Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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48th Annual Convention; Boston, MA; 2022

CE by Type: BACB


 

Workshop #W1
CE Offered: BACB
Applying a Behavior Analytic Lens to Dog Training
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 102A
Area: AAB; Domain: Service Delivery
CE Instructor: Stephanie Keesey-Phelan, Ph.D.
STEPHANIE KEESEY-PHELAN (The Dog Behavior Institute), RAN COURANT-MORGAN (The Dog Behavior Institute)
Description: This workshop is designed for behavior analysts who love their dogs and want to learn more about how to work with their dogs within a behavior analytic framework. This is not a workshop to teach people how to be dog trainers, and it will not provide any specific training advice. However, this workshop will help participants identify how they may be implementing different principles of behavior with their own pet dogs, and participants will identify strengths and challenges with different procedures. Workshop participants should have a strong understanding of the principles of behavior and should be familiar with the basic processes of FBAs. This workshop will be interactive. Participants are encouraged to register in advance and will be asked to contribute the name and a photo of the important dog(s) in their life prior to the workshop.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Match common dog training terminology to behavior analytic terms (2) Verbally identify similarities and differences in working with learners across species, and identify personal strengths and areas for improvement when training one’s own dog (3) Tact body language cues in dogs (4) Verbally identify potential reinforcers for dogs (5) Collect data on dog behaviors (6) Identify common tools used in dog training and the principles of behavior responsible for the efficacy of those tools (7) Tact the side effects of punishment in dogs and verbally identify physical demonstrations of the side effects of punishment in dogs when shown video or photographs. (8) List possible functions of common “problem behaviors” in dogs
Activities: Instructional strategies include small group breakouts and large group discussions based on presented topics, photographs, and videos of dog behavior. Workshop objectives will be met through a balanced presentation of short lectures, video observation, and large and small group activities. Supplemental materials for identifying common dog behaviors and what they indicate will be provided in order to support participant learning. The format combines short lectures and an emphasis on group discussion and activities
Audience: Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. or those who are currently enrolled in graduate-level courses in behavior analysis. Audience members should have an understanding of the principles of behavior, the three-term contingency, and functional behavior assessment procedures.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): animal behavior, dog behavior, dog training
 
Workshop #W2
CE Offered: BACB — 
Ethics
When Bad Things Happen to Good Providers: Navigating Insurance Coverage for ABA Therapy
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 258B
Area: AUT; Domain: Service Delivery
CE Instructor: Jerome T. Chiu, M.A.
AMY WEINSTOCK (Insurance Resource Center/UMass Medical School, EK Shriver Center), JEROME T. CHIU (UMass Chan Medical School ), LISA CROUSER (UMass Chan Medical School), TERRI FARRELL (UMass Chan Medical School)
Description: Insurance coverage for ABA therapy has expanded dramatically over the past decade. This has had a significant impact on the profession. Behavior analysts providing services reimbursed by insurance have to navigate a complex, confusing, and sometimes illogical system. Unfamiliarity and inexperience can result in negative consequences for both the Behavior Analysts and consumers. This can create signficant financial, regulatory, and legal repercussions for individuals, and damage the reputation of the profession. Are you a Behavior Analyst whose services are reimbursed by insurance? Are you thinking about taking insurance? Are you concerned about rejected claims, audits, recoupments, fraud accusations, and other issues? This workshop will give an overview of insurance systems (both public and private), insurance contracting, documentation and compliance requirements, common issues, and tips for successfully navigating insurance coverage.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Determine the insurance coverage in place for ABA treatment for an individual client. 2. Understand what documentation is expected by insurers. 3. Identify requirements for authorizations, and strategies to address denials. 4. Understand financial, licensing, ethical, and legal requirements. 5. Identify processes and resources to ensure clinical, operational, and regulatory compliance.
Activities: Workshop Objectives 1-4, will be met through a combination of lectures, document reviews, and case studies. Workshop Objective 5 will be targeted through facilitated breakout group discussions targeting clinical, operational and regulatory compliance strategies.
Audience: The target audience includes Behavior Analysts currently working in insurance-funded programs or considering working in insurance-funded programs.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Compliance, Documentation, Insurance
 
Workshop #W3
CE Offered: BACB
Is Your Team Audit Ready? Preparing Your Agency for Internal Clinical and Operational Audits
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 156B
Area: AUT; Domain: Service Delivery
CE Instructor: Melissa L. Olive, Ph.D.
MELISSA L. OLIVE (Cultivate Behavioral Health & Education), STEPHEN WOOD (Cultivate Behavior Management Corporation)
Description: This workshop will focus on preparing ABA agencies for clinical and operational audits. A third- party stakeholder could request an audit of various ABA records at any time. These record requests could be used to determine if billing for ABA services is appropriate, if supervision of a Trainee has occurred appropriately, or if an RBT is receiving the 5% supervision as required by the BACB (and many more!). The larger an ABA agency becomes, the greater the likelihood that an audit will occur. This workshop will define internal clinical and operational audits as well as identify steps agencies can take to ensure their company is audit ready. Participants will learn how to mitigate risk when documenting ABA services, billing ABA services, and providing supervision of ABA services to RBTs, BCaBAs, and Trainees. Extensive handouts will be provided and ample time for question and answer will be allowed.
Learning Objectives: 1. Participants will be able to describe the difference between a clinical and operational audit. 2. Participants will be able to describe the risk associated with documenting and billing for ABA services. 3. Participants will be able to identify how regular on-going internal audits can mitigate risk for ABA companies. 4. Participants will develop a plan for conducting clinical and operational audits in their own ABA companies. 5. Participants will discuss strategies for storing and gathering records when an audit has been requested.
Activities: The primary content will be delivered through lecture. Work samples will be provided to guide participants through examples. Breakout groups will be utilized to practice clinical and operational audits. Detailed handouts and examples will be provided.
Audience: BCBAs, Business owners, BCBAs considering ownership
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ABA Business, Audits, Record Requests, Risk
 
Workshop #W4
CE Offered: PSY/BACB
Treating Autism Spectrum Disorder and Psychiatric Co-Morbidities Using Applied Behavior Analysis
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 256
Area: AUT; Domain: Service Delivery
CE Instructor: Jessica R. Everett, Ph.D.
JESSICA R. EVERETT (Melmark New England), BARBARA O'MALLEY CANNON (Melmark New England)
Description: There is growing recognition of the increasing prevalence of comorbid autism spectrum disorder and psychiatric disorders including, but not limited to, anxiety disorders, depressive disorders, and trauma- and stress related disorders (Hossain et al, 2020; Meyer et al, 2020). Clinicians providing applied behavior analytic services to individuals with autism spectrum disorder and co-morbid psychiatric conditions should have knowledge of various presentations and an understanding of how different treatment approaches may be integrated. This is particularly relevant for children and adolescents with comorbidities who may appear to have a poor response to applied behavior analysis and where collaboration with various professionals implementing evidence-based treatment for varying conditions (e.g., cognitive behavioral therapy for the treatment of anxiety disorder) is needed. Developing behavior support plans that are based upon a functional approach to behavior that also include strategies that work to ameliorate rather than exacerbate clinical symptoms is crucial. Equally crucial is developing positive behavior support plans that can be implemented across settings and individuals (e.g., teachers, clinicians, caregivers). The current workshop will review differential diagnosis of autism and various psychiatric disorders, present case reviews, review collaborative practice and assist clinicians in adapting commonly used behavioral procedures with consideration of the whole individual.
Learning Objectives: 1. Identify core features of anxiety disorders, depressive disorders, and trauma and stress related disorders. 2. Learn strategies for collaborating with professionals providing collateral care for treatment of comorbid autism spectrum and psychiatric disorders. 3. Develop treatment goals that enhance skill development related to the core features of autism spectrum disorders and various psychiatric disorders. 4. Identify components of positive behavior support plans that can be generalized across settings and individuals.
Activities: Workshop activities will include: 1. Lecture/discussion 2. Group work to review a case study, formulate treatment plan 3. Completion of self-report tool on collaborative practice
Audience: Participants should have three to five years of direct care experience working with children and adolescents with autism spectrum disorder. Clinical experience may include educational, clinic-based or home-based services.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Anxiety, Autism, Depressive Disorders, Trauma
 
Workshop #W7
CE Offered: BACB
Assessment and Training Protocols for Use in Environments Addressing Severe Problem Behavior
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 258A
Area: AUT/CBM; Domain: Applied Research
CE Instructor: John M. Guercio, Ph.D.
JOHN M. GUERCIO (Benchmark Human Services)
Description: This training will cover comprehensive assessment and treatment protocols as they apply to serving adults with autism and other intellectual disabilities (ID). The information will go beyond basic functional assessment tools and methodology to cover environmental assessment measures as well as the ability of the person with ID to fully pursue their values and goals that they have set for themselves. Examples will be provided from peer reviewed literature that the author has published as well as his current books Assessment of Adult Core Competencies: Teaching Skills to Adults with Autism and Severe Behavioral Challenges; and Behavioral Relaxation Training Clinical Applications with Diverse Populations. Fully detailed clinical approaches will be reviewed along with their impact on those that we serve. The ability of these intervention strategies to ameliorate severe aggressive behavior will also be covered. A complete assessment and intervention tool for working with adults with ASD and other intellectual disabilities and severe aggressive behavior will also be covered.
Learning Objectives: Participants will select how to better quantify aggressive behavior in terms of its impact on the environment and those that serve them. Participants will be trained on specific aspects of operationally defined self-esteem behaviors and will select the best options for those that they serve. Participants will identify the nature of and the need for more in depth functional assessment as it relates to severe aggressive behavior.
Activities: Lecture Small Group Breakout
Audience: The audience should have preliminary experience with functional assessments and the assessment and treatment of extreme aggression.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Adults Autism, Extreme Aggression, Living Skills, Sexuality
 
Workshop #W9
CE Offered: BACB
Parent Training Essentials: Top 15 Tools Every Applied Behavior Analysis Provider Should Know
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 104A
Area: CBM/AUT; Domain: Service Delivery
CE Instructor: Lilyan Willemijn Johanna Campbell (BCBA, LMFT), M.A.
LILYAN WILLEMIJN JOHANNA CAMPBELL (BCBA, LMFT) (aba works)
Description: Description: In this workshop, you will learn the Essential Tools for ABA Parent Training. You can dramatically increase the impact on many individuals by using these super-duper essential tools for ABA Parent training. Behavior Technicians and Behavior Analysts can benefit from this workshop. Developing and implementing a Behavior Intervention Plan (BIP) is crucial for the success of the learner’s progress. Many studies have shown, that if caregivers and parents are well-trained in the steps of the BIP, generalization takes place and the opportunities for progress are more readily available. In addition, research shows when parents and caregivers are trained in the essential basics of ABA, such as prompting and reinforcement procedures, learners can have much more opportunities for growth. This can have a major effect on their progress. In many countries and states, there is not enough funding and/or opportunities for ABA services. By teaching ABA-providers the most essential tools to make ABA Parent Training work, you can make a significant change.
Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Describe the effects of parent training (2) Explain why the parent training is important (3) Describe and demonstrate how to motivate parents/caregivers to engage in parent training (4) Identify and apply the essential tools for ABA parent training related to the Behavior Intervention Plan and related to the ABA basic strategies
Activities: Activities: • Lecture through PPT • Group Discussion • Questions (testing, interaction) • Polls • Chat • Video clips/Demonstrations • Small group breakout: Case Studies • Behavior Skills Training (BST) and role-play
Audience: Intermediate Prerequisite skills in ABA
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ABA, Autism, Parent training, Reinforcement
 
Workshop #W10
CE Offered: BACB
Skills, Teaching Procedures, and Measurement Practices for Children and Adults With Limited Skill Repertoires
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 102B
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Patrick E. McGreevy, Ph.D.
PATRICK E. MCGREEVY (Patrick McGreevy and Associates), TROY ANTHONY FRY (Patrick McGreevy and Associates)
Description: This workshop will provide a description for practitioners of how to select skills for instruction for children and adults with moderate-to-severe disabilities and limited skill repertoires (including, but not limited to, children and adults with autism). This workshop will also provide a detailed, practitioner-oriented description of how to use specific, evidence-based and practice-confirmed behavior analytic, direct instruction, and precision teaching intervention procedures.
Learning Objectives: 1. At the conclusion of the presentation, participants will be able to determine if a child or an adult requires an alternative method of speaking 2. At the conclusion of the presentation, participants will be able to select functional skills with which to begin and continue instruction 3. At the conclusion of the presentation, participants will be able to select measurement procedures that will permit instruction to terminate in fluency and stimulus generalization.
Activities: This workshop will include lecture and discussion with active participation with respect to each workshop learning objective.
Audience: This workshop is designed for behavior analysts with a basic understanding of the concepts and principles of behavior analysis.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W11
CE Offered: BACB
Toilet Training for Individuals With and Without Autism and Developmental Disabilities: Assessment to Treatment - Day to Night
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 153C
Area: DDA/CBM; Domain: Service Delivery
CE Instructor: Frank R. Cicero, Ph.D.
FRANK R. CICERO (Seton Hall University)
Description: Research indicates that behavioral toileting methods are effective for individuals with and without disabilities. This workshop will present the audience with empirically supported procedures for toileting using a variety of methods consistent with the principles of ABA. First, the audience will be provided with literature demonstrating empirical support for behavioral principles and procedures related to toileting. Seminal articles in the field will be discussed. Next, the presenter will discuss the importance of conducting an objective assessment of problem skill areas to properly individualize and design interventions. Data discussed will include narrative ABC data, frequency counts, and scatter plots. The details of an intensive reinforcement-based urination training procedure will be first be presented. The audience will be given a task analysis for how to run the procedure and analyze treatment results. The presenter will then outline the details of assessment, treatment, data analysis, and evaluation for bowel training. An emphasis will be placed on functional assessment for bowel accidents so that treatment can be tailored to function. The workshop will then move into the discussion of assessment and treatment for overnight training (nighttime enuresis) and bladder training. The audience will be provided with presentation slides, data sheets, and treatment task analyses.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) design a data-based assessment method for assessing needs in the area of toileting; (2) design an individualized urination training intervention based on the principles of behavior analysis; (3) design an individualized bowel training intervention based on the principles of behavior analysis; (4) design an individualized treatment for nighttime enuresis and/or bladder training.
Activities: Workshop activities will include didactic instruction by the presenter guided by a power point (which will be distributed as a hand out), discussion of distributed materials including assessment protocols, data sheets, task analyses and sample treatment plans, role plays of treatment strategies, group discussion, and the answering of audience questions. Discussion of case examples and case data will also be provided.
Audience: The workshop content will be at the intermediate level. Basic principles and procedures of applied behavior analysis will be described related to how they can be used in toilet training interventions, however, the workshop is not designed to teach these basic principles and procedures for people who are unfamiliar with ABA. The workshop is therefore most appropriate for RBTs, BCaBAs, and BCBAs looking to gain knowledge in this specific area.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): encopresis, enuresis, toilet training, toileting
 
Workshop #W12
CE Offered: BACB — 
Ethics
Diversity submission Serving Diverse Clients: Broader Cultural Impacts and Service Considerations for the Field
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 152
Area: EDC/VBC; Domain: Service Delivery
CE Instructor: Neil Deochand, Ph.D.
NEIL DEOCHAND (University of Cincinnati), JAMES HAWKINS (University of Cincinnati), MACK S. COSTELLO (Rider University)
Description: As the field of ABA grows its behavioral practitioners are more likely to work with culturally and linguistically diverse (CLD) clients and families. Unfortunately, there are minimal guidelines (at least from ABA) on how to develop the skills and practices surrounding cultural competency, and there is no required coursework covering culturally responsive behavioral therapy in the verified course sequence (Fong & Tanaka, 2013). There is data that many behavior analysts consider themselves moderately or extremely skilled when working with CLD learners, even without CEU training, employer trainings or explicit coursework related to working with CLD learners (Beaulieu et al., 2019). It seems that the assumption of the generality of behavioral principles has led to the foregone conclusion that behavior analysts can tap into the infinite combinations within the behavioral stream even when they only have a snapshot of their client behavior in one context. A culturally informed behavior plan requires searching for the “missing pieces” within the client’s cultural ecosystem. Individualized assessment sometimes requires an analysis on group interactions, client cultural preferences, active self-assessment of our own values, beliefs, and behaviors (and in multiple contexts). This requires us to pay particular attention to cultural practices whether they are culinary preferences, religious preferences, person-person interactions, or gift-giving. No single person or field is expected to get every element that relates to effective practice correct from the outset, but they must build an evolving framework that is self-corrective. This workshop will encourage attendees to develop their own personal guide to cultural competence, while using real and hypothetical case examples to challenging us to see there are many trajectories to culturally responsive care. Participants should be able to build their own CEU content for the agencies so that they can ensure that they are actively preparing new certificants to deliver culturally competent services.
Learning Objectives: (1) Develop a process for managing a social faux pas graciously, and engaging in continuous self-monitoring process for behaviors not targeted in a behavior plan, but relate to “soft clinical skills” and client satisfaction. (2) Develop a systematic intake process prior to meeting any family but particularly families from another culture. Behavior analysts should know from intake their client's preferred language, name pronunciation, social preferences, as well as become familiar with expected cultural norms by conducting a records review or phone interview to avoid damaging the therapeutic relationship. (3) Be able to discuss actionable steps in developing a personal development plan focused on building a cultural competency guideline. Participants should prepare to be supervisors that are able to actively prepare learning opportunities on culturally competent care for their supervisees before they encounter challenges that limit their access to broader populations. (4) At the conclusion of the presentation participants will be able to create an inclusive environment, and work with multi-disciplinary teams, including translators, to serve the needs of diverse families.
Activities: Participants will learn how to conduct a preliminary review of culturally relevant variables which could influence early family interactions, reinforcer selection, assessment conditions, and goal setting. Participants will learn when developing culturally informed best practices that these require an active self-assessment of their own personal values, beliefs, and behaviors. Case scenarios are offered where a cultural lens is required in order to deliver effective behavioral services, and to facilitate discussion on this topic. A round-table discussion will be used to tap into the experiences of the participants in determining what could be useful for developing a staff training on culturally competent care for their supervisees. A mix of video and lecture material will be used to demonstrate how ABA services can be delivered in a multicultural context, and how these services can be continuously improved. This workshop is presented at a basic instruction level, and is intended for a broad audience.
Audience: Board Certified Behavior Analysts - Doctoral (BCBA-D) Board Certified Behavior Analysts (BCBA) Board Certified Assistant Behavior Analysts (BCaBA)
Content Area: Practice
Instruction Level: Basic
Keyword(s): cultural diversity, linguistic communities, perspective taking, social justice
 
Workshop #W14
CE Offered: BACB/NASP
Using Teaching Interactions to Teach and Generalize Social and Behavior Skills in the School Setting
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 258C
Area: EDC; Domain: Service Delivery
CE Instructor: Amanda SW Wilson, Eds
AMANDA SW WILSON (Navigating Behavior Change), DANIELLE GONYEA (Navigating Behavior Change)
Description: School-based behavior analysts, special educators, and school psychologists are frequently tasked with assisting school teams in teaching social and behavior skills to students across disability categories. Yet, effectively teaching and generalizing these skills is a challenge in the school setting. Available curriculums often lack a systematic approach to skill development, target broad skill areas rather than specific skill deficits, are difficult to individualize, don’t involve an evidence-based teaching methodology, and result in limited generalization. Additionally, many curriculums are developed for students with autism spectrum disorders and present challenges in utilizing with other populations. Participants will be presented the 6 steps of the Teaching Interaction (TI) procedure, an evidence-based expansion of Behavior Skills Training, to effectively teach social and behavior skills across disability categories. Workshop includes instruction and practice in developing individualized scope and sequences to ensure skills are taught systematically to increase generalization. Information will be presented via lecture, video demonstrations, small group collaborations, and discussions. Participants will receive resources to assist in planning TI lessons, task analyzing skills, determining scope and sequences, and collaborating with school staff to implement TI’s. Published evidence for utilizing TI’s will be provided/reviewed and risks of using non-evidence-based procedures will be discussed.
Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) State the 6 steps of the teaching interaction procedure; (2) List similarities and differences between teaching interactions and behavior skills training; (3) State the rationale for developing a scope and sequence when planning social and behavior skills instruction for individual students; (4) Name critical components in planning and generalizing taught skills; (5) List steps to use the competing pathway to guide development of individual scope and sequences; (6) Use tools provided to plan individual teaching interaction lessons.
Activities: Activities will include lecture, video demonstrations, small group collaborations, and discussion. Workshop objectives will be met through a mixed presentation of lecture, group collaborations, discussion, and video modeling. Content will be taught through lecture and video demonstrations of teaching interactions. Supplemental materials will be provided so that participants are able to review information after the workshop as well as to support implementation of taught skills.
Audience: This intermediate workshop is suggested for behavior analysts, school psychologists, and others consulting and/or working within an educational setting to increase prosocial behaviors while decreasing challenging behaviors. Participants should have background knowledge in functional behavior assessments, behavior intervention plans, task analysis, and consultation/collaboration within the school setting. Participants will be encouraged to consider common barriers to generalization of social and behavior skills in the school setting, reflect on their own limitations, and consider expanding their repertoire with the information provided within this workshop.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Challenging Behavior, Emotional Disorders, School-based Consultation, Skill Generalization
 
Workshop #W15
CE Offered: BACB
Preparing High-Quality Graphs for Publication and Presentation: Constructing Features of Effective Data Displays
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 257B
Area: EDC; Domain: Service Delivery
CE Instructor: Sydney J Berkman, M.S.
SYDNEY J BERKMAN (New England Center for Children), CORMAC MACMANUS (Crossroads Continuum), ANDREW NUZZOLILLI (Elms College; Western New England University)
Description: Behavior analysts rely on visual inspection of data to make clinical decisions. It follows that mastery of graphing technology and aesthetic conventions are helpful for behavior analysts in clinical practice and research. Although behavior analysts are likely to receive instruction on visual analysis during graduate and practicum experiences, less instructional time may be dedicated to creating and editing graphs, especially to a degree that meets the high standards of publication or presentation. In this workshop, participants will learn about general aesthetic and practical considerations in the creating and editing high-quality, behavior-analytic graphs. Participants will have multiple opportunities to create and edit figures in Microsoft Excel, GraphPad Prism, or SigmaPlot with support from the presenters. The workshop will conclude with a discussion of the advantages and disadvantages of different graphing software for creating single-subject design graphs. Participants will receive multiple handouts including instructions on creating elements of behavior-analytic across graphing platforms and tips on decluttering and finalizing graphs.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe elements of publication quality single-subject design graphs (2) describe and demonstrate strategies for making graphs clearer/cleaner including troubleshooting clutters graphs (3) create publication- and presentation-quality graphs during the workshop (4) describe advantages and disadvantages of Excel, Prism, & SigmaPlot for single-subject design graphing
Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, guided practice (i.e., BST), and small group breakout. Supplementary materials including sample graphs, a copy of the presentation, guidelines for high-quality graphing, and links to additional resources will be provided to attendees as printed handouts.
Audience: BCBAs and BCBA-Ds looking to refine their graphing skills to create high-quality graphs for publication and presentation.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): graphing, presenting, publishing
 
Workshop #W16
CE Offered: BACB
Teaching Consent: Building Skills Across the Lifespan for Giving and Receiving an Embodied "Yes"
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 153A
Area: EDC/DDA; Domain: Service Delivery
CE Instructor: Worner Leland, M.S.
WORNER LELAND (Sex Ed Continuing Ed), BARBARA GROSS (Missouri Behavior Consulting; Sex Ed Continuing Ed)
Description: Although often thought to be a skill within the domain of sexual behavior and one tied to the prevention of sexual assault and coercion (Beres, 2020), consent is an interlocking contingency which is necessary for honoring autonomy and human rights across the lifespan both within and outside of sexual contexts. Because of this, consent-giving and consent-honoring are skills that should be taught and facilitated from birth onward. Emerging research on consent continuums (Brady et al., 2017; Whittington, 2021) point to a need for expansive education and an approach rooted in functional contextualism, however it may be difficult for practitioners to assess and identify which components of consent skills may be in a learner’s repertoire, and where they should start with teaching consent. This workshop will empower practitioners to identify critical consent skills, to facilitate consent exchanges in early education, and to teach social and safety skills for giving consent and for honoring others’ consent across the lifespan. Additionally, this workshop will empower practitioners to teach about consent in accessible components based on a learner’s current repertoire. Empirically supported research will be shared as applicable and content limitations and risks of practice will be discussed.
Learning Objectives: At the conclusion of this presentation, participants will be able to: 1. Generate a list of both sexual and non-sexual behaviors which require consent 2. Demonstrate the use of decision making trees for teaching consent skills to a learner when given a scenario 3. Demonstrate the use of preference assessments for teaching consent skills to a learner when given a scenario 4. List critical steps for facilitating consent-centric interactions
Activities: Workshop activities will utilize a BST model and include brief lecture covering facilitating consent-centric interactions, teaching consent-giving skills to a learner, and teaching consent-honoring skills to a learner. Following this, the workshop will include practice scenarios for assessment, modeling of program implementation, breakout practice for implementation, feedback, and opportunity to implement feedback.
Audience: Beginner
Content Area: Practice
Instruction Level: Basic
Keyword(s): assent, consent, embodied yes, sex education
 
Workshop #W18
CE Offered: PSY/BACB — 
Ethics
Help for BCBAs With Challenging Ethical Dilemmas: Avoiding Multiple Relationships, Confidentiality, and Limits to Confidentiality
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 156A
Area: PCH/CBM; Domain: Service Delivery
CE Instructor: Jeannie A. Golden, Ph.D.
JEANNIE A. GOLDEN (East Carolina University)
Description: Similar to psychologists and other helping professionals, BCBAs have several ethical responsibilities including avoiding multiple relationships, confidentiality, and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others. Although BCBAs may be aware of what these ethical responsibilities are, they may not have had the training to deal with these complicated and sometimes threatening situations. The workshop presenter is a licensed psychologist in addition to a BCBA-D and has had much experience supervising professionals, including BCBAs, who are faced with these daunting situations. This workshop will provide BCBAs and other professionals knowledge of and practice with handling these situations. Workshop participants can bring real or hypothetical ethical dilemmas to process, as well as hear about case scenarios and participate in role-play situations. Behavior Skills Training (BST), which is an evidence-based procedure recommended for use in supervision, will be used to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas. Participants will be provided with specific tools that might be helpful in solving challenging ethical dilemmas (decision-making model, safety assessment form) and given information on how to use these tools.
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Describe the reasons why ethical dilemmas of avoiding multiple relationships, confidentiality and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others are so challenging 2. Describe the decision-making process for dealing with challenging ethical dilemmas and how it was used in specific case scenarios 3. Describe the use of Behavior Skills Training (BST), including instructions, modeling, rehearsal and feedback, to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas 4. Describe the use of specific tools that might be helpful in solving challenging ethical dilemmas (decision-making model, safety assessment form)
Activities: Workshop participants will be provided with didactic information, journal articles, self-assessments and case scenarios. They will also participate in role-play with feedback and discussion. Participants will be provided with specific tools that might be helpful in solving challenging ethical dilemmas (decision-making model, safety assessment form) and given information on how to use these tools.
Audience: Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with the BACB Professional and Ethical Compliance Code for Behavior Analysts.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W19
CE Offered: BACB — 
Supervision
A Practitioner's Guide to Evaluating Treatment Integrity in Applied Settings
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 156C
Area: TBA/OBM; Domain: Service Delivery
CE Instructor: Cody Morris, Ph.D.
CODY MORRIS (Salve Regina University), STEPHANIE HOPE JONES (Salve Regina University), EMMA GRAUERHOLZ-FISHER (Salve Regina University), JACQUELINE WILSON (Salve Regina University), ELIZABETH MICAELA NARVAEZ (Salve Regina University), BIANCE JASMINE FERRUCCI (Salve Regina University), ZACHARY JOHN MORAIS (Salve Regina University)
Description: Monitoring and evaluating treatment integrity is an important clinical practice for behavior analysts who rely on others to deliver their recommended treatments. Practitioners seeking information about treatment integrity in applied settings will find research focused on the negative effects of treatment integrity errors, the types of treatment integrity errors, strategies to prevent and address treatment integrity errors, and many other practical considerations for practitioners. However, limited practical guidance is available to help practitioners create and utilize treatment integrity systems with their individual clients. This workshop will guide the participants through the critical components of establishing and utilizing treatment integrity systems in their clinical practice. At the end of this workshop, participants will be able to: (1) describe the importance of treatment integrity in applied settings; (2) identify risk factors related to reduced treatment integrity in applied settings; (3) create task analyses for their clients’ treatments, (4) identify priorities for treatment integrity data collection; (5) create data collection systems for treatment integrity; (6) select appropriate observation periods for treatment integrity monitoring; (7) effectively utilize treatment integrity monitoring systems; (8) analyze treatment integrity data; (9) select interventions to address treatment integrity concerns.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe the importance of treatment integrity in applied settings; (2) identify risk factors related to reduced treatment integrity in applied settings; (3) create task analyses for their clients’ treatments, (4) identify priorities for treatment integrity data collection; (5) create data collection systems for treatment integrity; (6) select appropriate observation periods for treatment integrity monitoring; (7) effectively utilize treatment integrity monitoring systems; (8) analyze treatment integrity data; (9) select interventions to address treatment integrity concerns.
Activities: This workshop will utilize a behavioral skills training model that will include instruction, modeling, rehearsal and practice in small groups, and individualized feedback.
Audience: This workshop primarily targets practicing behavior analysts who rely on others (e.g., direct care staff, parents, teachers) to implement their recommendations.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Treatment Fidelity, Treatment Integrity, Treatment Monitoring
 
Workshop #W20
CE Offered: PSY/BACB
How to Stop Talking and Start Communicating With Motivational Interviewing
Thursday, May 26, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 103
Area: TBA; Domain: Service Delivery
CE Instructor: Monica Gilbert, Psy.D.
MONICA GILBERT (Crystal Minds New Beginning)
Description: We walk the walk, but do we talk the talk? As clinicians, do we speak with parents or to them? Is it effective in motivating them to adhere to interventions or do you find that sometimes they inhale and exhale at the sight/sound of parent training sessions? Although Behavior Analysts offer empirically validated strategies and successfully change behaviors, it can be difficult for parents to adhere to treatment. Resistance is evoked by an antecedent stimulus (clinician's confrontational language), which is reinforced by escape of the aversive stimuli. Motivating Operations have a behavior/value altering effect in that they make "escaping" the stimuli (clinician) by engaging in resistant behaviors more or less reinforcing. Motivational Interviewing (MI) is an empirically proven intervention that has shown substantial success in the literature in changing addictive behaviors in substance abusers, medication adherence and developmental disabilities. In this workshop, we will present the proven strategies of MI to decrease resistance and increase cooperation between parents and clinicians. The Transtheoretical model (stages of readiness) which helps identify parent’s level of resistance will also be introduced. Attendees will build skills in assessing parents’ level of resistance and learn to use change talk procedures to successfully decrease their resistance.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Assess parent's motivation based on the trans-theoretical model and using different proven measures; (2) Provide examples of effective change talk strategies to develop and build collaborative relationships with parents; (3) Describe motivation using private events; (4) Identify traps that can harm clinician-parental relationships; (5) Describe key features of effective MI strategies; (6) Measure change talk vs. counter-change talk; (7) Identify key features necessary for cooperative relationships between caregivers and clinicians.
Activities: Workshop activities will include didactic instruction, active student responses, and video/audio role play discussion. If online we will have "break out rooms" to facilitate small group practice.
Audience: BCaBA, BCBA, graduate students, and licensed psychologists.
Content Area: Practice
Instruction Level: Basic
Keyword(s): ACT, Motivational Interviewing
 
