape behavior. How these principles establish and maintain ethical as well as unethical practice is discussed.

Applied Behavioral Analysis (ABA) is at a crucial point in its development as a field. The number of Master's level certificants has grown from 28 in 1999 to over 60,000 in 2023 (BACB , 2023). There are board certified behavior analysts in every state and most territories of the United States. ABA has become ubiquitous in this country's education system and is considered a standard of care for children with autism (Layden et. Al., 2023; Meyers et. Al., 2007)). At the same time, ABA has come under heavy criticism. Autism and neurodiversity rights groups have pointed to ethical concerns with behavior analysis, and stories of felt harm by former clients and practitioners of ABA services are present across social media ((Latimer, 2019; Ram, 2020; Wilkenfield & McCarthy, 2020). This paper explores this issue through the lens of social justice and how the field may be vulnerable to epistemic injustice by lacking systems and structures to adequately attend to the voices of the vulnerable populations it serves. The authors describe how the framework of cultural humility, the practice of attaining assent, and the science interbehaviorism could be beneficial in moving ABA forward towards greater social validity and decreased potential for harm.

Founded in compassionate care, ABA gives voice to the voiceless and hope to he hopeless. Applied Behavior Analysis (ABA) has been around for decades. It is considered the premier treatment for ASD, as well as other conditions in which behavioral symptoms can be disruptive to a person’s quality of life. Through this talk, we will explore ways that ABA, in its truest form, is deeply rooted in compassionate care, trauma informed therapies and can be key to helping those in need. Social validity and treating “socially significant” behaviors, as well as individualized treatments are at the core of Applied Behavior Analysis. As our field has transformed over the years and we have used our technology in many and varied ways, it can often be the case that this can be forgotten. Especially as technology, such as AI has become more commonplace. We will explore how ABA i, at its core, fundamentally compassionate an person-centered. Much of the discourse on the "abuse of ABA" can be mitigated by a true understanding of the true foundational nature of applied behavior analysis. This paper will seek to explore that in detail.

With as many as 50% of children experiencing sleep problems at some point during childhood (Center for Disease Control, 2022) and up to 80% of children diagnosed with Autism Spectrum Disorder experiencing sleep problems (e.g., Furfaro, 2020 and Reynolds, 2019), many Board Certified Behavior Analysts find themselves treating behavioral sleep problems within the scope of Applied Behavior Analysis programming. However, Behavior Analysts do not receive training in the variables impacting healthy sleep such as average sleep needs by age, setting events which delay sleep onset and manipulate the reinforcing value of sleep, or sleep dependencies which contribute to pervasive night awakenings. In the absence of formal training on sleep and sleep-related variables during behavior analytical coursework, ethical barriers may arise. This Continuing Education event aims to unveil the potential for questionable ethical behavior when developing sleep plans for families. Additionally, this event will provide preliminary information about sleep which attendees will be able to use immediately to better evaluate sleep problems and create sleep plans guided by the ethical considerations outlined in the content.

Increased emphasis on client assent refocuses the importance of establishing/maintaining motivation, promoting self-advocacy, and building autonomy. The Ethics Code for Behavior Analysts (2022) challenges us to define and measure assent and assent-withdrawal for all clients. The development of standard practices within a large organization is critical to establish methods to proactively notice, measure, and systematically shape indicators of assent and assent-withdrawal as a point of initiation of therapy and throughout treatment (Rajaraman, Gover, Cammilleri, Donnely & Hanley, 2022). The development of an assent-based treatment standard and 10-step training program will be reviewed. The successes and challenges of implementing assent-based treatment strategies and the necessity for individualization across clients, clinicians, learning environments, and clinics, which may present with diverse needs and cultural contexts, will be shared. Analysis of data on happiness/engagement/self-advocacy (Engagement Scale) and assent withdrawal (Calm and Disruptive Withdrawal of Assent) and the impact on existing clinical quality metrics will be presented.

Applied Behavior Analysis (ABA) is a relatively novel field of practice internationally. This presentation outlines the evolution of ABA service delivery in the United Arab Emirates (UAE) across the past two decades presented by the first Certified Behavior Analyst registered by the Behavior Analyst Certification Board (BACB) in the UAE. Unique challenges and solutions are demonstrated in relation to three key areas: service delivery, certification and supervision, and systemic change. Introducing Behavior Analysis to a region characterized by multicultural diversity and establishing a clinical/ educational ABA practice has come with a unique set of challenges, including limited access to resources, overcoming professional isolation, navigating ethical dilemmas, and addressing the diverse origins and cultural complexities of clients and staff. Various strategies for overcoming these challenges will be presented with an emphasis on the importance of ethical conduct by Behaviorists implementing in multicultural settings. The Competent Learner Model (CLM), an implementation system encompassing a tiered model of education and staff coaching with best practice ABA provides a valuable resource for service providers globally. Shaping individual actions to foster behavior-analytic organizational systems is of paramount importance. This offers insights into interventions, family support, training, and competence building across the field of ABA.

The target audience for this presentation include but are not limited to: • Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc., who are currently enrolled in or recently completed graduate-level work. • BCBAs and BCBA-Ds who have completed graduate-level work, are licensed or certified individuals • Educators or Behaviorists wishing to implement best practice in multicultural settings or internationally.

Leaders within the field behavior analysis are increasingly called to affirm, recognize, and validate the cultural experiences of a diverse workforce and clientele, as one of many ways to produce positive outcomes (Campos-Moreira L. D., Cummings, Grumbach, Williams, & Hooks, 2020). Embracing a culturally responsive leadership framework can both strengthen and expand a leader’s capacity to meet the robust needs of those they serve (Campos-Moreira L. D., Cummings, Grumbach, Williams, & Hooks, 2020). During this 110-minute invited tutorial Dr. Cirincione-Ulezi will discuss and share how leaders can utilize values identification, compassionate communication, and the practice of self-reflection via reflective practice and reflective supervision, as means to both develop and demonstrate culturally responsive leadership.

All – beginner, intermediate, advanced

Ableism is a term that has been popping up in pop culture what exactly does it 10mean? Ableist language refers to any language that creates or demonstrates a dichotomy of superiority/interiority in regard to physical, intellectual and mental ability regardless of being intentional or not intentional. However, until we are aware of what words are potentially harmful, we are contributing to the continued marginalization of the very individuals we serve and have the collective goal of increasing their quality of life. The presentation goes into ethical considerations to consider as behavior analysts, an overview of Bottema-Beutal, et. al. (2021). Within her article the social versus the medical model are described as the author goes into further detail about the implications of the medical versus the social model. The presentation will go into the words that the author of the article identified as potentially ableist and their potential replacements. Lastly, I go into my hypothesis about why ableist language is still being used and factors to consider in terms of ableism in our practice of Behaviour Analysis

Assent in behavior analytic practice and research has gained substantial attention in the peer-reviewed literature (Abdel-Jalil et al. 2023; Breaux & Smith, 2022; Flowers & Dawes, 2023; Gover et al., 2023; Jasperse et al., 2023; Morris, Detrick, & Peterson, 2021). Assent is generally defined in contrast to consent: while a client with competence can consent to an intervention, a client lacking competence can only assent (ibid.). Discussions of assent can, however, be enriched by recognizing that “consent” and “assent” are equivocal. The bioethics literature distinguishes between competence, which is a legal term, and capacity, which is an ethical term (Appelbaum, 2007; Ganzini et al., 2005). A person may thus, from the ethical perspective, be able to give (or refuse) consent while nonetheless lacking the legal authority to do so. Drawing on the case study of Britney Spears’ conservatorship, this presentation will demonstrate the clinical relevance of the distinction between the legal and ethical concepts of consent. The presentation will further show that putative instances of assent withdrawal in the behavior analytic literature may be best understood as cases in which a client who lacks the legal authority to refuse to participate nonetheless exercises their ethical authority to refuse to participate.

Nonaversive reactive strategies (NARS) are a critical component of rights-focused applied behaviour analysis and behaviour support. Within a constructional, multielement behaviour support (MEBS) framework, NARS promote safety, protect human rights, decrease risk, and reduce episodic severity. NARS, and more broadly MEBS, are not universally implemented as a primary service delivery model within behaviour support. Without NARS, participants, stakeholders, and staff may be subject to the use of restrictive practices and face much greater risks of maintaining severe behaviours of concern and escalation cycles. Thus, the current paper establishes the effectiveness of NARS and imperative considerations of the use of NARS for ethical practice. The scientific rationale for NARS will be presented alongside arguments against the fallacy that NARS reinforce behaviours of concern. The utility of evaluating strategies within a situational effects matrix will be also reviewed. Functional and nonfunctional NARS methods will be defined and applied to specific case examples. Finally, outcome data with NARS implementation will be presented for select cases.

Behavior Analysis has a history of embracing new technologies to improve research and practice. Recent advancements in biometrics and artificial intelligence (AI) will transform behavioral interventions for health. As we harness the capabilities of AI to predict, analyze, optimize reinforcement strategies, and guide health behaviors, how do we protect the dignity, respect, and autonomy of individuals? How do we ensure that AI complements rather than supplants human expertise? This talk will discuss how to leverage technology to enhance the precision, personalization, and efficacy of interventions for health, especially Contingency Management (CM) interventions. Contingency management refers to interventions that focus on the differential reinforcement of health-promoting behaviors. For example, these interventions may deliver financial incentives contingent upon meeting a physical activity goal or submitting a drug-free urine sample. Biometric and AI technology can help address common problems in CM interventions, such as implementation costs, objective measurement of health-promoting behaviors, adaptability, and the reduction in delay of reinforcement delivery. The talk will include a discussion of how to implement the new technologies within the ethical framework that upholds the tenets of behavior analysis.

Researchers, practitioners, graduate students

Job satisfaction may appear to be an irrelevant construct in behaviorally-oriented companies. However, a more nuanced view reveals that although the concept may seem amorphous and mentalistic, it is essential in all organizations as both a management tool and responsibility. This discussion brings together researchers and practitioners who have studied and facilitated job satisfaction in the workplace. Conceptualizing job satisfaction as a general affective response to work and the work environment, the panelists explore its increased importance in a post-COVID work environment. The discussion will focus on how issues such as staff retention and turnover, burnout, spillover to clients and their families, motivating a diverse workforce in a rapidly evolving work environment, counterproductive work behaviors, and health and wellness are related to job satisfaction. In addition, the panelists will dismiss the myth that job satisfaction causes job performance. The ethics of job satisfaction as an organizational imperative will be emphasized throughout the discussion.

The target audience for this presentation is behavior analysts working in management or supervisory roles interested in how a behavioral approach to job satisfaction and organizational behavior management may impact areas such as staff retention and motivation.