Association for Behavior Analysis International

To meet the needs of an increasingly diverse population (U.S. Census Bureau, 2020) the field of behavior analysis needs to examine how we recruit and train our students. Beginning with admissions processes, our systems of graduate education are fraught with bias and inequities that prevent racially and ethnically diverse students from accessing graduate training. This perpetuates disparities between practitioners and consumers. These disparities have implications for the quality of care and access to care for consumers around the country. The issue of equity in behavior analysis graduate education starts with equitable recruitment and admissions practices but should not end there. To truly address this issue a holistic approach is required. We cannot simply do a better job of recruiting and admitting diverse students, we need to put in support so that these students have equal access to learning opportunities once they are in our programs and classrooms. This panel will bring together graduate-level faculty members and a program director to discuss these pressing issues.

Individuals should be familiar with graduate education in behavior analysis

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

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

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

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

The field of Applied Behavior Analysis has been growing rapidly, with an increasing demand for practitioners and educators. As we strive to meet this demand, it is fundamental to address issues related to inclusivity and diversity within higher education programs. This panel presentation will focus on the challenges and opportunities that exist in this domain, specific to Philadelphia while providing practical insights to create a more inclusive and diverse academic landscape. This panel presentation will provide valuable insights, guidance, and recommendations for educators, administrators, and practitioners committed to creating a more inclusive and diverse applied behavior analytic community. Participants will gain a deeper understanding of the current state of inclusivity and diversity in higher education within the field of applied behavior analysis. Participants will also receive actionable strategies and insights to promote inclusivity and diversity within their own educational programs. Further discussion regarding this topic will be encouraged to promote participation and collaboration.

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

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

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

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

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

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

Observational methodology could be useful to analyze verbal interaction micro-processes set in motion during adults’ clinical interventions. This type of analysis makes it possible to link the events occurring in the clinical verbal interaction with behaviors outside the clinical setting and to analyze the clinician's performance in providing services. The purpose of this talk is to introduce to the audience this methodology to present the symposium titled “Cross-Cultural and Gender Differences in Therapist-Client Verbal Interactions in Clinical Settings”. First, the characteristics of this methodology are going to be presented. Secondly, the major data analysis techniques will be reviewed. Then, to illustrate with an example, a descriptive and sequential analysis of the performance of two groups of therapists is presented. In this study 24 cases divided in two equal groups were analyzed; 12 cases the therapist had behavioral training, and12 cases the therapists did not have training in behavioral analysis. Sequential results in this study are compared with the therapy outcomes. Finally, the virtues and limitations that this type of research proposes will be discussed.

Sequential microanalysis has been advocated as a strategy able to capture the ongoing verbal interactions in clinical settings. This type of research detects the contingencies involved in the therapist and client verbal behavior, answering questions such as "which client processes are triggered by which therapist responses and under which conditions?". To synthetize the information in this field, we conducted a systematic review, distilling findings from 28 out of 1408 peer-reviewed papers across 10 countries. The search was carried out through seven databases, encompassing three languages, and focused solely on outpatient clinical contexts. We did not set limitations based on intervention type, date, or client problems. Bias risk was evaluated via the Cochrane Effective Practice and Organization of Care's standard guidelines and the Critical Appraisal Skills Program tool. By employing narrative and descriptive analysis, we established a relational network of verbal sequences spanning different therapies and cultures. Our findings highlighted consistent verbal interactions between therapists and clients. Nonetheless, therapists occasionally used inconsistent strategies when clients strayed from therapeutic goals. This accentuates how sequential microanalysis might amplify our understanding of change processes in psychotherapy, hinting that verbal interactions can form patterns on a worldwide level.

The study of gender in the field of psychology began in the 1960-70s. From this scientific development, psychology moved towards a critical look at the context and socio-cultural learning, decreasing the likelihood of gender bias in the therapeutic context. After an extensive literature review, it was identified that there is no unified and operationalized protocol for the training of therapist in this intervention that specifies what contingencies are occurring in this therapeutic interaction. A systematic review of psychological interventions with a feminist perspective that have been published in the last ten years was conducted. A search was conducted in PubMed, Psicodoc, PsycINFO and DANS EASY Archive databases for articles published in English, Portuguese and Spanish between 2013 and 2023 using search terms to find psychological interventions based on feminist principles. Rayyan© program was used for the article review and filtering process. A total of 48 studies were identified and analyzed in order to compile the different behaviors carried out by therapists in interventions with a feminist perspective regardless of the therapeutic approach carried out. The results allowed for a possible operationalization of the therapist's behavior from this type of intervention, thus achieving the creation of an intervention guide with a gender perspective from the behavioral analysis.

Transgender (Trans) and non-binary (TGNC) people are at higher risk of serious mental health problems compared to their cisgender heterosexual counterparts. TGNC individuals present higher loneliness rates and suicidal behaviors related to a history of interpersonal punishment and poor contact with social nurturing environments. Functional Analytic Psychotherapy (FAP) provides a therapeutic context that fosters intimacy repertoires in TGNC individuals by promoting healthy relationships within session and discrimination of nurturing social environments. FAP studies have shown good outcomes on increasing intimacy a key repertoire for building up deep social connection, demoting perceived isolation. This study conducted a randomized non-concurrent multiple baseline design to examine the effect of FAP on intimacy repertoires (outcome) in nine-TGNC individuals by promoting contingencies of reinforcement (process/principle) in session. The FAP Rating Scale (FAPRS) was used to code therapeutic sessions and evaluate the contingencies of reinforcement across research phases and their impact on intimacy repertoires while the FAP Intimacy Scale (FAPIS) was administered to measure intimacy behaviors. Results indicate that providing contingent social positive reinforcement in therapeutic sessions are related to gains in intimacy repertoires in TGNC people. These results provide useful treatment information for a population who lacks evidence-based interventions that fits their particular needs.

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

Reading proficiency is a cornerstone of academic and social success. Yet, the national reading proficiency rate for fourth-grade students in 2022 was 32%. Fourth-graders from marginalized groups such as children with disabilities and economically disadvantaged learners experienced even greater disparities. This statistic underscores the critical need for effective approaches to address this issue. This panel discussion brings together reading research and practice to explore how the science of behavior can affect reading outcomes for children with and without reading challenges. Panelists will explore the importance of reading proficiency for beginning and advanced readers while highlighting the impact on children from marginalized groups such as children with disabilities and economically disadvantaged learners. The panel will also discuss common barriers hindering effective reading instruction in today's classrooms. Finally, panelists will share their applications of the science of behavior to the literacy instruction of learners with reading challenges. Panelists will share evidence-based strategies to obtain successful reading outcomes for children with varying academic needs.