Workshop #W17
CE Offered: BACB/NASP — 
Supervision
Engineering Schools for Student Success
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 2; Room 255
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Guy S. Bruce, Ed.D.
GUY S. BRUCE (Appealing Solutions, LLC)
Description: Do you work as an employee, supervisor, or director of an organization that provides services to students or clients with learning difficulties? Are you satisfied with your students’ progress? Behavior analysis developed a powerful technology for helping people, but too many students don’t receive the benefits. Why not? The easy answer is that providers don’t do what they are told. But providers’ performance, just like their students’ performance, is a product of their environments. Do providers have the resources, training, and management necessary to help students achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide students with the outcomes they want. The failure of students to make adequate progress is not usually an individual provider performance problem, but a performance problem at the system, process, and individual levels of the organization. This workshop will introduce you to an organizational performance engineering process (EARS) that will allow you to Evaluate student progress; Analyze causes of provider performance problems; Recommend changes in provider resources, training, and management; and Solve performance problems by designing and implementing recommended solutions.
Learning Objectives: By the end of this three-part workshop, participants will know how to: 1. Distinguish between examples of Skinner’s pragmatic approach to the science and engineering of behavior change and other approaches; and describe the benefits of Skinner’s pragmatic approach. 2. Describe the steps in the organizational performance engineering process and how that process can be used to ensure that every student makes efficient progress. 3. Diagram your organization as a network of provider-recipient relationships. 4. Evaluate student progress and staff performance using sensitive measures of behavior and behavior change. 5. Analyze causes of can-do, know-how, and want-to provider performance problems due to inadequate resources, training, and management. 6. Recommend solutions based on a comprehensive data-based analysis of provider performance problems. 7. Solve provider performance problems by designing and implementing changes in provider resources, training, and management.
Activities: Each participant receives a workshop with readings, practice exercises, answer keys, datasheets, lecture fill-in sheets, 4 decks of practice cards, and the latest version of ProgressCharter, a web-mobile application that makes it easier to implement the EARS process of organizational performance engineering. Training practices include interactive readings, lectures and discussion, oral and written practice with workbook exercises and practice cards with instructions and answer keys provided for critical component skills and tasks, hands-on practice in the design, implementation, and evaluation of provider evaluation, learning, and management resources, using rate measures of student and provider performance, celeration efficiency measures of student and provider progress, and ProgressCharter to measure and evaluate student and provider performance and progress. Participants will have the opportunity for coaching on the design and implementation of the EARS process in their own organizations.
Audience: Supervisors, Staff Trainers, Program Designers and Directors of schools or clinics that provide educational services to students of clients with learning difficulties are responsible for designing and/or implementing organizational performance engineering processes that change how providers work together, so that every student or client makes efficient progress towards mastery of the types of performance necessary for a successful life. Prerequisite Skills for this Workshop: Master’s Level Mastery of the Application of Behavior Analysis.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): Celeration Efficiency, Data-based Analysis, Provider-Recipient Network, Skinner's Pragmatism
 
Workshop #W23
CE Offered: PSY/BACB — 
Ethics
Risk-Benefit Analysis of Treatments for Severe Problem Behaviors
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 258A
Domain: Applied Research
CE Instructor: Nathan Blenkush, Ph.D.
NATHAN BLENKUSH (Judge Rotenberg Educational Center), JASON CODERRE (The Judge Rotenberg Educational Center), JOSEPH TACOSIK (Judge Rotenberg Education Center), DYLAN PALMER (Judge Rotenberg Educational Center)
Description: Behavior analysts are often part of multidisciplinary teams that treat patients with severe problem behaviors that are refractory to typical interventions. Professionals within and between disciplines do not always agree on the most appropriate treatment approach for a given person. However, there is general agreement that those providing treatment should provide the most effective and least restrictive interventions available. Unfortunately, risk perception and bias sometimes influence decision making to the detriment of the person receiving treatment. Here, we review decision analysis tools that may help inform decisions made by behavior analysts and interdisciplinary teams when treating severe problem behaviors. We review ethical, legal, and regulatory policies that must be considered in relation to treating people with severe problem behaviors.
Learning Objectives: 1. Participants will be able to describe the elements of at least two decision analysis tools associated with treatment selection. 2. Participants will identify at least three potential fallacies or biases associated with risk and clinical decision making. 3. Participants will evaluate at least two treatments using a risk benefit approach.
Activities: The format combines lecture, application of decision analysis, and group discussion.
Audience: Behavior analysts, psychologists, and other professionals who are often confronted with people who emit severe problem behaviors refractory to typical interventions.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): Decision analysis, Risk Perception, Treatment evaluation
 
Workshop #W24
CE Offered: PSY/BACB — 
Ethics
Diversity submission Ethics Regarding Sexuality Issues for Those on the Autism Spectrum
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 252B
Area: AUT/TBA; Domain: Theory
CE Instructor: Joanne Sgambati, Ph.D.
JOANNE SGAMBATI (Eden II/Genesis Programs NYSABA), NATASHA TREUMAN (Eden ll/ Genesis Programs), AMANDA HAYES (Eden ll/ Genesis Programs)
Description: This presentation will focus on the treatment intervention and the importance of BACB ethicall standards as it relates to supporting individuals on the autism spectrum and sexuality issues. The workshop will give an overview of ASD symptomolog and sexually related challenging behaviors. It will discuss ethic and sexual consent and related human rights issues.The workshop will discuss case examples and practical ethical solutions to various challenging sexual behaviors. Autism LGBTQIA+ issues will be reviewed along with helpful ethical solutions. Lastly, best practices and advocacy will be discussed. Materials will be supplied and interactive audiance activities will be used for audiance participation. A Q&A session will follow.
Learning Objectives: (1) Participants will learn and review the Current BACB Ethics Code for Behavior Analysts. (2) Participats will learn current sexual issues and challanging behaviors in those with autism based on several case examples and how they were addessed ethically by application of the current BACB ethics and related codes. (3) Participants will have opportunities to ask questions and problem solve through various interactive activities that target ethics, human rights, sexuality , and LGBTQIA+ issues in the autism community.
Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, small group break out, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying ethical issues and solutions will be provided in order to support participant learning.
Audience: Intermediate level - Partcipants should have rerequisite skills such as a general knowledge of BACB ethical standards and appled behavior analysis as it relates to autism spectrum disorder. This workshop is good for Behavior Anaylsts, Psychologists, Social Workers, Graduate Students, and Educators.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W26
CE Offered: BACB
An Applied Behavioral Medicine Approach to Addiction Recovery and Reanimation: Techniques from Public Health and Behavior Analysis Emphasizing Antecedent State as well as Consequence Management
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 253A-C
Area: CSS/BPN; Domain: Service Delivery
CE Instructor: Richard Cook, M.D.
RICHARD COOK (Applied Behavior Medicine Associates of Hershey), MATTHEW GROSS (Shippensburg University)
Description: The workshop will integrate principles of medicine, addiction neuroscience, public health problem solving, and applied behavior analysis behavior modification to develop treatment plans robust in antecedent state as well as scripted behavior and contingency management. These approaches heavily emphasize, and practice, use of fundamental behavior analysis techniques, with particular attention to the antecedent state, often neglected even in behaviorally based approaches. Scripting of and differential reinforcement of other, alternative incompatible behaviors in order to develop habits. Workshop to honor work, spirit, and legacy of behavior analysis and addiction recovery pioneer Dr. Sherman Yen
Learning Objectives: Workshop Objectives:1)Attendees will develop habits related to deconstruction of aspects of varied domains within the recovering addicts life into factors of the addicts behavioral equation that can be modified such that the likelihood of emission of toxic, drug use/relapse behaviors is decreased, replaced with increased likelihood of emission of alternative and incompatible behaviors that are deemed healthier and more likely to enhance the addict's reanimation and recovery. 2) attendees will apply public health principles and techniques, such as Haddon's matrix and strategies for injury control modified for addiction recovery, to circumstances and events of specific patients 3) while discussing and better understanding currently popular behaviorally based approaches focused on contingency management, attendees will practice development and implementation of approaches focused on decreasing the likelihood of emission of drug use and relapse behaviors by robust adjustment of the factors of the antecedent state
Activities: . Workshop Activities: Neurophysiology of Addiction Behavioral Physiology Individualized Resource and Needs Assessment Integration of Family into active participation in recovery, including learning approaches to focus directly on changing behaviors of family members, as well as behaviors of interactions between family members and the recovering addict
Audience: Target Audience:Workshop Will be useful for Behavior Analysts who are: Professional addiction clinicians Treat addiction in their practice Family member addiction Behavior Analysts in General Practice Involved in community or policy making
Content Area: Practice
Instruction Level: Basic
Keyword(s): Addiction recovery, Behavioral Medicine, Opiod addiction
 
Workshop #W27
CE Offered: BACB/NASP
Exploring the Systematic Use of Self-Monitoring as a Behavioral Intervention: The Self & Match System
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 252A
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Jamie Siden Salter, Eds
JAMIE SIDEN SALTER (Self & Match Educational Consultation), KATHARINE M. CROCE (Felician University)
Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring intervention and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately. This session will explore peer-reviewed research that supports the implementation of self-monitoring systems for students of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a "match"/accountability; component will be presented, with specific focus on the Self & Match System, a user-friendly, easy to implement, empirically-supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, as well as a Self & Match manual with substantial training materials. Participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system. Additionally, participants gain an understanding of implementing Self & Match as a classroom management tool in special education and general education settings. The Self & Match System has been used internationally to support individuals with emotional behavior disorders, autism, learning disabilities, and unidentified students in general education. Self & Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings; including (but not limited to): public and private schools, clinics, homes, and recreational settings. Great workshop for individuals and/or teams!
Learning Objectives: 1) Identify the research-based benefits of self-monitoring interventions 2) Effectively apply, individualize, and monitor progress of a self-monitoring system 3) Identify the necessary components of an effective motivational system 4) Identify the importance of pre-treatment planning on the effectiveness of intervention 5) Identify the basic components of the Self & Match System 6) Understand the implementation Self & Match System in a variety of settings including a General Education Setting, Home Setting, and Special Education Setting 7) Systematically individualize an intervention based on collaborative and critical thinking 8) Systematically consider function in the development of self-monitoring interventions and reinforcement opportunities
Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match/accountability component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, the Self & Match system, and consider the role of technology in enhancing this behavioral intervention. Additionally, participants will interactively complete a "Systematic Considerations Guide" prior to implementation to lead them on their way to creating their own Self & Match System. The format combines lecture, small group collaboration, whole group responding utilizing interactive digital polling software, and discussion. Core content will be taught through a combination of lecture, video examples, data analysis, and guided practice.
Audience: Participants will engage in active learning to increase their knowledge of implementing self-monitoring as a behavioral intervention. Workshop attendees will acquire a systematic guide to planning self-monitoring systems, Self & Match manual with substantial training materials, and access to Self & Match Maker, an online Self & Match form creator. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, and/or others who support individuals from pre-K to 21 in school, home, or clinic settings as well as adults that are interested in increasing appropriate behaviors. Great workshop for individuals and/or teams!
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Behavior intervention, Self&Match, Self-Management, Self-monitoring
 
Workshop #W28
CE Offered: BACB — 
Supervision
Mitigating and Managing Workplace Conflict for Behavior Analysts
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 257B
Area: OBM; Domain: Service Delivery
CE Instructor: Shannon Biagi, M.S.
SHANNON BIAGI (Chief Motivating Officers; University of West Florida)
Description: Even with a behavior analyst's unique understanding of human behavior, conflict in the workplace is nearly inevitable. Despite all of our best efforts to create highly reinforcing work environments, we’re likely going to end up in conflict at some point. Whether we’re directly involved ourselves, or we are mediating the negotiation of conflicts between others, behavior analysts need a strategy for handling these issues. By establishing an understanding of the role of learning history, motivating operations, other antecedents, as well as the inevitable "people" issues that arise in these difficult situations, behavior analysts can harness the science they know and love to successfully navigate, and hopefully prevent, conflicts in their workplaces. During this workshop, a step-by-step approach for assessing and managing existing conflicts will be presented, with support of organizational behavior management (OBM) research findings in similar topics, including gossip and rumor. Participants will practice negotiating through difficult situations using scenario learning, leaving with a novel perspective on how and why people end up in conflict, and strategies for facing such issues as a united front.
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) Identify different types of conflict and how they relate to one another (2) Determine what is productive vs. non-productive conflict (3) Describe strategies for preventing conflicts before they arise (4) Once in a conflict, determine strategies for handling the “people issues” (5) Identify personal biases that might impact conflict resolution (6) Define the problem in a conflict, once people-issues are handled (7) Identify common interests when in conflict (8) Determine the steps in brainstorming solutions in conflicts (9) Identify systems issues and behavior change necessary to resolve conflicts in organizations (10) Describe strategies for determining the effectiveness of a conflict resolution
Activities: The format of this presentation includes lecture, small group activities, independent worksheet activities, and guided practice through scenario-based learning.
Audience: Early career behavior analysts and those who would like to practice their conflict-resolution and perspective-taking behaviors.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Conflict, Difficult Conversations, Leadership, OBM
 
Workshop #W31
CE Offered: BACB
Diversity submission Contributing to the Creation of Open Access Educational Materials in Behavior Analysis
Friday, May 27, 2022
8:00 AM–11:00 AM
Meeting Level 2; Room 256
Area: TBA/CSS; Domain: Service Delivery
CE Instructor: Margaret Pavone Dannevik, Ph.D.
MARGARET PAVONE DANNEVIK (Lindenwood University)
Description: This workshop will provide information and encouragement for individuals in the behavior analysis field to contribute to open educational resources related to the science of human behavior. OER creation can not only be a valuable teaching or supervision activity but also allows for increased representation of underserved populations and a more culturally sensitive view of the ways behavior analysis can impact the world. Participants will walk away with tools to create open educational resources with their supervisees and trainees and also have opportunities for future collaboration.
Learning Objectives: At the conclusion of the presentation, participants will be able to : (1) Identify the ways in which open educational resources increase diversity, equity, and inclusion in the field of behavior analysis (2) Describe how OER/OEP can be integrated into coursework, training, and supervision to disseminate the science and represent underserved populations (3) Collaborate with other content creators to produce more behavior analytic open educational resources while reducing individual response effort and capitalizing on unique contributor strengths
Activities: The workshop will combine lecture, group discussion, small group guided practice, and also provide supplemental materials to participants wanting to continue working on goals established during the training.
Audience: Individual participants should have fluent knowledge of basic behavior analytic principles. The workshop will be most appropriate for those in teaching, training, or supervision roles.
Content Area: Theory
Instruction Level: Intermediate
Keyword(s): Diversity, Higher Ed, OEr, Teaching
 
Workshop #W33
CE Offered: PSY/BACB — 
Ethics
Diversity submission Ethics Without Diversity, Equity, and Inclusion is Unethical
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 156B
Area: AUT; Domain: Service Delivery
CE Instructor: Natalie A. Parks, Ph.D.
NATALIE A. PARKS (Behavior Leader Inc.; Saint Louis University), CHARDAE RIGDON (Rockwood School District), CHELSEA LAXA (Behavior Leader, Inc.), ELIZABETH HARRINGTON (Behavior Leader)
Description: The Ethics Code for Behavior Analysts specifies that behavior analysts should provide services that are culturally responsive, be aware of their own biases, and provide supervision that focuses on developing these skills in trainees. Several behavior analysts have investigated various diversity and inclusion topics including the development of racism, the need for additional diversity and inclusion training in the field, and the discrepancies between behavior analysis and other social science fields. This workshop provides participants with a behavior analytic framework of the principles and concepts of diversity, equity, and inclusion, encourages participants to review and reflect upon their own biases and privileges and how these intersect with the delivery of services, and guides participants through the steps necessary to develop culturally responsive services. Participants will operationally define the most common terms in diversity, equity, and inclusion (DEI) work, explore how each concept and principle applies to their work as a behavior analyst, and practice developing programming and services that are culturally responsive. Participants will be challenged to examine their own biases and identities and how these intersect with the individuals served. Finally, participants will explore why DEI is necessary to provide ethical services.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Operationally define at least 5 common terms of diversity, equity, and inclusion. 2. State what it means to have culturally responsive services. 3. Identify their own biases and identity and how they intersect with the delivery of services. 4. Create services that are culturally responsive. 5. Identify why DEI is necessary for the provision of ethical services.
Activities: Workshop objectives will be met through a combination of lecture, video review, small group discussions and activities, individual activities, and large group activities. Core content will be taught through lecture and videos that illustrate examples and models and participants will practice and apply their learning through the various individual, small, and large group activities.
Audience: Participants should be BCBAs, BCaBAs, or BCBA-Ds that have a strong foundational knowledge of concepts and principles in behavior analysis. Background knowledge of cultural practices and interlocking behavioral contingencies will aid in understanding, but not necessary.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): diversity, equity, ethics, inclusion
 
Workshop #W34
CE Offered: BACB
Diversity submission Acceptance and Commitment Training for Applied Behavior Analysts: This is Great, But How Would I Do This?
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 104A
Area: CBM/DDA; Domain: Service Delivery
CE Instructor: Thomas G. Szabo, Ph.D.
THOMAS G. SZABO (Touro University, Autism Care West), AZIZULL KAUR DHADWAL (Pepperdine University), YUKIE KURUMIYA (The Chicago School of Professional Psychology), ASHLEY PETT (Achievement, Balance, Community LLC), JACLYN TRUJILLO (Florida Institute of Technology), SEHAR MOUGHAL (University of Auckland), LARISA SHEPERD (Endicott College), DESIRAE WINGERTER (Collaboration Center Foundation), Jennifer J. McComas (University of Minnesota)
Description: Evidence for the utility of acceptance and commitment trainin (ACT) in applied behavior analysis (ABA) is growing. Most researchers publishing in this area are highly skilled academics with their most experienced graduate students, so it is not surprising that they are successful and operating within an ABA scope of practice. But how does the average ABA practitioner gain access to the coaching needed for successful, ethical implementation of ACT in ABA settings? It does not help that ABA practitioners leave ACT workshops saying, “This is great, but how would I do this?” In fact, it is highly problematic for our field if any training does not result in skill acquisition and sensitivity to the nuances of acceptable conduct when using any intervention. This workshop will offer training in two skills – ACT assessment and intervention. Using a BST format, participants will learn to conduct descriptive functional assessment of the six ACT repertoires and apply a 10-step task analysis to the development of novel, idiosyncratic ACT exercises. Participants will receive intensive coaching in small groups from seven seasoned facilitators and access to an online folder with sample self-guided training material to continue to practice with after the workshop, clinical decision-making trees to guide practice, video exemplars, and relevant research.
Learning Objectives: At the conclusion of the presentation, participants will be able to (1) code dialogue for six core indirect-acting contingencies (2) apply a 10-step task analysis to the design of a function-based ACT intervention (3) develop data collection for learner practice of ACT skills and ABA dependent variables
Activities: BST - rationale, modeling, rehearsal, feedback. Also, lecture, small group breakout, large group discussion.
Audience: Participants should be familiar with the ACT model. Having previously participated in an ACT workshop, read ACT research, or read ACT books would help. This content is appropriate for BCBAs and for BCaBAs under supervision of BCBAs with ACT in ABA background. This content is also appropriate for students and practitioners of clinical behavior analysis (behavioral counseling, therapy, and so forth).
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ACTraining, BST, Intensive Coaching
 
Workshop #W35
CE Offered: PSY/BACB
Updating Relational Frame Theory and Increasing its Utility in Applied Behavior Analyses of Human Language and Cognition
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 153C
Area: DEV; Domain: Theory
CE Instructor: Carolina Coury Silveira, Ph.D.
DERMOT BARNES-HOLMES (Ulster University), COLIN HARTE (Federal University of São Carlos), JOAO HENRIQUE DE ALMEIDA (Londrina State University), CAROLINA COURY SILVEIRA DE ALMEIDA (ABAKids: Desenvolvimento Infantil)
Description: Relational frame theory (RFT) is a behavior-analytic account of human language and cognition which in recent years has experienced a period of intense conceptual and empirical development. The overarching aim of the current workshop is to summarise these recent developments in RFT and how they could translate into potential advances in applied behaviour analyses, particularly in understanding and treating language and cognitive deficits/developmental delays. The workshop will be built around a new RFT framework for conceptualising many of the key ‘behavioral units’ of human verbal behavior. It will aim to demonstrate how the framework could be utilised in analysing deficits in, and designing interventions for, people with autism and other developmental delays. A blend of lecturing, video material, examples of teaching programmes, and group-based practical exercises will be utilised. PowerPoint slides and related materials will be made freely available to participants as well as free access to supporting software related to workshop content. Many additional readings will also be made available via an open access website. At the end of the workshop attendees should be in a position to utilise this new framework in their own applied environments.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) articulate the basic descriptive and explanatory concepts in RFT; (2) identify and describe the key elements of the multidimensional, multilevel (MDML) RFT framework; (3) generate some examples of how the MDML framework may be used in the applied behaviour-analytic treatment of specific deficits in human language and cognition.
Activities: The workshop will involve a balance between lecture, active participation, opportunities to practice the skills demonstrated in groups along with feedback provided to participants by the workshop presenters. In addition, video demonstrations will be employed throughout, and examples of teaching programmes will be provided. Workshops slides and additional supplementary readings and materials will be made available to participants via an open access website.
Audience: A basic background in behaviour analysis is assumed.
Content Area: Theory
Instruction Level: Intermediate
Keyword(s): Developmental Delays, Language/Cognition, MDML Framework, RFT
 
Workshop #W36
CE Offered: BACB — 
Ethics
Special Education Law and Ethical Issues for the Practicing Behavior Analyst
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 2; Room 258B
Area: EDC/DDA; Domain: Service Delivery
CE Instructor: Melissa L. Olive, Ph.D.
MELISSA L. OLIVE (Cultivate Behavioral Health & Education)
Description: This day long workshop will focus on the U.S. Individuals with Disabilities Education Improvement Act (IDEIA) and the many ethical issues that practicing behavior analyst should be apprised of. Participants will learn about federal legal requirements for conducting functional behavioral assessments, writing behavior intervention plans, understanding the term positive behavior supports as used in the IDEIA, and the requirements for independent educational evaluations including FBAs. Endrew F will also be discussed. Participants will learn how state law applies at the local level. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer. Detailed handouts will be provided.
Learning Objectives: 1. Identify the major components of US special education law, IDEIA, which protects the majority of clients served by a behavior analyst. 2. Identify the procedural areas of IDEIA that could result in ethical dilemmas for the practicing behavior analyst. 3. Identify the legal and ethical requirements of an Independent Educational Evaluation completed by a behavior analyst. 4. Identify when a behavior analyst must complete an FBA vs when they should complete one under the IDEIA. 5. Identify when a BIP must be developed by a behavior analysts under the IDEIA 6. Identify what type of data must be collected under the IDEIA 7. Describe the difference between a procedural and substantive error and how ethical blunders could create these types of errors.
Activities: Lectures, Case Discussion, Case Problem Solving, and online menti participation
Audience: BCBAs who work in schools or who are thinking of working in schools and school administrators who employ/supervise BCBAs
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Ethics, Special Education, SPED Law
 
Workshop #W37
CE Offered: PSY/BACB
Diversity submission Trauma: The Invisible Elephant Underlying Challenging Behavior
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 151A/B
Area: EDC/CBM; Domain: Service Delivery
CE Instructor: Jeannie A. Golden, Ph.D.
JEANNIE A. GOLDEN (East Carolina University), PAULA Y FLANDERS (Rethinked.com), DANIELLE WEBB (East Carolina University)
Description: Behavior analysts are often charged with the responsibility of dealing with challenging behaviors and may be unaware of the impact of underlying trauma on these behaviors. These challenging behaviors are frequently not amenable to traditional functional behavioral assessments (FBAs) and positive behavioral interventions (PBIs). This may be because behavior analysts are reluctant to incorporate distal setting events, discriminative stimuli, and motivating operations into their FBAs, which is essential to the incorporation of trauma into these analyses. Further, it is necessary to acknowledge the impact of verbal behavior in implementing effective interventions, as covert thoughts and feelings often are the establishing operations that motivate challenging behaviors. This workshop will familiarize participants with FBAs that incorporate trauma as well as with strategies that use verbal behavior in conducting interventions. They will see role-play demonstrations of these strategies and have the opportunity to practice these strategies with feedback and correction. They will also be provided with PBIs specific to their own caseloads.
Learning Objectives: At the conclusion of this workshop, participants will be able to: 1. Explain why youth who have experienced trauma are more likely to exhibit challenging behaviors. 2. Describe how to incorporate distal setting events, discriminative stimuli, and motivating operations into functional behavioral assessments of youth who have experienced trauma. 3. Describe how covert thoughts and feelings often serve as establishing operations that motivate challenging behaviors. 4. Explain why verbal behavior is important in implementing effective interventions for youth who have experienced trauma. 5. Describe some of the verbal behavior strategies that could be effective interventions for youth who have experienced trauma.
Activities: Participants in this workshop will receive didactic information as well as modeling, role play, feedback and practice of specific trauma-based interventions. Supplemental materials such as written scenarios, fidelity checklists, and sample FBAs and PBIs will also be provided.
Audience: Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with terms including verbal behavior, discriminative stimuli, establishing and abolishing operations, and positive and negative reinforcement, and have experience and examples dealing with those terms.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W39
CE Offered: BACB
Assessing Instructional Staffing Needs: Dyad and Group Instruction
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 103
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Silva Orchanian, M.Ed.
SILVA ORCHANIAN (Melmark New England), KYLEE ANNE FORMENTO (Melmark Pennsylvania)
Description: Assessing individual needs across instructional arrangements is an important part of providing services and promoting progress within an educational setting. While research suggests that individual instruction arrangements are highly effective in teaching new skills to individuals with intellectual and developmental disabilities, instruction in this format hinders generalization of skills (Koegel and Rincover, 1974), reduces opportunities for observational learning, and reduces the efficiency of instructional sessions when compared to group instruction (Plavnick and Hume, 2014; Rehfeldt et al, 2003; Ledford et al, 2008; Tekin-Iftar and Birkin, 2010). From childhood into adulthood, it is paramount to build pre-requisite components, establish independence and promote generalization their skills. Acquisition of the essential skills to make effective progress in a group setting lends to success in less restrictive environments such as schools, vocational placements and the community. This presentation will: (a) review the literature on and rational for transitioning away from one-to-one instruction; (b) focus on core skills for effectively learning within a group instructional arrangement (c) and prepare the instructor to arrange the environment, deliver instruction, reinforcement and consequences to promote a child success.?? To further facilitate understanding of the presented material, the audience will engage in activities to develop skills in teaching within different instructional formats .
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Provide rationale for moving away from 1:1 instructional arrangements 2)Discuss the importance of introducing dyad and group instruction with stakeholders (e.g., staff, parents, funders, etc.) 3) Describe types of dyad instruction 4) Prepare to successfully implement dyad instruction in their settings 5) Determine the appropriateness of dyad instruction for particular individuals 6) Demonstrate effective dyad instruction 7) Understand when and how to move from dyad to group instruction
Activities: The format combines lecture, video demonstrations of the strategies discussed and role play following a BST model. Supplemental materials (e.g., sample datasheets) will be provided to support participant learning.
Audience: Teachers, behavior analysts and other professionals with experience delivering instruction based on the principles of applied behavior analysis in a 1:1 format
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Classroom Management, Group Instruction, Increasing Independence, Pre-requisite Skills
 
Workshop #W41
CE Offered: BACB
Designing a Culture of Innovation, Improvement, and Quality Using Lean Management
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 153B
Area: OBM; Domain: Service Delivery
CE Instructor: Aseel M Houmsse, M.S.
ASEEL M HOUMSSE (Mass General Brigham), JAMIE REED (The National PERT Consortium), JESSICA WENIG (Hopeful Journeys Educational Center), KENDRA BIRD (Mass General Brigham North Shore Physicians Group)
Description: ABA and human service industries across the country struggle with retention and staff burnout. Most master's programs in behavior analysis do not offer courses that teach future clinicians to be good leaders and strong managers who are equipped to face human resource issues and other barriers to business. One solution is to look to other industries that have faced similar threats and come through successfully. Hospital systems are beginning to implement what the manufacturing industry has been using for decades - lean management. Lean seeks to improve operations by eliminating waste. To improve operations, a system must change employee behavior. This seminar will synchronize OBM with lean management in a way that will give participants tactical methods for making last change in their own practice and organizations.
Learning Objectives: At the end of this session, participants will be able to: 1. List the 7 wastes and use tools to frame the current state 2. Implement at least 2 countermeasures to mitigate waste 3. Describe the value of direct observation as it relates to improvement and change.
Activities: The workshop will utilize didactic instruction, small group discussion, active student responding, videos, hands-on activities and practice, modeling and demonstrations. The class will be highly interactive and offer opportunities for debate, discussion, and examples from participants. We will survey participants at the beginning of the session to understand their learning styles and tailor our approach to best fit each individual in the group. We will offer materials in writing and electronically. If possible, we will seek to gather preferred language in advance of the session and print materials in multiple languages.
Audience: The session will be targeted for management-level staff. Appropriate participants would be BCBA supervisors, administrative staff, and operations personnel. Entry level staff are welcome to attend as the information will be relevant to all members of an organization.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): culture, innovation, lean management, process improvement
 
Workshop #W44
CE Offered: BACB — 
Ethics
Compassionate Care: A Synthesis of Science and Humanity
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 154
Area: TBA/DEV; Domain: Service Delivery
CE Instructor: Hillary Laney, M.Ed.
EMILY WADE (Tropical Behavioral Services/Positive Behavior Supports), HILLARY LANEY (Centria Autism)
Description: What do you do when the traditional approaches to challenging behavior aren't resulting in effective and generalizable treatment outcomes? Applied Behavior Analysis has demonstrated the utility of compassionate and trauma informed care through multiple replications of research. Practitioners in the field have increasingly begun to seek out these methods to prioritize clients' emotional, mental, and physical safety in their treatments. Other fields of psychology have also developed compatible and complimentary evidence-based practices which can be aligned with the framework and technology of ABA. Clinicians, however, may need additional training in order to translate these concepts into tools which apply to real world situations in schools, homes, clinics, and communities. This workshop will provide an overview of compassionate care and how it can be used to enhance our current practices. It will discuss 3 empirically validated models of compassionate care and provide practical tools to take away and use in daily practice. Attendees will be provided supplemental materials, in vivo training (behavioral skills training), and active responding opportunities to solidify understanding of concepts.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Define compassionate care and its relevance to the field of ABA; (2) Identify 3 empirically validated models to support compassionate care; (3) Implement at least 4 applied tools related to the 3 models
Activities: This workshop will use lecture, discussion, modeling, feedback, and rehearsal to assist attendees with achieving the learning objectives. In vivo demonstrations of tools will be conducted, along with group discussions and role play to support skill acquisition. Supplemental materials will be provided to support generalization to the natural environment. Active responding using an interaction app will be utilized to optimize participation.
Audience: This workshop will be geared toward behavior analysts, educators, and mental health providers supporting individuals with challenging behaviors. Attendees will require a basic understanding of behavioral principles and have at least 1 year of relevant experience working with the identified population. Participants of any experience level, nominal or extensive, will be challenged to think outside the box when intervening on challenging behaviors.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Extinction alternatives, NDBI, PFA/SBT, Trauma-Informed Care
 
Workshop #W45
CE Offered: BACB
Teaching Students and Staff With the PORTL Laboratory
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 156A
Area: TBA; Domain: Service Delivery
CE Instructor: Jesus Rosales-Ruiz, Ph.D.
JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (Behavior Explorer), CRYSTAL FERNANDEZ (University of North Texas)
Description: PORTL, the Portable Operant Research and Teaching Lab, offers a convenient and fun way to experience the principles of behavior. This tabletop game is essentially a portable Skinner box for humans. However, unlike the Skinner box, students get to experience what it is like to be both the teacher and the learner. Through PORTL exercises, students can learn about reinforcement, extinction, discrimination, stimulus control, shaping, chaining, and other behavioral phenomena. PORTL teaches students how to design reinforcement systems, write teaching plans, collect data, and assess the learner’s progress during teaching. In this workshop, you will learn the fundamentals of PORTL, the parallels between PORTL and the Skinner box, and the basics of using PORTL as a teaching tool in the classroom or for staff training. You will also get to play several PORTL exercises as both the teacher and learner, which will further illustrate the power of PORTL as a teaching tool.
Learning Objectives: (1) Describe the basic components of the game PORTL and the relationship between PORTL and the Skinner box. (2) Describe how to use PORTL to teach basic behavioral principles to students or practitioners. (3) Set up a game of PORTL and carry out a PORTL exercise to illustrate a behavioral principle or teach a behavior.
Activities: This workshop will consist of lectures and hands-on activities. Lectures and videos will be used to describe the basics of PORTL and teach participants how to use PORTL to teach others about basic behavioral principles. Participants will have a chance to experience PORTL through a series of hands-on exercises. During the exercises, participants will play the roles of both teacher and student. Group discussions will be used to summarize and reflect on the experience gained by playing the exercises and to further discuss how to use PORTL as a teaching tool.
Audience: This workshop is designed for anyone who is interested in teaching others about basic behavioral principles and who is interested in teaching others about how to design and implement teaching programs. University professors will find the material useful for their undergraduate and graduate behavior classes. BCBAs and licensed psychologists will find the material useful for training practitioners and therapists.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): basic principles, laboratory experience, shaping skills, staff training
 
Workshop #W46
CE Offered: PSY/BACB/QABA/NASP
VOX: An Experimental Analysis of Verbal Behavior for Speakers With Autism and Other Language Disorders
Friday, May 27, 2022
8:00 AM–3:00 PM
Meeting Level 1; Room 153A
Area: VBC; Domain: Service Delivery
CE Instructor: Lee L Mason, Ph.D.
ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio), LEE L MASON (Cook Children's Health Care System)
Description: Skinner (1957) writes, "It is my belief that something like the present analysis reduces the total vocabulary needed for a scientific account. In many ways, then, this seems to me to be a better way of talking about verbal behavior" (p. 456). Language is a much sought after, yet elusive subject matter for scientific investigation. Skinner proposed that language fell within the scope of a science of behavior, and was therefore open to functional analysis and interpretation. Over the past 60 years, much has been done to further the scientific explanation, prediction, and control of verbal behavior as a function of environmental variables. This workshop provides an interactive approach to conducting verbal operant experimental (VOX) analyses, and using the results of this assessment for developing individualized treatment plans for individuals with autism and other language disorders. Specifically, we use multiple-exemplar training and mediated scaffolding to demonstrate the procedures and interpretation of a VOX analysis. The methodology described in this workshop is empirically supported, and conceptually systematic with a behavior-analytic approach to language assessment and intervention. Special attention will be paid to speakers from culturally and linguistically diverse backgrounds.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a VOX analysis; (3) develop individualized treatment objectives; and (4) demonstrate the process for transferring stimulus control across verbal operants.
Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning.
Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): errorless learning, functional analysis, stimulus control, verbal behavior
 
Workshop #W47
CE Offered: BACB
Canine Consulting and Training: An In-Person Primer
Friday, May 27, 2022
12:00 PM–3:00 PM
Off Site
Area: AAB/CBM; Domain: Service Delivery
CE Instructor: Terri M. Bright, Ph.D.
TERRI M. BRIGHT (MSPCA Angell)
Description: The ethical training of dogs has not been over-burdened by peer-reviewed science, however best practices exist in the behavior analytic community that can be applied to changing dog behavior. In this workshop, these practices will be demonstrated. This clinical behavioral practice is at a veterinary teaching hospital, MSPCA-Angell Animal Medical Center. From intake forms to recommended behavioral training to written Behavior Plans, workshop attendees will receive verbal instruction in interviewing clients, dog behavior assessment (direct and indirect), and common differential reinforcement recommendations. Workshop attendees may submit a Behavior Consultation Form and have their own dog’s behavior be a (virtual) teaching case during the workshop. (The workshop presenter will decide on the case to be presented). Other case studies will be presented post hoc during the workshop. (Note: if an appropriate virtual teaching case is not submitted, other case studies will be presented.) Attendees will have hands-on experience training Shelter and owned dogs, learning to manipulate training equipment, and to train a number of alternative and incompatible-type behaviors to dogs. Dog body language and safety will be discussed and demonstrated, and a P.S.I. on how to discriminate fear vs. aggressive behaviors will be reviewed and sent to attendees for self-study. The cost of this workshop includes the cost of group transportation to the off-site workshop location. On-site registration for this workshop will not be available.
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1) identify the most ethical rewards-based dog-training and ABA-based consulting practices; 2) demonstrate simple dog-training skills; 3) safely manipulate dog-training equipment, e,g, collars, harnesses, etc,); 4) be able to discriminate fearful and aggressive behavior in dogs via a Personalized System of Instruction.
Activities: • Participants will observe a Board-Certified Applied Animal Behaviorist/BCBA-D perform a verbal consult with actual submitted dog behavior problems. Participants may apply for this opportunity with their own dog; the dog will not participate, though videos may be sent; the behaviorist will choose the most appropriate case, and the participant will agree to answer questions during this “appointment.” The behaviorist will also present a case study of a known dog that will be present during the workshop. If an appropriate virtual teaching case is not submitted, other case studies will be presented. • Participants will work with available Shelter dogs and stuffed dogs on training/equipment/assessment activities, and observe/learn to train typical DRA behaviors she uses during her consultation practice. • Canine body language will be demonstrated with live dogs throughout and in a P.S.I. powerpoint presentation sent to participants. • Participants will have the opportunity to ask “troubleshooting” questions, e.g., “What do I do if a dog does ____?” Note: only generalized answers will be given.
Audience: The target audience consists of those who are interested in dog behavior and training, whether of their own dogs, Shelter dogs or others.
Content Area: Methodology
Instruction Level: Basic
Keyword(s): animal behavior, canine consulting, dog behavior, dog training
 
Workshop #W48
CE Offered: BACB
Writing Applied Behavior Analysis Programs Beyond Feature, Function, Class's - Transitioning from Intermediate to Advanced Learners
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 256
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Shayna Gaunt, M.A.
SHAYNA GAUNT (How to ABA), SHIRA KARPEL (How to ABA)
Description: Do you have learners who present as intermediate to advanced, yet still struggle with language and comprehension? In practice, we see learners who talk in sentences, but still do not answer wh-questions fluently or carry a conversation. Has your learner outgrown the boxes of your usual assessments? How do you program for someone who is more complex than what you were taught during your BCBA supervision? In this workshop, we will provide you with a road map for the advanced learner, including assessment, practical programs, data sheets, and materials. We will share our tips and tricks for advanced programming (gained from 20+ years of experience) and show you how to teach across operants so that your students’ skills are fluent and dynamic. Program individualization will be also be discussed. Instead of programming to an assessment, watch your learner soar! Content has obtained credibility, as demonstrated by 20+ years of involvement in the practice and application of ABA within the autism community. At How to ABA, we provide practical support and resources for ABA professionals. We help BCBA’s create dynamic, individualized programs by providing easy to access programs, materials and CEUs so that you can feel conbdent and master what you love.
Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Identify the 3 areas of need for an intermediate to advanced learner after completing an assessment; (2) Demonstrate knowledge of program planning based on the profile of an intermediate to advanced learner; (3) Write at least 3 dynamic skill acquisition programs for an intermediate to advanced learner with ease and efficiency; (4) Develop corresponding data sheets tailored towards intermediate to advanced learners that teach across operants.
Activities: The format combines lecture and small group activities. Workshop objectives will be met through a balanced presentation of lecture, video observation, discussion, small group break out, and guided practice. Supplemental materials for will be provided in order to support participant learning.
Audience: This workshop is intended for newly-minted behavior analysts providing language and social skills interventions for individuals diagnosed with ASD. Standardized competencies (e.g., BCBA) are suggested but not required.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): curriculum development, HowtoABA, program resources, program writing
 
Workshop #W51
CE Offered: BACB
Intervention Considerations for Individuals With Autism who use Augmentative and Alternative Communication
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 254A
Area: AUT/VBC; Domain: Service Delivery
CE Instructor: Joe Novak, Ed.D.
JOE NOVAK (REED Autism Services; Kean University; Endicott College)
Description: AAC is reviewed for its benefits for expressive and receptive language. Research-based information is provided as it relates to how vocal speech development is affected by AAC. Communication modes, the range of communication systems, and brief information related to assessment is given. Research on the efficacy of SGDs for supporting communication needs of individuals with autism will be highlighted. Information regarding recommended prompts/prompt-fading procedures will be shared. AAC modeling techniques are reviewed in detail. Navigating AAC needs and vocal speech is discussed, and a sample protocol is shared. Specific skill acquisition programs to target skills such as communicative repair will be shared. Common challenges faced when trying to develop more advanced language for AAC users are explored. The tendency for AAC devices to becoming “manding machines” is discussed and several possible explanations are provided. Recommendations for how to develop advanced language skills are provided and sample SGD layouts are given. Ethical considerations regarding authenticity of the communicative message are discussed. Potential areas of challenge related to collaboration between behavior analysts and SLPs will be reviewed with implications and possible resolutions given. The importance of collaboration between the two disciplines in order to ensure effective AAC intervention practice will be emphasized.
Learning Objectives: Participants will be able to: 1) Describe the research to date on the use of speech-generating devices for individuals with autism 2) Describe various instructional strategies including language modeling and direct prompting 3) Identify ethical challenges related to AAC implementation including issues regarding authenticity when using phrase-based icons on AAC devices 4) Identify strategies for AAC implementation when effective collaboration is unavailable, ineffective, or a work-in-progress 5) Discuss several possible reasons why devices may become manding machines
Activities: Instructional strategies include: lecture, discussion - Workshop objectives will be met through a blend of lecture and group discussion - Core content will be taught through lecture and video demonstrations of strategies will be provided as appropriate - Supplemental materials will be provided in order to support participant learning - The format combines lecture and group discussion as appropriate.
Audience: The target audience consists of BCBAs who may only have entry-level competence in the area of augmentative and alternative communication. It is important that BCBAs has a better understanding of evidence-based intervention strategies for individuals with autism who use AAC and also have the tools to collaborate effectively with SLPs on AAC interventions.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): AAC, Aided Modeling, Augmentative Communication, SGD
 
Workshop #W52
CE Offered: BACB
Systematically Evaluating the Comprehensiveness of a Child's (an Adult's) Treatment Plan for Addressing Problems and Building Upon the Gifts of Attention Deficit Hyperactivity Disorder
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 253A-C
Area: CBM/DEV; Domain: Service Delivery
CE Instructor: Richard Cook, M.D.
RICHARD COOK (Applied Behavior Medicine Associates of Hershey)
Description: Workshop Description:Appropriate "treatment" for Attention Deficit Hyperactivity Disorder (ADHD), by standards of multiple organizations representing those having or treating it, typically include "medication" and "behavior therapy," defined in various ways, yet studies of various populations often conclude that those within the cohort get cursory medication check visits (if medication is used at all) and "behavior" therapy, the topography of which varies greatly, often with little resemblance to approaches which an applied behavior analyst would recognize, again, if any behavior therapy at all. This workshop uses a combination of a medical and public health problem solving model to teach attendees how to evaluate the adequacy of an individuals treatment plan within a customizable, practical group of domains, and apply behaviorally sound principles to effect changes that will both address the problems and build upon the "gifts" associated with ADHD.
Learning Objectives: Workshop Objectives:Workshop Objectives: At the conclusion of the workshop, participants will be able to: (1) identify domains of behavior relevant to each individual; (2) practice a systematic approach to applying the systematic approach taught to both problem and "gift" behaviors associated with ADHD; (3) develop their own customized guide for systematically evaluating the comprehensiveness of an ADHD treatment plan for a child or an adult.
Activities: Workshop Activities:Workshop Activities: Lecture, discussion guided notes use of pre-scripted algorithms for which attendees will practice and learn the approach to modifying for each individual's ADHD treatment plan for whom evaluation is performed
Audience: Target Audience:attendees who treat/address/have ADHD, or have a spouse, child, or patient who does
Content Area: Practice
Instruction Level: Basic
Keyword(s): ADD/ADHD, ADHD, Attention Deficit, Executive Processing
 
Workshop #W53
CE Offered: BACB
Instructional Cooperation Observation Tool: Identifying Fragile Links Within the Instructional Chain Using Structured Observation
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 254B
Area: EDC; Domain: Service Delivery
CE Instructor: Shaunessy M. Egan, Ed.D.
PHILIP HUNT (West Hartford Public Schools), SHAUNESSY M. EGAN (The Center for Children with Special Needs)
Description: Based on the theoretical concepts and framework of building chained communication and toleration skills popularized by the Practical Functional Assessment and Skill Based-Treatment model, the ICOT is an observation tool designed to assist clinicians in the identification of skills that and missing, suppressed, or inconsistent within a learner’s behavioral repertoire. The tool is designed to be implemented in an instructional setting to prompt the practitioner to observe and rate targeted interactions between the learner and instructor during 1:1 teaching sessions and small group instruction. Through the scoring of data collected in 19 skill areas divided across 1-5 instructor lead rotations, the ICOT assists practitioners in the identification of areas of strengths and weakness within the instructional paradigm, and highlights areas that may require remediation and/or play an important role in guiding the development of comprehensive behavioral assessments. During this workshop, participants will be provided with a comprehensive overview of the ICOT and guided practice regarding its use when conducting observations will be conducted. The utility of structured observation as a foundation for chaining cooperation skills in the academic setting will be supported by data collected in the public school system by the presenter. All attendees will receive sample data sheets and access to the presentation slides.
Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Complete a structured observation using a video example, correctly scoring a minimum 15 out of 18 yes/no questions according to the instructor’s example (2) Briefly describe the purpose, ethical reasoning and philosophical underpinnings of the observation tool in language accessible to parents and related professionals. (3) Summarize priorities for behavioral intervention based on the results of the observation
Activities: -The presenter will break down each of the four subsections of the observation tool; HRE, Communication, Toleration, Cooperation using visual presentation, and video examples. -Participants will break up into small groups to discuss scoring systems, barriers, and setup of observations in between each subsection presentation. -Participant groups will be given unique role play scenarios of transitions to adult lead activities. -Groups will be encouraged to problem solve the scoring component of the observation and present their ideas to the group as they relate to each subsection of the observation. -Feedback will be delivered at an individual and group level for scoring. -Finally, a video will be played for all participants to score individually. Scoring will be reviewed for the group, and feedback given until mastery objectives are met.
Audience: The target audience for this workshop would be Master's level behavior analysts working primarily in the education setting. The intermediate instruction level is indicated because use of the observation tool requires some flexibility in interpretation and application to the individual. Ideally to gain the best experience from this workshop the participant will have some prior knowledge of Practical Functional Assessment and Skill Based Treatment protocols with a view to applying the principles of the process in an achievable manner in a public school setting
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Instructional control, Observation Tool, Skill-Based, Whole-Chaining
 
Workshop #W54
CE Offered: PSY/BACB
Improving Classroom Behavior Support Through Applied Behavior Analysis
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 252A
Area: EDC/OBM; Domain: Service Delivery
CE Instructor: Robert F. Putnam, Ph.D.
ROBERT F. PUTNAM (May Institute), ERIK D MAKI (May Institute)
Description: This workshop will provide behavior analysts with a review of the research on evidence-based practices in classwide behavior support (Simonsen & Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost, and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced-based classroom-wide behavior support practices; 3) use a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior.
Activities: The format combines lecture, guided practice, and frequency-building exercises to learn how to use the Classroom Observation Tool.
Audience: Behavior analysts who provide direct consultation to instructional staff and other staff who provide support to instruction staff.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W55
CE Offered: BACB — 
Supervision
Planning for Organizational Growth: Data-Based Decision Making
Friday, May 27, 2022
12:00 PM–3:00 PM
Meeting Level 2; Room 257B
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Tiffany Kristin Mrla, Ph.D.
TIFFANY KRISTIN MRLA (Learning & Behavior Solutions, LLC)
Description: This workshop will address various aspects to consider when planning to scale your organization and service delivery model. It is focused on the small business owner, providing solutions for all aspects of growth to include managing referrals, assessments, and treatment planning for clients; tools for maintaining connections to your families and caregivers; staff onboarding and retention strategies, ongoing training, coaching and mentoring of direct care staff; developing student supervision models and mentorship programs for behavior analysts, students of behavior analysis and direct care staff; as well as utilizing organizational data to monitor all areas of organizational success through a data dashboard. In addition, examples of simple measures for financial modeling and forecasting, developing a plan for site development, recruiting and marketing plans, and monitoring staff performance from afar will be shared with the audience.
Learning Objectives: Learners will leave this workshop with tools for planning and monitoring growth initiatives. Ethical considerations in scaling your organization will be discussed with solutions identified for addressing concerns. Models for RBT, Student, and BCBA supervision and mentorship will be shared to ensure consistent, high quality service provision occurs across sites, as well as tools for developing client outcome measures. Financial metrics and measures will be shared, as well as systems for monitoring service delivery, and systems for monitoring quality assurance.
Activities: This workshop will utilize aspects of BST to assist in developing and utilizing various tools to monitor growth and ensure organizational sustainability, facilitate client and staff performance and growth, maintain a positive culture across sites, and ensure compliance in practices through systems design and analysis. Activities will include a combination of lecture, group discussion, small group breakout and guided practice for developing tools and plans for organizational growth. Some video presentations will be included. All materials will be available to participants electronically for assistance in processing and accessing learning materials post-conference.
Audience: Target audience includes small to medium size autism service provider organizational leadership teams. Necessary prerequisite skills include a basic understanding of spreadsheets, data and graphing tools, organizational behavior management, leadership development, as well as supervision, mentorship and training models, and basic financial metrics.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism Providers, Data Dashboards, Innovative Pathways, Organizational Growth
 
Workshop #W59
CE Offered: BACB
Automatic Reinforcement: Applying the Literature and Individual Considerations to Assessment and Treatment Strategies
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 258B
Area: AUT/DDA; Domain: Applied Research
CE Instructor: Haley Steinhauser, Ph.D.
HALEY STEINHAUSER (Melmark New England; Regis College), WILLIAM H. AHEARN (New England Center for Children)
Description: The assessment and treatment of automatically reinforced challenging behavior poses unique practical limitations for clinicians due to the inaccessibility of the maintaining consequences (Vollmer, 1994). Over the years, the behavior analytic literature evaluating assessment and treatment strategies for behavior maintained by automatic reinforcement has evolved. Several treatment approaches have involved providing other sources of presumably competing reinforcement (e.g., Piazza et al., 1998/200; Jennet et al., 2011, Hagopian et al., 2020) and others have involved contingently prompting alternative responses both with and without arranging for reinforcement for them (i.e., redirection; e.g., contingent tasks, overcorrection, response interruption and redirection). Likewise, these procedures are evolving and becoming more refined over time. This workshop-style presentation will first synthesize this evolving literature and highlight what we currently know. Then, we will provide both practical and ethical considerations based on this literature for clinicians to bring back to their clinical practice.
Learning Objectives: (1) Describe empirically supported procedures for treating automatically reinforced challenging behavior (2) Identify considerations for the functional assessment of behavior that is presumably maintained by automatic reinforcement. (3) Outline clinical considerations for treatment package development when targeting automatically reinforced challenging behavior.
Activities: The workshop will involve initial lecture with supplemental videos, individual guided practice, and opportunities for small group activities and discussions.
Audience: Attendees should have some experience with functional analysis and familiarity with the concept of automatic reinforcement.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): automatic reinforcement, redirection
 
Workshop #W62
CE Offered: BACB — 
Ethics
Diversity submission Self Reflective Practices
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 253A-C
Area: CSS; Domain: Service Delivery
CE Instructor: Roxanne Gayle, Ph.D.
NOOR YOUNUS SYED (SUNY Empire State College; Anderson Center International; Endicott College), MARY JANE WEISS (Endicott College), ROXANNE GAYLE (Trumpet Behavioral Health, Endicott College, Pepperdine University), JESSICA PIAZZA (Endicott College), COLLEEN SUZIO (Center for Children with Special Needs (CCSN))
Description: This workshop will investigate the importance of self-reflection in behavior analytic practice and research. We will review literature on self-reflection and biases both within and outside the field with an emphasis on these concepts as related to social significance and validity. Attendees will review self-reflective frameworks and will use these to create responses to real and contrived ethical scenarios. Finally, we will discuss cultural systems change theories, with an emphasis on metacontingencies as proposed by Glenn and colleagues (2016). Attendees will consider practices to facilitate systems change toward social justice at individual and organizational levels. It should be noted that topics covered in this workshop may be highly sensitive. The delivery of respectful bidirectional feedback, for who those feel comfortable, is highly encouraged.
Learning Objectives: Upon completion of the talk, the attendees will be able to: (1) Discuss behavior analytic frameworks to aid in self-reflective practices.; (2) Identify tools outside of the behavior analytic field that aim to increase humility and reflection.; (3) Describe the importance of engaging in reflective practices to increase social significance and validity of our research and practice.; (4) Analyze ethical scenarios related to biases through a reflective lens.; (5) Review behavior analytic cultural change theories and discuss ways to engage in systematic cultural movement towards social justice.
Activities: Workshop objectives will be met through lecture, guided practice, large group discussion, small group discussion, and individual feedback
Audience: Practitioners and researchers in the field
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): cultural humility, ethical scenarios, metacontingencies, self reflection
 
Workshop #W63
CE Offered: BACB
Customizing Excel Templates to Save Time Graphing and Interpreting Behavioral Data
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Neil Deochand, Ph.D.
NEIL DEOCHAND (University of Cincinnati), MACK S. COSTELLO (Rider University), JAMES HAWKINS (University of Cincinnati)
Description: This workshop will cover the essential and desired features when graphing behavioral data. Discussion will focus on how these features facilitate visual analysis and how we can create visual aids and supplements to assist clinical decision-making when necessary. Participants will learn to create excel templates that contain these features while learning to use an exemplar template that automates phase lines, phase labels, goal lines, date changes, and graph titles so that users can edit their graphs at the click of a button within their spreadsheet, rather than having to move graph elements around in their graph. Using formative excel templates meets the needs of practitioners to automate many of the redundant steps in graph creation, and get back to service delivery.
Learning Objectives: (1) Participants will be able to identify essential elements of a behavioral graph and quality features of a putative "good" chart. (2) Participants will be able to create and use visual aids and supplements to avoid errors when reviewing our behavioral data. (3) Participants will learn how to automate phase change lines, phase labels, and goal levels. They will also learn to create their own templates to adhere to their agency or state requirements for graphing data. (4) Participants will learn when and how to include other visual aids like data points for tracking no data, conditional formatting to highlight weekends, presenting opportunities or duration of observation etc.
Activities: The presentation will contain exemplar recordings for graph creation, as well as live demonstrations of how to incorporate essential elements of graph creation, as well as best chart practices that facilitate visual analysis. Discussion will focus on the evolving standards and requirements for graphs from quality assurance agencies, and how new graphing conventions will likely emerge. Small breakout groups will be used so that participants can engage in guided rehearsal and practice after live graphing demonstrations. Participants will receive a graphing template that contains automated features for graphing behavioral data, and they will learn to manipulate the template to meet their ongoing needs when charting data for their respective clients.
Audience: Intermediate instruction BCaBAs BCBAs BCBA-Ds
Content Area: Practice
Instruction Level: Basic
Keyword(s): Chart Language, Decision-making, Graphing, Visual Analysis
 
Workshop #W66
CE Offered: PSY/BACB/NASP
Joining Forces: Enhancing School-Based Behavior Analytic Services Through Collaboration With Mental Health Professionals (In-Person and via Telehealth)
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 103
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Whitney L. Kleinert, Ph.D.
WHITNEY L. KLEINERT (May Institute)
Description: In school systems, many of the students we work with require additional supports beyond Applied Behavior Analysis that are outside of our competence. Specifically, students may have comorbid diagnoses that necessitate different areas of expertise, such as a developmental disability in conjunction with anxiety or depression. Additionally, students may have significant trauma histories that impact how they respond to different features of treatments grounded in ABA (e.g., full-physical prompting). In order to fully meet the needs of the students we work with, and to maintain our ethical obligations (e.g., BACB Ethics Code 1.02), it is imperative that we collaborate with experts in other areas (e.g., mental health). This workshop will explore research-based methods of consultation and collaboration between behavioral staff and mental health clinicians – specifically, methods we can use to join forces and meet students’ needs effectively and efficiently.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) DESCRIBE how Mental Health and behavioral needs may be intertwined and the implications of solely addressing one or the other; (2) IDENTIFY ways to collaborate with staff providing Mental Health services and staff providing services rooted in Applied Behavior Analysis; (3) DESCRIBE specific ways to incorporate Mental Health and ABA components into each of these service areas to increase the likelihood of better outcomes for students.
Activities: This workshop can be adapted for both in-person and online learning platforms. Instructional strategies include brief lecture, group discussion, and small group breakouts. The format will include a lecture with supporting visuals, case illustrations/examples, polling questions (via Zoom or in-person), Behavioral Skills Training (BST; instructions, model, role-plays, feedback), and small group discussions with subsequent sharing with the whole group.
Audience: Experience working within school settings and/or collaborating with service providers within school settings preferred (e.g., Psychologists, Counselors, SLPs, OTs, PTs).
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Consultation, Mental Health, School, School Consultation
 
Workshop #W67
CE Offered: PSY/BACB
Successful Intervention in Schools: How to Provide Systematic and Effective Behavioral Consultation
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 104A
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Megan Robinson Joy, Ph.D.
MEGAN ROBINSON JOY (Devereux Advanced Behavioral Health), KRISTEN M. VILLONE (Devereux Advanced Behavioral Health), RYAN BIEMULLER (Devereux Advanced Behavioral Health)
Description: Working in natural environments like schools presents a number of challenges to implementing successful behavioral intervention. Competing priorities, last minute referrals, and large caseloads can make consultants feel like they are always putting out fires. In this workshop attendees will learn strategies for providing systematic, effective, and ecologically valid behavioral consultation. The presenters will review research on evidence-based practices for special education populations, including learners with autism and students with intensive special needs. Attendees will learn how to incorporate evidence-based practices into classroom consultation protocols, including how to create data-based observation systems and provide behavioral skills training to teachers and classroom staff. The presenters will discuss processes for addressing the needs of high-risk students who continue to exhibit problem behavior despite consistent implementation of evidence-based practices. Strategies for effective coaching in the classroom will be emphasized, including how to build rapport, work with staff from different backgrounds, communicate effectively and identify interventions that are feasible and contextually appropriate. The presenters will also discuss how to monitor progress, fade supports and build capacity within the school environment.
Learning Objectives: (1) Identify evidence-based classroom practices for special education populations, including learners w/ASD and students with disruptive behavior disorders. (2) Develop a structured classroom observation system, including data collection strategies and a plan for implementation and sustainability. (3) Demonstrate how to effectively use behavioral skills training to teach classroom staff how to consistently use evidence-based practices. (4) Discuss key practices for effective consultation, including building rapport, working within the resources of the environment, communicating clearly and consistent documentation.
Activities: Instructional strategies will include: - Didactic training and demonstration of targeted skills. - Sharing and discussing data on current implementation in public schools - Presentation of templates for developing data-based observation systems and implementation plans - Small group discussion to develop implementation plans - Opportunities to practice coaching and providing performance feedback
Audience: Participants should have experience developing behavior intervention plans. Participants should have experience working in schools or working with staff without a background in ABA.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): consultation, contextual fit, schools
 
Workshop #W74
CE Offered: BACB — 
Supervision
Play Before Work: Teaching Supervisors How to Utilize a Rapport Building Curriculum to Implement, Train, and Report on a Systematic Approach to Pairing and Rapport Building in Applied Behavior Analysis Therapy
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 1; Room 153B
Area: TBA/AUT; Domain: Service Delivery
CE Instructor: Amy Rachel Bukszpan, M.S.
AMY RACHEL BUKSZPAN (Endicott College, Butterfly Effects), MOLLY ANN MCGINNIS (Butterfly Effects)
Description: These rapport-building goals have been taught to siblings, parents, respite care workers, and neighbors to promote and improve social relationships for clients as well as to promote generalization. In our work, we extended Lugo et al. (2017) by developing a formal rapport-building curriculum. The curriculum reflects the 7 pre-session pairing skills, data collection, and teaching procedures Lugo and colleagues (2017) outlined as well as guidance as to the implementation of these items, not only before instruction in the form of pre-session pairing but throughout the session to ensure maintenance of rapport between the client and clinician throughout the therapeutic relationship. Even more, this curriculum has been presented before insurance companies and meets mandates for coverage for both private and government payers. A rapport-building curriculum provides easy-to-follow directions for new clinicians to use as they develop their interpersonal skills when working with clients. Learning and teaching should be fun and functional! These pairing skills build on social and play interactions and increase opportunities to access reinforcement which benefits both the client and clinician ensuring a positive and rich therapeutic environment.
Learning Objectives: 1. Participants will be able to effectively implement a systematic pairing procedure embedded throughout ABA sessions to increase motivation and assent; while decreasing interfering behaviors 2. Participants will be able to create reporting methods on rapport-building objectives as part of the treatment program that meets insurance mandates and guidelines. 3. Participants will be able to use behavior skills training to train clinicians on a systematic approach to pairing and rapport building.
Activities: Instructional activities include lecture-based instruction with discussion, small group instruction, and video and content modeling. Core content will be taught through interactive learning opportunities which include guided practice with feedback. A competency assessment will be used to assess competency across proposed learning objectives.
Audience: Basic. For individuals supervising the training and implementation of direct care providers, technicians, or parent traiing.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W75
CE Offered: PSY/BACB
The ABCs of Effective Advocacy: What You Should Know About Policymakers and What They Already Know About You
Friday, May 27, 2022
4:00 PM–7:00 PM
Meeting Level 2; Room 258A
Area: TBA/CSS; Domain: Service Delivery
CE Instructor: John Scibak, Ph.D.
JOHN WALTER SCIBAK (Retired, Member of Massachusetts House of Representatives; ABAI Licensing Committee)
Description: People are impacted by an ever increasing number of public policies. Although many complain about various laws, rules and regulations, relatively few ever attempt to understand the process or influence policymakers to act in a particular way. While one would expect behavior analysts to play a prominent role in this regard, little has changed since Skinner (1987) acknowledged a collective failure to identify and manage the key contingencies influencing the behavior of public servants. Utilizing specific examples from 16 years in the legislature, the presentation presents an overview of the legislative and regulatory process and outlines key strategies for success, including identifying the key players, critical timelines, and complex contingencies at work, highlighting specific resources for accessing proposed legislation and regulations, interacting with legislators, testifying at public hearings, and recognizing procedural and process differences between legislative and executive branch interactions. Although the primary focus will be on what you should know about policymakers, data will be shared regarding what policymakers know about their constituents. While particular attention will be given to licensing statutes and regulations at the state level, the strategies will be easily generalizable to other policy domains and areas of concern at both the state and federal level.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify the key players and critical timelines in the legislative process; (2) Identify specific state and federal resources to access proposed legislative and regulatory changes; (3) Identify the 3 key agenda items for a legislative meeting; (4) Describe the components of successful public hearing testimony; (5) Identify the differences between the legislative and regulatory process
Activities: The workshop will include a combination of lecture, video examples, role play and group discussion
Audience: Behavior analysts, leaders of state behavior analysis organizations, persons interested in public policy issues including licensure
Content Area: Practice
Instruction Level: Basic
 
Special Event #14
CE Offered: BACB
Opening Event and Society for the Advancement of Behavior Analysis Award Ceremony
Saturday, May 28, 2022
8:00 AM–9:20 AM
Ballroom Level 3; Ballroom East/West
Instruction Level: Basic
Chair: Erin B. Rasmussen (Idaho State University)
CE Instructor: Erin B. Rasmussen, Ph.D.
 

SABA Award for Distinguished Service: Deisy de Souza

Abstract:

A Long-Lasting Partnership for the Study of Symbolic Behavior From a Behavioral Perspective

This presentation will summarize the achievements of The National Institute of Science and Technology on Behavior, Cognition, and Teaching, as an example of a collective effort in developing and applying Behavior Analysis to the understanding of relational learning and symbolic behavior. I have been coordinating the Institute since 2008, but its foundations were laid long before, under the leadership of Carolina Bori, Maria Amelia Matos, and Julio de Rose. Strong contributions from the E.K. Shriver Center research group and other internationally renowned researchers also helped to shape our research theme, which has been explored in basic, translational, and applied research. The Institute’s Basic research program is devoted to the development of new knowledge and new methodologies relevant to the understanding of symbolic function. The translational research component seeks the validation of new principles or procedures derived from basic studies in preliminary clinical/educational trials. The applied research component intends to develop feasible solutions to the challenge of providing scientifically based procedures in typical service settings, such as schools, clinics, etc. The integration of these research components demonstrates how basic, translational, and applied research constitute a continuum, leading from basic knowledge to service implementation. The Institute has devoted considerable effort in developing teaching programs to promote symbolic behavior and to remedy deficits in this repertoire, aiming to reach increasingly larger groups. Over the years, we have reported the main results of reading programs, but the Institute has also invested in math, music, and second language acquisition, and their prerequisites, with a particular interest in some challenging populations that may need intervention for the development or rehabilitation of symbolic repertoires. The Institute has also invested in the formation of human resources at all levels, from undergraduate students to post-doc researchers, many of which have been incorporated as members of the research team, thus increasing the Institute’s potential for research and application.

 
DEISY DE SOUZA (Universidade Federal de São Carlos)
 

Deisy de Souza is Full Professor at the Psychology Department, Universidade Federal de São Carlos (UFSCar), Brazil, where she teaches behavior analysis in graduate and undergraduate courses in Psychology, and in Special Education. She obtained her Ph.D. in Experimental Psychology at Universidade de São Paulo (USP), under the direction of Carolina Bori, and she held a post-doctoral position at the University of Maryland Baltimore County, in Charlie Catania’s Laboratory. She has published articles on avoidance behavior, choice, discriminative learning, and cooperative behavior in non-human subjects, and articles, books, and book chapters on human relational learning, including studies applying the stimulus equivalence paradigm to investigate the acquisition of symbolic relations involved in reading and writing repertoires, and to develop curricula to teach those skills. She is past-Editor of the Brazilian Journal of Behavior Analysis (BJBA), past-Associate Editor of Acta Comportamentalia, and she is currently a member of the Board of Editors of JEAB. She was President and member of the Council of the Brazilian Association of Psychology and member of the Brazilian Association of Psychology and Behavioral Medicine. She received the 2015 Distinguished Contributions to the Experimental Analysis of Human Behavior Award from the Experimental Analysis of Human Behavior Special Interest Group (EAHB SIG), she is a Fellow of the Association for Behavior Analysis International (ABAI), and she is currently the International Representative in the ABAI Executive Council and in the SABA Board of Directors.

 

SABA Award for Scientific Translation: Stephen Higgins

Abstract:

Leveraging the Reinforcement Process to Improve Health

This presentation will briefly review how the reinforcement process underpins drug use and addiction and can be leveraged to reduce illicit and licit drug use. This potential also extends to improving other challenging public-health problems (e.g., preventing unplanned pregnancies) and adherence with life-saving secondary prevention interventions (e.g., cardiac rehabilitation). Because these health problems are often overrepresented in socio-economically disadvantaged populations, reinforcement-based interventions are also important to reducing health disparities.

 
STEPHEN HIGGINS (University of Vermont)
 
Stephen T. Higgins, Ph.D., is Director of the University of Vermont’s Center on Behavior and Health, and Principal Investigator on multiple NIH grants on the general topic of behavior and health, including an NIGMS Center for Biomedical Research Excellence (COBRE) award, a NIDA/FDA Tobacco Centers of Regulatory Science award, and a NIDA institutional training award. He is the Virginia H. Donaldson Endowed Professor of Translational Science in the Departments of Psychiatry and Psychological Science. He has held many national scientific leadership positions, including terms as President of the College on Problems of Drug Dependence and the American Psychological Association’s Division on Psychopharmacology and Substance Abuse. He has received numerous national awards for research excellence including a 2001 NIH-MERIT Award (NIDA), 2001 Don Hake Basic/Applied Research Award (Div 25, APA), 2011 Brady-Schuster Award for Outstanding Behavioral Science Contributions to Psychopharmacoloy or Substance Abuse (Div 28, APA), and a 2017 Mentorship Award (College on Problems of Drug Dependence). He is the author of more than 425 journal articles and invited book chapters and editor of a dozen volumes and therapist manuals in behavior and health.
 

SABA Award for International Dissemination: Carbone Clinic

Abstract:

“We Happy Few, But Why So Few?”: Dissemination of Radical Behaviorism as a Response to Skinner

In 1981, at the Association for Behavior Analysis annual meeting in Milwaukee, B. F. Skinner presented his “We Happy Few” paper. He lamented about the small number of behavior analysts ready to solve societal problems with behavior analytic methods. In the 40-year period since Skinner’s remarks there has been a substantial increase in the number of behavior analysts. The majority of these individuals are applied behavior analysts responding to the demand for their service to children and adults with autism. While these behavior analysts are addressing a social issue of extreme importance, does their training also prepare them to disseminate the philosophy of radical behaviorism through their daily interactions leading to cultural benefits, e.g., end poverty, eliminate societal inequities, etc? Schlinger (2015) suggests that graduate training programs in behavior analysis that are responding to the demands of the autism epidemic, are not taking advantage of the opportunity to broaden the influence of the field by providing training in the conceptual and theoretical aspects of behavior analysis. Through the Carbone Clinics’ efforts to meet the needs of children with autism internationally, we have acknowledged the need for training in the philosophy of our science by incorporating heavy emphasis upon radical behaviorism. This emphasis can be found in our approach to treatment, trainings and workshops as well exposing our staff to a generalized approach consistent with Michael’s (1977) notion of “Radical Behaviorism as a Way of Life.” Where and how we have approached this dual-purposed mission of international dissemination will be discussed during this brief talk.

 
VINCENT JOSEPH CARBONE (Carbone Clinic)
 
Dr. Vincent J. Carbone is a Board Certified Behavior Analyst-Doctorate and New York State Licensed Behavior Analyst. He received his graduate training in behavior analysis at Drake University and a doctorate in education from Nova-Southeastern University. He ecurrently serves as an adjunct faculty member at Penn State University and previously taught in the graduate programs in Behavior Analysis at the European Institute for the Study of Human Behavior (IESCUM), in Parma, Italy, and at the Medical School at the University of Salerno, Salerno, Italy. His behavior analytic research has been published in several peer-reviewed journals including the Journal of the Experimental Analysis of Behavior, Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavior Modification, and others. He has provided the requisite university training to hundreds of board certified behavior analysts in the U.S. and internationally. He is the 2017 recipient of the “Jack Michael Outstanding Contributions in Verbal Behavior Award” from the Association for Behavior Analysis International’s Verbal Behavior Special Interest Group. Currently, he serves as the director of the Carbone Clinics in London, UK and Dubai, UAE. All clinics provide behavior analytic consultation, training and therapeutic services to children and young adults with autism and developmental disabilities. The Carbone Clinic is the 2022 recipient of the Society for the Advancement of Behavior Analysis (SABA) award for “International Dissemination of Behavior Analysis”. Dr. Carbone currently serves as a member of the board of directors of the B. F. Skinner Foundation.
 

SABA Award for Enduring Programmatic Contributions: Drake University

Abstract:

The Nonlinear Path of Drake University’s Program in Applied Behavior Analysis

The history of the behavior analysis program at Drake University is long and has undoubtedly experienced a nonlinear path over the last 50 years. Scott Wood, Kenneth and Maggie Lloyd were instrumental in initiating the Master’s program at Drake University in 1974. Four new positions that were added in 1974 were filled by behavior analysts including William Klipec and Larry Alferink in the experimental analysis of behavior (EAB), and John Williams and Maryann Powers in applied analysis of behavior (AAB). Through the seventies the program earned a strong national reputation for excellence in both EAB and AAB with an additional specialists’ degree in school psychology. During this time, in the mid to late 70s, the department, and its faculty, was a prime mover in the organization of Midwestern Association of Behavior Analysis (MABA) and the separation from Midwestern Psychological Association (MPA), which ultimately lead to the formation of the Association of Behavior Analysis (ABA; later added International; ABAI). Despite the contributions to the field, the weight of factors that contributed to its success ultimately led to the demise of the program during the late 80s. Nonetheless, the department continued its emphasis on behavior analysis and continued to send undergraduates to doctoral programs in behavior analysis developed in the 80s. Through the 2000’s, faculty in the program have worked to address the need for behavior analysts within Iowa with faculty holding leadership positions within the Iowa Association for Behavior Analysis. Their contributions led to licensure within the State of Iowa for behavior analysts and professional recognition by the Board of Educational Examiners thus continuing to impact the landscape of the profession on a broader scale. Dr. Klipec will expand upon the history of the department describing the height of the program and the pressures faced at a small liberal arts institution.

 
WILLIAM KLIPEC (Drake University)
 
Dr. Klipec received a B.A. from Kent State University, a M.A. from University of Wisconsin-Milwaukee and a Ph.D. in experimental psychology from the University of Arizona. His main field is behavioral neuroscience and biological bases of learning. Dr. Klipec's primary instructional areas are statistics and research design, learning, and history of psychology and history of neuroscience. His research uses behavioral pharmacology, and electro-encephalography (EEG) recorded from rat brains during ongoing performance of behavioral tasks to investigate the relationship between the mesolimbic reinforcement systems and basic learning processes. Recent research has investigated the relationship between EEG and rat models of Alzheimer’s disease and schizophrenia, and the role of cellular mechanisms in dopamine neurons in the ventral tegmental area in cocaine addiction.
 

Honoring the Legacies of Illustrious Contributors to the Science of Behavior

Abstract:

With sadness and great admiration, we pay tribute to several remarkable individuals who left tremendous footprints in our field. We honor the legacy left behind by these friends, colleagues, and mentors whose contributions are indelible in the fabric of our discipline. While they may be lost to us, the importance of their research, writing, and the many people they have inspired will endure for decades to come.

 
 
 
Target Audience:

All convention registrants are welcome and encouraged to attend.

 
 
 
Invited Symposium #16
CE Offered: BACB
Diversity submission Scholarly Contributions to Diversity, Equity, and Inclusion Paper Competition Winners
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 102B
Area: DEI; Domain: Translational
Chair: Elizabeth Hughes Fong (Pepperdine University), Ramona Houmanfar (University of Nevada, Reno)
CE Instructor: Elizabeth Hughes Fong, Ph.D.
Abstract:

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. This symposium includes presentations by the 2021 Student category winner, the 2022 Student category winner, and the 2022 Professional category winner.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the importance of measuring teacher-student interactions in the preschool setting; (2) state at least one reason why considering culture within behavior analysis is important; (3) identify at least one cultural adaptation that has been made within assessment, training, and intervention; (4) reflect on the importance language plays in the context of service delivery; (5) identify challenges in accessing services from the Latinx population and how to create learning opportunities.
 
Diversity submission 

A Behavioral Approach to Analyzing Bias-Based Behaviors in Public Schools

(Theory)
DAPHNE SNYDER (Western Michigan University), Sydney Marie Harmon (Western Michigan University), Nicole Hollins (EdBeeConsultations, LLC)
Abstract:

Students of color are more likely to receive negative teacher-student interactions compared to their peers. Some have attributed the inequalities of teacher-student interactions to implicit bias or bias-based behaviors. Given the impact of bias-based behaviors on student academic and social outcomes, it is critical for school-based practitioners to objectively measure bias-based behaviors to assist in providing culturally relevant and socially significant treatments. The most commonly cited procedure for assessing bias is the Implicit Bias Relational Assessment Procedure (IRAP). While the IRAP assessment has produced socially significant results, the utility and acceptability of the IRAP in school-based settings may be limited due to several factors. Moreover, there is limited research that extends the assessment of bias-based behaviors to treatment in primary educational settings. Practitioners must have an efficient data collection system to measure interactions and use the data collection system when providing feedback to school personnel. Thus, the purpose of this paper is to discuss considerations to current procedures being used to assess bias-based behaviors and propose the Teacher Student Interaction Tool (T-SIT) for school-based practitioners. The utility and considerations of the T-SIT will be discussed.

Daphne Snyder, MA, BCBA, LBA, is a doctoral student at Western Michigan University under the direction of Dr. Stephanie Peterson. She received her bachelor’s degree in Psychology and Global Health Studies at Allegheny College. Her main research interests include the assessment and treatment of challenging behavior in the school setting and training teachers to implement effective classroom management strategies. Currently, Daphne is the Project Coordinator for KRESA Classroom Consultations (KCC). KCC provides graduate and undergraduate students with the opportunity to learn about applied behavior analysis and collaborate with multi-disciplinary teams in the school setting.
 
Diversity submission 

Cultural Responsiveness in Assessment, Implementer Training, and Intervention: A Systematic Review

(Theory)
DANIEL KWAK (University of South Florida)
Abstract:

This systematic review consists of 22 peer-reviewed single subject and group design studies that used culturally responsive assessment, implementer training, and intervention to yield positive outcomes for children and adolescents from diverse cultural backgrounds. The studies were published across 15 journals (2010-2021) and included at least 281 implementers and 536 service recipients. The review identified culturally responsive interventions targeting behavioral, social skills, academic, and social-emotional outcomes. Results indicated that most studies considered race, ethnicity, nationality, or language for cultural adaptations in assessment, implementer training, and intervention and addressed the specific culturally sensitive elements suggested by the Ecological Validity Model to some degree. The studies addressed cultural responsiveness in conducting research suggested in the literature, mostly in the area of problem formulation; scant research adequately addressed cultural responsiveness in the area of dissemination. Recommendations, implications, and directions for future research and behavior-analytic practices are discussed.

Daniel Kwak is a Ph.D. candidate in the Applied Behavior Analysis program at University of South Florida under the advisement of Dr. Kwang-Sun Cho Blair. Daniel received his Bachelor of Arts in Psychology with minors in Education and History from University of California, San Diego in 2013. His interest in working with children and students developed when he gained experience in the assessment and treatment of students’ academic, behavioral, and mental health problems in public schools. Daniel received his Master of Arts in Education from University of California, Riverside in 2017. During his time in the program, Daniel found particular interest in behavioral assessment and interventions and began providing behavior-analytic services as direct staff. His passion for behavior analysis led him to receive his Master of Science in Behavioral Psychology from Pepperdine University in 2018. Upon graduating, Daniel was trained and certified as a Board Certified Behavior Analyst (BCBA). To pursue his interest in research and teaching, Daniel enrolled in the Ph.D. program at University of South Florida. In the Ph.D. program, Daniel served as the instructor for several courses including ABA in Autism and Developmental Disabilities, Research Methods and Ethical Issues in Behavior Analysis, Observational Methods and Functional Assessment, and Single Subject Experimental Design in both the undergraduate ABA minor and online master’s degree programs. Additionally, he mentored graduate students in teaching and research by assisting with course development and delivery as well as assisting with conducting literature reviews, developing research questions, running experimental sessions, and writing manuscripts. Daniel’s current research topics include social validity and cultural responsiveness, measurement and analysis, and efficiency and resource allocation. Some specific topics of interest include improving the methods in which social validity of interventions is assessed, determining appropriate ways in which values and cultures of families can be incorporated into service provision, and quantifying effects of interventions to investigate variables that moderate the effects. His dissertation focuses on several of these interests. The purpose of his dissertation is to develop a tool that will be used to culturally adapt behavioral training and interventions, and to evaluate culturally responsive behavioral parent training intervention that is informed by the tool. Through this research, he hopes to provide a tool that behavior analysts can use to take an individualized approach to considering the values and cultures of families. Understanding the lack of consideration of diversity, equity, and inclusion (DEI) in behavior analysis has led him to take an active role in starting research projects that address this issue. In the future, he hopes to continue incorporating the topic of DEI within his research, teaching/training, and clinical services as well as advocate for improved graduate training and fieldwork supervision in multiculturalism and diversity.
 
Diversity submission 

Understanding the Role of Cultural Values in Applied Behavior Analysis Service Delivery from Latinx Families

(Theory)
MARIELA CASTRO-HOSTETLER (University of Nevada, Reno)
Abstract:

The aim of this study was to identify and learn about the cultural values and beliefs held by Latinx families in Nevada. In addition, we also examined barriers faced by Latinx families when accessing ABA services. In Study 1, we distributed the Participant Demographic and Experience Survey to Latinx families who were currently receiving ABA services or had received services in the past. The survey included questions about the family’s cultural identity, their primary language spoken in the home, and parent educational level. The second part of the questionnaire asked the parents to share their experiences in receiving ABA services and the extent to which those services were received. In Study 2, we conducted structured interviews and focus groups with some of the families who participated in Study 1. From the structured interviews and focus groups, we identified four main themes: (1) family and cultural values; (2) reaction of receiving a diagnosis; (3) impact of ABA services (4) future recommendations for the field of ABA. From these themes, we found what aspects were meaningful in receiving ABA services, as well as barriers that families faced when seeking services.

Mariela Castro-Hostetler is a Board Certified Behavior Analyst and Licensed Behavior Analyst in Nevada. She is a Project Coordinator at the Nevada Positive Behavioral Interventions at the University of Nevada, Reno (UNR) and doctoral candidate in the behavior analysis program at UNR. In her role, she provides behavioral support services for families and children with disabilities and dual diagnoses in Nevada. Castro-Hostetler completed her MS in behavior analysis at Southern Illinois University in 2016. Castro-Hostetler’s experience includes more than 8 years working with children and adults across various settings including homes, treatment centers, and schools. Her current research interests include parent and staff training, Acceptance and Commitment Training, and cultural responsiveness for culturally diverse and linguistically diverse individuals.

 
 
Symposium #17
CE Offered: PSY/BACB/QABA/NASP
Theory and Intervention for Misophonia: A Conditioned Aversive Respondent Behavior
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 104A
Area: CBM; Domain: Translational
Chair: Thomas H. Dozier (Misophonia Institute; Misophonia Treatment Institute)
Discussant: Emily Thomas Johnson (Behavior Attention and Developmental Disabilities Consultants, LLC)
CE Instructor: Thomas H. Dozier, M.S.
Abstract:

Misophonia is an understudied but relatively common learned respondent behavior condition, the impact of which ranges from annoying to debilitating. Misophonia is known as a condition where commonly occurring innocuous stimuli (e.g. chewing sound, specific voice) elicit anger and accompanying physiological responses which function as motivating operations for overt aggression, escape, and avoidance. Although there are many common misophonic stimuli, each person has a unique set of trigger stimuli. Misophonia has similarities with general sensory sensitivity which is common with autism, but is distinctly different. Misophonia was first identified and named by audiologists and has been considered a hearing disorder. Recently misophonia has come to be viewed as an anger disorder and the focus of psychologists and neuroscientists, however our research indicates the core of misophonia is a Pavlovian conditioned muscle reflex, so it may be more appropriate to view misophonia as a conditioned behavioral disorder. Once a misophonic respondent behavior develops, it generally strengthens with repeated exposure to the trigger stimulus and persists indefinitely unless there is an intervention to reduce the respondent behavior. One intervention that has been effective for misophonia is counterconditioning of trigger stimuli by paring a continuous positive stimulus with an intermittent trigger.

Instruction Level: Advanced
Keyword(s): ABA Intervention, aggression, counterconditioning, misophonia
Target Audience:

basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify the core reflex of the misophonia response chain. 2. Identify the neurological learning process that creates and maintains the core reflex of misophonia response chain. 3. Identify one treatment method that can change the misophonic response when used in an intervention. 4. Distinguish between general sensory sensitivity, common to ASD, and misophonia.
 
The Composition of Misophonia: A Conditioned Respondent Behavior
(Basic Research)
THOMAS H. DOZIER (Misophonia Institute; Misophonia Treatment Institute)
Abstract: Misophonia is a recently identified condition in which an individual has an immediate acute emotional response (e.g., anger, disgust, anxiety) when exposed to specific commonly occurring stimuli. We conducted two basic research studies that indicate the core component of misophonia is a Pavlovian conditioned muscle reflex. Following the muscle reflex, misophonia includes an intense conditioned emotional response, which is the hallmark feature of misophonia. An fMRI neurological imaging research study results will be presented which indicates the emotional response develops through experiential learning of emotions. Unconditioned physiological responses are elicited by the distress of the reflex and emotional response and have been validate with skin conductance measurements. Conditioned operant behavior develops around these core responses which often include avoidance, escape, and sometimes aggression. The “learned” nature of misophonia is also supported by age of onset data, and case data which support that counterconditioning the learned physical reflex results in a reduction in the emotional response and overall severity ratings of misophonia.
 

Counterconditioning Intervention for Misophonic Triggered Aggressive Behavior of a Student With Autism

(Service Delivery)
MOLLY LUTZ (Pediatric Therapeutic Services)
Abstract:

Misophonia is a disorder in which specific innocuous stimuli trigger negative emotional and physiological responses. Reactions can range from annoyance to fight-or-flight. Commonly occurring triggers are oral and nasal sounds, but can be any stimulus. This study reports a successful intervention of a male high school student diagnosed with the primary educational classification of intellectual disability, a secondary classification of autism spectrum disorder, and speech and language impairment. Prior to intervention, the student was frequently triggered by vocal stimuli of one student, and he was continually removed from class due to aggressive and perseverative episodes towards that student. Pre-intervention rate of perseverative behavior was 12.3 times per hour. The intervention consisted of 10-30 minute counterconditioning sessions in a public education setting for three recorded trigger stimuli. Counterconditioning was accomplished by pairing continuous preferred stimuli (e.g., video or music) while the trigger played intermittently using the Misophonia Trigger Tamer app on an iPad. Staff observed overt behavior which indicated physiological responses after the trigger played and increased or decreased volume to maintain a minimal response. The intervention successfully reduced the misophonic respondent behavior, and the aggressive behavior extinguished. Preliminary post intervention rate of perseverative behavior is 0 times per hour.

 
 
Panel #18
CE Offered: BACB
Behavior Analysts and Public Advocacy: Lessons Learned, Pathways Forward
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 156A
Area: CSS; Domain: Service Delivery
CE Instructor: Elizabeth Meshes, Ph.D.
Chair: Elizabeth Meshes (The Chicago School of Professional Psychology at Los Angeles)
JULIE KORNACK (Center for Autism and Related Disorders)
HOLLI HELEN HENNINGSEN JERDES (BehaviorLytics: A Social Change Agency)
Abstract: Behavior analysts have an ethical duty to disseminate the science and practice of behavior analysis to the public, including third-party funders and government agencies. The success of such initiatives has been observed in the widespread adoption of funding for applied behavior analytic services (ABA) for the autism community in the United States. Given this funding, behavior analysts have become synonymous with treatment for the autism community. However, ABA technologies can positively impact a wide variety of populations and behaviors at both an individual and societal level. To address issues of immediate social importance effectively and expand equity, diversity, and inclusion within ABA practices, behavior analysts need to have the skills to promote the expansion of services to other areas. This panel, sponsored by the Behaviorists for Social Action SIG, will explore the lessons learned from advocacy for securing medical ABA funding for the autism community and discuss the continued obstacles in maintaining this funding, as well as opportunities for expansion of public advocacy for ABA practices into social justice areas.
Instruction Level: Intermediate
Target Audience: Interested individuals should have a basic understanding of group contingencies, understand the concept of interlocking contingencies, and understand basic behavior analytic concepts and principles.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify potential barriers to organizing social change 2) State potential strategies to increase advocacy efforts in their immediate and expanded communities 3) Identify strategies to recruit community advocates and scientific allies to promote public social changes
Keyword(s): Advocacy, Dissemination, Public Policy, Social Justice
 
 
Symposium #19
CE Offered: BACB
Prosocial: Applications of Applied Behavior Analysis and Acceptance and Commitment Therapy at the Group Level
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 156B
Area: CSS/EDC; Domain: Applied Research
Chair: Adryon Ketcham (GOALS For Autism)
Discussant: Yukie Kurumiya (The Chicago School of Professional Psychology)
CE Instructor: Yukie Kurumiya, Ph.D.
Abstract:

Behavior analysis is a science of the behavior of individual organisms interacting with their environment, and yet the intention of the science has always been to create knowledge of great generality, applicable to larger groups of humans (Skinner, 1953). Relatively little research in behavior analysis has been dedicated to group behavior. Prosocial is a recently developed intervention approach combining evolutionary science with applied behavior analysis (ABA) and Acceptance and Commitment Therapy (ACT), for producing positive behavior change in groups, ranging from small groups (e.g., classrooms), to very large groups (e.g., counties or states). Although the principles and procedures that form the components of the Prosocial model are strongly supported by basic and applied research, relatively little research has evaluated the Prosocial approach as a whole. This symposium brings together two presentations and a discussion on the topic of Prosocial. The first presentation, by Dr. Scott Herbst, will describe the Prosocial model, review existing research, and discuss directions for future research and practice. The second presentation, by Tiffany Hamilton, describes a multiple baseline evaluation of the Prosocial model for increasing equity in vocal participation in university classroom instruction. The symposium concludes with a discussion by Dr. Yukie Kurumiya.

Instruction Level: Intermediate
Keyword(s): ACT, Evolutionary Science, Prosocial
Target Audience:

The target audience should have a beginner's knowledge of Acceptance and Commitment Therapy

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the core design principles of the Prosocial model of group behavior change; (2) describe existing research on the Prosocial model; (3) describe how the Prosocial model can be used to increase equity in participation in university classes.
 
An Overview of Prosocial: The Method, Results, and Practical Considerations
SCOTT HERBST (SixFlex Training & Consulting), Adryon Ketcham (GOALS For Autism), Mariah Harnish (Florida Institute of Technology)
Abstract: Prosocial (Atkins,. Sloan-Wilson & Hayes, 2019) is model of managing group performance that is derived from the Nobel Prize winning work of Elinor Ostrom (1990) as well as practices from Acceptance and Commitment Therapy applied to team behavior. In this presentation, we cover three main points. We will spend the majority of the presentation discussing the design principles of the model including the intention of each along with some practices for use. Second, we will review some of the research conducted from within the model. Finally, we will make some practical recommendations for applying the model with teams and organizations, with an emphasis on behavior change and organizational outcomes that may be indicative of success.
 

Increasing Equity of Active Student Engagement: An Evaluation of Acceptance and Commitment Training Prosocial in Online University Classes

Thomas G. Szabo (Touro University), TIFFANY HAMILTON (University of Southern California), Gabriela Carrillo Naquira (USC), Mariah Harnish (Florida Institute of Technology), Adryon Ketcham (GOALS for Autism), David Legaspi (Center For Applied Behavior Analysis), Megan Ritchey Mayo (Antioch University New England), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)
Abstract:

This study aimed to identify the necessary and sufficient conditions for improving equity of student engagement in an online graduate school level course. Equity was defined as contingencies that favor balanced duration of vocal responding and participation from all group members during non-proctored, small-group InterTeaching (IT) sessions. Little previous research has evaluated procedures for increasing equity in university instruction. Prosocial is an evolutionary, behavior analytic group-level intervention that, in part, is designed to increase equity in the performance of small groups. However, no previous research has evaluated the effects of Prosocial on university instruction. Therefore, we investigated the use of repeated exposures to brief ACT Prosocial exercises in conjunction with interdependent group contingencies for group performance. We evaluated the effects of Prosocial in increasing equitable participation in discussion, thereby contributing to a more equitable university instruction environment. Results suggested that the prosocial model was effective and that additional treatment components from the OBM literature may also contribute. Results are discussed in terms of implications for university instruction, as well as group-level behavioral interventions aimed at increased equity and social justice.

 
 
Invited Paper Session #20
CE Offered: PSY/BACB
Empirically Based Analysis of the Traditional Definitions of Conditional Discrimination, Equivalence Classes, and Contextual Control
Saturday, May 28, 2022
10:00 AM–10:50 AM
Ballroom Level 3; Ballroom East/West
Area: EAB; Domain: Basic Research
Chair: Erik Arntzen (Oslo Metropolitan University)
CE Instructor: Paula Debert, Ph.D.
Presenting Author: PAULA DEBERT (University of Sao Paulo)
Abstract: This presentation proposes an empirically based revision of the traditional definitions of conditional discrimination, equivalence classes, and contextual control. Some experiments that employed alternative procedures to matching-to-sample (MTS) will be described and analyzed. Results from these experiments suggested the establishment of behaviors similar to those produced with the MTS procedure. The first experiment to be described indicated that the go/no-go procedure with compound stimuli could generate emergent control by stimulus combinations not presented in training. The second experiment revealed that simple discrimination procedures could generate emergent stimuli substitutability. The final experiment to be described shows that the go/no-go procedure with compound stimuli established what would be called equivalence classes comprising stimuli with multiple class membership without combining them into a single large class. The manner by which stimuli were presented in these experiments does not allow inferring supposed discriminative, conditional, and contextual functions that are specified in the traditional definitions. In order to account for the performances observed in the studies described, it is proposed that the definitions of conditional discrimination, equivalence classes and contextual control specify, respectively, performances that involve stimuli recombination, stimuli substitutability, and stimuli sharing by different equivalence classes without merging them into one. These definitions will allow the use of a wider range of procedures that may be useful in developing new teaching technologies to reach diverse populations and contexts that require procedures alternative to the traditional matching-to-sample.
Instruction Level: Intermediate
Target Audience: Basic and applied researchers and practitioners interested in the development of new teaching technology to produce complex behaviors
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe and analyze experiments with alternative procedure to establish emergent behavior; (2) analyze and critic traditional definition of conditional discrimination, equivalence class and contextual control; (3) use new definitions and procedures to establish emergent behaviors.
 
PAULA DEBERT (University of Sao Paulo)
Dr. Paula Debert is a professor of Psychology at Universidade de São Paulo (USP) - Brazil. She is the vice-coordinator of Experimental Psychology Graduate Program in the university and the coordinator of Psychology Undergraduate Program in the Psychology Institute at Universidade de São Paulo. She is a researcher at the Brazilian National Institute of Science and Technology on Behavior, Cognition and Teaching (INCT-ECCE) and a member of the Board of Editors of the Journal of the Experimental Analysis of Behavior. Dr. Debert's research focuses on the study of alternative procedures to generate symbolic emergent behaviors.
 
 
Panel #22
CE Offered: BACB — 
Ethics
Ethical Considerations Regarding Assent and Consent in Behavior Analytic Research
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 156C
Area: PCH/AUT; Domain: Theory
CE Instructor: Sarah C. Mead Jasperse, Ph.D.
Chair: Sarah C. Mead Jasperse (Emirates College for Advanced Education)
JONATHAN K FERNAND (Florida Institute of Technology)
SHANNON WARD (Mohammed bin Rashid Center for Special Education operated by The New England Center for Children)
P. RAYMOND JOSLYN (Utah State University)
Abstract: A core feature of applied behavior analytic research is studying behavioral phenomena within the context in which the behaviors are important and with the people who engage in the behaviors in those contexts. It is incumbent upon applied researchers to protect the rights, safety, and dignity of all individuals who participate in their studies. Indeed, seminal guiding documents have delineated the importance of obtaining fully-informed consent from research participants or their legal representatives. To a lesser extent, expectations also have been put forward regarding the obtainment of affirmative assent from participants when consent has been provided by another party. A review of the literature in 2021 by Morris et al. regarding research with participants with autism spectrum disorder and related developmental disabilities found that very few published articles explicitly described assent procedures used in their studies. In this panel, applied researchers with experience conducting research in a variety of clinical contexts will discuss ethical considerations they have had to take into account when developing consent and assent procedures for their projects. Practical recommendations regarding adherence to laws, regulations, and policies will be discussed and issues relating to assent processes in special circumstances will be discussed.
Instruction Level: Basic
Target Audience: Basic – Anyone who may participate in or conduct applied behavior analytic research would benefit from attending this panel.
Learning Objectives: At the conclusion of this presentation, participants will be able to: 1) identify which documents, laws, regulations, ethics codes, and policies guide the consent and assent processes in applied behavior analytic research; 2) describe what ethical considerations should be taken into account when developing consent and assent procedures for applied behavior analytic research; 3) explain how assent processes could be handled ethically in special circumstances.
Keyword(s): assent, consent, research ethics
 
 
Invited Paper Session #23
CE Offered: PSY/BACB
When We Speak of Self…
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 154
Area: PCH; Domain: Theory
Chair: Michael D. Hixson (Central Michigan University)
CE Instructor: Timothy D. Hackenberg, Ph.D.
Presenting Author: TIMOTHY D. HACKENBERG (Reed College)
Abstract: The concept of self has a long and complex history in philosophy and psychology, ranging from an inner cause of behavior (e.g., as in psychodynamic theory) to an illusion (e.g., as in some Eastern religious traditions). In this talk, I consider the concept of self through a behavioral lens by identifying some of the conditions surrounding its use. From a behavioral perspective, the concept of self can be viewed as a kind self-discrimination, where some aspect of one’s own body or behavior serves a discriminative function. This encompasses a wide range of discriminative behavior, some shared with other animals, but mostly unique to human social environments in which we are prompted by others to examine our own behavior and the variables of which it is a function. I will discuss this type of self-descriptive behavior, where it comes from, how it relates to self-awareness, the extent to which it is seen in other animals, and relations between aware and unaware repertoires in the same skin. By grounding the concept of self in the particular conditions surrounding its use, my aim is to demystify it, treating it not as a causal entity separate from behavior, but rather, as behavior itself, a class of environment-behavior relations. This provides the basis for a behavioral view with intriguing parallels to other process-oriented and non-dualistic approaches to self, some of which will be considered in the talk.
Instruction Level: Basic
Target Audience: Behavior analysts with an interest in conceptual issues
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) provide a behavioral definition of self; (2) distinguish aware from unaware behavior; (3) identify commonalities with other non-dualistic approaches to self.
 
TIMOTHY D. HACKENBERG (Reed College)
Tim Hackenberg has had the good fortune to work with and learn from great teachers and students over the years. He received a B.A. degree in Psychology from the University of California, Irvine in 1982 and a doctorate in Psychology from Temple University in 1987, under the supervision of Philip Hineline. Following a two year post-doctoral research position at the University of Minnesota with Travis Thompson from 1988-90, he served on the faculty in the Behavior Analysis program at the University of Florida from 1990-2009. He is currently a Professor of Psychology at Reed College in Portland Oregon. He has served on the Board of Directors of the Society for the Experimental Analysis of Behavior, of the Society for the Quantitative Analysis of Behavior, as Associate Editor of the Journal of the Experimental Analysis of Behavior, as President of Division 25 of the American Psychological Association, as the Experimental Representative to the ABAI Council, and as the first Director of the ABAI Science Board. His major research interests are in the area of behavioral economics and comparative cognition, with a particular emphasis on decision-making, token economies, and social behavior. In work funded by the National Science Foundation and the National Institutes of Health, he and his students have developed procedures for cross-species comparisons of complex behavior.
 
 
B. F. Skinner Lecture Series Paper Session #24
CE Offered: BACB/PSY/QABA
Preventing and Identifying Human Trafficking Among Individuals With Disabilities
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 256
Area: PRA; Domain: Service Delivery
Chair: Susan Wilczynski (Ball State University)
CE Instructor: Susan Wilczynski, Ph.D.
Presenting Author: LAURA CUSACK (Coalition for Independent Living Options, Inc.)
Abstract:

Individuals with intellectual and developmental disabilities are at increased risk for abuse, violence, and human trafficking. According to the Trafficking Victim Protection Act (TVPA), trafficking is the use of force, fraud, or coercion for commercial sex, or if the individual is under 18 years. Labor trafficking includes involuntary servitude, peonage, debt bondage, or slavery. Individuals with disabilities may be targeted as they may be more isolated, be more easily manipulated and groomed or not be able to communicate what is occurring. Sometimes there are signs of abuse such as an increase in certain behaviors, difficulty at school, home or therapy and new behaviors not present prior. Considering that some children with disabilities are nonverbal they may not be able to communicate any abuse that may be occurring. It is vital to teach healthy and unhealthy relationships, appropriate and inappropriate touch, how to communicate an occurrence and who they should confide in. More research should be conducted with individuals with disabilities for identification, screening, and prevention. All clinics should include mandatory training for human trafficking and abuse prevention and identification. Collaboration with therapists and families is vital to increase training and reporting to reduce the rates of human trafficking in this population.

Instruction Level: Intermediate
Target Audience:

BCBAs, RBTs, anyone developing treatment plans and/or working with youth or those who may be at risk for abuse

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain human trafficking; (2) outline risk factors for human trafficking among clients with disabilities; (3) identify barriers to reporting faced by clients; (4) connect at-risk individuals to national resources.
 
LAURA CUSACK (Coalition for Independent Living Options, Inc.)
Laura Cusack is a Senior Crime Victim Practitioner at the Coalition for Independent Living Options, Inc. and serves as the President for the Human Trafficking Coalition of the Palm Beaches. She currently participates on Palm Beach County’s Sexual Assault Response Team’s Community Action Network and Training Committee. She also serves on the People with Disabilities Community Consultant Panel, as well as is a member of the National Human Trafficking and Disabilities Working Group. Laura’s experience includes providing training to service providers on specific needs of crime victims with disabilities according to the Rehab Act, ADA, and fair housing act, as well as providing training on human trafficking and crimes against children; facilitating psychoeducational groups for high-risk youth with trauma-related disabilities; and leading community outreach efforts. Laura launched the Hope Campaign in Florida, a community outreach in Palm Beach County that works with local hotels to identify missing children and increase public access to the National Human Trafficking Hotline. She has also conducted street outreach with law enforcement to women in street-based prostitution to promote safety and wellness, and has instructed a criminal diversion curriculum to men arrested for buying sex. Laura is a member of the Palm Beach County Human Trafficking Task Force, and regularly attends the Statewide Council on Human Trafficking meetings. Laura earned her Master’s Degree in Social Work (MSW) from Florida Atlantic University and is certified in the My Life My Choice, iEmpathize Empower Youth Program, and Men Breaking Free national curriculum.
 
 
Paper Session #26
CE Offered: BACB — 
Supervision
BCBA Supervision: A framework for the Real World
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 204A/B
Area: TBA
Instruction Level: Intermediate
Chair: Hana Lynn Jurgens (Positive Behavior Supports)
CE Instructor: Nicole Stewart, M.Ed.
 
Shaping Future Behavior Analysts: Reimagining the Framework of BCBA Supervision
Domain: Theory
NICOLE STEWART (Supervision Reimagined), Gabriella Davila (Supervision Reimagined), Megan Dennehy (Supervision Reimagined)
 
Abstract: Fieldwork for board certified behavior analyst (BCBA) certification has continued to become more rigorous over time. With the exponential growth of the field, the quality and experience of supervisors can vary greatly, particularly in settings that lack university affiliations. As a result of many factors to be discussed, uneven development of behavior analytic repertoires occurs across the field while fieldwork remains highly variable. This paper proposes a model that incorporates previous recommendations for supervision (e.g. contracts, establishing expectations), as well as additional behavior analytic principles to create a fieldwork sequence. The three-part sequence starts with fluency with direct care skills ensuring pre-requisites are met early. Next, a clinically applied project embeds motivating operations, self-management and behavior analytic professionalism. Finally, the third phase focuses on mentorship from a current BCBA utilizing a job-model for training. Threaded throughout this framework are competencies, behavioral skills training, opportunities for feedback, task list connections and suggestions to ensure all standards are closely adhered to as a trainee progresses. The further dissemination and adaptation of a framework such as this can support the continued push for ethical development of BCBA fieldwork across many types of settings; improving outcomes for trainees and clients alike.
 
Supervising Beyond the Tasklist: Preparing Your Supervisee to be a Real-World BCBA
Domain: Service Delivery
HANA LYNN JURGENS (Positive Behavior Supports), Yulema Cruz (Rutgers University), Karly L. Cordova (KHY ABA Consulting Group, Inc.)
 
Abstract: For the most part, supervision has primarily focused on teaching items from the task list. However, as supervisors, we often receive feedback regarding‚ soft skills‚ (known as common skills or core skills, including critical thinking, problem solving, public speaking, professional writing, teamwork, leadership, professional attitude, work ethic, career management and cultural competency, among others) that supervisees are lacking. Additionally, supervisors are often at a loss regarding how to systematically fade their supervisory support. Until now, there has not been a sequential means for supervisors to accomplish this, leaving students ready to pass the exam, and ready to work as a BCBA. This paper will highlight a competency-based approach to guiding and measuring soft skills. This includes how to systematically supervise, manage cases, build skills to demonstrate professionalism, as well as how to fade supervision ethically; thus, ensuring supervisees demonstrate competency, readiness, and independence.
 
Target Audience:

Intermediate

Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) identify the importance of developing a sequence and flow for effective supervision (2) classify beginner, intermediate and advanced skills for fieldwork trainees (3) define and provide examples of trainings that adhere to the job-model of training; (4) navigate supervisees’ soft skill deficits; (5) identify supervisory targets beyond the task list; (6) problem solve to help supervisees gain competency.
 
 
Symposium #27
CE Offered: BACB
Teaching Discriminated and Divergent Intraverbal Responses to Children With Autism Spectrum Disorder
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 255
Area: VBC/AUT; Domain: Applied Research
Chair: Smita Awasthi (Behavior Momentum India)
Discussant: Anna I. Petursdottir (Texas Christian University)
CE Instructor: Smita Awasthi, Ph.D.
Abstract:

Teaching complex intraverbal responses to children with ASD can require careful programming with the incorporation of convergent and divergent controls. In their systematic review, Stauch and Colleagues (2017) identified five studies that addressed responding under divergent control and 21 that taught responding under convergent control. Ingvarsson and colleagues (2016) taught discriminated responses to pairs of questions such as “what do you cut?” and “what do you cut with?” with one exemplar for each question. In this symposium, two studies with 6 participants employ a multiple baseline design across question pairs. These extend the Ingvarsson and colleagues (2016) study, by teaching divergent responses and discriminated responses to the paired questions using two different approaches. The first intervention used simultaneous teaching of discrimination and the second study taught divergent responses to one question followed by specific stimulus relations training. In both the studies researchers used tact sheets (Thakore and Petursdottir, 2021) followed by transfer trials to train divergent intraverbal responses. The studies will address customizing the design of teaching protocols based on student progress with different interventions.

Instruction Level: Advanced
Target Audience:

Should be aware of verbal behavior , recent advances in conditional dis, complex intravernal

Learning Objectives: 1. Methods for teaching divergent responding 2. Procedures to ensure discriminated responding 3. Role of training stimulus relations in complex intraverbal responding
 

All at Once or One at a Time: Teaching Discriminated and Divergent Responses to Three Children With Autism Spectrum Disorder

SRIDHAR ARAVAMUDHAN (Behavior Momentum India), Smita Awasthi (Behavior Momentum India), Shushmita K.S (Behavior Momentum India), Annamma T. J (Behavior Momentum India), Pavithra Perumal (Behavior Momentum India)
Abstract:

Sundberg, M.L., and Sundberg, C. T (2011) state that even children with a sizeable repertoire of mands, tacts, and listener responses may fail to acquire a functional intraverbal repertoire. Ingvarsson and colleagues (2016) used a blocked trials procedure to teach discriminated responses to pairs of questions to four children with ASD. The stimuli sets were question pairs of the form “what do you ____?” Vs. What do you ____ with?”. The current study used the random rotation step and tact to intraverbal transfer trials to simultaneously train discriminated and divergent responses. The researchers taught divergent responses to each of the questions (e.g., “wash” – “hands, hair, glass, clothes”; “wash with” – “soap, shampoo, colin and detergent”). Three students aged 4- 10 years, with a good repertoire of mands, tacts, and listener-responding skills but incorrect responses to questions requiring multiple control, participated in this study. We used a multiple baseline design across question pairs for 3 participants. Two participants acquired four divergent responses together, while one participant had to be trained one exemplar at a time. Intervention is underway with additional question pairs for each participant. Researchers will also discuss the generalization effects on responses to untrained pairs of questions.

 

Training Divergent Responses and Stimulus Relations to Teach Discriminated Divergent Responding to Paired Questions to Three School-Going Children With Autism Spectrum Disorder

SMITA AWASTHI (Behavior Momentum India), Sridhar Aravamudhan (Behavior Momentum India), Tejashree Dhruvaraj Mujumdar (Behavior Momentum India), Annamma T. J (Behavior Momentum India), Anupama Jagdish (Behavior Momentum India)
Abstract:

Language training to children with ASD requires overcoming stimulus over selectivity and deficits in audio visual conditional discriminations. The current study extended the Ingvarsson and colleagues (2016) study by training three school-going children with ASD, aged 5 to 10 years, to emit discriminated and divergent responses to paired questions. The study used a multiple probe design across four question pairs. Divergent responses to the first question in a pair (e.g., “name things you wash”) were taught first using tact to intraverbal transfer trials. Specific stimulus relations (E.g., wash hair with shampoo, clothes with detergent) were taught in the next stage. Probes were conducted to test if divergent responses emerged to the second question of the question pair (e.g., “name things you wash with”) and if discriminated responses to both the questions emerged without direct discrimination training. The implications of instructional arrangements to teach discriminated and divergent responses and generalization effects will be discussed.

 
 
Symposium #28
CE Offered: PSY/BACB/QABA/NASP — 
Supervision
Behavioral Skills Training: Applications in Real-World Settings With Typical Caregivers
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 254A
Area: AUT/DDA; Domain: Applied Research
Chair: Peter Sturmey (The Graduate Center and Queens College, City University of New York)
Discussant: Wendy A. Machalicek (University of Oregon)
CE Instructor: Peter Sturmey, Ph.D.
Abstract: Behavioral Skills Training (BST) is an evidence-based practice that behavior analysts must be competent to deliver. Despite its widely recognized importance, further real-world models and evaluations are needed. This symposium will present four examples of applying BST to such varied contexts as training a grandparent to deliver a behavior support plan to an adult with autism spectrum disorders; efficient training of discrete trial teaching to typical staff; training staff to implement correct redirection and restraint procedures; and, training parents via telehealth to implement effective sleep protocols. These studies demonstrate the versatility and robustness of BST in real-world-applied settings.
Instruction Level: Advanced
Keyword(s): behavioral-skills training, caregeiver training, telehealth
Target Audience: Advanced: Participants should have at least a basic knowledge of graduate-level ABA such as is described in Cooper et al. including modeling, feedback, contingencies of reinforcement, programming generalization, small N experimental design. This can include current and potential supervisors.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how to implement behavioral skills training (BST) in at least two contexts; (2) describe the telehealth application of BST; (3) describe strategies to maximize the efficiency of BST.
 

Grandparent-Implemented Interventions to Reduce Challenging Behavior of an Adult With Autism: A Pilot Telehealth Study

EMILY GREGORI (University of Illinois at Chicago), Christine Drew (Auburn University), Catharine Lory (Baylor University), Namhee Kim (University of Illinois at Chicago)
Abstract:

Adults with autism spectrum disorder (ASD) often engage in challenging behaviors that require intensive intervention. Due to the lack of services for adults with ASD, their caregivers are often responsible for providing behavioral support. However, caregivers, including grandparents, often lack adequate training and have limited access to ongoing support from professionals that prevents them from providing high-quality behavioral intervention. Telehealth is a mechanism that can potentially increase access to effective intervention for adults with ASD and training for their caregivers. However, most telehealth research has been conducted with young children and their parents. There is limited research to support the use of telehealth as a mechanism for improving service delivery for adults and their caregivers. This study explored the effects of grandparent-implemented interventions on the challenging behavior of an adult male with ASD. Research staff used individualized telehealth training and coaching to teach a grandparent to implement two function-based behavioral interventions. Data were collected on the grandparent’s implementation fidelity of both interventions and on the challenging behavior of the adult with ASD. Results showed that both interventions resulted in low to moderate levels of challenging behavior and that telehealth training and coaching resulted in high levels of implementation fidelity.

 
An Efficiency Tactic for Behavioral Skills Training
BRIAN C. LIU-CONSTANT (The Evergreen Center), John Claude Ward-Horner (Evergreen Center)
Abstract: Behavioral skills training (BST) was used to teach staff members a discrete trial training (DTT) procedure in a setting with a low trainer-to-staff ratio. Although effective, the rehearsal and feedback components of BST can be time-consuming and require more time with an expert trainer than the trainer has available. For the BST protocol, the researcher recorded and presented instructions and modeling on video, and developed scripts that participants followed during rehearsal and feedback. Each participant was assigned to a group of three. Participants took turns in one of three roles (teacher-participant, student-participant, or observer-participant) and, when serving in the role of teacher-participant, practiced the DTT procedure with a student-participant while the observer-participant delivered performance feedback to the teacher-participant. Results indicated that all participants were able to learn the DTT procedure when all feedback was provided by an observer-participant. The procedure was also efficient as evidenced by the expert trainer providing minimal feedback to observer-participants, and participants subsequent to the first participant of each group learning the DTT procedure in less time and with fewer sessions.
 
Behavioural Skills Training for Teaching Safety Skills to Mental Health Clinicians: A Pragmatic Randomized Control Trial.
Elizabeth Lin (Centre for Addiction and Mental Health; University of Toronto), Mais Malhas (Centre for Addiction and Mental Health), Emmanuel Bratsalis (Center for Addiction and Mental Health, Toronto), KENDRA THOMSON (Brock University), Rhonda Boateng (Centre for Addiction and Mental Health; University of Toronto), Fabienne Hargreaves (The Centre for Addiction and Mental Health), Heba Baig (Center for Addiction and Mental Health, Toronto), Louis Paul Alexander Busch (Centre for Addictions and Mental Health)
Abstract: Workplace violence is an increasingly significant topic, particularly as it applies to staff working in mental health settings. The Centre for Addiction and Mental Health, Canada’s largest mental health hospital, considers workplace safety a high priority and consequently has mandated clinical staff safety training. Key components of this training are self-protection and 2–5 person team control skills, which serve as a last resort when other interventions are ineffective (e.g., verbal de-escalation). Training-as-usual (TAU) for the past 20 years has been based on a 3-D approach (description, demonstration, and doing), but without any competency-based assessment. Recent staff reports indicate that the acquisition and retention of these skills is problematic and that there are issues with staff confidence in their ability to address workplace violence. We will present the results of a pragmatic randomized controlled trial designed to evaluate the effectiveness of behavioral skills training (BST) against TAU in terms of the acquisition and 1-month post-training retention of self-protection team control skills as well as the impact on staff confidence. Results to date support the effectiveness of BST vs. TAU for improving staff performance compared to TAU.
 

Evaluation of a Telehealth Parent Training Program for Parents of Children With Autism Spectrum Disorder who have Sleep Difficulties

AMANPREET RANDHAWA (Brock University), Julie Koudys (Brock University), Angeline Savard (The Gregory School for Exceptional Learning), Catherine McConnell (Ontario ABA), Meghan Dunnet (Kalyana Support Systems), Jeffrey Esteves (York University), Andrea Valencia (kalyana Support Systems)
Abstract:

Research supports parent-implemented, behavior-analytic sleep interventions to address sleep problems in children with autism spectrum disorder (Jin et al., 2013; Linnehan et al., 2021). Further, some research exists to support distance models of parent education and sleep intervention (Corkum et al, 2016). However, few studies directly assess parents’ ability to accurately implement sleep interventions (i.e., treatment fidelity). This limits our understanding of whether parents are implementing sleep interventions as designed and draws into question whether child behavior changes can be attributed to the interventions. As parents are typically the primary mediators of behavioural sleep interventions––and intervention success depends on the accurate implementation of the procedures and the consistency with which those procedures are implemented in the natural environment––this is a significant gap in the literature. The purpose of this concurrent multiple baseline design across participants study was to evaluate whether parents could accurately implement their child’s behavior-analytic sleep intervention. Four parent-child dyads were recruited. Behavioral skills training and nightly coaching support were provided to parents using a telehealth approach. Nightly coaching support was systematically faded. Results demonstrate that treatment fidelity increased for all participants. Interobserver agreement was above 80%. Clinical implications and future research recommendations will be discussed.

 
 
Symposium #29
CE Offered: BACB
Measuring Idiosyncratic Indices of Happiness in Children With Autism Spectrum Disorders: Implications for Practice and Research
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 254B
Area: AUT/EDC; Domain: Applied Research
Chair: Leslie Neely (The University of Texas at San Antonio)
Discussant: Marjorie H. Charlop (Claremont McKenna College)
CE Instructor: Marjorie H. Charlop, Ph.D.
Abstract:

This symposium includes four studies in which internal emotional states of children with autism (ASD) were indirectly measured by monitoring observable behaviors likely correlated with specific emotional states. Study one demonstrated a process to operationally define idiosyncratic indices of happiness (IoH) and empirically assessed the accuracy of operational definitions within single case experimental designs for 4 children with ASD. The second study collected social validity data from parents and practitioners to assess the extent to which they consider systematic monitoring a child’s purported emotional state to be acceptable, useful, or practical. Study three, evaluated effects of a stimulus-stimulus pairing intervention on social approach, social engagement, and IoH for 6 toddlers with characteristics of ASD. Finally, study four measured parent treatment fidelity and IoH within parent-child dyads during a naturalistic caregiver-mediated play-based intervention. Parents’ implement fidelity improved, parent and child IoH increased, and a possible positive correlation in IoH was noted. Together, these studies suggest (a) IoH can be operationally defined and tracked in the context of single case experimental designs, (b) parents and practitioners value IoH data, and (c) IoH should be considered more often in practice and future research.

Instruction Level: Intermediate
Keyword(s): Autism Intervention,, Emotional States, Happiness, Social Validity
Target Audience:

Behavior analysts and other practitioners with sufficient experience utilizing single case designs; understanding of the difficulty related to assessing internal states

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify complications related to identifying and measuring emotional states of children with ASD; (2) Describe a process to operationally define behavioral indices of happiness for individuals with ASD; (3) The practitioner will be able to determine if tracking indices of emotional states in children with ASD is appropriate and potentially useful in the specific professional context.
 

Empirical Support for Operational Definitions of Idiosyncratic Behavioral Indices of Happiness in Children With Autism

STEPHANIE L WEBB (Clinic for Autism Research Evaluation and Support; Texas State University), Jessica Price (Clinic for Autism Research Evaluation and Support; Texas State University), Katy Davenport (Clinic for Autism Research Evaluation and Support, Texas State University), Russell Lang (Texas State University-San Marcos)
Abstract:

This study demonstrates a to operationally define idiosyncratic expressions of emotion (e.g., happiness) in children with ASD and then to empirically evaluate the accuracy of those operational definitions within single subject experimental designs. First, an iterative process involving parental interview, direct observation, and review of video recordings was used to operationally define observable behaviors that were purported to be indices of happiness (IoH) in four children with ASD by their mothers. The accuracy of the individualized operational definitions were then evaluated in an alternating treatment design wherein IoH data were compared during Higher Preference (HP) conditions and Lower Preference (LP) conditions. Three of the four participants consistently displayed more IoH in HP than in LP conditions, supporting previous research indicating IoH can be operationally defined and tracked in the context of single case experimental designs. Results are considered in terms of potential uses for IoH from a clinical perspective and in terms of directions for future research.

 

Parent and Practitioner Perspectives on Defining and Monitoring Child Indices of Happiness for Children With Autism Spectrum Disorder

JESSICA PRICE (Clinic for Autism Research Evaluation and Support; Texas State University), Stephanie L Webb (Clinic for Autism Research Evaluation and Support; Texas State University), Katy Davenport (Clinic for Autism Research Evaluation and Support; Texas State University), Russell Lang (Texas State University-San Marcos)
Abstract:

Previous research indicates that unobservable emotional states of children with ASD can be indirectly measured by defining and monitoring observable behaviors likely to be correlated with specific emotional states (e.g., measuring smiles and giggles to indirectly consider “happiness”). However, the extent to which parents and practitioners serving children with ASD consider systematic monitoring a child’s purported emotional state during behavioral services to be acceptable, useful, or practical needs to be considered. This study reports social validity data collected from parents of four children whose behavioral indices of happiness were defined and measured during the context of behavioral services as well as from parents and practitioners (e.g., special education teachers) who were informed regarding the process and purpose. A battery of social validity assessments focused on acceptability of procedures, validity of operational definition, usefulness of data, and open-ended questions designed to elicit reservations regarding systematic monitoring of emotional states in children with ASD were administered. Parents found the procedures to be acceptable and indicated that tracking IoH was a good use of clinical resources. Practitioners report… [data analysis in progress]. Results are discussed in terms of recommendations for practice and directions for future research.

 

Evaluating the Effect of Stimulus-Stimulus Pairing Procedures on Indices of Happiness With Toddlers At-Risk for Autism

Leslie Neely (The University of Texas at San Antonio), KATHERINE CANTRELL (University of Texas at San Antonio), Amarie Carnett (Victoria University of Wellington)
Abstract:

Delays in social communication, lack of social engagement, and repetitive/restrictive behaviors are core characteristics of autism spectrum disorder (ASD) as a developmental disability. Evidence-based interventions incorporating applied behavior analysis have been shown highly effective in treating observable symptoms of ASD. However, limited research has been conducted to evaluate the effect of those interventions on the participants indices of happiness or perceived enjoyment. This study evaluated the effects of a stimulus-stimulus pairing intervention on social approach behavior, social disengagement, and duration of social engagement, as well as indices of happiness for 6 young toddlers displaying characteristics of ASD. The intervention was play-based and followed participants’ lead with preferred items/activities incorporating shared engagement. The indices of happiness were individually defined based on caregiver report and researcher observation. Five out of 6 participants showed an increase in social approach and social engagement, with steadily decreasing levels of social disengagement. These results demonstrate the effectiveness of stimulus pairing as an intervention for young toddlers. However, data on the indices of happiness is still being collected and analyzed.

 

Effects of Caregiver Coaching on Caregiver and Child Indices of Happiness

Leslie Neely (The University of Texas at San Antonio), SIERRA STEGEMANN (University of Texas at San Antonio), Katherine Cantrell (University of Texas at San Antonio)
Abstract:

Caregiver-mediated, play-based intervention programs have demonstrated positive effects for young children diagnosed with and at-risk for autism spectrum disorder (ASD). The Sunny Starts DANCE program (Decide, Arrange, Now, Count, Enjoy) is a naturalistic-behavioral based caregiver coaching model that incorporates the principles of operant conditioning to support closeness, mutual enjoyment, attending, and social responding. The purpose of this study was to evaluate the impact of coaching on caregiver implementation of the DANCE model and subsequent impacts of DANCE on caregivers and their child indices of happiness. Indices of happiness (IOH) typically include overt behaviors such as smiling and laughing and can be helpful information when working with others who do not verbally describe their private emotional experiences. Four caregiver-child dyads were recruited to participate. A multiple-baseline across participants design was used to demonstrate the effects of coaching on caregiver fidelity and caregiver/child IOH. Although the study was interrupted by the COVID-19 pandemic, caregivers did increase their fidelity of implementation of the DANCE. In addition, three out of the four caregiver-child dyads had an increase in their IOH. We will also discuss correlation between caregiver and child IOH as a measure of harmonious engagement.

 
 
Symposium #30
CE Offered: BACB
Systematic Fading of Restrictive Programming
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 257B
Area: AUT/DDA; Domain: Applied Research
Chair: Haley Steinhauser (Melmark New England; Regis College)
Discussant: Patrick Romani (University of Colorado, Anschutz Medical Campus)
CE Instructor: Haley Steinhauser, Ph.D.
Abstract: The aim of behavior analytic practice and interdisciplinary collaboration is to use the least restrictive and most effective programming. At times, the least restrictive and effective option will involve restrictive procedures such as protective equipment, medication, and physical restraint to ensure the safety and well-being of the individuals receiving services. Restrictive procedures require both data-driven implementation following unsuccessful alternatives and systematic fading and modifications, with the consistent objective of utilizing the least restrictive procedures that promote best outcomes. The four presentations in this symposium address this topic from various angles, including (1) a behavioral-pharmacological intervention corresponding with an increase in successful transitions and decrease in aggression-contingent restraints, (2) an interdisciplinary review team (IRT) approach to medication management, (3) long-term effects of behavioral interventions and electroconvulsive therapy (ECT) in a man with catatonia, life-threatening self-injury, and autism spectrum disorder (ASD), and (4) organizational clinical systems on restrictive programming.
Instruction Level: Intermediate
Keyword(s): medication reduction, protective equipment, restraint reduction, restrictive programming
Target Audience: The target audience should have experience or familiarity with severe forms of challenging behavior (e.g., self-injury, aggression).
Learning Objectives: (1) Identify for systematically fading restrictive programming. (2) Describe the utility of interdisciplinary collaboration in the context of medication management. (3) Outline several organizational clinical system options for managing and fading restrictive programming.
 
Clinical Safety in Treating Severe Aggression: Evaluation of Behavioral-Pharmacological Intervention
JAIME ALYSSA SCIBELLI (Melmark New England), Frederick Scibelli (Melmark New England), Julia Hrdina (Melmark New England), Kelly Anglin (Melmark New England), Silva Orchanian (Melmark New England), James Luiselli (Melmark New England; William James College)
Abstract: This case study concerned clinical safety and behavioral-pharmacological intervention with an 18-year-old man who had autism spectrum disorder and high-frequency aggression towards care providers at a specialized school. A multicomponent behavior support plan included antecedent, differential reinforcement, environmental modification, and physical management procedures subsequently combined with neuroleptic medication (aripiprazole). The behavioral-pharmacological intervention eliminated care provider implementation of aggression-contingent physical restraint and was associated with increased transition compliance during the school day. Clinical safety components emphasized comprehensive care provider training, continuous supervision, function-based treatment, and prevention-focused strategies. Intervention effects were long-standing and care providers rated their training, implementation fidelity, and therapeutic outcome favorably.
 

Interdisciplinary Review Team Approach for Medication Management With Individuals With Autism Spectrum Disorder

FRANK L. BIRD (Melmark New England), Jill Harper (Melmark New England), Andrew Shlesinger (Melmark New England), James Luiselli (Melmark New England; William James College)
Abstract:

The use of psychotropic drugs for individuals with developmental disabilities is common practice. Jobski, Hofer, Hoffman, and Bachmann (2016) documented an overall median use of psychotropic drugs in 45.7% of individuals with autism spectrum disorder (ASD). Wink et al., (2018) documented that psychotropic medication usage can be over 90% for youth with ASD admitted to inpatient units. A related concern is the number of psychotropic medications utilized at one time, referred to as polypharmacy (see Masnoon et al., 2017). The interdisciplinary review team (IRT) model was created to establish a continuum of medication management for individuals with complex needs. Core features of the model are multi-disciplinary team members, data-driven decision-making, and high-level administrative support. The objectives of each IRT meeting are: 1) state the current clinical status of the individual; 2) state current clinical needs; 3) foster team discussion; 4) advocate for medication change that maximizes benefit for the individual; 5) minimize multiple treatment changes at once; and 6) minimize risk associated with chosen treatments. Data will be presented across multiple individuals demonstrating the effectiveness of this approach in making clinically informed decisions regarding medication. Care providers, and family members rated the utility of this model favorably and implementation fidelity will be demonstrated.

 

Long-Term Effects of Behavioral Intervention and Electroconvulsive Therapy in a Man With Catatonia, Life-Threatening Self-Injury, and Autism

Frank L. Bird (Melmark New England), RUCHI SHAH (Melmark New England), James Luiselli (Melmark New England; William James College)
Abstract:

Catatonia is a psychiatric condition characterized by the presence of immobility, mutism, body posturing, stereotypy, and unresponsiveness to external stimulation, among other symptoms (American Psychiatric Association, 2013). Several population-based studies have reported catatonia in 12-20% of children, adolescents, and young adults with autism spectrum disorder (Luiselli, Bird, & Wachtel, 2021). A key diagnostic finding in many of these cases was the presence of motor stereotypy and self-injury in persons who went many years without such problems and co-occurred with loss of self-care, daily living, communication, social and other adaptive skills. This multi-phase case study evaluated treatment effects from behavioral intervention and electroconvulsive therapy (ECT) in a man with ASD and diagnosis of catatonia who displayed life-threatening self-injury towards care providers. Recommendation for ECT followed a protracted period of pronounced skill and behavior deterioration the man demonstrated in a residential care setting and subsequent to self-inflicted tissue damage that required hospitalization. Long-term outcome data will report the immediate and long-term effects from self-injury, aggression, the fading of protective equipment and activity engagement as well as parametric analysis of treatment responsiveness to a varied schedule of ECT sessions.

 
Restrictive Procedures: An Organizational Approach to Monitoring and Reduction
SHAWN P. QUIGLEY (Melmark), Brad Stevenson (Melmark), Jill Harper (Melmark New England), Frank L. Bird (Melmark New England), Helena L. Maguire (Melmark New England)
Abstract: The application of behavior analysis varies by population (e.g., child, adult, employee), setting (e.g., community, clinic, home), and need (e.g., social skills, challenging behavior, safety). The differences in application create a context for differential application of behavioral principles, strategies, and technologies. For example, a safety application might involve behavioral skills training, performance rewards (e.g., enhanced pay for following safety practices), and utilization of technology to reduce risk (e.g., motorized lift as opposed to manual lift). Practitioners that serve individuals with complex behavioral challenges must also consider differential application of principles, strategies, and technologies to improve safety for the individuals, family members, and employees. Dependent upon local, regional, and governmental regulations, some applications might be considered restrictive, therefore requiring additional oversight. The purpose of this presentation is a brief review of restrictive procedures, examples of restrictive procedures, and an organizational approach to monitoring and reducing the need for restrictive procedures.
 
 
Symposium #32
CE Offered: BACB
Recent Advances in the Measurement, Assessment, and Treatment of Stereotypy
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 258B
Area: AUT; Domain: Applied Research
Chair: Hannah Lynn MacNaul (University of Texas at San Antonio)
Discussant: Catia Cividini-Motta Cividini (University of South Florida)
CE Instructor: Catia Cividini-Motta Cividini, Ph.D.
Abstract:

Stereotypy consists of repetitive, persistent, and invariant responses that are not contextually appropriate (e.g., Hagopian & Toole, 2009; Rapp & Vollmer, 2005) and can include motor or vocal topographies (i.e., motor [MS] and vocal stereotypy [VS]). Although repetitive behaviors do not often result in injury, both MS and VS have been found to emerge into more severe forms of stereotypy that persist into adulthood and can impact an individual’s adaptive, social, and academic functioning (Crutchfield et al., 2015; Lanovaz, et al., 2013; Akers et al., 2020). Moreover, given the topographies of certain stereotypic behavior and the rate in which instances occur, reliable measurement based on observations can be difficult to attain. Therefore, further investigation to measurement, assessment, and intervention for stereotypy is warranted. This symposium will present recent research on stereotypy including innovative uses of artificial intelligence to measure stereotypy as well as novel interpretations of functional analysis outcomes to inform treatment approaches. Previous research as well as innovative evaluations of antecedent-based interventions for stereotypy will be discussed. Taken together, the results of these studies present important considerations and advances for our approach to the assessment and treatment of stereotypy.

Instruction Level: Intermediate
Keyword(s): Antecedent-based Interventions, Artificial Intelligence, Automatic Reinforcement, Stereotypy
Target Audience:

RBTs, BCBAs, BCBA-Ds

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify novel approaches to the measurement of stereotypy; (2) classify functional analysis outcomes in regard to stereotypy; and (3) understand previous and current research on antecedent-based interventions for stereotypy.
 
Artificial Intelligence for the Measurement of Vocal Stereotypy
MARIE-MICHÈLE DUFOUR (Université de Montréal), Marc J. Lanovaz (Université de Montréal), Patrick Cardinal (École de technologie supérieure)
Abstract: Both researchers and practitioners often rely on direct observation to measure and monitor behavior. When these behaviors are too complex or numerous to be measured in vivo, relying on direct observation using human observers increases the amount of resources required to conduct research and to monitor the effects of interventions in practice. To address this issue, we conducted a proof of concept examining whether artificial intelligence could measure vocal stereotypy in individuals with autism. More specifically, we used an artificial neural network with over 1,500 minutes of audio data from 8 different individuals to train and test models to measure vocal stereotypy. Our results showed that the artificial neural network performed adequately (i.e., session-by-session correlation near or above .80 with a human observer) in measuring engagement in vocal stereotypy for 6 of 8 participants. Additional research is needed to further improve the generalizability of the approach.
 
Various Functional Analysis Patterns of Automatic Reinforcement: A Review and Component Analysis of Treatment Effects
AGUSTIN GONZALO PEREZ-BUSTAMANTE PEREIRA (Hospital Ramón y Cajal), Javier Virues Ortega (Universidad Autónoma de Madrid)
Abstract: Various patterns of differentiation in functional analysis (FA) may predict treatment outcomes of problem behavior maintained by automatic reinforcement. FAs may include antecedent or consequent events that disrupt responding, and could be used to inform the development of individualized interventions. In Study 1, we proposed criteria to classify outcomes as attention condition lowest, demand condition lowest, and play condition lowest, according to the condition where problem behavior was most disrupted. We applied these criteria to 120 datasets and found that 60% could be classified using this method, while 89% of datasets showed a disruption of 50% or higher. In Study 2, we conducted a treatment component analyses for three individuals whose FAs were assigned to each of the three distinct patterns. The results indicated that specific elements of the FA conditions could reduce problem behavior. The possibility that these disruption patterns could help to predict treatment outcomes is discussed.
 

Antecedent-Based Interventions for Motor Stereotypy: A Systematic Review

ALYSSA ROJAS (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida)
Abstract:

Motor stereotypy refers to persistent and repetitive fine or gross motor movements (e.g., finger tapping, hand flapping). In most cases, stereotypy does not result in injury to the individual or those around them (Akers et al., 2020). When stereotypy hinders acquisition of skills and social interactions, individualized treatment should be considered (Cook & Rapp, 2018). Previous research has evaluated numerous interventions designed to decrease stereotypy. The current literature review focuses on antecedent-based strategies because they are considered less intrusive. Twenty-nine studies met our inclusion criteria, and all evaluated the use of an antecedent-based strategy (e.g., non-contingent reinforcement, discrimination training) on non-injurious motor stereotypy (e.g., rocking, hand flapping). A total of 58 data sets were analyzed. Of those, 72% were male and 28% were female. Among the 29 studies, 61% of the studies evaluated the effects of non-contingent reinforcement (NCR) on motor stereotypy. To determine if these interventions were effective at reducing motor stereotypy, we calculated mean baseline reduction (MBR; Campbell, 2003). A summary of outcomes of these studies and implications for clinical practice and future research will be discussed.

 
Examining Procedural Variations of Delivering Competing Stimuli in the Treatment of Stereotypy
JULIA LYNNE TOUHEY (The New England Center for Children), Catlyn Li Volsi (The New England Center for Children), Alexis Shostek (The New England Center for Children), Michaela Efflandt (The New England Center for Children), William H. Ahearn (The New England Center for Children)
Abstract: Rooker et al. (2018) reviewed the literature for treating automatically reinforced self-injurious behavior (SIB). They found that noncontingent reinforcement (NCR) was a commonly effective procedure when informed by a competing stimulus assessment (CSA). Jennett et al. (2011) suggested for some cases non-contingent access to competing stimuli may be insufficient at decreasing target responding and additional treatment components may be necessary. The present experiment examined effects of procedural variations when presenting competing stimuli on functional engagement and stereotypy for seven participants with autism. A standard functional analysis of stereotypy was conducted. Next, at least three effective competing stimuli (ECS) were identified per participant via an augment competing stimulus assessment (A-CSA). Then, two procedural variations were examined: rotating competing items (RCI) and prompting functional engagement (PE). Item contact, functional engagement, and stereotypy were evaluated. Interobserver agreement data were collected in at least 33% of sessions in each condition for all dependent measures and mean total agreement was above 85% for each measure. Results suggest that for five participants both procedural variations were associated with lower levels of stereotypy and higher levels of appropriate behavior, and for the other two participants redirection to functional engagement was necessary to achieve desired outcomes.
 
 
Symposium #33
CE Offered: BACB
Factors Influencing Preference and Reinforcer Assessment Outcomes
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 251
Area: DDA; Domain: Applied Research
Chair: Pamela L. Neidert (The University of Kansas)
Discussant: Iser Guillermo DeLeon (University of Florida)
CE Instructor: Pamela L. Neidert, Ph.D.
Abstract: A substantial body of literature exists demonstrating the use of reinforcement to increase a wide range of socially important behaviors in numerous populations across a range of settings. Systematic preference assessments are effective and efficient methods for identifying stimuli that serve as reinforcers, and numerous studies have demonstrated the predictive validity of a variety of assessment methods. As a result, systematic preference and reinforcer assessments have become a standard feature of both research and clinical practice. However, it has also been shown that numerous factors can influence preference assessment outcomes (presentation method, response requirements, assessment duration, consequence arrangements, etc.) and reinforcement effects (reinforcement parameters and type of schedule arranged during the assessment). The purpose of this symposium is to present the results of four studies examining the influence of a number of these factors. Findings will be discussed in terms of implications for both researchers and practitioners.
Instruction Level: Intermediate
Keyword(s): preference assessment, reinforcer assessment
Target Audience: * experience conducting preference and/or reinforcer assessments * intermediate conceptual knowledge of basic concepts & principles of behavior analysis
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain the approach to evaluating the reliability and predictive validity of alternate preference assessment modalities; (2) comment on the extent to which session-end criteria can influence break points obtained for individuals responding on progressive-ratio schedules; (3) describe why practitioners may gain the same information from conducting half the number of trials of a paired-stimulus-preference assessment as conducting all trials; and (4) tact that that increasing response requirements during paired-stimulus and multiple-stimulus preference assessments may not result in systematic and reliable shifts in preference hierarchies.
 
Does Adding Effort to Preference Assessment Alter the Conclusions
Tracy Argueta (University of Florida), Nathalie Fernandez (Kenndey Krieger), Brooke Sprague (University of South Florida), Iser Guillermo DeLeon (University of Florida), PAIGE TALHELM (University of Florida)
Abstract: Several authors have suggested that preference assessments conducted under more stringent conditions that approximate the target clinical context may make better predictions about the relative effectiveness of reinforcers than those conducted under low-effort conditions. However, preference assessments conventionally involve providing access to stimuli contingent on low-effort selection responses such as reaching or pointing. As a first step towards addressing this question, we endeavored to determine whether preferences assessment outcomes differed under low- and high-effort conditions with four individuals with autism ages 3-19. Specifically, we compared the outcomes of paired-stimulus and multiple-stimulus without replacement preference assessments under low-effort and higher-effort conditions. In the lower-effort condition, we conducted “standard” assessments requiring only a selection response. In the higher-effort condition, participants made selections only after completing tasks on a fixed-ratio (FR) schedule similar to that used in their typical clinical programming. Our analysis of changes in stimulus ranks indicated that increasing response requirements did not generally result in systematic and reliable shifts in preference hierarchies.
 

Effects of Session-End Criteria on Break Points and Problem Behavior During Progressive Ratio Assessments

Franchesca Izquierdo (University of Miami), YANERYS LEON (University of Miami), Kamila Garcia Garcia Marchante (University of Miami)
Abstract:

Basic research has shown that session-end criteria can influence break points obtained for pigeons responding on progressive-ratio schedules. Although applied researchers have used progressive ratio schedules to assess reinforcing efficacy of stimuli in clinical populations, there remains a dearth of evidence on optimal parameters (i.e., step-size, session-end criteria) of progressive ratio schedules in this context. The purpose of this study was to evaluate the extent to which session-end criteria impact breakpoints and problem behavior of 5 children with IDD responding on progressive ratio schedules. We retroactively examined data obtained in Leon et al. (2020) and applied the following session-end criteria to second-by-second data streams: 1-min, 2-min, and 3-min of no target response. Breakpoints were nearly identical in the 2- and 3-min criteria sessions for all 5 participants; whereas, breakpoints were lower for 3 of 5 participants in the 1-min criteria condition. Additionally, we observed a parametric effect on the occurrence of problem behavior as the session-end criteria increased, (i.e., more problem behavior in 3-min relative to 2-min and more problem behavior in 2-min relative to 1-min).

 
An Evaluation of an Electronic Picture-Based Multiple-Stimulus-Without-Replacement Preference Assessment
KATHRYN A GORYCKI (The University of Kansas), Breanna R Roberts (University of Kansas), Ashley Romero (University of Kansas), Pamela L. Neidert (The University of Kansas)
Abstract: Reinforcers are critical for skill acquisition and behavior reduction for children with and without intellectual and developmental disorders (IDD), and identification of potential reinforcers via direct stimulus preference assessment (SPA) is a routine part of early childhood education and intervention. Alternate stimulus modalities (e.g., pictorial, verbal, video) have been evaluated in an attempt to decrease administration time and allow assessment of protracted events and events difficult to present during the assessment (Heinicke, 2019). Some studies have shown correspondence by alternative-modality SPAs. However, many of the studies provided access to the actual stimuli contingent upon selection, which limits the potential advantage of decreased assessment time. Further, few studies have examined electronic pictorial stimuli as the presentation stimuli. The purpose of this study is to evaluate the reliability and predictive validity of using electronic-picture stimuli during multiple-stimulus-without-replacement (MSWO) preference assessments (without contingent access for selection). Specifically, we conducted numerous, daily session blocks for each participant that consisted of three-pairs (i.e., three rounds) of electronic-picture versus actual-item MSWOs followed by a reinforcer assessment of the highest preferred stimuli identified by both preference assessments. The study will be conducted with at least 6 children. To date, three young children with no known diagnoses have participated. Preliminary results show relatively high reliability of the e-pic MSWO for only 1 of 3 children; however, predictive validity was relatively low for all children.
 
Evaluating a Briefer Version of Paired-Stimulus-Preference Assessments
MARY KATHERINE CAREY (Glenwood, Inc), Renea Rose (Glenwood, Inc)
Abstract: The utility of paired-stimulus-preference assessments for identifying an array of potentially reinforcing stimuli is well documented in applied-behavior-analytic literature. However, guidance as to how many trials are necessary to conduct of the assessment to obtain a reliable rank-order of stimuli has not yet been provided to practitioners. Thus, the current study determined whether conducting 50% of trials of a paired-stimulus preference assessment yielded the same results in terms of rank-order of stimuli and percent selection of stimuli. Additionally, Spearman’s correlation coefficients were calculated to demonstrate the mean correlation between rank-order of stimuli of the partial assessment to the full assessment. A post-hoc analysis of 30 archival paired-stimulus data sets gathered from a center for individuals with autism was conducted. Results thus far show that the mean correlation coefficients exceeded a critical r value of 0.60 for every data set analyzed. Therefore, practitioners may gain the same information from conducting half the number of trials of a paired-stimulus-preference assessment as conducting all trials.
 
 
Symposium #34
CE Offered: BACB
Improving Vocational Skills and Employment Outcomes in Adolescents and Adults With Developmental Disabilities
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 252A
Area: DDA/AUT; Domain: Applied Research
Chair: Tracie B. Mann (Child Study Center at Cook Children's Medical Center)
Discussant: April N. Kisamore (Hunter College)
CE Instructor: April N. Kisamore, Ph.D.
Abstract:

Adults with developmental disabilities face many barriers when seeking job opportunities, resulting in a significantly lower rate of employment compared to adults without disabilities. Even when employed, individuals in this population tend to work fewer hours and earn less money. One contributing factor to this phenomenon is the lack of preparation individuals with disabilities experience during their school years, which leads to many young adults finding themselves ill-equipped to enter the workforce. This symposium presents the results of four studies, conducted across four different research labs, evaluating variables related to improving vocational skills and employment outcomes in adolescents and adults with developmental disabilities. In the first presentation, Budge et al. present their work on extending LaRue et al.’s (2019) study evaluating the utility of a skill-based assessment to identify individual vocational aptitude, and then comparing performance on aptitude matched and unmatched jobs. Budge et al. expanded the assessment to include environmental factors (e.g., indoor v. outdoor, loud v. quiet. etc.). In the second presentation, Dora et al. describe their study on modifying Lerman et al.’s (2017) assessment of vocational social skills by using videoconferencing software. In the third presentation, Beahm et al. present their work on using an app-based token economy to increase engagement with daily living and vocational tasks in adults with disabilities. Finally, in the fourth presentation, James-Kelly et al. present data from their study on teaching adolescents and adults with developmental disabilities how to participate in an interview. The symposium will conclude with remarks from a discussant.

Instruction Level: Intermediate
Keyword(s): Adults, BST, employment, Vocational assessment
Target Audience:

BCBAs: practitioners and applied researchers who work with adolescents or adults with autism or other developmental disabilities.

Learning Objectives: (1) Describe a method to assess job-related social skills and job aptitude and identify how to use assessment results; (2) Understand how to use behavioral skills training to teach interview skills; (3) Describe a procedure to use a token economy to improve engagement with daily living and vocational tasks.
 

Accounting for Environmental and Task-Specific Factors for Improving Employment Matching for Adolescents and Adults With Autism Spectrum Disorder

JENNA BUDGE (Rutgers University), Robert LaRue (Rutgers University), James Maraventano (Rutgers University), Todd Frischmann (Rutgers University), Caitlin Kehoe (Rutgers University), SungWoo Kahng (Rutgers University)
Abstract:

Employment rates for adults with autism are significantly lower than those reported for any other population of adults with disabilities (Bush & Tassé, 2017). LaRue and colleagues (2019) developed a skill-based vocational assessment for six individuals diagnosed with ASD. The assessment evaluated preference for specific task characteristics (i.e., interaction, task complexity, movement). The authors used the assessment results to design matched and unmatched work tasks. They found that matched tasks were consistently more preferred and resulted in less disruptive behavior and more on task behavior. While the findings of the LaRue et al. study useful for the purpose of modifying jobs, the initial version of the assessment does not account for other environmental factors that may contribute to job success. In the current investigation, we are expanding the original assessment model proposed by LaRue and colleagues to include environmental factors, including noise level (noisy v. quiet), setting (indoor v. outdoor), and presence of others (crowded v. non-crowded). As in the original study, matched and unmatched jobs will be designed using the environmental assessment results. Preliminary data suggest that the use of this brief, skill-based vocational assessment may be a viable tool for improving employment outcomes for adolescents and adults with ASD.

 
Conducting an Assessment and Intervention of Vocational Social Skills via Telehealth
MEGAN DORA (University of Houston - Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Sopia Som (Virginia Institute of Autism), Amanda Davis (University of Houston - Clear Lake)
Abstract: In this study, we implemented a modified version of the assessment of vocational social skills described in Lerman et al. (2017) with participants via videoconferencing software. Any skills deficits identified during the assessment received training using a response-to-intervention approach. The response-to-intervention approach included written instructions, textual prompts, corrective feedback, and Behavior Skills Training (BST). Two participants, ages 16 -19 participated. The trainer introduced intervention components as needed. We also evaluated generalization from telehealth to in vivo sessions. Results indicated that the response-to-intervention approach was effective in improving the targeted skills. In addition, generalized responding from telehealth to in vivo sessions emerged. These findings add to the current literature by demonstrating a method for both assessing job-related social skills and determining the most effective prompting strategy to teach those skills directly via telehealth.
 

Using an App-Based Token Economy to Increase Engagement in Daily Living and Vocational Tasks With Adults With Developmental Disabilities

LYDIA A BEAHM (Virginia Institute of Autism), Einar T. Ingvarsson (Virginia Institute of Autism), Noelle Arico Funk (Virginia Institute of Autism), Lauren Haskins (Virginia Institute of Autism), Jake Frazier (Virginia Institute of Autism, Florida Institute of Technology)
Abstract:

The token economy intervention is an evidence-based practice that improves outcomes across populations, settings, and behaviors. Nonetheless, their complex nature frequently leads to ineffective implementation. Additionally, little is known about the extent to which token economies are effective for increasing engagement in adults with disabilities. Therefore, we conducted a multiple probe across participants study to evaluate the effectiveness of an app-based token economy to increase engagement with daily living and vocational tasks in adults with disabilities. All participants increased their engagement with tasks following the introduction of the intervention. However, social validity results indicate that staff members found some components of the interventions challenging to implement.

 

Using Behavioral Skills Training to Teach Interview Skills to Adolescents and Adults With Developmental Disabilities

KIMBERLY JAMES-KELLY (Child Study Center at Cook Children's), Tracie B. Mann (Child Study Center at Cook Children's)
Abstract:

Adults with developmental disabilities are underemployed compared to their typically developing counterparts. Teaching adolescents and young adults with disabilities interview skills is an important first step toward securing employment. There are data to suggest that behavioral skills training (BST) is effective in this endeavor, but more are needed. We taught adolescents and adults with developmental disabilities to respond to a set of commonly asked interview questions using BST. Correct responding included an appropriate, on-topic answer and appropriate body language. We used a multiple probe design across question categories to evaluate the effects of BST on responding to taught questions. We also measured the extent to which the effects generalized to untaught but similar questions, and to different interview formats (phone and Zoom interviews). Preliminary findings indicate BST is effective in improving interview skills across response components and facilitates some degree of generalization.

 
 
Symposium #35
CE Offered: PSY/BACB
Updating Relational Frame Theory: What is it, What are its Implications, and Where is it Going?
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 1; Room 153A
Area: EAB/DEV; Domain: Translational
Discussant: Julio C. De Rose (Universidade Federal de Sao Carlos)
CE Instructor: Carolina Coury Silveira de Almeida, Ph.D.
Abstract:

The roots of relational frame theory (RFT) can be traced back to an early conference paper on rule-governed behaviour in 1984. The seminal book-length treatment of RFT is now itself 20 years old. In that time the account has introduced many new terms, concepts and methods that would be unfamiliar to traditional behavior analysis. The current symposium presents four papers that involve critically reappraising this (RFT) work in an effort to determine its value, while also identifying ways in which to move forward. We argue that progress will likely involve being genuinely open to identifying potential weaknesses in analytic strategies, limitations in key concepts, and in a willingness to engage genuinely with alternative approaches to the study of human language and cognition within behavior analysis. Specifically, the four papers will consider (1) recent developments in the analysis of data from an RFT methodology, known as the implicit relational assessment procedure (IRAP); (2) the limited utility of the concepts of pliance, tracking and augmenting within RFT; (3) the use of a new framework in applied behavior analyses of language and cognition; and (4) the potential benefits of drawing on both RFT and Verbal Behavior Development Theory (VBDT) in the experimental analysis of human language and cognition.

Instruction Level: Intermediate
Keyword(s): HDML/MDML, IRAP, RFT, Rule-Governed Behavior
Target Audience:

A basic background in behaviour analysis is assumed.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) summarize recent developments in RFT; (2) articulate the way in which recent developments have led to a revaluation of some of the key concepts and methodologies within RFT; (3) provide examples of how recent developments in RFT connect more directly with applied behavior analysis.
 

Pliance, Tracking and Augmenting Within Relational Frame Theory: Vague Concepts Masquerading as High-Precision Technical Terms?

(Theory)
COLIN HARTE (Federal University of São Carlos), Dermot Barnes-Holmes (Ulster University)
Abstract:

Pliance, tracking and augmenting were defined as functionally distinct categories of rule-governed behavior in 1982. Since this time, however, the terms have rarely been used as the basis for conducting systematic experimental-analytic research, despite their theoretical centrality to the study of rule-governed behavior. 40 years later, it seems useful to reflect upon their place within the literature on the experimental analysis of human behavior, and relational frame theory in particular. In the current talk we evaluate their place within the literature and argue that they should be considered middle-level terms, which lack the relative precision of technical terms within the literature on relational frame theory (RFT). We explore the potential utility of conceptualizing rules as involving increasingly complex derived relational networks and focusing on various dimensions that impact such networks. Finally, we briefly consider a new program of research that has begun to take this approach in the context of up-dating RFT.

 

Evaluating and Training Perspective-Taking Guided by the Multi-Dimensional Multi-Level Framework

(Applied Research)
CAROLINA COURY SILVEIRA DE ALMEIDA (ABAKids: Desenvolvimento Infantil), João Henrique de Almeida (Londrina State University), Yvonne Barnes-Holmes (Perspectives Ireland Consulting Psychologists, Ltd.), Dermot Barnes-Holmes (Ulster University)
Abstract:

Demonstrating awareness of oneself and the states of others is argued to involve a highly complex behavior referred to as perspective taking. Before abstracting or inferring another person's perspective, one depends on a sufficient previously trained relational repertoire. The objective of the current study was to draw on the fundamental units of AARR, specifically with respect to deictic repertoires, using the MDML framework and explore a set of tasks to evaluate and train perspective-taking (PT). A set of non-arbitrary and arbitrary tasks were used to investigate relational repertoires at four levels of relational development (1-mutual entailment, 2-relational framing, 3-relational networking, 4-relating relations) for various generalised patterns of responding (coordination, difference, opposition, comparison, and hierarchy). Data from two children of similar developmental age (one with typical development and one with autism) were collected. The typical development child presented the expected level in abstract relations and showed success in the PT test. The child with autism initially failed the PT test but after an MDML-based intervention showed development in his relational repertoire and finally succeeded in the PT test. This study adds potentially valuable information about the minimal units required for deictic relational responding.

 

An Application of Updated Relational Frame Theory to Study Naming

(Applied Research)
MAITHRI SIVARAMAN (Ghent University, Belgium; Tendrils Centre for Autism, India), Dermot Barnes-Holmes (Ulster University), Herbert Roeyers (Ghent University)
Abstract:

Conceptual developments in RFT, which have provided a general framework (Hyper Dimensional Multi-Level framework) and a dynamical unit of analysis (Relating, Orienting, and Evoking, ROE) have served to highlight clear points of contact and overlap between the analysis of naming and different levels and dimensions of derived relating, in general. Previous studies on naming have presented the object and its name simultaneously during both training and testing, and thus the training component may establish a transformation of function (ToF) directly between the object and the name. The aim of the current study was to test the emergence of speaker naming and entailed ToF with a non-simultaneous presentation technique and evaluate the effectiveness of Multiple Exemplar Training (MET) if deficits are observed. Five typically-developing toddlers participated in the study, and initially, none of the participants exhibited correct naming responses. Three participants received MET, which led to improvements in speaker naming for all. Of these, one needed additional training with simultaneous stimulus presentation trials. The remaining two participants were tested repeatedly, without MET, and did not show any consistent improvements in naming. The applications of the HDML framework to assess the strength of the levels/dimensions of naming are discussed.

 
 
Symposium #36
CE Offered: BACB
Improving Implementation of Evidence-Based Practices for Students With Autism in School Settings
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 205A
Area: EDC/AUT; Domain: Service Delivery
Chair: Evy Boateng (University of Illinois at Chicago )
Discussant: Jeffrey Chan (Northern Illinois University)
CE Instructor: Jeffrey Chan, M.A.
Abstract:

An evidence-based practice (EBP) is a strategy, intervention, or practice that has been shown through rigorous research to be effective (Iris Center, 2010). Children with autism often benefit from the implementation of EBP. Peer-mediated interventions (PMI), pyramidal training and inclusive practices have been identified to be effective in improving students’ outcomes. A teacher's self-efficacy is likely to play an important role in whether they demonstrated persistence in using EBP to meet students’ goals. The following studies exemplify why improving the implementation of EBPs are important for children with autism in a school setting. This symposium begins with a study demonstrating the use of program evaluations to identify barriers to implementation of inclusive practices. Next, we present a systematic review of pyramidal training literature to identify strengths and gaps in the literature. Then we present a study on self-efficacy which is associated with meeting expectations. Finally, we end with a literature review of PMI to promote further research.

Instruction Level: Intermediate
Keyword(s): Evidence-Based, Special Education
Target Audience:

Participate should have a basic understanding of behavior analytic interventions and an understanding of the special education system.

Learning Objectives: (1) Describe the importance of evidence-based practice to support inclusion for children with autism in the school setting.; (2) List a few evidence-based practices for children with autism in school settings.; (3) Recite strengths and gaps within the literature surrounding evidence-based practices.
 
Program Evaluation of Special Education Programming in a Public Elementary School
Jasmine Begeske (Purdue University), Eric Shannon (Purdue University), AMANDA M AUSTIN BOROSH (Purdue University), Jingyuan Zhang (Purdue University), Mehmet Sulu (Purdue University), Suneeta Kercood (Butler University), Rose A. Mason (Purdue University)
Abstract: Implementation of inclusive practices in schools is important for improving educational, social, and behavioral outcomes for students with autism and other disabilities (SWDs), however, the execution and maintenance of these practices relies on contextual variables at the organizational level. Using a participatory action research framework, we conducted a program evaluation of special education services in a public elementary school to identify strengths and barriers to implementation of inclusive practices for SWDs. This mixed methods study gathered data by way of semi-structured interviews with special education service providers (SESPs; n = 7) and a survey of general education teachers (GETs; n = 23) and SESPs (n = 10). Qualitative data revealed strengths in special education team collaboration, and access to financial and tangible resources for SWDs. These data also uncovered systemic organizational barriers including very large caseloads, lack of training in evidence-based behavioral and co-teaching strategies, frequent paraprofessional turnover, and lack of scheduled time for collaboration between GETs and SESPs. Quantitative analyses identified significant philosophical discrepancies between GETs and SESPs, especially around inclusion of SWDs who exhibit challenging behavior. The utility and importance of using program evaluations to identify organizational barriers that impact service delivery for SWDs will be discussed.
 
Use of Pyramidal Training in Schools: A Systematic Review
Rachel García (The Chicago School of Professional Psychology), REBECCA ANNE RECEVEUR (The Chicago School of Professional Psychology)
Abstract: Pyramidal training uses an expert to provide training to an individual or small group (Tier 1) who then go on to train other individuals or small groups (Tier 2) to implement the training protocol with a student (Tier 3; Parsons et al., 2013). Schools may benefit from pyramidal training given the need for high fidelity implementation of evidence-based practices balanced with cost- and time-efficient training for teachers and staff. As such, a systematic review of pyramidal training in schools was conducted. Nine studies were identified for inclusion and were summarized based on Tier 1, Tier 2, and Tier 3 characteristics, treatment integrity and outcome measures, and social validity. Results indicated the train-the-trainer model was effective in training general education teachers, special education teachers, administrators, and paraprofessionals to implement behavior analytic assessments and interventions with students. Few studies evaluated social validity, generalization, or maintenance, however those that did identified positive results. Implications for practitioners and areas for future research will be discussed.
 

Special Educators Self-Efficacy in Implementing Evidence-Based Practices for Students With Autism

MACKENZIE RAYE WICKER (Baylor University), Julia M Hrabal (Baylor University), Tonya Nichole Davis (Baylor University), Stephanie Gerow (Baylor University), Tracey Sulak (Baylor University), Providence Lively (Baylor University), Kailah Hall (Baylor University), Katie Hine (Baylor University)
Abstract:

Self-efficacy refers to an individual’s perceived ability to accomplish specific expectations. Research indicates that individuals with higher self-efficacy are more likely to demonstrate persistent behaviors associated with meeting expectations. We administered the Autism Self-Efficacy Scale for Teachers (ASSET; Ruble et al., 2013) via a Qualtrics survey to 300 educators who teach students with autism in Texas. Educators were recruited via email and were asked to respond to 30 items describing common responsibilities of teachers of students with autism. The educators responded to each item on a scale of 0 – 100, with the following anchors: 0 = cannot do at all, 50 = moderately can do, 100 = highly certain can do. The mean self-efficacy across all items was 70.0, however individual responding varied across items, ranging 83 – 100 point spread between highest and lowest scores. Special educators need additional support to ensure they are confident in their abilities to implement evidence-based practices with students with autism. The purpose of this study was to determine Texas educator’s self-efficacy relating to teaching students with autism.

 

Evaluating Implementation Fidelity of Peer-Mediated Interventions to Enhance Social Communication: A Systematic and Quality Review

HANNAH CROSLEY (Purdue University), Amanda M Austin Borosh (Purdue University), Rose A. Mason (Purdue University), Christopher Santos (Purdue University), Dylan Nicholls (Purdue University), Sierra Allen (Purdue University)
Abstract:

Peer-mediated intervention (PMI) is an evidence-based practice that utilizes one or more peers to provide ongoing and individualized support to their neurodivergent classmates through the implementation of instructional programs, behavioral strategies, and the facilitation of social interactions. There is a growing body of evidence that demonstrates efficacy and social validity within inclusive middle and high school classrooms utilizing PMIs. However, limited attention has focused on collecting data on the peer partners’ implementation fidelity. This systematic and quality review identified single-case studies addressing PMIs implemented at the secondary level (i.e., grades 6-12) to support students diagnosed with autism spectrum disorder (ASD), ASD with co-occurring conditions, and intellectual disabilities (ID). Of the 25 PMI studies we identified, 19 studies met What Works Clearinghouse quality standards for single-case research. Among the 19 studies included in the current review, four studies (21%) assessed the peer partner’s implementation fidelity during the intervention. This review provides recommendations for research and practice aimed at identifying strengths and gaps in the literature base related to implementation fidelity of PMIs in secondary schools.

 
 
Symposium #37
CE Offered: BACB
Behavior Analysis in Classrooms: Applications Across Teachers and Students
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 205B
Area: EDC; Domain: Applied Research
Chair: Ky'Aria Moses (Western Michigan University )
Discussant: William L. Heward (The Ohio State University)
CE Instructor: Ky'Aria Moses, M.A.
Abstract:

The application of evidenced-based practices in classroom settings are imperative for the advancement of teacher performances and student outcomes. Training teachers to implement classroom management strategies with fidelity can positively impact students’ academic and behavioral performance in the classroom. Studies in this symposium will cover a range of teacher directed trainings, classroom management strategies, and effective interventions for reducing student challenging behaviors. The first presenter will discuss an evaluation of effective teacher training approaches. The second presenter will review the impact of performance feedback and self-monitoring on teachers’ use of behavior specific praise. The third presentation will focus on the use of baseline classroom data to enhance teachers’ implementation of classroom management strategies. The fourth presenter will provide an overview of interventions effective for decreasing challenging behaviors in the classroom. This symposium will highlight considerations for collaborating with teachers, discuss implications for training and implementing classroom management strategies, and outline future research directions.

Instruction Level: Basic
Keyword(s): Challenging Behaviors, Classroom Management, Teacher Training, Treatment Integrity
Target Audience:

BCaBAs, BCBAs, Behavior Consultants; Classroom Consultants

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) Describe effective teacher training approaches to increase implementation of EBP; (2) Identify effective components of effective classroom management; (3) Discuss the utility of baseline classroom conditions on teacher training; and (4) Describe effective interventions to decrease student challenging behaviors.
 

Impact of Training Approach to Enhance Teacher-Implemented Intervention for Students With Autism Spectrum Disorder: A Meta-Analytic Comparison

SUNGWOO KANG (Purdue University), Youjia Hua (University of Virginia), Suzanne Woods-Groves (The University of Iowa)
Abstract:

Best education practices require the well-established procedural integrity of the intervention. Additionally, natural interventionists such as teachers and paraprofessionals have been demonstrated to effectively teach children with autism spectrum disorders in school settings. The overall and moderating effects of these training approaches have remained unknown. Therefore, the purpose of this meta-analysis is to systematically review single case design studies testing the efficacy of training to improve teacher-implemented interventions for students with Autism Spectrum Disorders (ASD). The overall mean effect size of the training on implementation fidelity was Tau-U = .64 (95% CI [.50, .70]), and moderating variables such as training environment, participant's educational background, training approaches were associated with improving the implementation fidelity. The outcomes from the single-case design literature suggest that consistent monitoring of the implementation positively affects teachers' implementation fidelity.

 

Enhancing Teacher Delivery of Behavior Specific Praise With Performance Feedback and Self-Monitoring

KY'ARIA MOSES (Western Michigan University), Jessica E. Van Stratton (Western Michigan University)
Abstract:

Teachers receive a number of professional development trainings and consultations to develop or enhance their repertoire in various evidenced based practices (EBP) and classroom management strategies. Nevertheless, teachers’ adherence to strategies learned during trainings often decline when external supports are removed (Codding et al., 2015; Oliver et al., 2015) which may lead to challenges in the consistent and accurate implementation of EBP in classroom settings (Shernoff et al., 2020). Performance feedback and self-monitoring have been used to address these challenges and promote teachers’ use and fidelity of EBP in the classroom (Scheeler et al., 2004; Oliver et al., 2015). The purpose of this study is to examine the impact of performance feedback and self-monitoring on teachers’ delivery of behavior specific praise (BSP) in their classrooms using a multiple baseline design across participants. Results suggest performance feedback was successful in increasing the rate of BSP while self-monitoring maintained BSP at a predetermined goal, in the absence of observation or feedback for two teachers. These results align with prior literature, suggesting that performance feedback is effective in changing teacher performance and self-monitoring is potentially a viable strategy to promote maintenance in EBP in the absence of external supports and feedback.

 
Using Baseline Classroom Conditions Data to Train Teachers to Implement Classroom Management Strategies
SYDNEY MARIE HARMON (Western Michigan University), Daphne Snyder (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Jennifer Sova (Kalamazoo RESA )
Abstract: Rates of active student responding (ASR), appropriateness of the curriculum, feedback and reinforcement, and effective instructions and transitions are essential components of classroom management (Kestner, Peterson, Eldridge, and Peterson, 2018). These components have a direct impact on students’ academic and behavioral performance in the classroom (Harbour, Evanovich, Sweigart, & Hughes, 2015). Thus, practitioners should consider these components when consulting in the classroom. The purpose of this presentation is to describe how baseline classroom condition data is utilized to provide coaching to preschool teachers in order to improve overall classroom management practices. Following collection of baseline classroom conditions data, consultants met with teachers to discuss their current performance and their goals specifically relating to ASR, feedback and reinforcement, and effective instructions/transitions. Consultants then provided models and coaching of effective classroom management strategies until the classroom teacher met their goals. Results indicate that goal setting and coaching based on baseline classroom conditions data is an effective strategy for training classroom management strategies.
 

School-Based Interventions Targeting Challenging Behavior of Adolescents With Developmental Disabilities: A Meta-Analysis

MARIE DAVID (Purdue University), Rose A. Mason (Purdue University), John Davis (University of Utah), Emily Gregori (University of Illinois at Chicago), Qingli Lei (Purdue University), Catherine Lory (Purdue University)
Abstract:

Challenging behavior tends to increase in levels during adolescence for individuals with developmental disabilities (DD). If not addressed, this can lead to negative post-school outcomes for adolescents with DD. The purposes of this meta-analysis were to examine the effects of behavioral intervention in reducing challenging behaviors of adolescents with DD and to identify variables that could potentially moderate these effects. This meta-analysis included 30 single-case design studies that met standards for methodological rigor and experimental control. Overall, behavioral interventions were found to yield moderate effects for adolescents with DD (overall Tau-U = 0.68, SD = 0.04, [0.62, 0.73]) across settings and types of challenging behaviors. With regard to participant and setting characteristics, verbal ability and classroom setting were found to moderate the effects of the intervention outcomes with statistical significance. No other variables produced similar findings. Furthermore, statistically significant differences were found between interventions that included or did not include planned reinforcement as an intervention component. Several implications for research and practice are discussed.

 
 
Symposium #38
CE Offered: BACB
Diversity submission What's Technology Got to Do With It? Well Basically Everything Nowadays
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 203
Area: TBA/AUT; Domain: Applied Research
Chair: Brandon M Franklin (Lee Specialty Clinic)
Discussant: Marc J. Lanovaz (Université de Montréal)
CE Instructor: Marc J. Lanovaz, Ph.D.
Abstract:

Behavioral principles and procedures have demonstrated their effectiveness when applied in the context of intensive interventions aimed at increasing skill acquisition and reducing challenging behaviors of children with autism spectrum disorder (ASD) and other neurodiverse populations. However, important limitations may prevent appropriate training of individuals implementing these procedures, such as the lack of regular face-to-face contact with qualified professionals. The current pandemic has only exacerbated this problem and emphasized the need to develop innovative yet practical technologies that facilitate access to evidence-based information and skills training. This symposium seeks to present the respective evaluations and outcomes of four studies examining the use of a) a self-directed online training program, b) telehealth, c) a mobile application, and d) virtual reality training (VRT). Across these studies, participants included experienced volunteers, parents, professionals, university students, and Board Certified Behavior Analysts. Overall results demonstrate that these methods are effective for training individuals possessing different levels of expertise on a wide variety of skill sets. Social validity measures also demonstrate the usefulness and acceptability of the technology employed. The clinical implications are significant in that these proposed methods may address training barriers related to access and cost, thus benefiting service providers and their clients.

Instruction Level: Intermediate
Keyword(s): e-learning, telehealth, training technology, VRT
Target Audience:

The participants should be familiar with behavior analytic interventions and have a general understanding of their application via current and emerging technologies.

Learning Objectives: At the conclusion of the presentation, the participants will be able to: 1) Identify and describe common barriers limiting access to expert trainers and early intensive behavioral interventions. 2) Describe the development and application of technologies, such as telehealth, online platforms, mobile apps, and virtual reality training to teach behavioral skills and procedures. 3) Describe the overall effectiveness of these technologies in terms of skill acquisition as well as perceived satisfaction and acceptability.
 
Diversity submission Evaluation of the Simple Steps Online Training Platform: Promoting Diversity and Inclusion in Autism Interventions
GENEVIÈVE N. ROY-WSIAKI (Université de Saint Boniface), Nicolas Gravel (University of Manitoba), Maria Pongoski (Manitoba Association for Behaviour Analysis, University of Manitoba)
Abstract: Over the past two decades, there has been a rapid increase in the prevalence rate of autism spectrum disorder (ASD). Concurrently, there is a greater demand for evidence-based resources and intervention programs, such as early intensive interventions based on applied behavior analysis (ABA). This may create a challenge for families, especially where there are geographic or language constraints. The Simple Steps Autism online teaching platform aims to support parents and professionals by providing step-by-step training on autism and the principles of ABA in several languages. The purpose of this descriptive study was to develop and evaluate the French version of this platform. The evaluation was conducted with French-speaking parents, professionals, and university students in Manitoba, Canada. A total of 10 participants consulted the platform and provided feedback through an online survey. Overall results demonstrate a favorable impression of the site's components, its ease of use, and its usefulness as a pedagogical tool. The results of this study also contribute to existing data regarding the social validity of the Simple Steps platform. The presenter will review these findings and discuss clinical and research implications.
 
Diversity submission Training Behavior Analysts via Telehealth to Conduct Trial-Based Functional Analysis Through Video Modeling
KARIE JOHN (University of South Florida), Sarah E. Bloom (University of South Florida), Alyssa Zak (University of South Florida)
Abstract: Functional analyses are considered the “gold standard” for assessing problem behavior, and although many behavior analysts recognize the value of conducting a functional analysis, some report being hesitant to conduct the assessment (Oliver et al., 2015). This may be because there are potential barriers to conducting functional analyses. Two of the most common barriers include setting limitations (Roscoe et al., 2015) and lack of trained staff to conduct the assessment. Researchers within the field of Applied Behavior Analysis have addressed these limitations by developing variations of the traditional FA and demonstrating that those procedures could be taught across various populations. Perhaps the issue related to training isn’t one of quality, but accessibility to quality training. The purpose of this study was to evaluate if a remotely delivered video modeling procedure would be effective at training Board Certified Behavior Analysts to conduct the trial-based functional analysis procedures. Results from this study demonstrated that the remotely delivered video modeling procedure was effective and all participants met mastery criteria.
 
Diversity submission 

Integrating Behavioral Skills Training and Video Modelling Within an E-Learning Modality to Train Volunteers Working With Neurodiverse Populations

KIRSTEN YOUNG (Brock University), Kendra Thomson (Brock University), Priscilla Burnham Riosa (Brock University), Maureen Connolly (Brock University), Julia DeSantis (Brock University)
Abstract:

Volunteers supporting neurodiverse populations require adequate training on instructional strategies to ensure the safety of themselves and those they are supporting. While behavioral skills training (BST) is an empirically validated training framework, it has some constraints such as requiring an experienced trainer. Implementing a BST framework into a mobile application to train volunteers interacting with neurodiverse populations may help to increase volunteers’ implementation accuracy of pre-determined instructional strategies. This study evaluated the efficacy of a mobile application based on BST and voice over video modelling (VMVO) on volunteers’ implementation accuracy of three instructional strategies. Semi-structured interviews with experienced volunteers in an adaptive movement program informed which instructional skills were included in the app (visual schedules, modeling, and high-probability instructional sequence). A multiple probe design across behaviours demonstrated preliminary efficacy of the app for training two novel volunteers. Participants also reported the app to be highly acceptable.

 
Diversity submission Review of Artificial Intelligence Embedded Virtual Reality Trainings
AN AN CHANG (California State University, Northridge), Ellie Kazemi (California State University, Northridge), Roxana Lemus (California State University, Northridge), Matthew Davies (California State University, Northridge), Vahe Esmaeili (California State University, Northridge)
Abstract: Researchers have conducted studies on the integration of autonomous artificial intelligence (AI) in Virtual Reality Training (VRT); however, little is known about the effectiveness of these trainings and the types of skills that are typically taught. Out of the 1,357 related articles found, there were 18 articles that met our inclusionary criteria. We analyzed the 18 articles along the dimensions of participant demographics (e.g., age, disability, ethnicity); skills taught; measurement methods; components of VRTs (e.g., feedback, communication medium, degree of immersion); effectiveness; and social validity. Our results showed that VRT is effective in teaching social, safety, and professional skills (e.g., vocally initiate play, fire escape, job interview) to diverse populations. The results of the present review suggest that VRT is a viable option for scaling behavior skills training, significantly reducing training cost. In this symposium, we will compare the 12 VRTs mentioned in the present review, discuss ways for behavior analysts to leverage VRTs with autonomous AI, and recommendations for future research.
 
 
Symposium #39
CE Offered: BACB
Advances in Verbal Behavior
Saturday, May 28, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 258C
Area: VBC/DDA; Domain: Applied Research
Chair: Alexis Constantin Pavlov (Marcus Autism Center)
Discussant: Alice Shillingsburg (May Institute)
CE Instructor: Alice Shillingsburg, Ph.D.
Abstract:

This symposium will comprise empirical and review studies focusing on the acquisition of verbal behavior across various domains including manding and tacting. We will begin with a literature review of critical components when conducting mand training. Next, we will hear about an empirical evaluation of two methods of teaching mand and tact responses, namely total communication and vocal alone training. Then, we will see data comparing the acquisition of different mand modalities (e.g., sign and picture exchange). Finally, we will close with a literature review on preferences between high- and low-tech mand modalities. This symposium will conclude with a discussion of the above work.

Instruction Level: Basic
Keyword(s): manding, tacting, verbal behavior
Target Audience:

As this is at the basic instruction level, anyone is appropriate.

Learning Objectives: 1. Summarize the necessary components to mand training. 2. Understand how to assess various strategies to promote teaching a new verbal response. 3. Better understand how to use skills assessment to inform the selection of a mand modality for a given individual.
 
Searching for the Active Ingredients: A Review of the Critical Components in Mand Training Interventions
MEKA MCCAMMON (University of South Florida), Katie Wolfe (University of South Carolina), Aaron Check (University of South Carolina)
Abstract: Identifying the most effective methods for teaching young children to mand is clinically important. These methods should be both feasible and ecologically valid for applied settings and natural change agents. While mand training is a common intervention for children with autism there is a need for determining if procedures are consistent with Skinner’s (1957) conceptual analysis. Additional inquiry is necessary to identify which of these conceptual variables are included in intervention procedures for preschool-aged students and whether functional relations are demonstrated. In the present review, we identified 109 cases and 118 participants across 45 peer-reviewed studies and dissertations implementing mand training. We conducted a systematic descriptive analysis to summarize the extant literature and concluded that researchers variably incorporate the essential components of mand training. Specifically, most researchers account for the motivating operation in some way, but few take measures to ensure a motivating operation exists before providing response prompts. There are inconsistent patterns between the types of response prompts and other instructional procedures utilized, but researchers do not describe the processes for selecting these components. Finally, while researchers seldomly deliver conditioned reinforcers following the emission of the target response, more focus on assessing the evocative effect is necessary. These considerable implications for practice and conceptualization are discussed.
 

A Comparison Study of Total Communication Training and Vocal Alone Teaching Tacts With Individuals With Developmental Delays

HAILEE CATHERINE PEREZ (Bancroft), Tracy L. Kettering (Bancroft), Kellie P. Goldberg (Bancroft)
Abstract:

Total Communication (TC) consists of teaching both the manual sign and a vocalization for a targeted word originally described by Barrera and Sulzer-Azaroff (1983) and Sisson and Barret (1984). Very few studies have replicated these studies, with the exception of Carbone, Lewis, Sweeney-Kerwin, Dixon, Louden, and Quinn (2006). All three studies found that TC resulted in faster acquisition of the vocal verbal responses. In this study, we compared teaching vocal mand and tact responses to individuals with developmental delays by simultaneously prompting both a manual sign and a vocal response (i.e., TC condition) or by prompting the vocal responses only (i.e., vocal only condition). In both treatments, we utilized a vocal-verbal echoic prompt of the targeted word using a progressive prompt delay, and positive reinforcement for correct responses. Treatments were compared in an alternating treatments design. Trials to criterion were analyzed to determine the efficiency of each teaching procedure. Results were idiosyncratic, but minimal differences in acquisition were noted. Interestingly, individuals independently learned two responses (vocal and sign) in the TC condition, in the same amount of time it took for individuals to learn just the vocal response word in the vocal only condition.

 

Evaluation of a Mand Modality Assessment

COURTNEY MAUZY (University of Georgia), Courtney Hannula (Marcus Autism Center), Sarah Slocum (Marcus Autism Center and Emory School of Medicine)
Abstract:

Previous research indicates that a brief prerequisite skills assessment can help to inform which mand modality will be most efficient to teach (Valentino et al, 2019). The participants in the previous study did not have a history of using any particular mand modality before they participated. This study examined the utility of this prerequisite skills assessment and the rate of acquisition of each mand modality for participants who engage in problem behavior and may have had a short history using a particular modality as a part of their existing treatment for problem behavior. Preliminary results replicate that of previous research, indicating that picture exchange is the most effective and efficient modality for acquiring the target mand. For participants that exhibited problem behavior during the study, preliminary results show that the mand modality sessions that results in the highest rates of problem behavior include the modality that was less effective and efficient for acquiring the target mands.

 

Preference for High- and Low-Tech Augmentative and Alternative Communication Mand Modalities: A Review of the Literature and Current Outcome Data

ALEX PAULS (University of Iowa), Matthew O'Brien (The University of Iowa), Joel Eric Ringdahl (University of Georgia), Kelly M. Schieltz (University of Iowa), Jennifer J. McComas (University of Minnesota)
Abstract:

An important step in developing an effective functional communication training (FCT) program is determining an appropriate mand modality to replace problem behavior. A number of user and modality factors are often considered, such as the response effort required for a particular modality, the history and proficiency of the user with a particular modality, and the user’s preference for each modality. Research on user preference suggests that mand modalities deemed high-preferred may lead to greater persistence of communication when a treatment challenge is encountered (e.g., extinction of mand response; Ringdahl et al., 2018); however, a review of the extant literature shows that most FCT studies do not report conducting mand preference assessments and there is some variability in procedures among those that do. This presentation will provide an overview of the existing research literature on mand modality preference assessments using high- and low-tech augmentative and alternative communication (AAC) options and provide a summary of published and unpublished data from a standardized mand preference assessment for individuals with disabilities. We will discuss the results in relation to previous research findings and in light of the limitations and gaps in the research to date.

 
 
Paper Session #40
CE Offered: BACB
Delivering Applied Behavior Analysis Services in a Special Education Model: Suggested Guidelines for Ethical and Effective Practice
Saturday, May 28, 2022
10:30 AM–10:55 AM
Meeting Level 2; Room 205C
Area: EDC
Instruction Level: Intermediate
Chair: Maeve G. Donnelly (Northeastern University)
CE Instructor: Maeve G. Donnelly, Ph.D.
 

Delivering Applied Behavior Analysis Services in a Special Education Model: Suggested Guidelines for Ethical and Effective Practice

Domain: Service Delivery
MAEVE G. DONNELLY (Northeastern University)
 
Abstract:

As Board-Certified Behavior Analysts (BCBAs) begin to apply the Ethics Code for Behavior Analysts in 2022, they will note an emphasis on following applicable laws across settings. When applied behavior analysis (ABA) services are delivered in an elementary or secondary school setting and/or as part of an Individualized Education Program (IEP), practitioners must adhere to professional ethical practice guidelines as well as comply with federal mandates established by the Individuals with Disabilities Education Act (IDEA). Board-Certified Behavior Analysts may not be aware of IDEA principles because they are not specifically noted in the BACB Task List (5th ed.) and, thus, may not have been included in professional training or coursework. Standards for best practice in ABA service delivery may appear to be in conflict with federal standards for education of individuals with disabilities (e.g., emphasis on least restrictive environment). In this talk, the author (a BCBA-Doctoral and licensed special education administrator in Massachusetts) will discuss historical and current federal mandates that affect ABA service delivery in elementary and secondary education settings in the United States, ethical considerations for service delivery in these settings, and recommendations for providing effective, ethical, comprehensive, and compliant ABA services in schools.

 
Target Audience:

The target audience for this talk is practicing BCBAs working in elementary or secondary education settings in the United States. Any level of experience is welcome; however, BCBAs that are relatively new to working in public school environments may find this talk especially beneficial. Additionally, BCBAs working in private schools who implement IEPs will also find this talk useful.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Describe the six foundational principles of the Individuals with Disabilities Education Act (IDEA, 2004) 2) Identify how the Individuals with Disabilities Education Act affects BCBA practice in elementary and secondary school settings 3) Describe solutions to ethical challenges that may arise when maintaining compliance with both IDEA and the Ethics Code for Behavior Analysts
 
 
Paper Session #41
CE Offered: BACB
Managing the Key Behaviors in Training a New Dog: Most of Them are NOT the Dog's
Saturday, May 28, 2022
11:00 AM–11:25 AM
Meeting Level 1; Room 154
Area: AAB
Instruction Level: Basic
Chair: Matthew Gross (Shippensburg University)
CE Instructor: Richard Cook, M.D.
 
Managing the Key Behaviors in Training a New Dog: Most of Them are NOT the Dog's
Domain: Service Delivery
MATTHEW GROSS (Shippensburg University), Richard Cook (Applied Behavior Medicine Associates of Hershey)
 
Abstract: Successfully "training" a new dog is a function of mindfulness of their own behaviors by the dog's "people," and their ability to manage those behaviors in the context of the interactions with the dog, and in their interactions with other humans regarding the dog's behavior. Multiple behaviors, overt and private, must be emitted in the process of adopting a dog. Once adopted, the rituals begin of training the dog to emit or not emit targeted behaviors. Interactions with other humans can be a threat to consistency needed in the early phases of treatment Once the owner(s) has developed a position regarding a behavior in various situations, it behooves the training process consistency to have a concise and clear plan to communicate the desired behavior plan to those who might interact with the dog, and teach it to those humans. For example, if the owner prefers that the dog not be allowed to jump up onto a person when greeting, or not be given table food, those preferences should be made clear to any human interacting with the dog. Other domains of human behaviors include interactions of persons with the dog regarding tricks, treats, greeting and petting, preferences for walking or holding the dog, and the essentials of communication between humans regarding dog behaviors. Interactions with other animals, and with owners of other animals, as well as the intersection of the dog and the environment either at home or out in the world encountered when going for a walk become the real world of maintenance, generalization, and discrimination of dog behavior, such as the interaction of the new dog with other dogs, other house pets, other humans, and wild animals. It is the owner to other human behaviors that lay the foundation of the dog's behavior. If the "owner" is a couple, there is an exponential increase in behaviors human behaviors emitted, including "private" behaviors such as attitudes toward and understanding of basic behavior principles such as reinforcement and punishment, all of which which need to be defined and shaped. To the extent the owner understands principles of behavior, and can explain them to others in the context of increasing or decreasing specific dog behaviors, such as barking, chasing, marking, etc., it can help make for more consistent training for the dog, and less arguments for the people. This presentation will highlight domains of human behaviors which need to be shaped when adopting and training a new dog.
 
Target Audience:

attendees who own dogs, like dogs, want to own a dog, train dogs, think they know how to train a dog; attendees who realize that the focus in training a dog must first be on training the owner to emit desired behaviors, from the initial stages of thinking about getting a dog, thru selection, and then training, with other humans, with interactions with other dogs

Learning Objectives: 1. articulate steps in teaching an OWNER how to consider selection of a dog 2. discuss owner behaviors that must be shaped with respect to dog parks, walking the dog, interacting with other dogs and owners 3. demonstrate the approaches to teaching the dog consistently, buy first teaching others who will interact with the dog to emit desired dog interactive behaviors in a consistent fashion
 
 
Paper Session #42
CE Offered: BACB
From Faculty to the Front Lines: Living the Research to Practice Gap
Saturday, May 28, 2022
11:00 AM–11:25 AM
Meeting Level 2; Room 205C
Area: EDC
Instruction Level: Advanced
Chair: Ginger Kelso (Northwestern State University of Louisiana)
CE Instructor: Ginger Kelso, Ph.D.
 

From Faculty to the Front Lines: Living the Research to Practice Gap

Domain: Service Delivery
GINGER KELSO (Northwestern State University of Louisiana)
 
Abstract:

This presentation will detail my personal experience of how the research to practice gap is affecting schools, teachers, and students. I will explain my journey from higher education to the front lines of special education as an elementary school teacher and back to higher education. As a behavior analyst and former professor, I became a teacher. However, I encountered barriers to providing research-based practices in special education classrooms. These barriers include confusion by school and district administrators about what constitutes evidence and how this resulted in selection of curricula that were ineffective. A lack of understanding of basic principles of behavior also led to Positive Behavior Support programs that required young children to wait too long to earn a reward for their behavior. Amidst these struggles, the teachers and administrators were motivated to improve the academic and behavioral outcomes of children. However, the gap between research and practice is so wide that small steps are needed to slowly change the knowledge and skills of school administrators and teachers in order to produce meaningful effects for children. Recommendations for ways to begin this journey will be provided.

 
Target Audience:

The target audience are individuals working in higher education, teacher training, and in supervision of BCBAs or BCaBAs in school settings. Prerequisite skills include an understanding of public school systems including curricula development and selection, evidence-based practices, and legal/ethical issues in K-12 education.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) evaluate a minimum of three processes within the K-12 school system that prevent behavior analytic practices from being implemented with fidelity, 2) identify key professionals in a school setting who could benefit from training in principles of behavior, and 3) produce a minimum of three reasonable steps to begin improving behavior analytic practices in schools.
 
 
B. F. Skinner Lecture Series Paper Session #43
CE Offered: PSY/BACB/QABA/NASP
Partnering With Caregivers to Support Development in Young Children With Autism
Saturday, May 28, 2022
11:00 AM–11:50 AM
Ballroom Level 3; Ballroom East/West
Area: AUT; Domain: Service Delivery
Chair: Corina Jimenez-Gomez (Auburn University)
CE Instructor: Aubyn C. Stahmer, Ph.D.
Presenting Author: AUBYN STAHMER (UC Davis Health)
Abstract:

Caregiver-mediated early interventions have demonstrated positive child and family outcomes for young children with, or at high likelihood of having, autism (Zwaigenbaum et al., 2015; Burrell & Borrego, 2012). Additionally, there is consensus that effective early intervention includes a caregiver component, including input in the development of treatment goals and priorities, identifying support for the family, and learning specific strategies to support their child’s development. However, many intervention providers working with children with autism and their families have limited training in how to partner with parents or how to coach them in the use of evidence-based intervention strategies. Recent research has identified key elements for caregiver coaching and engagement (e.g., Pellecchia et al., 2020). This presentation will examine the literature on effective coaching strategies and provide methods to increase caregiver partnership in the intervention process. The use of telehealth to deliver coaching will be examined.

Instruction Level: Advanced
Target Audience: Providers and researchers interested in engaging caregivers in delivering interventions
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe at least three strategies for engaging caregivers in early intervention; (2) identify at least three barriers to caregiver participation in early intervention and strategies to address those barriers; (3) consider methods for individualizing caregiver involvement in intervention based on family characteristics and needs; (4) identify common elements of caregiver coaching across evidence-based early interventions; (5) identify potential benefits and drawbacks of caregiver coaching through telehealth platforms.
 
AUBYN STAHMER (UC Davis Health)
Dr. Aubyn Stahmer is a professor of psychiatry and behavioral sciences at the UC Davis MIND Institute, a clinical psychologist and a board certified behavior analyst. She directs the Center of Excellence in Developmental Disabilities. Dr. Stahmer has over 25 years of experience in implementation of evidence-based practices for children with autism, including a range of caregiver-implemented interventions. She is an expert in the translation of evidence-based autism research to community-based practice and delivery. She is an internationally respected expert in the use of naturalistic developmental behavioral interventions which are validated treatments for autism. Dr. Stahmer has conducted extensive research in the areas of caregiver coaching, early intervention, inclusive education and services research in autism spectrum disorders. Dr. Stahmer leads several grants funded through the U.S. Department of Education that involve adapting evidence-based practices for children with autism in collaboration with teachers and community providers.
 
 
Symposium #44
CE Offered: BACB
Shaping Behavior Analysis Through Technology: The Road to Optimal Outcomes
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 104A
Area: CBM/PCH; Domain: Service Delivery
Chair: Ian M. Santus (Springtide Child Development)
Discussant: Nathan Allen Albright (The Cedar Group)
CE Instructor: Nathan Allen Albright, M.S.
Abstract:

The field of behavior analysis has grown exponentially in the last decade. With growth, comes growing pains. There is a systematic inconsistency in our field’s applied therapeutic practice. While there are published ethical codes of conduct from the Behavior Analysis Certification Board (BACB) and practice care guidelines outline by the Council of Autism Service Providers (CASP), this is a limited set of parameters, which leaves a practicing behavior analyst to rely on their coursework and individual supervised experience for decision making. Given the vast number of different graduate programs and options for supervision, certified behavior analysts have varying degrees of experience and areas of competence. The response to this disconnect has been to lean on those more experienced, which has resulted in a strain of resources. This is not a viable or practical long-term solution to this pervasive problem. Clinical decision support systems are an interactive algorithmic decision making technology that offer clinicians the ability to identify variables that affect various clinical decisions, the resources to guide the decision making process, and action plans for best outcomes - regardless of the clinician’s experience or background.

Instruction Level: Intermediate
Keyword(s): applied-behavior-analysis, decision-modeling, technology
Target Audience:

Participants should possess a basic understanding of decision making processes, as well as an understanding of where and how to access current research articles and systems. In addition, participants should be able to explain basic processes (ie, intake, assessment) of the client life cycle to understand where clinical decision modeling fits within that practice.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe and define decision making; (2) Describe and define Clinical Decision Support Systems: (3) Begin to develop or enhance current clinical practices using the general Clinical Decision Support Systems process.
 
 
Symposium #45
CE Offered: BACB — 
Ethics
Diversity submission Social Justice, Quality of Life, and Other Essential Dimensions of Applied Behavior Analysis in 2022
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 156B
Area: CSS/EDC; Domain: Service Delivery
Chair: Sarah E. Pinkelman (Utah State University)
Discussant: Ilene S. Schwartz (University of Washington)
CE Instructor: Sarah E. Pinkelman, Ph.D.
Abstract: Improvement of quality of life and the well-being of humanity is inherent in the spirit of the science of applied behavior analysis. From a human rights perspective, vulnerable persons (e.g., children, persons with intellectual and developmental disabilities, marginalized groups) are entitled to special protections to prevent or minimize harm and enhance quality of life. This session will (a) describe why quality of life should be the primary outcome variable of behavioral intervention, (b) explain how a focus on quality of life sets the occasion for ethical behavior analytic practice that upholds the full dignity and humanity of all persons, and (c) outline an abolitionist approach to promoting effective and equitable learning environments and improving quality of life for marginalized groups in a setting that all children experience—schools.
Instruction Level: Basic
Keyword(s): abolitionism, equity, qualityof life, schools
Target Audience: symposium is being submitted at the "basic" level
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the importance of focusing on quality of life as a primary outcome variable, (2) describe how a focus on quality of life promotes ethical behavior analytic practice that upholds the full dignity and humanity of all persons, and (3) identify ways that behavior analysts working in schools can promote equitable outcomes and enhance quality of life for minoritized groups through an abolitionist approach.
 
Diversity submission Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable
Ilene S. Schwartz (University of Washington), ELIZABETH KELLY (University of Washington)
Abstract: Applied behavior analysis (ABA) is a natural science dedicated to using behavioral principles to address socially important problems. One area in which behavior analysts have made compelling gains in the last 50 years is in developing, evaluating, and disseminating effective interventions for people with significant intellectual and developmental disabilities. As the science of ABA has matured, many practitioners, researchers, and consumers have questioned how our field should define appropriate outcomes of behavioral interventions. We propose an improved quality of life should be the ultimate outcome for consumers receiving behavioral interventions. We explore definitions of quality of life and suggest some strategies that behavior analysts can use to more clearly center quality of life as an outcome variable.
 
Diversity submission Behavior Analysis and Equity in Public Education: An Abolitionist Approach
MALIKA N. PRITCHETT (University of Kansas), Sarah E. Pinkelman (Utah State University), Shahla Susan Ala'i (University of North Texas), Dylan Murphy Zimmerman (Utah State University)
Abstract: It is increasingly clear that black and brown students encounter damaging learning environments that assault the dignity and humanity every child deserves. Behavior analysts working in schools can be part of the collective endeavor to uphold the rights of students by arranging environmental conditions that nurture growth, accelerate progress, and celebrate each child’s unique and valuable contributions. Behavior analysts in schools are often called to action to address “problem behaviors” that result from problematic contingencies. If behavior analysts fail to address problematic contingencies and focus on the result of these contingencies, they become complicit in perpetuating inequities. Behavior analysts can be of best service to students that are likely to be marginalized and excluded from classroom learning opportunities, if they identify, analyze, and dismantle systems that perpetuate inequities. Integrating the spirit and praxis of abolitionism, abolitionist teaching intervenes at a systemic level to dismantle conditions that perpetuate injustices and create systems that promote freedom-dreaming, thriving, and joy (Love, 2019). From an abolitionist view, joy is a directional guide to inclusive well-being. Freedom and liberation depend on designing environments where exposure to new and loving contingencies produces broad shifts, cusps, leading to enhanced quality of life for children and the collective.
 
 
Symposium #46
CE Offered: BACB
Investigating Instructional Practices to Accelerate Learning
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 102A
Area: DEV/TBA; Domain: Applied Research
Chair: JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University)
Discussant: Jennifer Longano (Fred S. Keller School; Teachers College Columbia University)
CE Instructor: JeanneMarie Speckman, Ph.D.
Abstract: We report on several procedures that were tested to determine their effects on preschool students' rate of learning. In the first study, we compared two types of data analyses to determine which led to faster rates of acquisition of new operants by preschool students with disabilities. In the second study we investigated the effects of two verbal developmental protocols on foundational verbal cusps. We tested the effects of a stimulus- stimulus pairing procedure on preschool students' echoic responses, and we tested the effects of an IPAD based voice conditioning procedure on the observing responses and listener responses of pre-verbal preschoolers. The authors will present the results and discuss the efficiency of the teaching procedrues.
Instruction Level: Intermediate
Target Audience: Attendees should have a working knowledge of the verbal behavior about the science, advanced repertoires in working with children with disabilities, advanced knowledge of tactics and procedures used with students with Autism and other developmental delays.
Learning Objectives: (1) Describe the stimulus-stimulus pairing procedure (2) List the necessary dependent variables to determine if voices are conditioned as reinforcing stimuli (3) Describe the difference between set analysis and operant analysis
 
Investigating the Effects of Foundational Verbal Developmental Protocols on Early Listener and Speaker Repertoires
JEANNEMARIE SPECKMAN (Fred S. Keller School Teachers College Columbia University), Katherine Loomis (Fred S. Keller School; Teachers College Columbia University), Lin Du (Teachers College, Columbia University)
Abstract: We report on two protocols designed to induce foundational verbal developmental cusps in preschoolers with disabilities. The first was a stimulus-stimulus pairing procedure that was implemented with children who did not have echoic, tact or mand repertoires. A multiple baseline across students was used to determine the effects of the stimulus-stimulus pairing on student echoic responses. The second protocol on which we are reporting was an IPAD based voice conditioning procedure. We looked at three dependent measures for effects of this protocol: 1) students’ observing responses to adult voices, 2) students’ orienting responses towards adults telling a story without a book and 3) rate of learning for listener programs as measured by learn units to criterion. For this study we used a pre- and post- probe design with repeated measures across students. The results of both studies will be discussed in terms of how changing the reinforcing properties of stimuli affect student learning. Data are in progress.
 

A Comparison of Set Analysis and Operant Analysis in Tact Learning for Children With Developmental Disabilities

LIN DU (Teachers College, Columbia University), JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract:

The current study aimed to extend the existing research (e.g., Wong et al, 2021) by applying the two conditions to tact instruction for preschoolers. The study compared the efficiency of set analysis (SA) and operant analysis (OA) during tact instruction for four preschool boys. The participants were diagnosed with preschoolers with a disability and functioned at varied verbal behavior levels. We applied the criterion level (100% one session) and the decision analysis (e.g., two sessions of zero correct responses leads to a stop decision and an added tactic) to the set level (SA) and the operant level (OA) during the two conditions. We measured the participants’ number of mastered targets and the number of learn units to criterion under the two conditions. We would also assess the participants’ maintenance of the tacts four weeks after they show mastery of all the tacts. An adapted alternating treatment design was used to compare two interventions. Our results so far showed that most participants demonstrated a faster learning rate in the OA condition. However, the discrepancy between the two conditions was not dramatic. The study is still ongoing.

 
 
Panel #47
CE Offered: BACB
Creating Your Dream Job: Self-Advocacy and Burnout Prevention in Applied Work Settings
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 153C
Area: OBM; Domain: Service Delivery
CE Instructor: Christina M King, Ph.D.
Chair: Christina M King (Simmons University )
ELIZABETH KELSEY (RCS Learning Center)
COLLEEN YORLETS (RCS Behavioral & Educational Consulting; Simmons University)
Abstract:

A global workplace survey conducted by Gallup, Inc. in 2020 indicated that 20% of employees were engaged at work, a decrease of 2% from the prior year. Interestingly, up until 2020, survey data showed an increasing trend for workplace engagement. Additionally, during the period that has been termed by some as the “Great Resignation”, a 2021 Gallup poll indicated that 48% of working Americans are searching for a new job. While this trend is observed across industries, in the human service field, the impact can be directly observed by decreases in enrollments and services available. Specific to behavior analysts, Plantiveau and colleagues in their 2018 survey, found that more than 60% of individuals surveyed reported experiencing burnout and low satisfaction at work. Given the need for behavior analytic services and the impact that these services can have on clients, these data are particularly concerning. Panelists will discuss some of the cited reasons for these patterns, specifically within the field of behavior analysis, and analyze contingencies that may be involved. Additionally, they will suggest actions that individuals may take in order to arrange their environment, both workplace and personal, such that sufficient reinforcers are available to maintain responding.

Instruction Level: Intermediate
Target Audience:

Participants should be able to identify and analyze complex behavioral contingencies. Participants should be able to identify ways in which reinforcers can be conditioned and assessed.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify environmental variables which may affect job satisfaction; (2) identify behavior analytic strategies which individuals may use to improve job satisfaction; (3) identify organizational strategies which may be utilized to improve job satisfaction.
Keyword(s): contingency management, professional development
 
 
Invited Panel #48
CE Offered: BACB — 
Supervision
Diversity submission Integrating Cultural Responsiveness Into Supervision: Understanding the Context, Meeting the Need, and Suggestions for Practice
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 253A-C
Area: OBM; Domain: Service Delivery
Chair: Mary Jane Weiss (Endicott College)
CE Instructor: Mary Jane Weiss, Ph.D.
Panelists: KIM EDWARDS (SIQS Educational Consulting, LLC), ADRIANA RODRIGUEZ (Rollins), BRIAN CONNERS (Seton Hall University)
Abstract:

In recent years, much more emphasis has been placed on cultural competence, humility, and responsiveness, as they relate to ABA service provision. These concepts have received attention in published literature, in discussions about issues facing the field, and in our new Ethics Code. The field is making progress in defining these skills, and much discussion exists around the teaching and training of this skill set for practitioners. In addition to these needs, there is an obligation to integrate the coverage of these issues into supervision. In this panel discussion, panelists will review the context and need for this expansion of supervision, the development of a tool to assess the extent to which supervision is culturally responsive, the associated issues in practice and mentorship that should be considered in this context, and future directions for mentoring.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) summarize the ways in which cultural responsiveness enhances the quality and effectiveness of supervision, and how it fulfills our ethical obligations to supervise; (2) describe a tool that has been developed to assess the extent to which cultural responsiveness has been integrated into behavior analytic supervision; (3) discuss a variety of strategies that can be used to model cultural responsiveness within supervision.
KIM EDWARDS (SIQS Educational Consulting, LLC)
Ms. Kimberly Edwards, M.Ed., is a Program Manager and educator in Washington, DC. Kimberly has worked in the field of education for more than 10 years. She received a Master of Education from the University of Virginia in 2011 and a Graduate Certificate in Applied Behavior Analysis from George Mason University in 2018. Prior to moving to Washington, DC, Ms. Edwards worked in Richmond, VA, in therapeutic day schools and public schools. Her current work aligns with her research interests, centering on coaching staff on culturally responsive and impactful learning pathways; instructing behavior management; focused professional development; strategizing and developing school-wide anti-racism and effective social behavior practices.
ADRIANA RODRIGUEZ (Rollins)
Adriana Rodriguez is a Board Certified Behavior Analyst (BCBA). She earned her master’s degree in Applied Behavior Analysis and Clinical Science from Rollins College. Adriana has experience working with individuals diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), and Fragile X syndrome, she has worked with a variety of age groups ranging from early intervention to young adults. Ms. Rodriguez’s graduate research focused on the effect of including cultural concerns when providing parent training on behavioral interventions.
BRIAN CONNERS (Seton Hall University)
Brian Conners, Ph.D., BCBA, is a New Jersey Department of Education certified school psychologist and a Board Certified Behavior Analyst. He originally developed the graduate program in Applied Behavior Analysis at Seton Hall University, where he currently serves on their faculty and is their Interim Associate Dean for Academic Affairs for the College of Education and Human Services. He has worked within various sectors as a behavior analyst and consultant including public and private schools, psychiatric hospitals, and community agencies. He has presented at state and national conferences and has published articles and book chapters in multicultural and diversity issues in behavior analysis, crisis intervention, and restraint and seclusion practices in schools. He was the editor for the first book ever to be published on diversity issues in the field of ABA entitled, Multiculturalism and Diversity in Applied Behavior Analysis: Bridging Theory and Application.
 
 
Panel #49
CE Offered: BACB
Addressing Ethical Dilemmas for the Behavior Analyst: An Interactive Panel Discussion of Ethics Using Video Recorded Scenarios
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 156C
Area: PCH; Domain: Service Delivery
CE Instructor: Justin A. DiDomenico, M.S.
Chair: Justin A. DiDomenico (Brett DiNovi & Associates, LLC)
DEBBIE RUFF (Brett DiNovi & Associates California)
BRIANNA SNYDER (Brett DiNovi and Associates)
TIMOTHY HINCHEY (Brett DiNovi and Associates)
Abstract:

It is essential for practitioners of behavior analysis to regularly examine their responses to ethical dilemmas, especially in light of the new ethics code to be released in January of 2022 by the Behavior Analyst Certification Board (BACB). At times, behavior analysts can find themselves in precarious situations that challenge the core values and principles of applied behavior analysis, and the ethical decision may not be clearly evident or previously addressed in the ethics code. In this interactive panel discussion, participants will be presented with short, video recoded scenarios that represent such situations, and given the opportunity to discuss the most appropriate ethical response to each scenario. Panelists will field questions, provide guidance and equip participants with pertinent BACB standards and research to assist in making the most appropriate ethical decisions. The panelists from Brett DiNovi and Associates NJ and California have years of experience navigating ethical dilemmas. They will offer their respective expertise to answer audience members’ questions about the BACB ethical code and common ethical scenarios and dilemmas.

Instruction Level: Intermediate
Target Audience:

BCBAs or BCaBAs with 1-3 years experience

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify ethical indicators from the Behavior Analyst Certification Board (BACB) 2022 code; (2) navigate ethical challenges presented as related to Applied Behavior Analysis (ABA) service delivery; (3) analyze key distinctions in ethical dilemmas presented in video scenarios.
Keyword(s): BACB 2022, Ethics, Video Scenarios
 
 
Invited Tutorial #50
CE Offered: PSY/BACB/QABA/NASP
Discrete Trial Teaching: The Worst Form of Instruction Except for All Those Other Forms of Instruction
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 256
Area: PRA; Domain: Applied Research
PSY/BACB/QABA/NASP CE Offered. CE Instructor: John McEachin, Ph.D.
Chair: Susan Wilczynski (Ball State University)
Presenting Authors: : JOHN MCEACHIN (Autism Partnership)
Abstract:

Discrete trial teaching (DTT) is one of the most widely implemented interventions for children with autism and at the same time one of the most maligned. It can be an incredibly powerful tool and is an acknowledged key component in intensive early intervention for children with autism. But it is also the intervention that everyone loves to hate: “It is too rigid and formulaic…Behavior change does not generalize to real-world contexts…It is overly contrived and unnatural…It does not have curb appeal.” But we have to consider whether all these purported shortcomings are inherent in the DDT model or are they by-products of rigidly formulated or incompletely implemented translations of the model. This talk will propose a broader conceptualization of DTT that allows for flexible application along a number of relevant continua according to the readiness of the learner. It will be argued that while the structure that is commonly viewed as a defining characteristic of DTT and arguably a major contributor to its effectiveness can and should be varied according to the needs of the student. In other words, we should aim to provide the just right amount of structure. This flexible but systematic approach has been referred to as progressive (e.g. Leaf et al., 2016). Within this progressive model all elements of DTT are fair game for rethinking what we do and why we do it. Willingness to contrive learning opportunities and space them closely together could actually be an advantage, not a shortcoming of DTT. The research behind this model will be described and the areas where more research is needed will be highlighted.

Instruction Level: Intermediate
Target Audience:

Instructional program developers and interventionists

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the historical development of DTT and the application to learners with autism; (2) name three examples of widely held rules for DTT that we should reconsider based on currently available evidence; (3) describe a continuum of structured vs. naturalistic teaching style and three important considerations for where to position your instruction on that continuum; (4) name a potential important advantage of willingness to contrive learning opportunities.
 
JOHN MCEACHIN (Autism Partnership)
John McEachin is a licensed psychologist and behavior analyst who has been providing intervention to children with autism as well as adolescents and adults with a wide range of developmental disabilities since 1974. He received his graduate training under Ivar Lovaas at the UCLA Young Autism Project. During his 11 years at UCLA, Dr. McEachin served in various roles including Clinic Supervisor, Research and Teaching Assistant, and Lecturer. His research has included a long-term follow-up study of the children who received intensive behavioral treatment at the UCLA YAP, which was published in 1993. In 1994 he joined with Ron Leaf in forming Autism Partnership, which they continue to co-direct. In 1999 they published A Work in Progress, a widely used behavioral treatment manual and curriculum for children with autism. Dr. McEachin has lectured throughout the world and co-authored numerous books and research articles. He is an instructor at Long Beach State University and consults regularly to families, agencies, and school districts, assisting in the development of treatment programs and providing training to parents, interventionists and teachers.
 
 
Invited Tutorial #51
CE Offered: PSY/BACB
SQAB Tutorial: Creating Artificial Organisms Animated by a Selectionist Theory of Adaptive Behavior Dynamics
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 151A/B
Area: SCI; Domain: Theory
PSY/BACB CE Offered. CE Instructor: Jack J. McDowell, Ph.D.
Chair: Peter R. Killeen (Arizona State University)
Presenting Authors: : JACK J. MCDOWELL (Emory University)
Abstract:

The evolutionary theory of behavior dynamics (ETBD) is a complexity theory, which means that it is stated in the form of simple low-level rules, the repeated operation of which generates high level outcomes that can be compared to data. The low-level rules of the theory implement Darwinian processes of selection, reproduction, and mutation. This tutorial is an introduction to the ETBD, and will illustrate how the theory is used to animate artificial organisms that behave freely, and continuously, in any desired experimental environment. Extensive research has shown that the behavior of artificial organisms animated by the theory successfully reproduces the behavior of live organisms, in qualitative and quantitative detail, in a wide variety of experimental environments, including concurrent ratio schedules with equal and unequal ratios in the components, and concurrent interval schedules with and without punishment superimposed on one or both alternatives. An overview and summary of the research testing the ETBD will be provided. The material interpretation of the theory as an instance of supervenient realism will also be discussed. Finally, possible future directions will be considered with an eye toward identifying the most valuable path or paths for future development.

Instruction Level: Basic
Target Audience:

Behavior analysts interested in the basic science; individuals interested in computational theories of behavior or machine learning; individuals interested in modeling clinically significant human behavior

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) create artificial organisms animated by the selectionist theory; (2) run artificial organisms in experimental environments; (3) summarize empirical support for the theory; (4) consider possible material interpretations of the theory; (5) consider fruitful paths for further development of the theory.
 
JACK J. MCDOWELL (Emory University)
J. J McDowell received an A. B. from Yale University in 1972 and a Ph.D. from the State University of New York at Stony Brook in 1979. After completing his clinical internship, he joined the faculty of Emory University, where he is currently a professor in the Department of Psychology. Dr. McDowell is also a licensed clinical psychologist, and maintains a private practice of behavior therapy in Atlanta. Dr. McDowell's research has focused on the quantitative analysis of behavior. He has conducted tests of matching theory in experiments with humans, rats, and pigeons, has made formal mathematical contributions to the matching theory literature, and has proposed a computational theory of behavior dynamics. He has also written on the relevance of mathematical and computational accounts of behavior for the treatment of clinical problems. Dr. McDowell's current research is focused on his computational theory of selection by consequences, including studies of behavior generated by the theory's genetic algorithm, and possible implementations of the theory in neural circuitry. His work, including collaborations with students and former students, has been funded by NIMH, NSF, and NIDA. Dr. McDowell is a Fellow of the Association for Behavior Analysis International.
 
 
Symposium #53
CE Offered: BACB
Advances in a Behavior Analytic Account of Complex Human Behavior: Relational Density Theory and PEAK-T as Tools for Analysis
Saturday, May 28, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 255
Area: VBC/EAB; Domain: Translational
Chair: Breanna Lee (Missouri State University)
Discussant: Jennifer J. McComas (University of Minnesota)
CE Instructor: Amanda N. Chastain, M.S.
Abstract: As our understanding of complex human behavior has evolved, we have begun to uncover more about the role of verbal behavior throughout the human condition. The current symposium reviews two experiments that measured individuals’ complex verbal behavior and its relationship to measures of psychological flexibility, which is at the core of Acceptance and Commitment Therapy. The first study analyzes the relationship between self-compassion, idea of self, and psychological flexibility through the lens of Relational Density Theory both pre and post ACT intervention. In the second study, researchers evaluated the relationship between an individual’s ability to engage in derived relational responding, their responses to a delay discounting task, and their correlations with measures of psychological flexibility and mindfulness. A greater understanding of how to study complex verbal behavior has implications the improvement of language rehabilitation and development, as well as more precise and efficient use of Acceptance and Commitment Training.
Instruction Level: Intermediate
Keyword(s): Discounting, Perspective Taking, Psychological Flexibility, Self Compassion
Target Audience: Behavior analysts, students, and faculty
Learning Objectives: (1) define psychological flexibility; (2) discuss the relationship between perspective taking and psychological flexibility; (3) describe the relationship between self, self-compassion, and psychological flexibility
 
Evaluating the Interrelatedness and Responsiveness of Psychological Flexibility, Self-Compassion, and Sense of Self in a College Student Sample
(Basic Research)
BRITTANY A SELLERS (Missouri State University), Meredith Matthews (Missouri State University), Jordan Belisle (Missouri State University)
Abstract: The psychological / behavioral processes of psychological flexibility and self-compassion have garnered increasing attention within behavior analytic research and practice. Both approaches are predicated on a Relational Frame Theory (RFT) account of human language and cognition; however, we do not know how relational frames around these two processes interact around a centralized sense of self. We evaluated a novel way to measure interrelations among processes consistent with advances in Relational Density Theory using a mu multidimensional scaling (MDS) technique. Results show how self-compassion, psychological flexibility, and ‘self’ are related within our college student sample. To measure the sensitivity of this approach to changes in self-compassion and psychological flexibility, participants were assigned into 2 groups. Utilizing a cross over experimental design, both groups received a 6-week ACT and self-compassion focused intervention The MDS was then re-administered at the end of each phase to compare changes in interrelations between self and self-compassion and flexibility processes, as well as changes within these processes themselves. Data provide a novel approach to measurement and analysis based on contemporary advances in RFT.
 
Correlations Between Derived Relational Responding, Delay Discounting, and Psychological Flexibility
(Basic Research)
AMANDA N. CHASTAIN (University of Illinois, Chicago), Jessica M. Hinman (University of Illinois at Chicago), Mark R. Dixon (University of Illinois at Chicago)
Abstract: Prior research has pointed to correlations between monetary delay discounting tasks and measures of psychological flexibility. Previous literature has also posited a potential relationship between an individual’s ability to engage in derive relational responding and their overall psychological flexibility. While functional contextualist therapist such as Acceptance and Commitment Therapy is rooted in this conceptual foundation, there remains limited research evaluating the relationship between complex language abilities and psychological flexibility. Thus, the current study evaluated the relationships between derived relational responding, psychological flexibility, and delay discounting in adults. Participants were administered an online test of relational abilities (PCA-T-E), the Acceptance and Action Questionnaire (AAQ-II), the Mindfulness whatever (MAAS), and a hypothetical monetary discounting task. Results indicate statistically significant correlations between variables. Results for the relationship between relational abilities, delay discounting, and psychological flexibility are presented. Implications for an analysis of relational abilities, delay discounting, and psychological flexibility are discussed.
 
 
Paper Session #56
CE Offered: BACB
Behavior Analysts’ and Mental Health Specialists’ Perspectives on Interdisciplinary Collaboration for Intensive Intervention
Saturday, May 28, 2022
11:30 AM–11:55 AM
Meeting Level 2; Room 205C
Area: EDC
Instruction Level: Intermediate
Chair: Marney Squires Pollack (Vanderbilt University)
CE Instructor: Marney Squires Pollack, M.S.
 
Behavior Analysts’ and Mental Health Specialists’ Perspectives on Interdisciplinary Collaboration for Intensive Intervention
Domain: Applied Research
MARNEY SQUIRES POLLACK (Vanderbilt University), Blair Lloyd (Vanderbilt University), Gabrielle Crowell (Vanderbilt University), Matthew Santini (Vanderbilt University), Olivia Reznik (Vanderbilt University), Emily Baran (Vanderbilt University)
 
Abstract: Students who engage in challenging behavior often experience challenges across multiple domains (e.g., behavioral, social-emotional, mental health; Perfect et al., 2016). As a result, these students may receive support from a variety of specialists, including behavior analysts, school counselors, and other mental health specialists (Splett et al., 2017). Behavior analysts are responsible for collaborating with other professionals (i.e., code 2.10, Behavior Analyst Certification Board, 2020), but report receiving minimal training to do so (Kelly & Tincani, 2013). We conducted one-on-one semi-structured interviews with 9 behavior analysts and 15 mental health specialists who provide or oversee direct supports for students in grades K–8 with behavioral and/or social-emotional challenges and intensive intervention needs. Interview questions focused on their unique experiences and perspectives around interdisciplinary collaboration for intensive intervention. After transcribing audio-recorded interviews, we used a collaborative approach to qualitative data analysis (Saldaña, 2015) that involved deductive coding to form structural codes based on the primary research questions and inductive, open coding to identify finer-tuned categories within each structural code (Corbin & Strauss, 2008). Results of this qualitative study highlight the need to better prepare behavior analysts to collaborate with mental health specialists, both in training programs and school-based professional development.
 
Target Audience:

The target audience for this session includes practicing behavior analysts who oversee behavior change programs that address challenging behavior. Audience members should be competent in selecting, designing, and implementing behavior change interventions. Previous experience collaborating with professionals outside of behavior analysis is recommended, but not required.

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) describe how behavior analysts and mental health specialists view their respective professional roles and responsibilities when it comes to supporting students with behavioral and/or social-emotional challenges; (2) identify commonly reported barriers and facilitators to effective collaboration between behavior analysts and mental health specialists; (3) describe potential strategies for improving training on interdisciplinary collaboration, both for pre-service preparation programs and in-service professional development programs.
 
 
Symposium #57
CE Offered: BACB
Increasing Compliance With COVID-19-Related Preventative Health Measures
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 254B
Area: AUT; Domain: Applied Research
Chair: Shawn J Janetzke (The New England Center for Children)
Discussant: Wayne W. Fisher (Rutgers Robert Wood Johnson Medical School)
CE Instructor: Shawn J Janetzke, M.S.
Abstract:

Individuals with autism spectrum disorder can have a particularly challenging time completing necessary preventative measures for the health and safety of themselves and those around them. This has become especially evident during the past year as society responds to the COVID-19 pandemic. Limiting the spread of viruses, such a COVID-19, is extremely important. This symposium includes two presentations on increasing compliance with COVID-19-related preventative practices such as mask wearing and nasopharyngeal testing. In the first study, a graduated exposure procedure was used to teach mask wearing for a minimum of one hour in an early intensive behavioral intervention clinic to three children diagnosed with autism. The second study, evaluated the effects of differential reinforcement without extinction and stimulus fading on disruptive behavior during a nasopharyngeal swab procedure for five individuals diagnosed with autism. Together, these papers contribute to the research on methods used to increase compliance with preventative health measures in individuals with autism by providing efficient methods to increase compliance in the absence of more intrusive and restrictive procedures. Implications of the findings of each study will be discussed.

Instruction Level: Intermediate
Keyword(s): COVID-19, Differential Reinforcement, Graduated Exposure, Stimulus Fading
Target Audience:

Target audience is graduate students, practitioners - BCaBA, BCBA, and BCBA-D Necessary prerequisite skills and competencies the audience should have include: Functional Analysis, Preference Assessments, Differential Reinforcement, Stimulus Fading, Graduated Exposure, Generalization

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the importance of increasing tolerance among individuals with developmental disabilities and possible adverse effects if not addressed; (2) Describe how to increase compliance during routine medical and preventative health procedures among this population; (3) Describe and design a graduated exposure intervention to increase tolerance (4) Describe and design a differential reinforcement without extinction and differential without extinction plus stimulus fading interventions to decrease disruption and increase compliance
 

Evaluation of a Graduated Exposure Procedure to Teach Extended Mask Wearing to Children With Autism

CHRISTINA MARIE SHEPPARD (Florida Institute of Technology), Hallie Marie Ertel (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Ansley Catherine Hodges (Nemours Children's Hospital)
Abstract:

During the COVID-19 outbreak, the Center for Disease Control (CDC) recommended that everyone 2 years and older wear a face mask while in a community setting. However, children with autism may be reluctant to wear a mask, particularly for extended durations. In the current study, we implemented a graduated exposure procedure to teach mask wearing for a minimum of one hour in an early intensive behavioral (EIBI) intervention clinic to 3 children diagnosed with autism. We subsequently probed mask wearing, and if necessary implemented the graduated exposure procedure, in each participant’s home and in a mock physician’s office. Finally, we collected probe data on mask wearing in another community setting and one month post-treatment maintenance data in the EIBI clinic. During baseline, participants wore masks for 0 s to 5 min. After treatment, all participants wore the mask for at least one hour in each setting, with maintenance probes indicating 4-5 hour mask tolerance.

 

Increasing Compliance With Nasopharyngeal Swab Procedures

SHAWN J JANETZKE (The New England Center for Children), Jason C. Bourret (New England Center for Children), Makenzie Briere (The New England Center for Children)
Abstract:

Individuals with autism spectrum disorder (ASD) can exhibit low levels of compliance with, and engage in disruptive behavior during medical procedures. Research has shown that differential reinforcement without extinction and stimulus fading have been successful in increasing compliance with these procedures. The purpose of the current study was to evaluate the effects of differential reinforcement without extinction and differential reinforcement without extinction plus stimulus fading on disruptive behavior during a nasopharyngeal swab procedure, often used to test for COVID-19 and the flu, for five participants with autism. A functional analysis showed that disruptive behavior was maintained by escape from the nasal swab procedure. Differential reinforcement without extinction alone was successful for one of the five participants to increase compliance with and decrease disruptive behavior during a nasopharyngeal swab procedure. The addition of stimulus fading was effective in increasing compliance and decreasing disruptive behavior for the remaining four participants. Maintenance of compliance with the nasopharyngeal swab procedure was observed for all five of the participants.

 
 
Panel #58
CE Offered: BACB
Towards a More Meaningful Collaboration: A Frank Discussion on Collaborating around AAC with SLPs and BCBAs
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 255
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: Amy Rachel Bukszpan, M.S.
Chair: Amy Rachel Bukszpan (Endicott College, Butterfly Effects)
MELANIE OLSON GILES (Endicott College)
REBEKAH LEE (Endicott College)
VICTORIA BOONE (Endicott College)
Abstract: Augmentative and alternative communication (AAC) systems (e.g., communication books of line drawings, computer-based voice output systems) offer individuals with severe communication disabilities increased opportunities for participation in home, school, and community activities. AAC can be life-saving and life-changing for individuals who are nonvocal (whether temporarily or permanently) or who have difficulty developing communication skills. Individuals who may benefit from an AAC system are more likely to acquire and successfully use that system when guided by a multidisciplinary team of professionals. This panel will provide an overview of AAC to include a review of basic procedures and applications, answers to frequently asked questions, dispelling common myths (such as whether an AAC system impairs or encourages spoken language skills), addressing how to instruct a learner on becoming a communicator in addition to learning how to use a communication system, discussion of core versus fringe vocabulary and how to determine which is best, aided language stimulation, speech generating and other selection based as compared with topography based systems, teaching functional communication and the role a behavior analyst has in the implementation of this process
Instruction Level: Basic
Target Audience: basic
Learning Objectives: 1. Participants will be able to identify strategies to improve collaboration between SLPs and BCBAs in the selection and programming of AAC devices. 2.Participants will be able to identify the difference between teaching communication skills and teaching use of an AAC system 3. Participants will be able to identify the best types of AAC for an individual based on their communication needs
 
 
Panel #59
CE Offered: BACB
Current Trends in Applied Behavior Analysis Service Delivery Quality
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 254A
Area: AUT/OBM; Domain: Service Delivery
CE Instructor: Bryant C. Silbaugh, Ph.D.
Chair: Bryant C. Silbaugh (Maraca Learning, Inc.)
ROBBIE FATTAL (Maraca Learning)
IVY M CHONG (The May Institute, Inc.)
ERICK M. DUBUQUE (The Council of Autism Service Providers)
Abstract:

Applied behavior analysis (ABA) as a profession and treatment for autism spectrum disorder has grown exponentially in the past decade, with more certified behavior analysts and registered behavior technicians than ever before. Behavior analysts strive to provide high-quality services in autism care settings, but the industry is not yet aligned on standards for quality care. In other industries, history has shown that increased demand for services and products can adversely impact quality, but also stimulate innovation in standards development and process improvement. Researchers have called for more public discourse about empirical approaches to assessing and promoting ABA service delivery quality (ASDQ) but work in this area is only emerging. In this event, we bring together a diverse panel of researchers and representatives from major professional organizations and ABA service providers to increase public discourse on trends in how the industry and our science address quality. The discussion will cover multiple issues on this topic which could include the ASDQ framework, and the relationship between quality and value-based healthcare, standards, accreditation, certification, private equity, outcomes, consumer experience, or industry threats. Attendees will learn to consider quality from multiple perspectives and gain insight into what providers can do now to promote quality ABA service delivery.

Instruction Level: Advanced
Target Audience:

Leaders and executives in the ABA service delivery industry serving individuals with autism will likely benefit most from this panel, however the discourse is likely to appeal to a wide range of professionals and academics within the field.

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) identify trends and issues related to the quality of ABA services for individuals with autism, (2) describe some relations between quality, standards, and outcomes, and (3) discuss steps leaders and executive can take to promote service quality within their organization.
Keyword(s): accreditation, ASDQ, outcomes, quality
 
 
Symposium #60
CE Offered: BACB
The Use of Biomarkers for Behavioral Decision Making
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 258B
Area: AUT/DDA; Domain: Applied Research
Chair: Colleen Suzio (Center for Children with Special Needs (CCSN))
CE Instructor: Roxanne Gayle, Ph.D.
Abstract:

Evaluating behavior-environment relationships using biological events may aid in the identification of conditions under which higher rates of challenging behaviors are emitted. As well as be used for decision making for ongoing treatment of challenging behavior. One study evaluated the use of heart rate as a measure to indicate arousal during dental and haircut appointments to better assess if the participant was both compliant and comfortable throughout the procedure. The second study evaluated defecation patterns and their relation to rates of challenging behavior with both a molecular and molar analysis. Both studies discuss the need for interdisciplinary collaboration to better inform treatment.

Instruction Level: Intermediate
Keyword(s): behavior reduction, Biological events, Biomarkers, heart rate
Target Audience:

Prerequisite skills include differentiation of molecular and molar analysis, experience with functional analysis, familiarity with graduated exposure procedures

Learning Objectives: (1) Participants will be able to identify and describe at least two biomarkers that can be used to aide assessment and ongoing treatment of challenging behavior; (2) Participants will be able to describe the collaboration process with interdisciplinary teams and the information obtained from such collaboration; (3) Participants will be able to identify additional measures to consider to determine level of comfort during appointments; (4) Participants will be able to identify compassionate care and cultural considerations when teaching adherence with appointments
 
Autonomic Arousal and Adherence with Appointments
ROXANNE GAYLE (Trumpet Behavioral Health, Endicott College, Pepperdine University)
Abstract: Children with developmental disabilities sometimes display avoidance responses such as noncompliance, aggression, and vocal refusal when completing healthcare routines such as dental cleanings and haircuts. This study evaluated the effects of both graduated exposure and a differential reinforcement procedure on the acquisition, maintenance, and generalization of compliance with dental and haircut routines. In addition, autonomic responses were used as an ancillary measure of distress or comfort and were included in the decision tree of practitioner actions. Procedures were completed in a simulated context of a haircut appointment or dental examination. Probes (test trials) were assessed in the analog (simulated) setting periodically to assess criteria for mastery prior to assessing the skill in the natural environment. Probes were also conducted in the actual environments used by hair stylists and dentists, to determine the extent to which compliance and autonomic responses generalized. The results of this study may lead to more comprehensive treatment plans that include the use of physiological responses in addition to compliance with procedures as an indicator that a fear/avoidance response has been extinguished. Assessing autonomic arousal is a useful addition to the procedures of exposing participants to haircuts and dental visit routines, to improve adaptation, compliance, and generalization.
 
Relationship Between Biological Events and Challenging Behavior: A Molecular and Molar Analysis
JAVIER SOTOMAYOR (Endicott)
Abstract: Current assessment methodologies tend to focus on molecular analyses to identify the function of behavior. The data used to identify the function of behavior often does not incorporate biological processes that span molar time frames. For instance, abnormal defecation patterns (e.g., constipation) lasting days or weeks may lead to increasing rates of challenging behaviors. In this study, we evaluated the relationship between amount of stool discharge and challenging behaviors in one individual for varying time spans of days, weeks, and months. We found that higher production of formed stools was inversely related to challenging behaviors when data were aggregated at the 30-day level. Conversely, we observed a positive relationship between loose stools and challenging behaviors. Evaluating behavior-environment relationships using biological events spanning molar time frames allowed us to identify the conditions under which higher rates of challenging behaviors occurred. This analytic approach provides an example framework that might inform interdisciplinary collaboration with physicians and the resulting treatment for individuals with comorbid medical issues.
 
 
Symposium #61
CE Offered: PSY/BACB
Insurance-Funded Applied Behavior Analysis Intervention Amidst the COVID-19 Pandemic: Telehealth and Learner Outcomes
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 258A
Area: AUT; Domain: Service Delivery
Chair: Valerie R. Rogers (The ABRITE Organization)
Discussant: Kendra B. Newsome (Fit Learning)
CE Instructor: Valerie R. Rogers, Ph.D.
Abstract: Though the COVID-19 pandemic has brought many challenges related to securing and maintaining access to applied behavior analysis (ABA) intervention for children with autism, it also brought forth an opportunity to evaluate changes in treatment modality, intensity or dose of treatment, and overall access to intervention on learner gains and outcomes. For many ABA agencies, insurance-funded medically necessary ABA has changed in many ways since the onset of the pandemic. This includes the uses of telehealth not only for supervisory practices, but also for direct intervention via the behavior technician. Moreover, with risks safely mitigated, the pandemic even resulted in increased access to treatment for some learners. Still, these changes require systematic evaluation. The current symposium addresses these needs. The first paper examines the outcomes achieved with the use of telehealth at the individual and group level across different types of learners receiving varying intensities of treatment. The second paper provides an analysis of outcome data for a sample of learners and discussed in relation to learner specific variables, barriers overcome, and treatment modalities. The symposium will conclude with a discussion of the two papers and recommendations for further outcome research.
Instruction Level: Intermediate
Keyword(s): Insurance-funded, Outcomes, Telehealth
Target Audience: Data analysis, familiarity with insurance-funded ABA services, familiarity with standardized assessments and skill acquisition data
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe at least 3 variables in need of investigation by behavior analysts related to learner outcomes from telehealth services; (2) describe the relationship between rates of skill acquisition, treatment modality, proportion of recommended treatment hours received, and learner variables including telehealth prerequisite skills; (3) describe at least 2 factors correlating with improved learner outcomes.
 
An Examination of Telehealth and the Outcomes Achieved Across Various Types of Learners
GINGER R. RAABE (The ABRITE Organization), Valerie R. Rogers (The ABRITE Organization), Janice Frederick (The ABRITE Organization)
Abstract: The importance of a research practitioner approach within the field of behavior analysis has never been more important than in the presence of the current context. The pandemic has created what might be considered a paradigm shift in the delivery of behavior analytic services. To sustain access to services, telepractice was explored sparking additional questions in need of investigation. Within the arena of autism treatment and medical necessity, behavior analysts are continuing to navigate changes put forth by the various funders and continued examination of the outcomes produced would benefit the clinicians and the children and families served. The shift towards telehealth at all levels of service delivery has created new questions to be explored. Is telehealth at the behavior technician level effective? For what type of learner is telehealth effective? Do learners make the same, less than or more gains with this new service mode? This presentation will address these questions and examine the outcomes that were achieved with the use of telehealth at the individual and group level across various types of learners with autism receiving various amounts of service delivery in this fashion. In addition, the discussion will focus on access and medical necessity.
 

Pandemic Silver Linings: An Investigation of Parameters Related to Individual Learner Outcomes for Insurance-Funded Applied Behavior Analysis Intervention

VALERIE R. ROGERS (The ABRITE Organization), Ginger R. Raabe (The ABRITE Organization), Janice Frederick (The ABRITE Organization)
Abstract:

The COVID-19 pandemic has changed the way insurance-funded intervention has been implemented for many learners with autism including modifications in treatment modality, intensity of treatment, and overall access to intervention. The pandemic provided rare treatment conditions for many learners and therefore necessitates ongoing investigation of the outcomes associated with these conditions. Examples of such conditions include learners receiving direct behavior technician intervention via telehealth and school aged children receiving comprehensive treatment programs given increased availability. The current paper provides a refined analysis of individual learner outcome data for a set of learners for whom barriers to accessing treatment were overcome. Specifically, outcome data for a sample of different learners receiving ABA insurance-funded treatment during the pandemic will be presented and discussed in relation to learner specific variables. An analysis of skill acquisition data in relation to variables such as age, modality of intervention, proportion of recommended treatment hours received, standardized assessment results, and treatment goals met will be presented across multiple participants. