Association for Behavior Analysis International

Applied behavior analytic interventions have been demonstrated as effective for assessing and intervening on behavioral excesses and deficits across a variety of populations and contexts. However, many at-risk and marginalized populations, such as youth in foster care and justice-involved youth (JIY) remain underserved. This symposium will cover a variety of assessments and interventions targeting challenging behavior and skills deficits displayed by underserved youth. The first two presentations describe studies of assessment of youth behavior. In the first presentation, researchers evaluated an online training to teach case managers to use an assessment for runaway behavior among youth in foster care. The second presentation evaluates differences among non-JIY and JIY in perceptions of eye contact among peers. The latter two presentations describe group-level interventions targeting skills deficits among JIY. In the third presentation, researchers evaluated the effect of financial literacy intervention on delay discounting among JIY. In the final presentation, researchers evaluated the effect of a nutrition intervention on demand for healthier alternatives among JIY. Implications and future directions for assessment and intervention with underserved youth will be discussed.

This symposium covers topics many behavior analysts may not have previous experience with such as working with justice-involved youth, evaluating severe behavior that is not directly observable, implementing group interventions, and statistical analysis. Thus, we believe this symposium is advanced instruction level.

Runaway behavior in child welfare has been associated with negative educational outcomes, a higher risk for future placement disruptions, and a higher risk for crime perpetration and crime victimization. Current interventions for youth who run from their placements repeatedly are either individual or family therapy; however, an individualized approach may better address the function for each youth’s runaway behavior. The Functional Assessment Interview for Runaways (FAIR) is a semi-structured interview that is to be used to develop individualized interventions for runaway behavior for youth in child welfare. The current study virtually trained case managers in two states to use the FAIR and develop individualized interventions to address the function of each youth’s runaway behavior. FAIR results and subsequently developed individualized interventions will be discussed for each youth. Additionally, any instance of runaway behavior following intervention implementation will be reviewed. Furthermore, future directions and potential adaptations to the FAIR will be explored.

Community-engaged research (CEnR) presents an opportunity for behavior analytic researchers to engage in research that centers the consumer and their communities at each phase of the research process. Despite a significant amount of literature detailing best practices for community-engaged research (CEnR), there remain gaps and challenges to conducting high-quality CEnR. We conducted a scoping review of the literature on CEnR best practices and convened a group of experts with diverse backgrounds and types of experiences in CEnR, including academic researchers, community-institutional research liaisons, and community members with leadership roles on CEnR projects. Through a combination of literature review and discussion among the group, we identified three major topic areas underrepresented in the literature, which all authors considered important. We then created a set of recommendations for addressing these gaps. This commentary represents a collaborative, iterative process of co-writing across diverse disciplines, research experiences, and identities. We provide an overview of CEnR, and discuss opportunities for structural, educational, and process-related changes that will enhance the quality and impact of CEnR conducted by academic institutions and communities.

a. Evidence-based practice (EBP) has been introduced as a framework to help reduce the “research to practice gap” by guiding practitioners to use research evidence, combined with client values and context and their own clinical expertise, in making clinical decisions (Contreras et al., 2021; Slocum et al., 2014). Discussions on EBP and the “research-to-practice gap” seem to focus primarily on how practice does not reflect the body of research; however, it is worth considering the extent to which the body of research reflects practice situations and how a “practice-to-research gap” might be important to examine. One area where such a “practice-to-research gap” seems to exist is in the use of assent procedures to ensure client participation in their own services (for those who are unable to give legal consent). That is, many practitioners are talking about and using assent procedures, despite an extremely limited literature base. In this presentation, we will discuss how practitioner expertise can be leveraged through community-engaged and practice-based research as a means to inform a research base on assent procedures that meets the needs of practitioners and clients. We will also discuss how community-engaged and practice-based research can be a means to address the research-to-practice gap (and practice-to-research gap) broadly.

Through the 1970s and 1980s, behavior therapists slowly transitioned – mostly – from offering interventions intended to alter a client’s sexual orientation or gender identity. Some, with the encouragement of those within the LGBTQ community like the late Dr. Charles Silverstein, realized that continuing research and clinical practice in this direction contributed to a climate of bias. Others failed until much later to recognize that the work was harmful to individuals undergoing it – some clinicians may still be learning this lesson. Conversely, behavioral strategies were slow to be advanced in the service of mitigating the effects of anti-LGBTQ bias. Funding and institutional support in this direction has also appears to have been slow, relative to the support of historic change efforts. How do we reconcile the goals of behavioral science that advocate for social justice and improvement of the human condition with its history of neglecting the perspectives and voices of marginalized people? How must our field continue to grow and change to reduce the likelihood of causing such harm in the future? Particular attention will be paid in this exploration of the relationships between behavior therapy, sexual orientation, and gender toward how ongoing bias in the field creates a context that maintains and supports harm in a global context.

Behavior analysts, students, practitioners, researchers.

The transition to college can be uniquely difficult for autistic students. In addition to the academic demands of higher education, students are often living on their own for the first time. Autistic students may struggle with interpersonal demands, executive functioning, time management and other skills that independent living at college requires. In the current paper, we will present a description of a two-year college preparation program designed for autistic high school students. Through collaboration with an autistic consultant and current college students, best practices in transition planning were incorporated into a comprehensive curriculum designed to teach high schoolers critical skills to be successful in college. The curriculum arranges targeted skills into 6 pillars of success: self-advocacy, health, wellness and safety, interpersonal skills, community engagement, independent living, and executive functioning. Each pillar includes specific learning objectives and activities designed to enhance engagement and build sustainable skills. We will describe successes and challenges with developing lessons that are authentic, relevant, and evidence-based for autistic adolescents. Preliminary data has indicated that the program is effective and well-liked by both participants and their caregivers.

In this panel, Nasiah Cirincione Ulezi, BCBA, Ed.D and Dana Meller, MA, BCBA have been consistently meeting for a Saturday morning Zoom coffee date. In this panel, the two women will come together to share the realizations and lessons from those intimate coffee dates. They will reflect on how they have navigated a friendship in this complicated time. The conversation will include a discussion on race, intersectionality, and the importance of a partnership between black and white women. As two friends and colleagues, Nasiah and Dana have watched each other navigate predominately black and white spaces, and they have built a relationship based on honesty, compassion, self-awareness and mutual respect. In this panel they will approach tough topics with the necessary honesty, complexity and empathy, while sharing their unique perspectives: Nasiah, as a thought leader on compassion and inclusivity; Dana, as an ally and advocate. This conversation aims to create a brave space for women to learn from and empower one another, with the ultimate aim of addressing the difficult barriers of a truly inclusive world.

no necessary prerequisite skills needed. professionals, stakeholders and students at any level

Forty-three percent of the world’s population is bilingual, and yet research focused on the identification of optimal procedures to teach one or more foreign languages is limited. Such research can benefit children with developmental disabilities, who generally have language deficits that require effective and efficient teaching procedures. This symposium describes research aimed to determine (a) whether learning tacts in one language is better than learning tacts in two languages, (b) whether learning tacts and listener responses in two languages simultaneously is better than sequentially, and (c) what role preference plays in the acquisition of tacts in a foreign language. Across studies, we examined and compared multiple learning outcomes (e.g., effectiveness, efficiency, and the emergence of other verbal operants). Child participants learned tacts in one language more efficiently than in two languages. Child participants learned tacts simultaneously more efficiently than sequentially; the sequential condition was more efficient for adults learning listener responses. The simultaneous procedures produced higher levels of emergent bidirectional intraverbal compared to sequential procedures. Finally, child participants learned tacts of preferred items more efficiently than tacts of nonpreferred items. The preferred condition also produced higher levels of emergent bidirectional intraverbals. These findings can inform foreign language instructional design.

Basic knowledge of verbal behavior and stimulus control.

The population of the United States is becoming more diversified culturally and linguistically. Bilingualism has been shown to have positive effects in neurotypical children’s development (e.g., Bialystok, 2010). However, there are little known on how to best teach and support children with Autism Spectrum Disorder (ASD) to learn a second language and if teaching a second language might hinder and confuse their language acquisition. Previous studies examined the effect of tact and listener responses on the emergence of bidirectional intraverbal relations with six neurotypical Brazilian children and found that tact training was more effective in producing bidirectional intraverbal responding. The present study examined the optimal procedures for teaching two languages using tact training to children with ASD. We compare the effectiveness of acquiring a small set of tacts when (a) teaching two languages simultaneously, (b) teaching two languages sequentially, and (c) teaching one language only (i.e., control). Results showed that simultaneous procedures were more efficient in teaching two languages and effective in promoting conditional discrimination. All participants acquired one language much more efficiently than two languages. However, all participants acquired a small tact vocabulary in two languages. Overall, simultaneous procedures produced higher levels of emergent intraverbal compared to sequential procedures.

Burnout is a pervasive phenomenon that affects individuals across various professions and industries. However, in the field of behavior analysis, the issue of burnout is particularly salient given the high demands and intense nature of the work. Board-certified behavior analysts are required to provide evidence-based interventions to individuals with a wide range of developmental disabilities, often within complex environments. The stress and pressure associated with behavior analytic work can have significant negative consequences on the well-being and job performance of board-certified behavior analysts. This poster aims to explore the concept of burnout in the context of board-certified behavior analysts. Specifically, it seeks to understand the prevalence, risk factors, and impacts of burnout on board-certified behavior analysts, as well as the strategies and interventions that may help mitigate burnout in this population. By examining these issues, this review will contribute to a better understanding of the unique challenges faced by board-certified behavior analysts, and help identify effective ways to support their well-being and job satisfaction.

As of 2021, around seven million children in the United States have been diagnosed with a disability. Of these children, almost 12% of these students are also categorized as an English Learner (EL). Although research in the area advocates for bilingual education to accommodate the evolving student body, the language of instruction in schools across the United States remains primarily English, and parents are advised to speak only in English at home to their children. Further, while many children with disabilities display challenging behaviors, breadth of research on heritage-language instruction and challenging behaviors for children with disabilities remains narrow. Few studies examine this relationship, and no formal critique of these interventions exist. In this literature review, I review and critique four articles for the following research question: Is there evidence to suggest that heritage-language instruction decreases rates of challenging behaviors in early elementary-aged children with disabilities? In the review, selected single case research studies are described and evaluated in terms of internal and external validity, and recommendations for future research and current practice are discussed.

Special education teachers and paraeducators have reported barriers to effective training for training and coaching paraeducators. Built-in time for teacher-paraeducator collaboration with specific training and feedback have been requested by key stakeholders. Practice-based coaching (PBC) is a job-embedded coaching model and incorporates a non-hierarchical and collaborative relationship between the coach and coachee. ParaImpact is a multi-component professional development (PD) package. The package includes online instructional modules and PBC framework with teacher-as-coach to increase implementation fidelity of evidence-based practices by paraeducators. ParaImpact is designed to support the ongoing training of special education teachers to coach paraeducators to implement systematic instruction with high fidelity. We evaluated the effectiveness and accessibility of the ParaImpact PD package in a randomized controlled trial (RCT) with a treatment and control condition. We utilized pre-post measures for teacher and paraeducator cohesion and improvement of IEP. Additionally, we measured 4 waves of outcome data for paraeducator and target student behavior. Two-level multilevel modeling (MLM) was used to analyze repeated data. Multiple regression model was used to analyze pre-post measures with the pre-test scores as a covariate. We measured the social validity of ParaImpact from treatment teachers and paraeducators. Implications for future research and practice will be discussed.

Training opportunities allow the workforce to enhance career growth, develop skills and knowledge, and deliver excellent service for individuals they serve. Traditional training such as lecture, group discussion, and role playing have typically been the most widely used formats (Grampesheh, et. al., 2010). ELearning training has become more mainstreamed which can be both challenging (Bughun, et.al., 2018) and innovative. Online training allows trainees to customize their trainings based on individual time and location. Due to the development of information technology and the Internet, people are replacing traditional training with eLearning to better manage their workforce (Lim, et.al., 2007). If planned appropriately training programs can provide important benefits to organizations which can include an increase in job satisfaction, better morale among the employees, increased motivation, better understanding of concepts, reduce turnover, and enhance company image (Gutterman, 2023). The focus of this research is to provide a literature review on the impact of eLearning trainings within applied behavior analysis programs.

Research has shown that positive feedback can increase students' on-task behavior and reduce problem behavior in the classroom. The aim of this study was to examine the rate of teachers' verbal feedback in one school in Iceland and measure its association with students' on-task behavior. The participants in this study were 31 teachers and approximately 650 students of theirs, aged five to 16 years. Direct observations were carried out three times during the school year. Ninety-two measurements took place in classes from the first to the tenth grades. The main results were that students received more negative feedback than positive. Most of the negative feedback was on social behavior and positive on academic performance. Positive feedback on social behavior was rarely given. The students' on-task behavior was 83%, a higher proportion than in the previous study in Iceland. Peer distraction was the most common reason for students being off-task. The study results showed a significant positive correlation between positive feedback on academic performance and students' on-task behavior and instructions, explanations, expositions, and on-task behavior. A significant negative correlation was between negative feedback on social behavior and students' on-task behavior.

Regulation and self-management are two essential factors for young children's readiness for the expectations and demands they face in kindergarten and school, and for coping with the world. Self-management is a cluster of learned skills that are mediated, modified and encouraged in early childhood through parents. An activity schedule is an intervention strategy developed to promote children's self-management, and to increase independent engagement in completing activities. The aim of the current study was to evaluate the effect of the use of an electronic activity schedule on the independent completion of a morning routine. The participants were two sisters, aged 4.5 and 6.5 years. The dependent variable, independent completion of the morning routine, was directly observed and measured using event recording and graphically presented as percentage of steps of the morning routine completed independently. Social validity data were collected from the participants and their mother. The findings showed that independent completion steps of the participants were low and variable during baseline and immediately improved to 100% during intervention. The participants were satisfied with the intervention's procedures and findings. The study concluded that an electronic activity schedule may improve the quality of the morning routine.

Child welfare professionals are tasked with protecting and supporting children and families experiencing abuse. Problematic biases related to Intimate Partner Violence (IPV) impact this work to deleterious effect. The literature evinces malleability of IPV-related biases. This research is limited by reliance on self-report measures, which are suspectable to response manipulation and may not reliably capture more inceptive responding. We measured IPV-related bias evidenced by child welfare professionals using a multi-method protocol. Participants completed a topic-specific version of the Implicit Relational Assessment Procedure (IRAP-IPV), a validated explicit measure, and an IRAP-IPV analog. We administered measures before and after exposing participants to a brief mindfulness intervention. At baseline, the IRAP-IPV reflected moderate pro-healthy parent bias and neutral anti-abused parent bias. Post intervention, the experimental group showed moderate pro-healthy and neutral anti-abused parent biases. The control group showed weak pro-healthy and neutral pro-abused parent bias. Implicit and explicit measures diverged across Abused Parent sub-scales. We discuss findings in terms of interactions between pre-experimental history, contextual variables related to child welfare and IPV, and characteristics of the measurement tools. Our results enhance a functional-contextual understanding of IPV-related biases within child welfare.

Researchers have employed explicit and implicit evaluative measures to detect anti-Black bias and assess the effectiveness of interventions. However, within the context of behavior analysis, few studies have focused on identifying and intervening in racial prejudice. Furthermore, no studies have utilized repeated implicit behavioral measures to confirm the effectiveness of interventions. Therefore, this study aims to identify implicit and explicit anti-Black racial prejudice in a sample of children and examine the stability of these measures over three repeated trials. Thirty-four children (mean age = 8.60 years, 24 female) evaluated images of Black and White faces using a five-point Likert scale. The Function Acquisition Speed Test (FAST), an implicit measure, assessed how fluently participants categorized Black and White faces with positive and negative images. Results indicated the absence of explicit racial bias in the examined sample. However, findings regarding implicit bias revealed a slight anti-Black bias. Concerning the repetition of measures, there were no significant differences in group performance on the implicit and explicit measures across the three repetitions. These findings suggest the absence of mere exposure effects, supporting the feasibility of utilizing these measures repetitively.

The most common type of child maltreatment is neglect. Children who are neglected are at a health and developmental risk, therefore they are in great need of help and protection. It is no less important to assist parents to acquire the skills that will make it possible for them to care for their children appropriately and provide a home and environment that will allow them to grow and develop normally. The aim of this study was to use the CLEAN checklist (Greene, 2017; Watson-Perczel et. al, 1988) developed in Project 12-Ways (Lutzker et. al, 1984; Lutzker & Rice, 1984; Lutzker, 1990) with two families receiving services from Child Protection in Reykjavík. This was only the second time that the list was used in Iceland. A behavioral intervention was used to help both participant families to make progress in cleanliness and tidiness as measured by the CLEAN list. The intervention included modelling, clear instructions, goal setting and assignment of tasks, performance feedback, and positive reinforcement for progress and achievement of goals. The intervention effects were evaluated with a multiple baseline across areas in the home with each participant. Unprecedented progress was made with both participants. Social validity scores were high.

Macrobehavior is the topographical similarities of behaviors by many people within a group. The present study investigated the effects of feedback on a task as a reinforcement for being part of the minority or being part of the majority in a single-subject design. Forty undergraduates were divided in 5-person to analyze the prevalence of black or white in images, but all the images had the same proportion of black and white. An ABACA design was programed for four groups and an ACABA design for the other four, in which A is a baseline, B is reinforcement for the minority (the experimenter announced the same color announced by those who announce colors opposite to the majority) and C is reinforcement for the majority (the correct answer announced was the same of the majority). Only one group showed more frequency consensus when the reinforcement was contingent to being part of the majority and no consensus within a group were observed in higher frequency for all conditions, but analyzing individual performance, in general, most participants were more part of the majority then part of minority.

A study conducted by Mizael et al. (2016) successfully reduced negative evaluations of Black faces and minimized the valence differences between ratings of Black and White faces by establishing equivalent relations that conflicted with racial bias. We replicated this procedure in a Repeated Measures design, and included the Doll Test and an Implicit Test to investigate generalization. Nine children who demonstrated negative evaluations of Black faces were trained to relate a positive symbol (A1) to an abstract stimulus (B1), and B1 with images of Black faces (C1). Racial bias measures were repeated twice a week and 15 days after the intervention. Eight participants formed an equivalence relation between Black faces and the positive symbol that maintained two weeks after intervention. Before the intervention, there was a significant difference between the evaluations of White and Black faces; after the intervention, there was no significant difference. Two out of three participants with implicit racial bias showed reduced bias post-intervention, and one of the four participants with racial bias in the doll test displayed intervention generalization. Overall, our findings replicated the results of Mizael et al. (2016). However, the lack of correspondence between the selection and generalization measures posed challenges in understanding the generalizability of the intervention. Further research is necessary to explore the potential for broader generalization and address the limitations of our study.

Pairing, sometimes called rapport building, is a recommended procedure in behavior analytic practice to build therapeutic relationships and help establish instructional control with clients. Pairing has been described as mutual consumption of the reinforcing activity (e.g., enthusiastically narrating the activity; Sundberg and Partington, 1998). However, until recently, pairing skills have not been explicitly described or empirically trained. Lugo et al. (2017) operationally defined therapist behaviors to promote rapport building and examined a procedure to increase therapist use of those skills. Other studies (e.g., Gormley et al., 2020) replicated this procedure to assess its impact on different client skill outcomes. One area that has not been examined is optimizing this procedure for the implementing staff. Given that ABA service environments are often regarded as inherently stressful in ways that may impede performance, Acceptance and Commitment Training (ACT) has been used to bolster training and other performance management interventions (e.g., Little et al., 2020). Training in rapport building could be enhanced similarly and result in beneficial outcomes for staff performance. Also, the benefits of ACT have been rarely examined outside of an intervention package. Thus, the present study examined the enhancing effects of ACT on therapeutic relationship building skills and, if needed, behavioral skills training (BST). A multiple probe design across participants was used to evaluate the impact on three of the rapport building skills across two clients per therapist. Results suggest that ACT alone may result in temporary performance boosts, but most participants required additional support through formal BST. Limitations and future suggestions are also described.

Through its utilization of ecological, teaching, reinforcement and reactive strategies, the multi-element behavior support (MEBS) paradigm has been shown to decrease the frequency and severity of problem behavior for people with intellectual and developmental disabilities. The aim of this poster is to provide a framework for the utilization of the MEBS paradigm in human service employment settings where employees’ challenging behavior serves as a barrier to their competence, confidence and credibility. Utilizing environmental, educational and compensation strategies, solutions to common performance problems for direct support workers will be discussed. Further, using a culturally attuned approach, recommendations will be made for functional, effective and non-aversive reactive strategies for safe rapid control over workplace problems, aimed at decreasing the episodic severity and increasing the dignity of workers and management when such episodes arise. Employee wellbeing will also be discussed within the context of quality of life as both an outcome variable and support strategy for direct staff and management.

Burnout is reported to be an issue in many fields, and applied behavior analysis (ABA) is no exception (Jimenez-Gomez et al., 2021). Some ABA clinics have reported attempts to decrease burnout and increase morale and productivity by having fun work events such as pajama days, amongst other things (Tagg, 2022). However, it is unclear whether these attempts to decrease burnout and increase morale are effective. Said another way, “are morale-boosting activities effective?” The purpose of our study was to assess the effects of pajama days, potlucks, and other “morale-boosting” activities on reported burn-out (Kristensen, Borritz, Villadsen, & Christensen, 2005) of employees in a Severe Behavior and an Early Intervention clinic using a multiple-baseline across clinics design. During baseline, we conducted “business as usual,” with no planned “morale boosting” activities. During the intervention, 2-5 “morale boosting” activities were conducted throughout the week, ranging from pajama days to spirit week. Implications of the results and future research directions are discussed.

Employee of the month awards are often believed to decrease employee turnover and increase employee job satisfaction. However, several managers at Holding Hands Inc. in Los Angeles County, California have hypothesized the opposite: that their employee of the month award is making staff quit after they win. They have cited anecdotal evidence that some behavior technicians were quitting shortly after winning the award. We argue that this must be an evidence-based practice. The author did an observational study, using existing data on employee tenure for award winners and non-winners, and dates of awards to evaluate this hypothesis. Overall, statistical analysis of the data did not show evidence for a causal relation between winning the employee of the month award and resigning from the company. However, there was also no evidence shown that the award decreases staff turnover or improves staff retention. Future studies within and outside of Holding Hands Inc. can further evaluate aspects of the award that affect staff retention.

The Competent Learner Model (CLM) System of Team-Based Professional Development Tools addresses four complex, interrelated realities faced by most educators in most schools anywhere in the world. 1) Increasing numbers of students with autism and other significantly complex learning and behavioral challenges related to neurodiversity are included in general education settings. 2) Complex student needs require school-based multi-disciplinary teams (MDTs) to work together to design and deliver evidence-based behavioral interventions and instruction with consistency. 3) Insufficient training and support to use empirically validated interventions with fidelity. 4) Lack of tools and training to implement programs to achieve and sustain intended effects. As we know, an evidence-based program is never enough to ensure effective use, implementation, and sustainability in practice. Along with the interest to adopt behavioral interventions in various systems across the world, there has been increased interest in utilizing a behavioral package of instructional tools. To meet that need, the Competent Learner Model System™ is built on the principles of Organizational Behavior and Change Management as the foundation of a dissemination infrastructure that includes university certificate programs, licensing, standardized instructor, coach and coordinator training processes, ongoing continuing education requirements and a quality assurance integrity check system to go along with the Competent Learner Model™ instructional tools for learners.

Dentists report difficulty in completing routine dental examinations for neurodiverse patients due to behavioral differences (Chandrashekhar & Bommangoudar, 2018). Many dental clinics therefore rely on the use of sedation and/or restraint to complete exams, despite the increased risk of adverse health outcomes for neurodiverse patients using sedation (Soldani et al., 2010), and negative associations with medical providers, lack of bodily autonomy, and trauma for neurodiverse individuals with repeated use of restraint. St. Christopher’s Hospital for Children (SCHC) established a collaboration between the behavioral health and dental clinic to create a sensory-friendly dental program (SFDP), aimed to reduce the use of sedation and restraint for neurodiverse patients by integrating behavioral health practitioners (psychologist and Applied Behavior Analysis (ABA) therapist) to teach cognitive behavioral therapy (CBT) and ABA-based techniques in-vivo to dental residents. This study examined the acceptability, feasibility, and appropriateness of the novel SFDP as reported by patients n=7, caregivers n=18, and dental residents n=9. Surveys included Likert scale and open-ended responses. Feedback from respondents was analyzed, then used to inform the development of a formal behavior skills training program that will teach dental residents at SCHC to independently engage in sensory-friendly, CBT, and ABA-based exam practices with fidelity.

Difficulties associated with diagnoses of autism spectrum disorder can have a significant impact on family systems. The relationship between parents and children with autism spectrum disorder is complex and is likely to vary per child. As behavioral therapists have an important role in supporting the learning and well-being of children with autism spectrum disorder, a better understanding of the role parents can play in implementation of services can be helpful in tailoring and implementing individualized treatment and behavior plans. Given these premises, the purpose of this poster was to explore the extant literature on parental stress and parental efficacy in families with children with diagnosed autism spectrum disorder. The thematic literature search identified 30 papers that will be presented in a poster format as a resource that interventionists and psychologists can use to increase their understanding of family system factors involved within parenting an individual with an autism spectrum disorder diagnosis.

Rule-based insensitivity to contingencies has been suggested to form the basis of psychopathologies, although conclusive evidence is lacking in clinical population studies. This study investigated how programmed consequences influence rule-following in 51 university students with different levels of depressive symptomatology. Participants were assigned to one of two conditions (i.e., point gain or point loss) and instructed to perform a matching-to-sample task, comprising four blocks with 20 trials each. In Gain Groups, the objective was to gain points, while in Loss Groups participants should avoid losing points. In Blocks 1 and 3, contingencies were correspondent to the presented rule, in Blocks 2 and 4, contingencies were reversed and became inconsistent with the rule. Median correct responses were measured. Results showed that all participants followed the rule in Blocks 1 and 3. In Blocks 2 and 4, participants in the Loss Groups presented significantly more correct responses than those in the Gain Groups, indicating that rule-following is more likely to be abandoned when it produces loss of reinforcement compared to extinction conditions. Importantly, there were no differences between high and low depressive symptom participants, suggesting that depressive symptomatology did not exacerbate rule-based insensitivity to contingencies in this context.

Although the rate of new HIV infections in the US has declined from its peak in the mid-1980s, HIV still remains a serious public health challenge in the US. A safe and effective HIV vaccine will be particularly vital in reducing the incidence of HIV infections locally in the US and globally. As exemplified with smallpox, polio, and more recently, COVID-19, the development of a preventive HIV vaccine can provide long-lasting protection and community immunity for a wide range of people, while also eliminating many of the problems currently associated with HIV treatment including high costs, delayed onset of treatment, drug resistance, adverse side effects, poor adherence, and stigma. However, as we have learned from the COVID-19 pandemic, vaccine efficacy is not the only constraint on vaccine acceptance behavior. Personal, interpersonal, contextual, and vaccine-dependent factors can also impact people’s valuations of a vaccine, as well as their intentions to accept them. To better understand how these factors can influence and interact with each other to affect vaccine acceptance, my research project aims at using simulated markets to safely model and rapidly evaluate demand for HIV vaccines among at-risk population groups in the US. By exploring the factors facilitating or hindering HIV vaccine acceptance in the US, the proposed research endeavor has the potential to inform public health interventions and public policies on HIV vaccines when they eventually become widely available in the US.

The current study examined the use de-escalation techniques with the availability of physiological data by employees in an analogue work environment on work related task with six employees at a congregate care facility. The participants were taught how to read the physiological data obtained through the EliteHRVTM device and how changes in those data may impact their performance at work. During the training, the participants were taught to perform two different de-escalation strategies (i.e., diaphragmatic breathing and applied muscle relaxation). Following the acquisition of these skills, participants were exposed to an agitating task (i.e., Stroop effect test) and a sequencing task (i.e., SimonTM). The dependent variables were the number of correct responses on the sequencing task, a self-report survey during each condition, and their physiological data (i.e., heart rate and heart rate variability). The participants demonstrated differential performance and differential physiological data on the sequencing task following one or both de-escalation techniques, and provided initial evidence to support that spending time to train staff on personal de-escalation techniques was beneficial in an analogue setting. Limitations, confounding variables, future research, and contributions to the field were discussed.

Vascular Dementia (VaD) is the second most common cause of dementia worldwide. It involves cognitive impairment and it usually causes impossibility to have gainful employment, to drive safely and to live independently. Behavioral gerontology, namely the implementation of behavioral principles and procedures to treat various geriatric problems, has been an emerging field in the last 40 years. The present study proposes the use of forward chaining with errorless learning procedure to teach an 80-year-old man with VaD some independence related numbers. All the sessions were conducted at the participant's home. The percentage of correct responses was measured for each one of the target behaviors. A multiple probe design combined with changing criterion design was implemented to test the effectiveness of the procedure. The intervention was effective in teaching independence related numbers to the participant. The study showed strong internal validity. The results may be important to develop future support services for people with VaD.

Many individuals struggle with feeding difficulties. Most of those families have a difficult time gaining access to appropriate treatment. This case study aims to look at a behavior-based feeding program treatment package that is delivered completely via telemedicine and primarily parent delivered. Preliminary results show an increased consumption of both variety and volume of non-preferred foods and more flexible eating behavior. In this case study exploring the effectiveness of a parent-delivered behavior-based feeding program, significant improvements were observed in the child’s dietary habits and eating behavior. The intervention focused on parents as the primary agents of change and aimed to enhance their child’s consumption of non-preferred foods, as well as promote greater flexibility in eating behavior. The results of the treatment, so far, show a notable increase in the consumption of both a wider variety and greater volume of non-preferred foods. Additionally, the child is exhibiting more flexible eating behavior, indicating a positive shift in her food preferences and attitudes towards food. This study hopes to highlight the potential benefits of both telemedicine and parent-delivered behavior-based feeding programs as an effective tool for improving a child’s eating habits and enabling a more diverse and balanced diet. These findings have practical implications for clinicians, educators, and parents seeking strategies, as well as more flexible treatment options to address selective eating and food-related challenges in children.

Dental disease is more common in people with intellectual disability (ID) than in the general population (Newton, 2009). Receiving a dental examination and engaging in daily oral hygiene are known to improve oral health (Newton, 2009), however, they are often invasive, aversive and may be more challenging for someone with an ID. There is evidence for using behaviour analysis in supporting individuals with intellectual disabilities for dental procedures e.g. dental cleaning (Allen and Stokes, 1987., Altabet, 2002), dental treatment (Neumann et al., 2000) and dental assessment (Cuvo et al., 2010a, Hine et al., 2009). However behaviour analytic interventions are not consistently implemented by healthcare workers in Wales and England. This research aimed to study the barriers and facilitators to accessing medical care for individuals with ID by interviewing parents or carers of individuals with ID and medical professionals on their experiences treating individuals with ID. The results highlighted the specific issues for accessing quality care from both carers and medical professional perspectives and were categorised into 6 themes; 4 barriers and 2 facilitators. We hope to use the results to improve access to medical care for individuals with ID, enabling better diagnoses, and improving quality of life.

Previous research has identified re-presentation an effective treatment for expulsion (i.e., spitting out food/liquid) when used alone or in combination with other treatments (e.g., chin prompt; escape extinction; Coe et al., 1997; Girolami et al., 2007; Ibañez et al., 2021; Sevin et al., 2002). Researchers have described re-presentation as being implemented in two distinct formats: re-presenting the expelled bite/drink or re-presenting a new bite/drink of the same food/liquid that was expelled. However, the re-presentation format may vary across clinicians and contexts. For example, clinicians may present a new bite/drink only under certain conditions such as following expulsion onto the floor or other unsanitary surface; Ibañez et al., 2021; Shalev et al., 2018). There is no existing literature that explores which re-presentation format is more effective at decreasing expulsions. In the current study, we used a multielement and reversal design to compare the efficacy of both re-presentation formats. Caregivers completed a satisfaction questionnaire measuring the acceptability of each re-presentation format. Results revealed that both re-presentation formats were similarly effective at reducing expulsion. Additionally, caregivers preferred the re-presentation format with a new bite of food. We discuss the application of these results to the treatment of expulsion for children with feeding disorders.

Self-monitoring and goal setting procedures have been implemented in various sports and performance levels and have shown promising results. Applications of these procedures in swimming in the last two decades are rare. Using an ABAC design, this study aimed to investigate the effects of a self-management package including self-monitoring, verbal feedback, and goal setting on the swimming performance of four competitive athletes aged 10-13. The dependent variable was a complete freestyle tumble turn consisting of five phases: approach, rotation, push-off, underwater swimming, and stroke resumption, and presented as a percentage of tumble turns completed of the turns assigned. Social validity was also assessed. The first intervention application included immediate self-monitoring of the behavior on dry-erase boards and vocal feedback for performance. The second application (i.e., C condition) was boosted by a daily goal setting procedure. Participants' mean performance data was 38% under baseline, 74% under the B condition, and 81% under the C condition. The self-monitoring intervention successfully increased the number of complete tumble-turns from baseline to intervention, with greater performance when goal setting was added. The swimmers were in favor of the intervention's goals and procedures and particularly of the goal setting procedure.

Clinicians may consider children’s preference while increasing food intake and variety during treatment by conducting repeated edible preference assessments (Kozlowski et al., 2016), offering choices (Crowley et al., 2020; Taylor et al., 2020), and using reinforcement-based procedures (e.g., levels systems; Ripple et al., 2022). Current research is mixed regarding whether food preferences change (e.g., in favor of target foods) following treatment for children with feeding disorders (Penrod & VanDalen, 2010; Zeleny et al., 2020). Another dimension of preference may include evaluating the perceived level of difficulty with trying a food pre- and post-treatment. In the current study, we asked a 13-year-old female with gastrostomy-tube dependence and eosinophilic gastroenteritis to rate the difficulty level of trying various foods using a 10-point Likert scale (i.e., 1=easiest to try, 10=hardest to try). We used a multiple baseline design across food-rank categories (i.e., easy, medium, and hard) to evaluate a treatment package consisting of noncontingent attention, demand fading, and post-meal reinforcement for increasing percentage of bites taken. Overall, percentage of bites taken increased across all food-rank categories and bite-volume increases. Additionally, most food rankings changed across treatment. We discuss the potentially important applications of utilizing food rankings during treatment of feeding disorders.

Functional analyses (FA; Iwata et al., 1982) has been continuously referred to as the “gold standard” of behavior assessment as it is the only assessment methodology that shows a causal relationship between environmental events and an individual’s behaviors. When a functional analysis produces differentiated results, treatments are developed based on those results and the FA is unlikely to be repeated. However, little research has explored the degree to which FA outcomes are stable over. Thus, the purpose of this study was to examine the concordance of FA results for patients in an intensive outpatient clinic who had repeated FAs with at least 12 months in between. In addition to assessing any changes in topographies and frequencies of challenging behaviors, we compared the outcomes of the repeated FAs in terms of function and classified them as full concordance, partial concordance, or zero concordance. In addition to sharing the outcomes of these comparisons, this poster will discuss the implications for both assessment and treatment of challenging behavior over time.

Objective: A new virtual reality system for upper limb rehabilitation (VRactce) has been developed to measure arm movements, immediately reduce prompt stimuli based on movement mastery, and generate spontaneous reaching movements. This study investigated the effects of visual prompt-fading on motor learning and self-efficacy during behavioral practice using VRactice. Methods: Participants, healthy adults, received feedback by varying the transparency of the model avatar image in two dimensions, the distance (strict or latent) from the subject's avatar, and the number of task cycles (two or five cycles) to be judged. As a verbal behavior measure, self-efficacy was assessed five times in the experimental sessions. Results: Under the conditions of strictness and two cycle conditions, the distance between the avatar and the actual movement was smaller, indicating that more accurate reaching movement occur in this condition. Self-efficacy did not necessarily correspond to the degree of motor learning. Conclusion: We suggest that the degree of learning of the reaching movement differs depending on the prompt fading conditions, and that motor learning is performed more smoothly when appropriate information is fed back at an appropriate frequency. The virtual reality system may serve as an effective tool to improve the behavior of patients with movement disorders.

Many students with autism spectrum disorder (ASD) struggle with discriminating between various “Wh” questions. Approximately half of children with autism never develop functional expressive language (Lord and Rutter 1994, Prizant 1983, Rutter 1978). This study involved teaching three children diagnosed with autism spectrum disorder (all assessed to be around VB-MAPP Level 2) to discriminate between three types of “Wh” questions (specifically, “Who”, “Where” and “What” questions) by first receptively categorizing them, and then improving their answering skills using visual cues. The visual cues were then faded to text-based prompts. We employed a multiple baseline design in a clinical setting that provided Applied Behavior Analysis (ABA) services. The results demonstrated that, after sorting and comprehending visual cues, children could answer all three types of “Wh” questions. Each type of “Wh” question was individually trained in a specific sequence. The dependent variable measured the percentage of responses to novel questions within each category during the initial trial.

Prader-Willi syndrome (PWS) is a rare neurodevelopmental genetic disorder that is characterized by complex physical features, developmental and cognitive impairments, and various behavioral challenges (Cassidy et al., 2012; Schwartz et al., 2021). While literature on play skills in children with PWS is limited, there is preliminary evidence that children with PWS demonstrate deficits in play (Dimitropolous et al., 2019; Zyga et al., 2015). Engagement in play is associated with many areas of a child’s development (Ashiabi, 2007; Holmes et al., 2022). Seventy-one caregivers of children diagnosed with PWS completed a survey to examine caregiver perspectives on play abilities and the impact of challenges experienced by children with PWS on play skills. Data were analyzed using descriptive statistics. The findings indicated that there is not one overarching deficit in play skills in children with PWS, but rather various difficulties with some children experiencing many and some experiencing few or none. Additionally, many caregivers reported that challenges associated with PWS including gross motor challenges, communication deficits, fine motor challenges, and getting easily tired impact engagement in play. These results denote the need for development and evaluation of play skills interventions that address the unique needs and of children with PWS.

In recent years, both Virtual Reality (VR) and Augmented Reality (AR) technology have shown great promise for the instruction of people on the autism spectrum by simulating real-world experiences in a safe and controlled environment. However, there are many reports of the failure of such research to include people on the autism spectrum who also have Intellectual Disability (ID). The present scoping review consists of 20 studies which utilized VR/AR to teach various skills to children and youth with comorbid autism and ID. Findings show that within the small number of eligible studies, a great deal of variation exists in essentially every intervention element (e.g., identification of ID, VR/AR equipment, target skills). Beyond increasing the quantity of VR/AR intervention research conducted on this population, the current review suggests the need for greater uniformity and consistency to improve research, practice, and the lives of those on the autism spectrum with ID who may benefit from such interventions.

Recent organizational and policy efforts have been directed at increasing the Diversity, Equity, and Inclusion within our practices as behavior analysts. Specifically, our assessments and interventions are often designed to increase the opportunity for our clients to be included in their educational, vocational, and community settings. As such, the concept of inclusion serves as a key measure of social validity for behavior-analytic interventions. However, the feeling of inclusion experienced by our clients is not employed by our field to evaluate the impact of our programming. This research aimed to evaluate the feelings of inclusion experienced by adults with disabilities engaging in a pre-vocational service setting. No single measure of inclusion has been found to adequately measure all inclusion domains so researchers employed both a quantitative survey and a semi-structured interview to capture all aspects of inclusion. Eleven adults with disabilities have enrolled in the program and have completed The Social and Community Opportunities Profile (SCOPE), and the Brief Sense of Community Scale. Participants will complete a qualitative interview focused on experiences, feelings, and perceptions of social inclusion. Future research can further investigate the construct of inclusion as it applies to individuals with disabilities and the long-term impacts of “inclusive practices”.

Children with developmental disabilities are more likely to show delays in completing daily living skills independently (Chen et al., 2022). Having access to more trainings that focus on promoting children’s independence in self-care skills is socially significant for both children and caregivers as it improves their quality of life long-term, and reductions of parent stress (Zyga et al., 2019). The study will evaluate the effects of using remote pyramidal behavior skills training (PBST) to teach caregivers to teach, shape, and reinforce their child’s skill development on a self-care skill identified by parents. Data will be collected on caregiver skill acquisition, treatment integrity, and child skill acquisition. Full results of this study are pending December 2023 completion. Current baseline data indicates that Caregiver 1 maintained a low percentage of correct steps on task analysis development and both caregivers demonstrated less than 30% of correct steps in BST implementation. The child participant also could not demonstrate the self-care skill. Existing research supports PBST being used to train a variety of skills. As PBST uses a train the trainer format, this type of remote training opens the door to extend support networks for families without sacrificing training efficacy and fidelity.

People with intellectual disabilities/developmental disabilities in the United States are living longer in recent decades. People 65 and older are in better health than previous decades due to more awareness of the beneficial effects of a healthy diet, preventative medical care, and physical exercise. Individuals with intellectual and developmental disabilities are living longer as well. However, this presents challenges in meeting the needs of this population. This paper details the results of a survey developed to assess several areas of services, including social engagement, health-related services, group home environment, and staff training and development, were evaluated to identify areas in need of improvement. Participants consisted of 95 direct care staff working for a not-for-profit agency providing residential services to adults with intellectual disabilities/developmental disabilities. The results of the survey indicate that need for improving social engagement opportunities for older adults residing in the community and more training on working with older adults with intellectual disabilities/developmental disabilities for direct care staff in a residential setting. The goal of the current study was to examine residential services through the eyes of direct care staff to see if the increasing needs of older adults with intellectual disabilities/developmental disabilities are being met.

Autism is a complex diagnosis marked by deficits in communication, which can place individuals at a higher risk for engaging in challenging behaviors. Features of autism can be exacerbated by other medical complexities, such as visual/hearing impairments, chronic pain, mobility issues, and more increasing that risk of developing maladaptive behaviors. A vast amount of literature supports the use of Functional Communication Training (FCT) to reduce challenging behaviors by providing functional alternatives to problem behaviors. The present study evaluated the effects of FCT using a speech generating augmented communication device to decrease problematic behaviors (i.e., aggression, self-injury, and disruptive behaviors) and increase functional communication in a teen with various complexities, including a visual impairment, Cardiofaciocutaneous Syndrome (CFC) and Autism. Using a multiple baseline design, treatment was evaluated across tangible, demand, and divided attention contexts. Though the study is ongoing, FCT has demonstrated effectiveness in reducing challenging behaviors and increasing functional communication across all contexts. Further, this study provides support for navigating challenges in identifying the most appropriate modality of communication in medically complex teens who engage in high levels of challenging behaviors. This would suggest that the use of alternative augmented communication devices can serve individuals with various complexities.

With the increased prevalence of ADHD and concerns about students’ academic performance, intervention is necessary to increase students’ success in secondary school (Fried et al., 2016; U.S. Department of Health and Human Services, DHHS, n.d.). Otero and Haut (2015) discuss the correlation between on-task behavior and academic achievement. Academic achievement is a predictor of high school completion; therefore, on-task behavior positively contributes to a student’s ability to finish high school. This study evaluated the effectiveness of a self-management strategy to increase on-task behavior in students diagnosed with attention deficit hyperactivity disorder (ADHD) in a general education classroom at the secondary education level. The interventions, including self-monitoring and self-evaluation, were expected to increase student on-task behavior in a language arts classroom with three students diagnosed with ADHD. The experimental design used for this study was ABAB reversal design. The implications were also discussed and indicated that the intervention was successful in increasing on-task behavior and academic engagement. Results of the study indicated the use of a self-management intervention is effective for improving on task behavior with individuals enrolled in special education with co-morbid ADHD in secondary general education classrooms.

Antihypertensive medications are used as an alternative to stimulants for many individuals with autism. The side effects of these medications include hypotension and bradycardia, necessitating routine blood pressure monitoring. Individuals with developmental disabilities may engage in avoidant behaviors during medical procedures, including the measurement of blood pressure. We implemented graduated exposure for a client diagnosed with autism and prescribed antihypertensive medication. We first identified seven steps to successfully complete measurement of his blood pressure. During baseline, the placement of a monitoring cuff (Step 5) occasioned avoidant behavior that interfered with measuring blood pressure. Differential reinforcement for completing all seven steps and synchronous reinforcement were both unsuccessful in improving performance. During gradated exposure with synchronous reinforcement, we increased tolerance by gradually introducing him to each step of the standard monitoring process while providing access to preferred food. At the conclusion of treatment, the participant tolerated routine blood pressure monitoring, even as the treatment components were faded. Moreover, an 11-month follow-up demonstrated sustained treatment effects, even in historically challenging contexts (i.e., medical room). The clinical implications for treatments targeting avoidance of medical procedures will be discussed.

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 topics of cultural responsiveness and cultural humility in behavior analysis have garnered increased attention over recent years. Despite all that has been published and discussed, it can be challenging to translate into skills that can be easily employed by practitioners. Thus, identifying ways in which practitioners can embed behaviors aligned with cultural responsiveness and humility in their repertoire is of great value. The presentations in this symposium highlight ways in which cultural humility, cultural responsiveness, trauma-informed care, and consideration of linguistic differences can improve behavior analytic clinical practice. Presentations will include a conceptual review of culture and how to be a culturally humble clinician with clear examples and non-examples. Presentations will evaluate the efficacy of the use of checklists and goal setting to promote culturally responsive behavior. Additionally, presentations will review bilingual communication training using picture exchange communication. The presentation supports Diversity, Equity and Inclusion (DEI) efforts for individuals in clinical practice.

The prevalence of non-English speaking individuals in the United States has been steadily growing, with over one-fifth of the current population using a non-English language in the home (Dietrich & Hernandez, 2022). This provides a challenge to the field of Applied Behavior Analysis: providing effective bilingual services to culturally and linguistically diverse clients. Though evaluation of non-English behavioral services has increased in recent years, no studies to date have addressed the added skill of discriminating between two languages (e.g., using Spanish with a Spanish communicator and vice versa). The current studies addressed these gaps by 1) evaluating the effects of a bilingual picture exchange (PE) communication system on manding behaviors in English and Spanish and 2) examining at what point, if at all, language discrimination arises during communication training. If language discrimination did not spontaneously arise, 2a) the effects of a discrimination training procedure for language discrimination between English and Spanish were evaluated. Results revealed the bilingual PE communication system effectively increased manding behaviors for both participants across targets. Additionally, accurate language discrimination spontaneously arose during communication training for both participants across targets with the exception of one target. For this target, discrimination training procedures effectively increased language discrimination accuracy. Learning Objectives: 1. Attendees will learn about linguistic diversity and review the current literature on bilingualism in individuals with Autism Spectrum Disorder. 2. Attendees will learn about culturally-adapted communication and discrimination training.

This panel is an engaging and thought-provoking panel discussion that delves into the intricacies of privilege and power from a behavioral perspective. This will be an audience-interactive events that offers a nuanced exploration of these complex concepts, shedding light on their behavioral definitions and how they manifest in everyday life. The panelists will utilize specific topics as case studies to exemplify the tangible impacts of privilege and power on individuals from diverse backgrounds. By employing behaviorally conceptually systematic language, the discussion aims to demystify the terms, making them accessible for research and data collection and analysis of the behaviors associated with each concept. This panel also extends the conversation to the realm of culture, emphasizing the interconnectedness of privilege and power with cultural differences. Participants will gain valuable insights into how these dynamics influence societal structures, relationships, and individual experiences. They will also leave with a deeper understanding of the role privilege and power play in our lives and society at large.

Those who attend this session should have background knowledge of culture and how it is defined behaviorally. They should be aware of terms like interlocking behavioral contingencies, metacontingencies, and macrocontingencies.

This symposium includes a series of presentations regarding the intersection of applied behavior analysis and academic outcomes for students with and without disabilities. The researchers will review a comprehensive scoping study that systematically explored: (a) what behavior analytic interventions are effective on what academic (reading, writing, STEM) outcomes, (b) for whom, and (c) under what conditions for students in Grades Pre-K through grade 12 in educational settings. Interventions that are explicitly behavior analytic and interventions that are behavior analytic in nature were included. The researchers will review current quality indicators for single case research design in the context of behavioral interventions that have academic outcomes. In addition to the quantitative analysis of the study, researchers will qualitatively examine whether there is evidence that the studies were conducted with a social justice-oriented lens (i.e., access, justice, diversity, equity, and inclusion; AJDEI). A particular emphasis will be placed on the implications for educational practice and future research.

Advanced- Researchers and Practitioners. Prerequisite skills- familiarity with single case research methodology.