This panel discussion is appropriate for behavior analysts and other educators interested in teaching children how to read proficiently. Attendees should have a basic background in applied behavior analysis with some experience with verbal behavior.

Behavior analysis has a strong tradition in Latin America, where it is also an emerging field of practice. Although much work has been published in international journals about behavior analysis in Latin American countries such as Brazil, Colombia, and Mexico, little is known about the history of behavior analysis in Venezuela and other Latin American countries. In this symposium we will examine the past and current status of behavior analysis in Venezuela, a country with a rich heritage of behavior analysis and research, yet almost unknown to the international community. The symposium will follow with an overview of the current regulation of behavior analysis in 15 Latin American countries. By examining each country's regulations, laws, and coverage, identifying the challenges and opportunities for implementing and enforcing behavior analysis practices, the authors aim to establish a robust and sustainable framework for the regulation of behavior analysis. Together, these talks offer a look into the past, present, and future of behavior analysis in Latin America. Overall, we seek to recognize the legacy of our ancestors and promote international unity of our field.

We expect that students and professionals in the field of behavior analysis who identify as Latin American, or Latinos/as/es/x, will attend this symposium. Additionally, professionals who work with clients from Latin America, or who work in Latin America will also find interest in this symposium. Finally, attendees interested in the history of the field of behavior analysis will also find valuable information in these presentations.

Behavior analysis is an emerging field of practice across the world. However, a lack of global standardization has led to disparities in the quality and scope of practice in different countries. In Latin America, the field of behavior analysis is still relatively new, and the issue of regulation has been a significant challenge for professionals seeking to establish and expand their practice. This paper provides an overview of the current situation in the regulation of behavior analysis in 15 Latin American countries, examining each country's regulations, laws, and coverage, and identifying the challenges and opportunities for implementing and enforcing behavior analysis practices. By identifying these challenges and opportunities, this paper seeks to contribute to the ongoing efforts of behavior analysts in Latin America to establish a robust and sustainable framework for the regulation of behavior analysis. Despite the challenges facing the recognition and advancement of behavior analysis in Latin America, there are encouraging signs of progress. In particular, new professional organizations have emerged with a dual focus on promoting the science and establishing professional standards for its practice.

Racial microaggressions are chronic insults and slurs committed against non-White individuals based on their race/ethnicity. This study aimed to expand this literature by interviewing Black Brazilian women living in Australia. Eight participants were interviewed three times each. The prompts inquired about their experiences of racial microaggressions, the contexts they occurred, and how they reacted and dealt with them. All participants declared having experienced racial microaggressions by White Australians on multiple occasions. The most common categories found were "not being a real citizen", "assumptions about intelligence, competency, or status", "second-class citizen/ignored and invisible", "avoiding and distancing", and “environmental exclusion”. Most microaggressions happened in the work environment, followed by daily interactions with strangers, acquaintances, and/or friends. All participants tended to respond to those in a non-confrontational manner (refraining from replying or pointing out that the person was being racist) to avoid conflict, especially in the work environment. Two participants also responded in a confrontational manner at times by telling the perpetrator that their behavior was racist. To deal with the situation, participants: a) do not share those experiences with anyone to avoid making them worry about them, b) share those occurrences with their family and some Black friends, and/or c) avoid going out with people who are perpetrators.

Junior BCBAs, and behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc., individuals currently enrolled in or recently completed graduate-level work interested in race relations and prejudice.

INTRODUCTION: The shifting landscape and the trajectory of the science of Behavior Analysis and its application globally as it impacts the poor nations, is a cause for concern in that “the poor shall never cease out of the land” - the Holy Book. BODY: This paper will share with the audience as perceived, how the developmental milestones of our profession is resonating in practice with some critical segments of the dimensions of the science of Behavior Analysis, the diversity concerns, inclusion expectations, sustainability challenges, professional practice dissonance, demography relating to the relative ratios of service consumers and credentialed behavior analysis professionals for example Nigeria specifically and the enormity of response efforts required by the poor nations to remain as team players in the theater of the profession of the science of Behavior Analysis globally. CONCLUSION: The poor nations may see these signs as pathognomonic of emerging lacuna. From this perspective, there is the potential for incubation and multiplication of the practice of pseudoscience with resultant harmful effects on service recipients as nature does not allow a vacuum to exist. This development calls for a strategic review and change of approach to the advancement and sustenance of the science of Behavior Analysis in the developing nations!

Participants who are members of policy making bodies, committes, Chapters leaders, enterpreneurs who are culturally sensitve and responsive to the shifting landscape of the science of Behavior Analysis globally.

This symposium will review two current studies and share applied experience related to teaching practitioners collaboration and soft skills within our field. These skills are necessary and currently required by the BACB on both task list 5 and test content 6, as well the ethics code. However, current literature reports that the majority of credentialed behavior analysts may not have receive training in these skills as part of their direct education or training (Callahan et al., 2019; Conners et al., 2019; LeBlanc & Marchese, 2020; Sellers et al., 2019). In addition, the BACB fieldwork standards require these skills be taught to competency in supervision. This is particularly important as the number of BCBAs has increased rapidly in the last few years, and more technological skills are often the focus of supervision hours. Our field is often viewed by other disciplines, as well as familes, as uncaring and "business like". To improve the interactions with those we work with, it is imperative that those certified demonstrate both collaboration and soft skills so others want to interact with us.

This event is designed to increase basic, intermediate, or advanced skills in providing supervision related to soft skills and collaboration to practitioners in the field of ABA. Attendees should have experience providing supervision to trainees, BCaBAs, RBTs, or direct care staff, 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.

Autism spectrum disorder is complex and multifaceted, and individuals with this diagnosis benefit from an interprofessional approach to treatment (American Psychiatric Association, 2022; Cox, 2012; LaFrance, 2019). Unfortunately, many individuals who provide services to individuals with ASD report feeling ill-equipped to provide services collaboratively with one another (Kelly & Tincani, 2013; Friedman, et al., 2022). The present study sought to explore whether graduate students in an occupational therapy (OT) program and an applied behavior analysis (ABA) program demonstrated several key collaborative behaviors that have been identified as being crucial to interprofessional collaboration (IPEC, 2016). The study implemented a training program and demonstrated that these key skills could be taught. This study utilized a combination of interprofessional education and behavioral skills training to teach key collaboration skills to students preparing to practice in the fields of ABA and OT. Participants worked in dyads with participants from another discipline to create recommendations for assessment and treatment for case studies. The demonstration of key collaborative behaviors during these sessions increased for all participants, suggesting that a combination of BST and interprofessional education are effective in teaching key collaboration skills to graduate students in OT and ABA. This provides graduate training programs with a potential format for incorporating collaboration training into their programs to better prepare their students to collaborate on interdisciplinary treatment teams as practitioners.

This symposium will review the effectiveness of behavior skills training (BST) to develop rapport building, interpersonal, and feedback delivery skills in trainees was examined to provide supervisors with a systematic, evidence-based approach to teach trainees soft skills. This is a necessary skill in our field based on the task list 5 and test content 6 requirements, as well as to engage our clients and families in meaningful ways. A multiple baseline across skillset design was implemented with five trainees and included baseline teaching observations, BST rehearsal, post-BST teaching observations, and a generalization teaching observation. The average across participants and skillsets during baseline was 17.1%, BST 91.78%, teaching observations 86.1%, and generalization 88%. There was a significant effect reported using the Tau statistic across participants. Social validity scores indicated that the intervention was valuable to the participants. The interobserver agreement mean was 93.1% across 34.5% of all sessions, demonstrating that the data were reliable. The research study demonstrated that soft skills were taught utilizing BST to trainees effectively.

Recent studies have aimed to uncover the perspectives and attitudes of Latino families receiving applied behavior analysis (ABA) services, seeking a deeper understanding of the barriers they face when accessing these services for their children with autism spectrum disorder (ASD) (Castro-Hostetler et al., 2023). Surveys have underscored a significant obstacle: the language gap between service providers and clients. This challenge arises from variations in language proficiency between practitioners and the families receiving services (Castro-Hostetler et al., 2023). Additionally, disparities in cultural practices between clinicians and clients have proven to be an additional hurdle. Amigo Care, a home-based company, was established with the mission to break barriers in providing ABA services to Latino families in Maryland. A comprehensive survey was developed in order to gain insights on the perspectives of Latino families when materials, intake specialists, and clinicians are offered in Spanish. The objective is to enhance our understanding of how these families perceive the efforts made towards cultural responsiveness and to identify areas where further improvements may be necessary. This initiative reflects a commitment to fostering inclusivity and ensuring that ABA services are tailored to meet the unique needs of Latino families in the region.

Individuals living in rural communities are often faced with unique challenges that limit their accessibility to beneficial behavior-analytic services. These challenges can include but are not limited to geographical isolation, limited resources, and insufficient access to specialized professionals. Additionally, despite the increasing number of certified professionals in the field of behavior analysis, there are still deficits in accessibility across the country (Yingling et al., 2023.) The purpose of this article was to conduct a systematic review to evaluate the current state of the literature regarding the implementation and/or the accessibility of behavior-analytic interventions for rural populations. Given that a primary barrier to accessibility can be the considerable geographical distance between behavior analytic services and rural communities the current study specifically evaluated the implementation variables used to address this geographical barrier. As a result, implications for increasing the accessibility and awareness of behavior-analytic interventions in rural communities are discussed. Specifically as it relates to supporting individuals and their families that are impacted by the rural communities in which they live.

This study is a replication of Satsangi, Bouck, and Roberts (2016) with three 6th grade students with learning or intellectual disabilities who received special education services in a large suburban school. A single subject alternating treatments design was used to analyze the effects of concrete and virtual manipulatives on the percent of correctly solved one and two-step linear algebraic equations. Concrete manipulatives involved physically manipulating algebra tiles to solve an equation. Virtual manipulatives were computer-based algebra tiles presented on a website. Students had access to concrete and virtual manipulatives to solve algebraic equations during baseline. During intervention phase, virtual and concrete manipulatives randomly alternated to assess student performance. The last phase consisted of the best treatment only. All students exceeded their average baseline scores using both forms of manipulatives across intervention and best treatment phases. The average Percentage of Non-overlapping Data across participants (90%) and a combined weighted average Tau-U (0.93) confirmed concrete manipulatives as a highly effective intervention for all students and virtual manipulatives as a highly effective intervention for two of the three students. Interobserver-agreement for 30% of the sessions ranged from 83.5% to 100% across participants. Treatment integrity was 100% for all three students in this study.

High-risk youth who experience emotional, mental, or behavioral disturbances are often placed in residential care. Implementing escape extinction is not always feasible or appropriate in residential care and can be counter-productive if not implemented with high fidelity. However, manipulating the parameters of reinforcement (rate, quality, magnitude, immediacy) may be an effective alternative to extinction. Additionally, previous research has shown that self-monitoring can promote on-task behavior for individuals with emotional and behavioral disorders. We evaluated the effects of self-monitoring and differential reinforcement of alternative behavior without extinction to increase on-task behavior during educational tasks in a 13-year-old male residing at a psychiatric residential treatment facility. During baseline, the participant engaged in on-task behavior during 0% of the intervals. During the intervention phase, on-task behavior increased during both morning and afternoon observations. Results suggest that when extinction is not feasible, alternative strategies may be successful in reducing inappropriate behavior and increasing appropriate behavior.

Once aware of the power of the principles of behavior systematically applied to help to understand, explain, and predict behaviors, overt and private, those such experiences cannot help but to shape perspectives, grind the lens, by which a parent, or a child, learns to see the world. Modeling, exposure in the natural everyday setting, eventually allows deconstruction of events to the level of factors to understand the past or modify the future, be it the trajectory of ones child, or an event of world history. The 18 years of interactions, noticing patterns of behaviors, habits, offered a lifetime of opportunities for a child and parent to notice such patterns, and eventually explain and predict such patterns automatically, as the habit itself of doing so became "second nature," the neural mechanisms for doing so remaining intact reinforced naturally even when not intending to "apply behaviorism," and even phases of rejecting it. While the Dad/behaviorist was privileged to have had many outstanding ABA instructors, some of the greatest understanding of the real world application of the principles of behavior were taught by the growing daughter behaviorist. Behavioral Momentum, Successive Approximations, and Token Economies transformed from ideas on posters, to common explanations of everyday life. this presentation shares many more principles from the unique shared dad/daughter perspective from Pre k thru college application

There has been an increasing presence using electronic data collection (EDC) among applied behavior analysis (ABA) services. Studies show that both generic and custom-built proprietary software can effectively and accurately collect behavior data similar to traditional pen-and-paper data collection. The current poster evaluated the efficiency of computer-assisted relational training procedures in educational settings over an entire semester. In study one, an exploratory randomized trial was conducted using eight IEP-eligible students in a public school setting. Students were randomly assigned to either the control group or the experiment group. Through the course of three weeks, ABA instructions for students assigned to the experiment group transitioned to computer-assisted relational training. Results showed a significant increase in overall efficiency in relational training procedures compared with those in the control group (p = .003). Study two evaluated the overall outcome of a semester-long computer-assisted relational training procedure as well as its social validity and feasibility. Results from both studies suggested that EDC might offer unique benefits in extending relational training into educational settings. Implications of using EDC to assist relational training were discussed.

The Picture Exchange Communication System (PECS) helps build a functional communicative repertoire, including requesting, thus acquisition of picture exchange may result in reductions in problematic behavior if the requests act as a replacement behavior. Current research provides inconclusive data regarding the impact of acquisition of picture exchange on problem behavior (absent additional intervention components). In addition, these studies collected behavior data for only 5-15 min sessions during or after PECS training. We taught four preschool students with autism to communicate using picture exchange using the PECS Phase I-IIIB protocol and collected data on their problem behavior across the day for at least 2 days a week for 4 months. The results suggest that the acquisition of picture exchange through Phase IIIB did not diminish problem behavior and thus may not reduce problem behaviors in schools independent of other intervention components. The acquisition of picture exchange through Phase IIIB across all participants did not result in an increase in problem behaviors, suggesting that PECS does not result in increased distress.

This study assessed the effects of Direct Instruction Peer Tutoring (Stein et al., 2018) on the automaticity and mastery of multiplication and division facts. In an inclusive, general education classroom, thirteen fourth grade students ranging in ability levels participated. The study utilized a single-case, multiple-probe design across math fact levels. Each participant was individually assessed and monitored using permanent product timed tests across four Direct Instruction Peer Tutoring levels, determined from a pretest. The dependent variable was the amount of correctly written products or quotients for the given basic facts. The independent variable was Direct Instruction Peer Tutoring utilizing a system of basic fact levels to promote retention across a math operation. The class was grouped into pairs with one peer monitoring their partner’s practice and providing corrective feedback. The study blended Direct Instruction Peer Tutoring with Response to Intervention and differentiation practices by providing individualized support across math operations, target levels, varied assessment timings, and self-monitoring. Results of the study indicated that Direct Instruction Peer Tutoring was highly effective with all participants increasing their accuracy and fluency of basic facts and maintaining mastery across four levels. Routine, repeated practice, immediate feedback, and individualized support contributed to this study’s success.

This study’s purpose was to evaluate the effects of a Token Economy on decreasing the number of talk-outs by two 14-year-old middle school students in a self-contained classroom. One participant had an intellectual disability, and the other had ADHD. Both displayed high rates of talk-outs that disrupted the classroom and prevented learning. Within a reversal design, an event recording data system added the number of talk-outs during a 10-minute session. For intervention, the Token Economy system began with goal setting that session’s talk-out maximum number. Without interrupting the class, the researchers recorded each participant’s talk-outs for ten minutes. To earn a star, the session’s talk-out total had to be less than the goal specified at the beginning of the session. For every three stars earned, the participant had a choice to exchange his stars for one of five preferred items. If the session goal was not met, the participant did not earn a star. For both participants, high rates of talk-outs during baseline decreased to near zero levels during intervention. The Token Economy intervention proved successful in the classroom setting due to goal setting, explicit rules, contingent feedback, student voice, and choice of reinforcers.

Practitioners in Applied Behavior Analysis (ABA) encounter diverse client populations and must therefore be equipped to competently provide services across varied cultural groups. A diverse service population in combination with updated ethical guidelines for behavior analysts requiring the inclusion of cultural responsiveness, illustrates the need for curricula to develop culturally responsive practices. Unfortunately, there are currently no empirically validated approaches for increasing awareness, knowledge, and skills of cultural responsiveness in behavior analysts. Thus, an eight-hour training was developed on the topic of cultural responsiveness, comprised of cultural competence training, self-assessment, behavioral assessment and treatment, supervision, and ethics components. The purpose of this study was two-fold: (1) evaluate whether this eight-hour online course on culturally responsive behavior analytic practices would impact awareness and knowledge of participants, and (2) evaluate whether completing the online course would improve performance in clinical situations. Pre- and post-completion of the curricula, participants completed a survey, and a subset of participants provided a behavior sample (i.e., recorded video) to assess potential impacts on performance. Findings suggested that following the completion of the curricula, participants demonstrated increases in their knowledge of the material included in the course and self-rating of skills, but there were no significant increases in measured dimensions of cultural competence.

Board Certified Behavior Analysts (BCBAs®) are likely to interact with a wide variety of individuals, many of whom do not share their racial or cultural identities (Conners, 2021), which may increase the need for specific training in professional interactions that are culturally sensitive and responsive. Gatzunis (2023) used Behavioral Skills Training (BST) to increase the empathetic and culturally responsive functional behavior assessment (FBA) interviewing skills of caregivers who did not share the identity of the interviewers. Similar skills may be required for FBA interviewing related to sensitive behaviors, such as client use of discriminatory language. In the current study, we used BST and an FBA interview script to teach interviewing skills related to derogatory or discriminatory behavior to BCBAs in a multiple-probe design. During baseline and post-training, participants conducted mock FBA interviews with a confederate caregiver over videoconference. Data were collected on 22 interview skills across three areas: assessment skills, cultural competency, and empathetic and compassionate interview techniques. Indirect assessments were used to evaluate participant self-rated competence in conducting an FBA of discriminative language before and after training. Results suggest that BST improved the interview skills of all participants, despite some BCBAs self-rating their competence high during baseline.

Cultural responsiveness is an ethical responsibility for behavior analysts that must be upheld according to the Behavior Analyst Certification Board (BACB). Despite this guideline, behavior analysts may need to be adequately equipped to engage in a culturally responsive manner with service recipients. Previous studies have shown that behavior skills training (BST) can increase cultural responsiveness among practitioners (Gatzunis et al., 2023). Therefore, the purpose of the current study is to replicate and extend Gatzunis et al. (2023) by evaluating the effects of BST to increase practitioner cultural responsiveness in the context of completing the Reinforcer Assessment for Individuals with Severe Disabilities (RAISD, Piazza et al., 1996). A multiple baseline across participants’ designs was used to evaluate the effects of a remotely delivered BST package on the cultural responsiveness skills of graduate students. Following the training, a social validity assessment was delivered to assess participants’ impressions of the training. Results provide implications for developing the cultural responsiveness skills of behavior analysts in the context of completing the RAISD.

ABA is a relatively new, popular, and controversial discipline in Turkey. Even if the first studies and books were published in the '90s, some scholars would mention the previously unpublished manuscripts. The study adopts the qualitative inquiry, and the interviews were conducted with the first scholars in Turkey. The participants, full-time professors in different universities, were determined by the purposive sample selection and the adapted snowball technique to reach each scholar. The study aims to enlighten the development of ABA in Turkey and seeks the following research questions: 1) How was it revealed, and what was the first action for ABA in Turkey? 2) How does ABA become visible, and which institutions, organizations, and people take roles? 3) How is going on about ABA in today: weaknesses and strengths? The data narrative analysis applies all interview transcripts, and the verbal history of ABA regenerates chronologically. The study can bring a new discussion about ABA development in Turkey.

In Mexico, the National Institute of Statistics and Geography (INEGI) carries out a survey every two years on the quality and impact of government work (ENCIG: “Encuesta Nacional de Calidad e Impacto Gubernamental”). This survey investigates corrupt practices and satisfaction with services provided by the government. Although INEGI publishes a report, data is available to encourage analysis from different disciplines. In this work, principles of behavioral economics were used to offer a plausible explanation for the survey responses. For example, ENCIG 2021 data (answered by 39,930 residents across the country) showed that people reported different frequencies of corrupt acts depending on who would be involved in the report. When the corruption report included their participation, they reported less frequency. Results also suggested that belief in corruption in government processes is learned by reference (“hearing from someone else”) and not by direct experience. This is consistent with the assumption that individuals tend to find justifications for their dishonest actions. The analyzes performed not only provide empirical evidence for behavioral approaches to corruption, but can also help behavioral researchers design more ecological tasks to assess corruption. For example, interviewees' reports of trust in different social institutions would determine options used in a task.

nfluencing purchasing patterns of individuals can exert bottom-up economic pressure on corporations and investors to develop eco-friendly alternatives to existing products. The current study extends previous work in Young & McCoy (2016), Matthews et al (in press), and Hutchenson et al (2023), by evaluating and analyzing consumer choices of chocolate bars in attempts to increase sustainable consumption using Relational Density Theory (RDT). Before the study, participants were randomly split into four groups for stimuli training (Positive, Negative, Mixed, and Control). In the task they will be presented with pairwise combinations of images of chocolate bars with various advertising features. They will then be asked to make hypothetical purchasing selections. Following the task, each group will receive relational training using stimuli with differing functions, such as approach or avoid functions. Participants will then retake the same computerized task. Participants will also complete pre and post-test of assessments such as the climate anxiety questionnaire. Results have implications for applications of how climate anxiety can predict pro-environmental behavior. Discussion will highlight potential limitations, future research, and highlight the importance of pro-environmental behavior.

Naturalistic Developmental Behavioral Interventions (NDBI) consists of behavioral and developmental interventions that are implemented in a natural setting to teach new skills and decrease challenging behaviors (e.g. aggression, flopping, screaming). This term was developed by Dr. Laura Schreibman in 2015 as a way to categorize interventions that share the same principles and methods. Previous research has proven Naturalistic Developmental Behavioral Interventions to be an effective and successful model of intervention for increasing motivation, skill acquisition, and appropriate behaviors. Naturalistic Developmental Behavioral Interventions. In this systematic review we summarized the research on one Naturalistic Developmental Behavioral Interventions - incidental teaching. The purpose of this review was to (a) evaluate the extent to which incidental teaching has been evaluated in the literature, (b) examine the characteristics of participants included in incidental teaching studies, and (c) evaluate the extent to which generalization has been studied in the incidental teaching research. In this presentation we'll discuss major findings and implications for research and practice.

The research field Implementation science has traditionally focused on the implementation of evidence-based practices, but the field has increasingly recognized the importance of addressing de-implementation (i.e., the process of reducing low-value care). Most studies on de-implementation strategies have used a combination of strategies without addressing factors that sustain the use of LVC and there is a lack of information about which strategies are most effective and what mechanisms of change might underlie these strategies. Applied behavior analysis is an approach that could be a potential method to gain insights into the mechanisms of de-implementation strategies to reduce LVC. Three research questions are addressed in this study: (1) What contingencies (three-term contingencies or rule governing behavior) related to the use of LVC can be found in a local context and what strategies can be developed based on an analysis of these contingencies? (2) Do these strategies change targeted behaviors? (3) How do the participants describe the strategies’ contingencies and the feasibility of the applied behavior analysis approach? Method In this study, we used an applied behaviors analysis to analyze contingencies that maintain behaviors related to a chosen LVC, the unnecessary use of X-rays for knee arthrosis within a primary care center. Based on this analysis, strategies were developed and evaluated using a single-case design and a qualitative analysis of interview data. Results Two strategies were developed: a lecture and feedback meetings. The results from the single-case data were inconclusive but some of the findings may indicate a behavior change in the expected direction. Such a conclusion is supported by interview data showing that participants perceived an effect in response to both strategies. Conclusion The findings illustrate how applied behavior analysis can be used to analyze contingencies related to the use of LVC and to design strategies for de-implementation. It also shows an effect of the targeted behaviors even though the quantitative results are inconclusive. The strategies used in this study could be further improved to target the contingencies better by structuring the feedback meetings better and including more precise feedback.

Human trafficking (HT) programs often lack well-defined goals, fail to record data directly from survivors and do not assess enhancements to survivors’ quality of life (Krieger et al., 2022). To address the lack of research surrounding effective program evaluations, this project aimed to evaluate an HT housing program in southern Florida guided by recommendations from Macy et al. (2022). A retrospective analysis of 63 case files was conducted to evaluate the level to which wrap-around service provision resulted in successful completion of the program. Successful completion of the program required that survivors demonstrated effective finance management and were able to acquire and maintain housing and employment. Following preliminary data analysis for six case files that met these markers for success, data show that survivors obtained employment and housing within an average of 2 months of starting the program, received six service referrals and completed the program within an average of 27 months. This study will add to the limited literature on trauma-informed approaches for providing continuity of care services to this population.

Acquired brain injury is the leading cause of death and disability worldwide. Challenging behaviors, such as resistance, refusal, and aggression can prevent successful community reintegration following an acquired brain injury. Differential reinforcement has been demonstrated to reduce challenging behaviors; however, applied behavior analysis remains under-utilized in brain injury rehabilitation. This project used a modified nonconcurrent multiple probe across groups design to evaluate an online training program for frontline workers on differential reinforcement. Participants were exposed to a didactic lecture followed by simulated client interactions, in which they were required to apply differential reinforcement. Preliminary pilot results indicate that participants’ scores on the post-test were higher than those on the pre-test. Further, participants reported the program increased their understanding of differential reinforcement and was easy to understand. This study supports that online learning is a viable training method for frontline workers and offers an accessible means for staff to access training in applied behaviour analysis that can be applied to their daily work with clients.

Primary complex motor stereotypies (pCMS) are repetitive, involuntary, rhythmic motor movements in individuals with a typical developmental history. pCMS has been differentiated from tics and other habitual behaviors both at the neurophysiological level and at the clinical level as pCMS is associated with an earlier onset (< 3 years of age), having fixed or consistent topography, occurring under highly stimulating evocative conditions, and lack of premonitory urge. We conducted a functional analysis of motor stereotypy, including both matched and unmatched stimuli, to identify the evocative contexts in which those behaviors were most likely to occur. Results suggested idiosyncratic responding across conditions; however, rates of stereotypy were differentiated across matched and unmatched conditions. Specifically, rates of stereotypy were observed to be highest within the matched stimulation conditions. Treatment involved a differential reinforcement of other behavior (DRO) paradigm within the context of these highly evocative contexts to decrease rates of stereotypy. Additional data on the participant’s subjective distress were collected in order to validate the acceptability and generality of the procedure.

Children with attention deficit/hyperactivity disorder (ADHD) are at higher risk of requiring psychiatric hospitalization. Stimulant medication is one effective intervention to address ADHD symptoms and psychopharmacological intervention is a common treatment component during psychiatric hospitalization. Monitoring the effects of stimulant medication is frequently done via indirect measures (e.g., rating scale) which may be challenging to implement during a child’s hospitalization. There are demonstrations in the behavior-analytic literature of utilizing objective, time series data along with single-case experimental methodology to assess medication effects. Such methodologies may have utility for child and adolescent psychiatry units. In the current case report, a reversal design was utilized to assess the effects of methylphenidate on the disruptive behavior, on-task behavior, and tic behavior of an adolescent male with multiple psychiatric diagnoses including ADHD during a psychiatric hospitalization. Observations occurred across six days when the patient was and was not on methylphenidate during an on-unit academic group activity. Results indicated that methylphenidate resulted in increased on-task behavior, decreased disruptive behavior, and did not increase tic behavior corresponding to previous research on this medication. Results also provide a demonstration of how behavior-analytic providers can be integrated into treatment on child and adolescent psychiatry units.

Children with externalizing behavior problems (EBPs) are at risk for chronic negative health, social-emotional, and behavioral outcomes. For other children such as those with and without intellectual disabilities and typically developing peers, services provided in an inclusive recreational summer camp setting have been shown to enhance social skills and competence which lead to positive peer relationships). We conducted a novel approach of combining two evidence-based programs to address the needs of rising second graders with EBPs by adapting them into a multimodal summer intervention program with children with and without externalizing behavioral disorders in an inclusive recreation setting. We discuss outcomes of the intervention, including the successful implementation and outcomes for participants, as well as issues surrounding implementation and pathways toward further development. Specifically, we address intervention outcomes on reducing problem behavior for children with EBPs, the impact on typically developing peers, and the and overall camp experience for all participants.

Ethical behavior analysts seek the least restrictive, most effective treatment for problem behavior (BACB, n.d.), however, in some cases, children with severe challenging behavior require aversive procedures including restraint and residential services apart from the general public. (Department of Health, 2007). In pursuance to curtail prohibitive contingencies and re-establish a quality of life, crisis management necessitates a multi-element behavior support plan (e.g. environmental considerations, explicit prevention, participant driven, minimize reactive strategies, and promote functional equivalent skills) in order to effectively reduce problem behavior (LaVigna, et al. 2022). In addition, long-term residential treatment due to refactory behavior results in prolonged stressors leading to ongoing challenging behavior (Griffith, et al. 2013). The purpose of this case study was to expand various positive intervention components i.e. non-contingent reinforcement during setting events, interdisciplinary approach and communication acquisition in order to reduce severe, treatment resistant challenging behavior. The results of this study showed a significant decrease in maladaptive behavior and increase with appropriate acquisition skills. This study demonstrated behavior support plans demand a higher ratio of proactive than reactive strategies to significantly increase treatment efficacy of high-risk behavior.

A levels system is a behavioral intervention with two or more levels that correspond to different standards of behavior and access to privileges. Universal levels systems are commonly implemented in a variety of settings, in which target behaviors and behavioral criteria for promotion and demotion are uniformly applied to all participants. Due to the legal ramifications and education inequities that arise when levels systems are universally applied across participants, an emerging literature base has evaluated the efficacy of individualized levels systems using highly controlled single-case design methodology; however, the status of this literature is currently unknown. Therefore, we conducted a systematic review and quality appraisal of the literature on individualized levels system, which included a total of eight studies. Several variables were extracted from each study to assess the myriad of ways in which levels systems have been individualized. These variables included experimental design, assessment procedures, treatment components, promotion and demotion criteria, and target behaviors. Findings are discussed in terms of the overall evidence-base for individualized levels systems, and practical issues are considered for future research on individualized levels systems.

An essential element of treatments targeting increasing appropriate behavior is the identification of stimuli that are potentially reinforcing; therefore, non-behavior analytic professionals who interact and provide intervention with various clients may need to identify preferred items. Previous research has taught non-behavior analytic professionals how to conduct multiple stimulus without replacement preference assessments using behavioral skills training (O’Handley et al., 2021). However, the literature suggests that paired stimulus preference assessments are among the most commonly implemented (Graff and Karsten, 2012) and lead to the most stable results across repeated administrations (MacNaul et al., 2021). This investigation assessed the effects of using behavioral skills training to teach the implementation of paired stimulus preference assessments for three social workers who worked at a residential facility for individuals who engage in severe challenging behavior. Results to date suggest that behavioral skills training can effectively increase the number of correct steps during paired stimulus preference assessment implementation. Maintenance follow-ups followed by social validity is in the process of being conducted.

Feeding disorders are prevalent in 25% to 45% of children (Silverman, 2010) and dysphagia (i.e., swallowing difficulties) is reported in 0.9% of children (CDC, 2012). To assess for dysphagia, a Modified Barium Swallow Study (MBSS) may be conducted during which an x-ray video is taken of the child eating. Children with feeding disorders often engage in inappropriate mealtime behavior (e.g., head turns, pushing away the spoon/cup), packing (i.e., holding bite/drink in the mouth), expelling (i.e., spitting out bite/drink), and negative vocalizations (e.g., crying) that may lead to unclear results during a MBSS. Applied behavior analytic interventions are the most efficacious treatments to reduce inappropriate mealtime behavior and increase consumption. However, research is limited in the application of behavior-analytic feeding interventions for preparing children for a swallow study. We review case studies utilizing behavior analytic interventions to prepare children with feeding disorders for a swallow study by increasing oral consumption and increasing the similarity between the treatment room and swallow-study setting. Across all cases, oral consumption increased resulting in participation in the swallow study such that clear MBSS results were obtained. These results will be discussed in terms of considerations for interdisciplinary collaboration for children with feeding disorders.

Functional analyses involve the systematic manipulation of antecedents and/or consequences (Iwata et al. 1994) and have long been considered the gold-standard for evaluating the functions of challenging behaviors. Piazza et al. (2003) adapted the standard functional analysis procedures to identify the function of inappropriate mealtime behavior among children with feeding difficulties. However, when replicated in a clinical setting, some limitations were identified. The purpose of this study was to modify functional analysis procedures to capture relevant establishing operations in a feeding context. Seven children who were recommended for intensive feeding therapy participated. All demonstrated high levels of inappropriate mealtime behavior during baseline assessments. A presentation assessment (Anderson et al., 2022) and a functional analysis were conducted for solids, liquids, or both across participants. Data for all participants showed elevated rates of inappropriate mealtime behavior in at least one test-condition compared to control indicating a socially-mediated function. These results were used to develop function-based treatments for participants. Future research should consider including additional components to assess motivating operations in functional analyses to further refine function-based treatments for feeding difficulties.

People with disabilities do not engage in recommended levels of physical activity. The purpose of the present experiments was to systematically replicate Step it UP! interventions (Seward & Redner, 2023; Normand & Burji, 2020; Nieto & Wiskow, 2020) with adults with disabilities. Participants were divided into two competing teams, and the team with the highest step count participated in a prize drawing. Experiment 1 (N=9) evaluated the efficacy of an extended version Step it UP! Game that included additional and longer sessions. Experiment 2 (N=8) evaluated the addition of contingent adult attention during the Step it UP! Game. Baseline, Step it UP!, and Step it UP! plus interaction sessions were evaluated in an alternating treatment design. The Step it UP! Game was effective with additional and longer sessions and all participants took more steps during Step it UP! Game sessions. Adding adult interaction to the Step it UP! Game did not increase the effectiveness of the intervention.

Professionals who support adults with intellectual and developmental disabilities (IDD) who engage in challenging behavior (CB) are at risk for burnout, which can negatively impact the quality of support provided to service users. However, the role that self-confidence plays in the development of burnout for this population is unclear. An online survey was completed by 202 professionals with various roles around Ontario who support adults with IDD engaging in CB. Participants included direct support professionals (n = 156) and leaders in direct support (n = 46). The survey contained the Maslach Burnout Inventory, a self-confidence instrument, and both open- and closed-ended questions about demographic, organizational, and client-related variables. Quantitative results suggest that participants consider several variables (e.g., support in the workplace, type of CB) to influence their self-confidence in responding to CB. Preliminary correlational analyses propose that significant relationships exist between self-confidence and more than one dimension of burnout, but supporting linear regression results are pending. Results may increase our understanding of the relationship between self-confidence and burnout. Additionally, results may inform pertinent organizational and training targets to improve self-confidence of professionals providing support to adults with IDD in the developmental services sector, including in behavior analytic services.

Behavior analysts are required and ethically responsible to provide services to address socially significant behavior with the ultimate intent of improving long-term outcomes such as an individual’s quality of life (QoL). QoL is a complex social construct, sensitive to context and circumstances at both individual and environmental levels (Schalock & Verdugo, 2002). There are research-based frameworks and a variety of assessments comprised of universal domains and indicators for practitioners to utilize when attempting to define and assess the construct for their clients. Commitment on the part of a practitioner to use available QoL frameworks and assessments to guide delivery of services may help ensure those services address relevant, socially significant behaviors and improve QoL for the individuals being served (Schwartz & Kelly, 2021). The presenter will share results of a recent systematic literature review investigating single-case behavior analytic research claiming to address QoL. This review will provide insight into the skills behavior analysts are targeting when aiming to improve QoL as well as what efforts are being taken to ensure they have in fact achieved that goal. Second, the presenter will describe results of a nationwide survey exploring behavior analysts’ perspectives and practices related to social validity and QoL.

Sensory-integration therapy (SIT) is sometimes recommended for individuals who emit problem behavior. Within the behavior-analytic literature, researchers have not found SIT to produce meaningful changes in problem and there is some evidence that SIT can make some problem behavior worse. Although SIT involves access to stimuli, which can be an effective intervention, there may be a mis-match between the stimuli selected for SIT and stimuli that produce stimulation similar to problem behavior. Additionally, when problem behavior is multiply maintained, it may be possible to use noncontingent access to a single stimulus to treat problem behavior in multiple functional contexts. In the research, following ineffective SIT, we evaluated the effects of access to tangible items on the participant's problem behaviors that were maintained by automatic reinforcement and social positive reinforcement in the form of access to tangible items. The results showed that tangible item that evoked problem behavior could be effectively used to suppress problem behavior regardless of functional context. This suggests that cross-function stimuli, even if they do not produce the same stimulation as problem behavior, could effectively treat problem behavior.

Despite the increase of Registered Behavior Technicians (RBTs) in the United States, the demand for qualified behavioral providers continues to outpace the supply. Previous research has demonstrated that approximately 70% of all counties in the United States had at least one RBT, however, many of these counties (n= 623) had no supervising Board Certified Behavior Analysts (Yingling et al., 2023). It is important to identify factors contributing to the lack of RBTs. We distributed an electronic survey to RBTs providing applied behavior analysis services across 19 counties in Florida. The survey included questions about the respondents a) training, b) supervision, c) working conditions, d) job satisfaction, and e) intention to leave their current job. Overall, results indicated that insufficient training in challenging behavior and skill acquisition, working conditions, satisfaction with pay, and the requirement to complete unpaid tasks outside of work were related to job satisfaction, intention to leave, and burnout. Recommendations based on the findings of this survey aim to improve overall access to behavioral services by encompassing factors such as job-employee fit, supportive work environments, strong supervision, training, and fair compensation.

Adults with intellectual and developmental disabilities (IDD) have historically low employment and retention rates. These disparities in employment can be partially attributed to job placements and minimal opportunities to cultivate employment skills. It is common for this population to be employed in entry level positions or in jobs that are not of interest to the individual, decreasing the likelihood of job retention. Through a multiple probe across participants design, this study evaluated the effects of an intervention package consisting of behavior skills training and an acronym (ELSE+) on job decision-making skills of college students with IDD. Data indicate the strong effectiveness of the intervention package to increase the participants’ ability to make decisions about good job fit, maintenance of the skills once the intervention was removed, and generalization of the skills to novel stimuli (a different job search website). The intervention’s goals, procedures, and outcomes were socially significant. This study has implications on decision-making and employment for this population and for people who support employment efforts of these individuals regarding the need for explicit instruction of decision-making skills through BST.

Online shopping is a common feature of modern adult life made easy through targeted advertisements, a large buy now button, and pre-entered credit card information. However, these features do not support making purchasing decisions based on what is best for the individual. Adults with intellectual and developmental disabilities (IDD) need explicit instruction on how to make informed decisions regarding online purchases. Four adults with IDD currently employed participated in this study. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. This poster presents a dissertation study conducted in Spring 2024. IRB approval has been attained and data collection is ongoing. Based on results of previous studies, we anticipate participants of this study will acquire, generalize, and maintain the decision-making skills through the intervention package. Implications for practice and future research and limitations will be discussed and expanded upon from the previous and current study.

Caregiver training programs for children with developmental disabilities and disruptive behaviors typically target child-caregiver interactions, with the majority focusing on the prevention and reduction of mild to moderate behavioral challenges (e.g., behavioral parent training; parent-child interaction therapy). While these training programs may be effective, the interventions are not typically derived from a function-based perspective and, therefore, may have less relevance for professionals working with caregivers of children who demonstrate severe behavior. The purpose of this case study is to illustrate a function-informed, individualized approach to caregiver training within an outpatient clinic for children with severe behavior. A functional analysis was implemented to determine the primary function of the child’s severe behavior. Indirect and descriptive assessment data were used to identify additional parent behaviors that may have also played a role in reinforcing severe behavior. All three sources of data (indirect and descriptive assessment, and functional analysis) informed a function-based caregiver training intervention. Skills training targeted caregiver behaviors related to extinction for challenging behavior and reinforcement for alternative behavior. We evaluated the skills training in a multiple baseline design across contexts and report outcomes in terms of both caregiver and child behavior changes.

Obsessive-compulsive disorder is a chronic disorder that is characterized by intrusive private events (obsessions) and repetitive behaviors related to these private events (compulsions) that impact roughly two to three percent of the population in their lifetime (Fontenelle et al., 2006). Typical treatment for behaviors related to obsessive-compulsive disorder includes psychotherapy techniques through cognitive behavioral therapy, exposure and response prevention therapy, and pharmacotherapy through the prescription of serotonin reuptake inhibitor (Koran et al., 2007). While there is ample research demonstrating the effectiveness and efficacy of these treatments for obsessive-compulsive behaviors, the psychotherapy methodology mentioned relies heavily on verbal behavior and has limited applications for individuals without the verbal repertoire to engage with said therapy methods. Nevertheless, both cognitive behavioral therapy and exposure and response prevention therapy have treatment components that can be modified through environmental manipulations that are typically done in the field of behavior analysis. To date, limited research has examined the treatment of obsessive-compulsive behaviors for individuals with intellectual disabilities with limited verbal behavior repertoire. This project is a collaboration between behavior analysts, psychologists, and psychiatrists on a case demonstration for a modified ERP treatment for a 15-year-old individual who engages in multiple OCD-related behaviors through single case design. Implications and results are discussed.

This poster describes the evaluation of an intensive analysis and function-based treatment package to address severe, disruptive behavior exhibited by youths with ASD and intellectual developmental disorder. Most of the youth included in the present study have been removed from more than one school program due to the severity of their disruptive behavior. A core component of our assessment was a highly-individualized, analog functional analysis, which we conducted until we found evidence of one or more functions. Next, we evaluated function-based treatment. Core effective treatment strategies included starting with a rich schedule of reinforcement, accessed via minimally-effortful, communicative responses, often simply tapping a card. After the new manding form occurred consistently and disruptive behavior remained low, minimal additional demands were presented and cued by progressive, VR token boards. The VR schedule inherently included variability and may have made it easier to surreptitiously expand response requirements, which we did very gradually in a manner we came to call “micro-demand fading.” Results from the first five learners in this program show an average reduction of greater than 99% of severe, disruptive behavior.

Practitioners delivering behavior analytic services may encounter unsafe and interfering behaviors such as self-injury and aggression. The aim of this study is to understand the use of hands-on procedures, including restraint and physical guidance, in the field of behavior analysis. A preliminary national sample of 158 behavioral practitioners (RBT, BCaBA, BCBA, BCBA-D) completed an online survey that included Likert-scale, open-ended, and check box options regarding their experiences with physical restraint, mechanical restraint, and physical guidance, including their training, comfort, and confidence; client responses; and alternative options. Results indicate that 60% of participants used physical restraint within the last year, primarily for aggressive or dangerous behavior, whereas fewer implemented mechanical restraint (23%), primarily for self-injury. The majority of participants reported adverse client responses following restraint (86%), most commonly physically resisting, vocal responses, and emotional responses. Although all participants had received training in physical guidance and nearly all indicated using physical guidance, 86% reported working with a client whose behavior indicated that they disliked physical guidance. Whereas 71% reported confidence using physical guidance, the majority were unable to identify alternative procedures. Results indicate the need for training in alternatives to restraint and physical guidance, and honoring client preferences regarding physical touch.