Association for Behavior Analysis International

Gender inequities, including disadvantages particularly plaguing mothers in the workplace, are well documented outside of behavior analysis. This symposium looks inward, at how these phenomena impact behavior analysts specifically. The symposium will begin by taking a closer look at how motherhood impacts behavior analysts, including observed effects that motherhood has on decision-making and relational biases, among others. The second presentation in this symposium will discuss pay and productivity disparities across women and men in behavior analysis academic positions. The final presentation in this symposium will introduce the idea of mitigating the effects of such inequities, by discussing findings and implications from a study that evaluated the effects of an electronic enhanced written instructions package on the accuracy of women-identifying behavior analysts’ email-negotiation skills. It is morally and ethically important to acknowledge and respond to inequities. Further, inequities (e.g., pay) have been associated with increased susceptibility to social conflict in the workplace, increased employee turnover, and thus warrant our attention and action (Adam Cobb et al., 2022; Breza et al., 2018).

Necessary prerequisite skills include a basic understanding of probability discounting, visual and descriptive analyses, and teaching strategies rooted in ABA (e.g., task analyses, rehearsal, exemplar/nonexemplar presentations)

Applied Behavior Analysis (ABA) is a field that has yet to extend globally. Diversity in cultural and socio-economic contexts create barriers to straightforward replication of ABA systems from more industrialized countries. Extensive supervision and collaboration between local and international providers are vital to foster growth, uphold standards, and ensure effectiveness in developing nations. Government agencies play a vital role in establishing new disciplines within its country. In the Philippines, a considerable portion of the population live in poverty with limited access to essential services. A lack of public and private funding and only 7 Board Certified Behavior Analysts serving the 13th most populated country in the world exacerbate the struggle for accessible behavioral healthcare. In response to the challenges, the city of Paranaque was the first to enact an ordinance including ABA in its provision of free services to the community. The local government unit and international behavior analysts collaborated to provide on-going training for families with special needs in a pilot program aimed at establishing an infrastructure of sustainable behavioral support in the tenth largest city in the Philippines. Initial outcomes and barriers will be presented alongside recommendations for further action and replication in other developing cities and countries.

BACB and QABA certified clinicians

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.

Behavior Skills Training (BST) is a performance and competency-based training consisting of four essential elements: instruction, modeling, role-play, and feedback (Schaefer & Andzik, 2021) and BST has been used effectively across a wide range of behavioral targets, populations, and settings. This symposium will discuss BST across a variety of contexts. In the first presentation, Rasha Baruni will discuss developing and evaluating an interactive computerized training to teach practitioners to teach safety skills with clients with autism spectrum disorder. The behavior analysts implemented the safety skills protocol with high fidelity post ICT-assessments and rated the ICT program positively. Amina Maliki will deliver the second presentation on using BST to teach parent training skills to Arabic-speaking caregivers. This presentation will outline the findings of a study which evaluated the effectiveness of Arabic-medium BST on the implementation of 3 distinct activities as well as examining generalization of the delivery of these procedures by the caregivers. The third presentation will be presented by Sarah Mead Jasperse on a component analysis of using BST to train proper car seat installation. The presentation will discuss the results of systematically evaluating the effects of each component of BST to train car seat installation as well as possible implications for training and supervision of staff responsible for installing child restraint systems.

Given that motor vehicle accidents are the number one cause of death for individuals between the ages of 5 and 29 years old (WHO, 2018) and child restraint systems (CRS) have been proven to reduce the risk of death of serious injury by 71% for infants and 54% for toddlers (National Highway Traffic Safety Administration, n.d.), teaching caregivers how to correctly install CRSs is a critical task. In this study, we used behavioral skills training (BST) to teach five staff members at a special education center to install CRSs. We used a multiple baseline design across participants to demonstrate experimental control as we systematically evaluated the effects of each component of BST (written instructions from the CRS manufacturer, a video model, rehearsal and feedback). For all participants, rehearsal and feedback was required to reach a mastery level of installation. Possible implications for the training and supervision of staff members who are responsible for installing CRSs will be discussed.

This competition is designed to encourage, promote, and reward behavior analytic scholarship on topics and issues in DEI, both in the field of behavior analysis and more broadly. Students (graduate or undergraduate) and post-graduate professionals who have completed empirical or conceptual papers relevant to DEI that are informed, at least in part, by a behavior-analytic perspective were invited to submit.

Board certified behavior analysts; licensed psychologists; graduate students.

Racism is the belief that differences in race and ethnicity lead to inherent superiority of a particular race, with other races posing a threat to one's own (Racism, 2023). However, racism is more than an abstract idea; it is reflected in people's differential responses when they are interacting with people from different races. As racism is a persistent global issue with negative impacts on education, mental health, and economic development (Cohen et al., 2006), it is imperative that all related sciences, including behavior analysis, contribute to the understanding of this behavioral phenomenon therefore necessary social actions can be designed to eliminate it. However, a review of the literature (Matsuda et al., 2020) on racism and prejudice in behavioral journals only identified a few studies related to topics, indicating a lack of understanding and a missing importance placed on racism from a behavior analytical perspective. Considering the urgency and difficulty to eradicate this harmful belief system and related discriminating behaviors, behavior analysts should cooperate with scientists from other disciplines. The purpose of this paper is to examine the formation and maintenance of racism from a radical behaviorism perspective, analyze factors that are identified in existing literatures that are related to discriminations based on races, and propose possible solutions that can be implemented in a social level to reduce racism. Key words: racism, radical behaviorism, factors related to racism

Sarah Hayes is a licensed school psychologists in NC who recieved her graduate degree from the School Psychology MA/SSP program at East Carolina University. She is currently working as full-time school psychologist for Durham County Public Schools. Sarah is passionate about working with children in the general education public school setting who have difficult problem behavior. Her hope is to reduce the number of children erroneously diagnosed with behavioral disorders and create effective interventions for students with disabilities through the use of behavior analytic principles within a teacher-school consultation model of collaboration. Sarah received the Project CONVEY (Collaborating to Overcome Needs by improving the Voice of Exceptional Youth) grant where she participated with a cohort of multi-disciplinary school teams to build collaborative practices that meet the needs of students with disabilities.

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

Providing Behavior Analysis informed services for youth in the juvenile justice system is flush with unique challenges. Adapt and Transform Behavior has been providing Applied Behavior Analysis (ABA) and other behavior science informed services in the Florida juvenile justice system since 2017. Come learn about the current challenges we have experienced trying to expand services including limitations on the state and juvenile justice facility administration for allocating resources to staff training and education as well as regular assessment and evaluation of treatment outcomes. Additionally, there is a culture within these organizations where decision makers and agency leadership are reluctant to “rock the boat” and change the way they have been operating even if there is clear evidence that the way things have been done is not working. Please join us to learn more about some of our specific projects as we share what we have learned about providing Behavior Analysis services in juvenile justice settings.

Knowledge of behavior analysis practices and knowledge of behavior analysis research designs

The educational needs of children in residential juvenile detention facilities can present a number of challenges to teachers and administrators. For example, students are typically grouped based on safety concerns and not by their school grade level leading to classrooms with students who are at very different grade levels. Adapt and Transform Behavior, with support of a Department of Education grant received by one of our contract providers, provided data-driven, behavior-science-based teacher training workshops and weekly follow up coaching to increase student academic gains. Our workshops and weekly coaching trained teachers in basic principles in behavior science, classroom management, student data collection, fluency based instruction, and differential instructional techniques, so that teachers would have the skills to engage students with diverse educational needs. This presentation will provide a brief overview of some preliminary data on the role and importance of coaching to help promote the use of skills and techniques trained during workshops.

Advocating for access to Behavior Analysis informed practices outside of the world of Autism can be an uphill battle. This is particularly the case when providing ABA and other behavior analysis informed practices within state organized and tax funded public health and safety systems and agencies. The goal of this presentation is to introduce the audience to the kinds of barriers (and successes) our company has experienced trying to provide services to children who have become involved with Florida’s Juvenile Justice system. We will provide an overview of the different kinds of advocacy we have engaged in including partnering with other state associations, including our state Association for Behavior Analysis chapter, engaging with state level administrators and policy makers, as well as academic partners. The presentation will close with a set of recommendations for practitioners and researchers in the field on specific steps we can take to improve access to behavior analysis informed services for children with some of the greatest needs.

BIPOC students face disproportional disciplinary practices (Badger et al., 2018; Little & Tolbert, 2018; Noguera, 2003), special education identification (Sullivan & Proctor, 2016), and teacher-student interactions (Decker et al., 2007; Wymer et al., 2020) as compared to their white peers. Disproportionality may be a result of implicit bias or behaviors influenced by cues that function as an indicator of the social group to which others belong (De Houwer, 2019). School-based behavior analysts and classroom consultants are well-positioned to measure and subsequently intervene on disproportionately. This symposium will describe current research within the field to measure and promote equitable practices in the classroom setting. The first paper describes the role of school-based behavior analysts in providing culturally humble services and research. The second paper describes the implementation of Positive Behavior Intervention Supports (PBIS) and disproportionality in schools. The third paper assesses teachers’ perceptions of their own cultural responsiveness and students’ classroom behaviors. The final paper describes an intervention for increasing proportional teacher-student interactions in the classroom setting during unstructured times.

School-based BCBAs

Racially and ethnically minoritized (REM; Proctor & Owens, 2019) youth are disproportionately exposed to detrimental exclusionary discipline procedures. To address disproportionality, researchers and policymakers have proposed implementing a multi-tiered system of support (MTSS) framework, universally screening students for behavioral concerns. The relationship between teachers' perceptions of their cultural responsiveness, teacher’s perceptions of students’ social-emotional well-being and classroom behavior, and students; observed behavior may impact equitable screening results and access for behavioral health services. This presentation will review two studies conducted with teachers in two large suburban school districts in which linear modeling applied to predict the relationships between variables. Study 1 investigated the relationship between teachers' (n = 20) ratings on a measure of cultural responsiveness, the Assessment of Culturally and Contextually Relevant Supports (ACCReS) and students' classroom behavior. Results indicated that higher ACCReS scores significantly predicted lower class wide disruptive behavior. Study 2 investigated the relationship between teachers' (n = 30) ratings on the ACCReS and ratings of their students' risk on the Social, Academic, and Emotional Behavior Risk Screener. For social behavior, higher ACCReS scores predicted teachers perceiving lower social risk; however, identification as a Black student and a student with a disability predicted higher risk.

A neurodiversity movement (NDM) has gained momentum in the 2020s, mainly driven by autistic self-advocates. The main argument of the NDM is that neurodivergent people experience discrimination that is on par with the historical discrimination of other minority groups. In this paper, we propose a behaviour analyst’s perspective on the NDM, considering available evidence. We first explore the history and emergence of the concept of neurodiversity and its neurological as well as psychological basis. We consider its potential for generating what some consider a zero-sum game, in which one group makes all the gains potentially at the expense of another group. We finish with the suggestion that a win-win situation is possible if the focus shifts proactively on advocacy for all autistic persons, including those with very high support needs who often are not able to advocate actively for themselves and who tend to benefit greatly from evidence-based behaviour analytic interventions.

-BCBA and/or IBA certification -Provide or be interested in providing ABA services to people with autism, ADHD, dyslexia, anxiety, obsessive-compulsive disorder, depression, intellectual disability, schizophrenia, or other conditions that may be considered neurodivergence -Dealing online or in the workplace with people who support the notion of autism as a normal, non-pathological variant of humanity.

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.

In order to ensure that inclusive education is achieved, it is crucial that teachers have access to evidence-based practices. The Good Inclusion Game (GIG) has been proven to be an effective intervention in promoting inclusive behaviors between students with and without special educational needs (SEN), according to preliminary research (Dillenburger & Coyle, 2019). The GIG consists of five components: teams, rules, praise and points, criteria for reinforcement, and rewards. In Experiment 1 of the study, the GIG was compared to a combination of Rules and Praise, while Experiment 2 assessed the effects of implementing the GIG without the ‘teams’ component. Both experiments were completed in Mainstream Primary Schools in Northern Ireland. Similar to Dillenburger and Coyle (2019), empirical data was recorded on interactions between a target SEN student and their peers in both experiments. Across both experiments, reversal experimental designs were utilized to compare the effects of conditions. Overall, the GIG was found to be an effective intervention. Additionally, the one-team version of the GIG was effective in increasing inclusive behaviors between pupils with and without SEN. In addition to discussing empirical findings, anecdotal observations and implications will be discussed.

Behavior Analysts have a responsibility to promote inclusivity and acceptance within the field of ABA. First and foremost, analysts should recognize that individuals with differing educational backgrounds or certifications are not competitors, but rather colleagues and counterparts; a team whose goal is to have a positive impact on the lives we serve. With the perpetuation of negative attitudes towards differences and preferences of qualified professionals, a divide is created within the field of applied behavior analysis and has undoubtedly contributed to unnecessary barriers with collaboration, progress, and medically necessary treatment.The field of Applied Behavior Analysis has seen rapid and exponential growth in recent years, with a significant increase in demand for certified practitioners. For many years, the limited choices available in pursuing certification have been a significant hindrance to the growth and development of the populations we are all dedicated to serve. Families across the country have experienced service delays extending into months, and in some cases years due to the increase in need and plateau of available providers. Through embracing diversity and promoting inclusivity, we can create a more cohesive and effective person-centered community within the field of applied behavior analysis. Panelists will discuss the presence of clinical bias and preconceived notions which stand to threaten the very foundation behavior analysis was founded upon. Through meaningful discussion and the analyzing of cultural competency the panelists will identify the need for acceptance, tolerance and collaboration amongst providers to ensure practitioners provide their clients with the best possible treatment and outcomes.

Certificants of an accredited certifying entity such as the QABA Credentialing Board.

7% of US adults, and 1 in 5 members of Gen Z, identify as lesbian, gay, bisexual, transgender, and/or queer (LGBTQ, Gallup, 2022). These population data imply the presence of a large, and likely growing, number of LGBTQ+ behavior analysts. These individuals have much to offer our field, including a particular promise to address the clear need for LGBTQ+ affirming approaches to clinical service delivery. At the same time, LGBTQ+ trainees in allied health and science fields often report experiencing discrimination, non-acceptance, and/or non-inclusion in professional settings, which can decrease both professional engagement and personal wellbeing (Boustaini & Taylor, 2020; Hsueh et al., 2021). The goal of this panel is to catalyze behavior analysts’ thinking on how they can move toward more effective and culturally-responsive approaches to mentoring LGBTQ+ behavior analysts. Panelists from a range of career stages will speak to their lived experiences navigating mentor-mentee relationships in academic and clinical service settings. Both facilitators of and barriers to effective training will be discussed. Ample time will be devoted to audience Q&A, with an explicit invitation for LGBTQ+ mentees in attendance to pose questions that speak to their lived experiences.

Behavior analysts who serve as mentors or supervisors at any level of behavior-analytic practice, research, or training.

Teachers are often searching out classroom management strategies to improve student behavior in the classroom. This study sought to enhance an existing group contingency that was proving to be ineffective in reducing disruptive behavior in a fourth/fifth grade special education classroom. The researcher utilized an ABAB design to investigate the effectiveness of an independent group contingency on student behavior during one academic period per day in a classroom with eight students with multiple disabilities. The group contingency was designed by adding a token to the existing group contingency paired with feedback delivered on a 3-min fixed time schedule. Students who met the criterion received reinforcement. The findings revealed that disruptive behavior decreased to a mean 6% during the most difficult teaching time within the classroom while active engagement behavior increased to a mean 82%. The teacher’s ratings on a treatment acceptability survey indicated the teacher would continue to utilize the system and recommend it to others. The study showed that an already established classroom intervention could be strengthened to improve outcomes while also maintaining the feasibility of the intervention so that the teacher is able to execute on their own.

Delivering feedback is an important component in teaching new skills. Feedback provides information about which steps were completed correctly and how to improve steps that were incorrect. We evaluated the effectiveness of and preference for two feedback types across two levels of instruction. Participants attended a two-phase laboratory session in which they learned clinical tasks. During Phase 1, participants learned two tasks in an alternating order. After performing each task, the experimenter provided either narrative or numerical feedback. Narrative feedback involved providing qualitative statements whereas numerical feedback involved providing quantitative summaries. The task order and pairing of feedback with each task was counterbalanced across participants. During Phase 2, participants learned a third task and demonstrated their feedback preference by choosing the feedback type over 5 trials. Throughout the session, participants received either minimal instructions (n=10) or enhanced instructions (n=10) on all of the tasks. The results showed that most participants preferred the narrative feedback, regardless of instruction type. This preference was most evident in the first trial of the choice procedure. No differences were found in performance across feedback or instruction type. This research provides insights into effective and preferred strategies to facilitate training of common clinical tasks.

Professional development (PD) is crucial for both novice and established teachers, enhancing their teaching practices to support optimal student outcomes. Video analysis is a form of PD involving self-reflection through watching recorded teaching sessions. Reviews of the single-case literature have identified video analysis as highly effective, but similar synthesis of the group design literature has not occurred. Group-design research typically has smaller effect sizes and different outcome measures than single-case research. The purpose of this study is to use meta-analytic methods to investigate the effectiveness of video analysis on the instructional practices of educators within group design research. We aim to examine similarities and differences between single-case and group design research, exploring whether the positive effects found for single-case research are replicated in the group design literature. Meta-regression analyses will assess the differential effects of publication type, methodological quality, participant characteristics (e.g., role, education level, experience level, age), and instructional characteristics (e.g., group size, type of instruction, grade level, setting) on the effectiveness of video analysis. The outcomes of this study may inform the development of future PD for educators. Implications for future research and practice will be discussed.

The Noosphere (in comparison to the geosphere and the biosphere) describes the evolution of interconnected thought and communication occurring at a global level within the human species occasioned by advances in modern technologies. A Master class was developed to engage participants in critical discussion around the Science of the Noosphere and advances in Relational Frame Theory, including Relational Density Theory, have the potential to evaluate the symbolic relations of participants in response to the class material. The present study sought to assess shifts in worldview of participants in the class by relating stimuli associated with divergent worldviews and mapped using the multidimensional scaling procedure. Results showed two distinct relational clusters prior-to the class that persisted at the end of the class, including an optimistic view of an interconnected and cooperative world that is diverse (including biodiversity), and a pessimistic view of an independent and competitive world. Participants' views of society today become more optimistic throughout the course, corresponding with naturalistic language collected throughout the course. Relations distance also decreased between participants’ worldviews and their perspective on society 100 years from now, speaking to the human potential to consider, and therefore to potential shape, our future.

Although Precision Teaching (PT) was designed to be implemented by teachers, McTiernan et al., (2021) found that PT is primarily implemented by researchers. One step towards bridging this research to practice gap and increasing the uptake of PT in schools is through exploring procedural fidelity and developing achievable implementation standards. Carroll et al., (2013) found that teachers do not consistently implement all components of academic interventions to high levels of fidelity. However, high levels of fidelity are not always necessary on all intervention components to maintain positive intervention outcomes (Brand et al., 2019). Thus, this study aimed to explore the impact of fidelity errors on student outcomes when PT is implemented by teachers. Five classroom teachers and their students in mainstream educationally disadvantaged schools in the Republic of Ireland participated in this study. Teachers were trained to use PT to teach the Morningside Math Facts Addition and Subtraction Curriculum. A between-subjects group design was used to examine the impact of fidelity on student outcomes. Each classroom was randomly assigned to one of the five fidelity variation groups (i.e. 100% fidelity, 75% fidelity, 50% fidelity, 25% fidelity, 0% fidelity). Implications of these findings for research and practice will be discussed.

Sports are composed by many competitive contingencies that emulates the competitive environment of other practices in our society. Those competitive contingencies inherently produce frustration since there are less reinforcers available than people competing for then. Moreover, competitive contingencies can produce many aversive contingencies that can negatively influence the development of skills. Cooperative contingencies differently can produce behaviors and reduce aversive contingencies to promote skills development. The present study reported the effects of the application of Good Behavior Game (GBG) in a sports initiation class of ten 8-year-old children to promote cooperative behaviors, such as asking for help, helping others, and encouraging others, and reduce negative expressions of frustration such as quit the sports practice, diminish his/her own sports skill and being aggressive to others when lose or make a mistake. The kids were divided into two teams independent of the sports modality being taught and cooperation and emotional regulations skills were rewarded with points. The points could be exchanged for goods or privileges in a market built by the experimenters. Emotional regulations skills were behaviors incompatible to frustration like taking a 2-minute break to breath, trying again even willing to give up or ask for help. In parallel with GBG, each day the teachers were instructed how to manage frustration and aggression and received feedback from their behaviors from previous classes. The intervention lasted for four months and showed a marked increase in cooperative behaviors and a decrease on negative expressions of frustration.

In this study, equivalence-based instruction was used to teach hypothesis testing methods to graduate and undergraduate students majoring in psychology. Five classes six members representing the z-test, t-test, F-test, chi-square test, and binomial test, were taught. A pretest-training-posttest-maintenance design was used, and baseline relations were taught with a match-to-sample task that was controlled by a computer. The effect of training was assessed with written and computerized pretests and posttests, and 1 week after training, a written and computerized test was administered to assess the maintenance of the effect of training. The test scores improved from before to after training, derived relations emerged, and class-consistent selections were generalized to a novel context (i.e., written test) across all participants. Additionally, these effects were maintained 1 week after training across all participants. This study systematically replicates precious findings showing that equivalence-based instruction can teach advanced content to college students, and is the first study to teach hypothesis testing methods with equivalence-based instruction.

Problem behavior has become an increasing cause of concern in public schools. Straying away from zero tolerance, schools are shifting to providing support by utilizing positive behavior supports (PBS). As public schools shift away from zero tolerance it is important educators have a baseline knowledge of the behavior principles that guide PBS in order to effectively decrease problem behavior. Despite efforts to provide primary support within a PBS model, problem behavior has continued to increase (Scott, 2001). As behavior incidents continue to rise, schools can utilize tiered interventions that derive from behavioral principles to help decrease problem behavior. This literature review consists of 20 articles that implemented tier 2 or tier 3 leveled interventions to help decrease problem behavior. From this analysis, information regarding the use of tier 2 and tier 3 behavioral interventions based on ABA principles is discussed, as well as limitations within current research and suggestions for future practice.

We tested the effects of a book conditioning procedure (Buttigieg & Greer, submitted 2023) on the amount of time toddlers with developmental delays selected books in the free play area. We measured the establishment of books as conditioned reinforcers on its relation to the replacement of interfering stereotypy. We also tested the rate of learning of listener and textual responses to two-dimensional stimuli once books were conditioned as reinforcers. The study is ongoing but preliminary data suggest that consistent with Buttigieg and Greer (2023), once books are established as reinforcers, stereotypy is reduced and the rate of learning (trials-to-criterion) for letter names improves. This appears to be the case regardless of which method (operant conditioning, stimulus-stimulus pairing, or peer observation/denial) was used to condition books. Children emitted less stereotypy as a function of having more reinforcers. Results are discussed in generalizing to other populations, conditioning other reinforcers, and an empirical definition of reading readiness.

Vaccine hesitancy is a diffused psychological phenomenon, and it has been addressed in several studies. Its effects bear several consequences for public health, for example in terms of population immunization and intensive-care unit pressure. Communication campaigns, mass- and social media play an important role and have a responsibility towards users’ likelihood to vaccinate or show hesitancy. Previous studies found that how information is communicated exerts an influence on agents’ choices and decisions, although the information is the same and should not influence their preferences. To inquire about this phenomenon in the context of the current pandemic, we hypothesized that highlighting different aspects of data available on the effectiveness of Covid-19 vaccines would influence people’s perceptions of the vaccine and their willingness to be vaccinated. We administered two versions of a survey to a convenience sample of students of three universities in Italy. In the first version, salience was placed on the effectiveness of the vaccine in terms of reducing the probability of infection. In the second version, salience was placed on the probability of hospitalization after being infected with Covid- 19. The results confirmed our hypothesis. We discuss the implications of these findings for the development of behaviorally informed public policies.

Problem gambling can cause significant harm to a person and to the people in their lives. If gambling disorder is developed, some individuals can lose control of their gambling even when it causes significant problems in their lives (American Psychiatric Association, 2021). Most research surrounding gambling is done using slot machines, and while these results have been found to generalize with few differences, the field of video poker and poker in general is understudied. Research has shown that persistence in poker can be predicted by frequency of winning (Witts and Lyons, 2013). The maintaining of gambling through persistence being reinforced influences addiction. The current study set out to measure simulated gambling behavior with a video poker program in a laboratory setting. A program that allowed experimenters to manipulate win schedules and tracked information about the games played was used. The goal of this study was to examine persistence in play under different schedules of wins, to see if a relation between frequent win schedules and persistence can be predicted and influenced. If persistence is manipulable, this can further be used to develop a test rule-based education or intervention programs.

Schools have adopted various security measures to address school crime, such as the deployment of School Resource Officers (SROs). Critics argue that SROs contribute to a "school-to-prison pipeline" by implementing harsh legal responses to minor offenses, disproportionately affecting Black, Indigenous, and People of Color and disabled students. However, little is known about SROs in general, and data specific to Alaskan public schools have not been reported. One barrier to gathering information on Alaskan SROs is the absence of a measurement plan focused on variables reported federally and independently by other states. The purpose of this project is to use the extent literature to conceptualize a descriptive assessment designed to (1) identify where, with whom, and how SROs are used in Alaskan public schools; (2) compare the training methods and responsibilities of SROs in Alaskan public schools to current best-practice recommendations; (3) evaluate the influence of SROs on school crime and victimization in Alaska; and (4) evaluate the influence of SROs on administrator, teacher, caregiver, and student perceptions of the acceptability, effectiveness, and legitimacy of SROs in Alaskan public schools. Literature-informed recommendations for targets, definitions, data collection methods, reliability measures, and design will also be provided.

Universities in America are some of the most diverse areas in the country, offering ample opportunities for intercultural interaction. Positive cross-cultural interaction provides students with invaluable skill development and being culturally literate that will benefit them in school and their future career, but also benefit the building of a more inclusive society (Fozdar 2016). Relational Density Theory (RDT; Belisle & Dixon, 2020) may allow for modeling of relational perspectives of US college students towards international students from countries that frequently send students to study in the US. In the present study, participants completed a multidimensional scaling procedure relating individuals from those countries with positive and negative approachability characteristics. Participants then completed a willingness scale, rating their willingness to engage in interaction with individuals from each of the countries. Results showed strong preference to engage with other domestic students than international students. Amongst the countries that frequently send international students to the US, countries geographically close to the US rated higher on willingness and closest to positive approachability characteristics. Furthermore, countries that send the most international students to the US are amongst the lowest rated in terms of willingness and approachability. Results suggest higher density towards countries geographically located in North America, and higher density among countries located outside of North America. These findings show a good baseline for future research on relational networks involving intercultural interaction. Results also provide insight to how individuals relate different countries to positive and negative approachability characteristics, showing up potential risk groups amongst international students for non-interaction.

Most data on the prevalence and adverse consequences of college student drinking are from self-report surveys, which require respondents to be skilled at defining and identifying standard drinks. Unfortunately, reliability and validity of these data are questionable because college students are typically unable to do either with any accuracy. Some researchers (White et al., 2005) suggest we can improve self-reports and data validity by providing college students with feedback on the accuracy of their free-pours. However, evidence for this is limited because few researchers have evaluated the effects of feedback on observable behavior (e.g., free-pour) or used repeated measures, and nearly all studies report aggregate data. We replicated White et al. using a single-case design and repeated measures (N=12). Results showed feedback improved the accuracy of college students’ free-pours of standard servings of beer containing 5% alcohol by volume (ABV) but did not change their self-report. Additionally, aggregate data (means) did not accurately represent most individual data points; this has important implications regarding our understanding of college student drinking, assessments of interventions, and public health policy.

Study Objective: In rehabilitation, the fluency of the new compensatory behavior needs to be improved to acquire and use them practically. This study examined the effects of behavioral skills training and everyday practice on the improvement of behavioral fluency for chopstick manipulation with non-dominant hand in older adults. Participants: Twelve right-handed individuals (ages 71-86) without motor impairments participated in this study. Research Design: Pre-post comparative design was implemented. Independent Variables: The intervention consisted of behavioral skills training (instruction, modeling, rehearsal and feedback) and daily practice for actually eating at least one meal and moving plastic chips for 4 weeks using chopsticks with their left hand at home. Dependent Measures: The number of plastic chips moved between 2 bowls in a minute using chopsticks with the left hand, and Likert Scale Scores (1-10) concerning “difficulty” and “fatigue” were measured at pre- (Time1) and post (Time2, Time3) assessments. Standardized fine motor skills were also evaluated. Results: The number of chips moved significantly increased, while “difficulty” and “fatigue” decreased in Time3. The number of chips moved increased even when only participants over 80 years old were analyzed. The behavioral skills training and daily practice was effective for behavioral fluency in older adults.

We present a content validity analysis process intended to enhance the relevance and clarity of a research assent survey. We designed the survey to provide an overview of current research assent practices in children. The survey focused on: (1) types of research assent, (2) assent prerequisites skills, and (3) challenges associated with seeking assent. Survey development followed an iterative improvement process involving: (1) literature search and initial development, (2) group and stakeholder feedback, and (3) content validity analysis and final revisions. The content validity analysis included both qualitative and quantitative feedback from a purposely recruited expert panel with expertise in professional ethics in behavior analysis, psychometrics, and qualitative methods. The analysis revealed that the preliminary version of the survey had high relevance and clarity. Item format had a slight but significant impact on the perception of clarity (but not relevance), with ranking items of more than five options perceived as relatively lower in clarity. The survey is being deployed through the platform Qualtrics to an international pool of child researchers. The proposed process has the potential of improving survey validity in various applied behavior analysis contexts, including the assessment of ethical practices, intervention social validity, and staff satisfaction, among others.

Renewal is a phenomenon in which a previously extinguished behavior reemerges following a context change. When targeting the reduction of inappropriate mealtime behavior (e.g., turning away from food, pushing a utensil away) for children with feeding disorders, examples of context changes that may lead to renewal are changes to the meal setting or the feeder (Ibañez et al., 2019). Researchers have recently begun examining whether other changes to the meal (e.g., food type) evoke renewal, but findings are still unclear (Haney et al., 2021). In the current study, we conducted repeated context changes across different food types for two participants and across different liquid types for one participant during renewal tests. For participants one and two, renewal occurred, but only when the context change was a specific food group (i.e., vegetable or starch). For participant three, renewal did not occur across different liquid types. Therefore, the overall results were idiosyncratic. Interestingly, the two participants for whom renewal occurred also had an autism diagnosis, while the third participant did not. Future researchers should evaluate whether renewal is more likely to occur based on factors such as the child’s history with certain foods or drinks, overall rigidity with meals, or other characteristics related to an autism diagnosis.

Study Objective: It is important for older people to continue walking to maintain their physical and cardiopulmonary function. We developed a home-based step training program and evaluated its effectiveness on lower limb and cardiopulmonary function in older adults. Participants: Six older adults (ages 67-78 years old) participated. Research Design: The AB design with multiple measures was used. Methods: Training consisted of a 2.5 cm high obstacle to step over, and the participants were instructed to step forward and backward for 2 minutes and left and right for 2 minutes continuously every day at home. We first counted the step rhythm at which each participant could walk comfortably, and set the target criterion as 120% of the pre-determined step rhythm for home training. Results: After 4 weeks of training, older adults showed increases in knee extensor muscle strength, the number of steps participants could step over an obstacle per 30 seconds, and the 6-minute walk distance as a measure of cardiopulmonary function. Conclusions: This study suggests that a home-based step training, a collaboration of physical therapy and applied behavior analysis, promotes health and prevention of frailty in older adults.

Objective: Urinary symptoms inhibit activity and decrease quality of life. This study examined the effects of home-based strength training, feedback on voiding, and performance records on muscle strength, incontinence frequency, and health views of older adults with frailty and lower urinary tract referral symptoms. Participants: Three men (76-84 years old) and four women (75-88 years old) participated in the study. Study Design: A single-subject design was used. Intervention: A physiotherapist visited the participants' homes every two weeks to teach lower limb strength training and provide feedback on their urinary diaries and strength training performance records. Dependent variables: Lower limb muscle strength, incontinence frequency, and King's Health Questionnaire were measured. Results: Three months after the start of the intervention, five of the participants increased muscle strength, reduced incontinence frequency, and improved sense of well-being and activity. They showed participation including eating out with friends and relatives and resuming hobby activities. Conclusions: These findings demonstrate the effectiveness of interventions in the familiar home environment in improving not only physical function but also activity, participation, and quality of life in older adults with frailty. The study suggests the effectiveness of integrating physical therapy and applied behavior analysis for health promotion.

While there is a plethora of behavior analytic research in outpatient healthcare settings, there is limited research related to the utility of Behavior Analysts in an inpatient medical setting. The purpose of the current descriptive report is to better understand the patient populations that Board Certified Behavior Analysts are consulted to assess and treat in an in-patient children's hospital setting. The data included were compiled by recording patients with at least one inpatient hospital admission in the 2022 calendar year, and for whom there was at least one assessment, behavior plan, or data collection file in an internal computer drive. These data may better inform hospital hiring practices for behavior analysts, and future lines of research in this setting. Additionally, these data have potential to aid in dissemination of behavior analysis to medical and psychiatric providers within a hospital setting. Limitations include lack of documentation for consultations provided directly to medical teams, and for patients who received best practices strategies, or participate in a unit-wide token economy.

Alcohol use and exposure to suicide are both risk factors for suicidal thoughts and behaviors (STBs). However, pathways of how these risk factors influence STBs are not entirely clear. Within the contextualized reinforcer pathology model, reward valuation and access to different reinforcers (i.e., substances, social) can increase the likelihood of addiction and may influence the development of STBs. Reward valuation can be influenced by loss of social reinforcers (e.g., suicide/overdose death of a friend), which could then influence preference for substances such as alcohol, further constraining allocation to alcohol use and potentially increasing preference for immediate rewards and alcohol demand. Two crowdsourced samples (Amazon Mechanical Turk and Prolific) were assessed on behavioral economic measures (i.e., delay discounting, demand), exposure to death, alcohol and other substance use, and STBs. Alcohol use and discounting were positively related to the level of closeness of participants with suicide decedents, and generally more exposure to death increased alcohol and substance use. Furthermore, alcohol use severity and delay discounting were related to suicide risk in both samples. Taken together, death exposure can be an important factor in understanding both alcohol use and STBs, as well as how each might influence and be influenced by reward valuation.

Some individuals with severe challenging behaviors require restrictions to ensure the safety of the individual and others. A freedom of movement restriction can be used to prevent an individual from engaging in elopement, substance abuse, and other unsafe behaviors in the community. We evaluated a protocol to fade a freedom of movement restriction contingent on the absence of challenging behaviors exhibited by a 69-year-old male diagnosed with bipolar I disorder and alcohol use disorder in a residential facility. Bipolar disorder patients are more prone to violence, especially when correlated with substance abuse (Kammoun & Halouani, 2021). This individual's challenging behaviors include aggression, substance abuse, and elopement. The restriction removal protocol is meant to systematically remove restrictive procedures in the individual’s plan as he engages in more appropriate behaviors and less challenging behaviors. Specifically, as the individual engages in community engagement, the restrictions are faded to facilitate more independence. The process of getting the restrictions removed and relocating to alternative/less restrictive housing has been effective at decreasing challenging behaviors and increasing appropriate behaviors in the community.

In research, single-subject designs highlight the intricacies of individual experiences. However, this project offers an analysis of a phenomenon observed in publication – the inclination of some researchers to occasionally overstate their findings and extrapolate beyond the scope of single-subject research. This is referred to as hyper-claiming in the context of this project. We reviewed a decade's worth of data from the Journal of Applied Behavior Analysis, employing six expert raters to assess hyper-claiming in single-subject research. Each rater scored the final paragraph of each article screened on a scale of 0-2, in which 0 indicated no instances of hyper-claiming, a score of 1 indicated implied hyper-claiming, and a score of 2 indicated explicit hyper-claiming. Patterns that emerged illuminate reporting practices within the field, indicating mean scores across publication years from 4.0 to 6.9 (max 12). These findings highlight challenges researchers face when reporting outcomes of single-subject research. We delve into the inherent limitations of single-subject designs and consider the role that group design research may play in furthering the goals of the research community. This topic touches upon the heart of research ethics and practice, fostering a balanced approach in the pursuit of knowledge and dissemination

Borderline Personality Disorder (BPD) is defined as a pervasive pattern of emotion dysregulation, impaired interpersonal relationships, impulsivity, and identity dysfunction. The controversial nature of this diagnostic label has prompted criticism for its perceived bias. This theoretical work conducts a thorough review of these critiques, presenting the diagnosis of BPD as a potential instance of institutional and health violence inflicted upon those diagnosed. The conceptual foundations of psychological and diagnostic theories that support this disorder were reviewed and the consequences that this social and scientific construction has had and still has for women and for society were obtained, and can even be understood as a case of cultural iatrogenesis. From a behavioral perspective, the analysis of this psychological disorder has to be related to the social context of inequality and abuse that is common to the learning history of most people labelled as BPD. The emphasis on emotional dysregulation and other symptoms erases the role of the environment and thus the contextual nature of BPD. The work encompasses a historical review of health violence, alongside a conceptual analysis based on behavioral analysis to delineate the specific repercussions of these diagnostic biases, particularly on women. Ultimately, the work suggests alternatives for addressing gender-related challenges, proposing psychological interventions from a feminist perspective and a radical behaviorist philosophy.

Autism Spectrum Disorder (ASD) poses a significant obstacle to achieving effective school inclusion, prompting a focused exploration into the literacy processes of individuals within this population. This investigation delved into Brazilian empirical research spanning the years 2008 to 2022, utilizing the Brazilian CAPES Dissertations and Theses Database as the primary source, through a bibliometric literature review. We found 25 studies meeting inclusion criteria, predominantly authored by psychologists, with UFSCar emerging as a notable contributor, as an institution. Despite the existing concentration, a positive trajectory is discernible in the trend curve, indicating a recent upsurge in research endeavors. This trend offers promise for the future development of educational technologies and strategies rooted in scientific research. By expanding the knowledge base on the literacy experiences of individuals with ASD, these findings contribute to a more informed and targeted approach in fostering inclusive educational environments, highlighting the potential for transformative advancements in teaching methodologies.

These presenters will share their unique experience of working in the field of Applied Behavior Analysis while also being autistic. They will provide valuable insights on how to deliver treatment methods that align with compassionate care and seek meaningful outcomes for those we serve. The field of Applied Behavior Analysis has come under close scrutiny by those in the autistic community and voices like those of the presenters can help bridge the gap as they each hold the roles as Registered Behavior Technicians and Board Certified Behavior Analysts. This panel discussion will engage in an honest, vulnerable, and insightful discussion of the strengths and limitations of what we are doing in Applied Behavior Analysis to serve members of the autistic community and learn to be better at listening to autistic voices. They will share experiences on how to better include autistic opinions and feedback in our practices in a manner that is effective, kind, and meaningful. These discussions can offer a future of greater inclusivity, awareness, flexibility, and increased compassionate care practices.

Behavior analysts, graduate students, practitioners

Educational equality is a critical component of social justice. Longstanding disparities in educational achievement and access to effective instruction have been exacerbated by the COVID-19 pandemic. The Fit Lite ® model is a brief, intensive literacy intervention that incorporates empirically validated techniques, including precision teaching, repeated reinforced practice, and frequent progress monitoring with standardized assessments of oral reading skills. This manuscript replicates and extends analyses of a behaviorally informed model of literacy instruction, Fit Lite ® , pioneered by Sawyer et al. Behavior Analysis in Practice, 14, 623–630, (2020), which demonstrated significant improvements in reading proficiency among a cohort of marginalized students. The current study includes a stronger demonstration of experimental control and involved 18 second-grade students in a rural Title-1 elementary school. The current findings verify the replicability of the model, with both iterations producing growth in oral reading skills greater than two percentile ranks per hour of instruction, based on US national normative assessment data. The potential for Fit Lite ® and similar intervention packages for addressing educational inequity are discussed.

Behavior analysis is a scientific discipline that was established in the United States, and since its establishment has been embraced in various parts of the globe. This symposium will review data related to the geographic affiliation of authors and editors of behavior-analytic journals, near and far. The first study that will be presented will consist of data related to the geographic affiliation of authors who have contributed works to the Journal of the Experimental Analysis of Behavior (JEAB), Journal of Applied Behavior Analysis (JABA), and Perspectives on Behavior Science (PBS) from 1997 to 2020. The second study will consist of geographic affiliation data for journals housed outside of the United States, namely the Mexican Journal of Behavior Analysis, European Journal of Behavior Analysis, and Brazilian Journal of Behavior Analysis. The third study will consist of data related to the geographical affiliation and gender of editorial board members for JABA, JEAB, and PBS from 2000 to 2020.

Attendees should be able to analyze the level, trend, and variability of graphed data. Attendees should also have knowledge of prominent behavior-analytic journals and their importance to the field.

The number of BCBAs has increased rapidly in the last few years, and many mentees are receiving supervision from mentors who trained under earlier task list content. With the addition of cultural humility and soft skills on the current task list, and future test content list 6, it is imperative that supervisors are versed in teaching these skills to trainees. Improving cultural humility and soft skills in behavior analysts is crucial to improve the practice of behavior analysis for diverse groups of individuals across cultures. Currently, there is not much data on teaching cultural humility and soft skills to current and future behavior analysts. This panel will discuss using culturally humble practices within supervision as a model, as well as strategies for assessing and teaching these practices with mentees using evidence-based practices. Similarly, we will discuss how soft skills can be modeled in supervision and systematically assessed and trained in mentees. The panelists are supervisors who prioritize cultural humility and soft skills in their practice. The moderator will facilitate questions from the audience as well as ones that organically transpire in the course of the conversation.

This event is designed to increase intermediate or advanced skills in providing mentorship to mentees, specifically, increase cultural humility and soft skills. Attendees should have completed the required supervision course and provided supervision to mentees, BCaBAs, or RBTs, as well as want to increase their own skills in this area. In addition, these more nuanced skills will be explicitly reviewed using objective measures and concrete ways to teach them will be provided.

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.

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.

As behavior-analytic researchers, publication of empirical findings should rely upon consistent application of ethical recommendations and guidelines. Within behavior-analytic research, transparent adherence to the Ethics Code and best practice may be essential aspects of the field’s acceptance and advancement within society. As a result, reporting practices related to individualized and effective treatment that prioritize a participant’s wellbeing and autonomy may be important to report in behavior-analytic research. Researchers may need to consider potential outcomes of reporting ethical practices that pertain to contextual elements becoming more culturally relevant within society. A participant’s identity and community may call for additional ethical factors to be considered that could potentially impact experimental and intervention-based choices. During the publication process, the decision to report such considerations may raise certain challenges which involve maintaining a participant’s confidentiality and concise description of experimental elements. While standard and idiosyncratic limitations exist to reporting ethical practices, the dissemination of ethical and culturally responsive actions may generate further understanding and integration of such methods. This panel seeks to contribute to the conversation regarding the potential limitations and advantages to reporting ethical practices related to the Ethics Code and shifting cultural considerations.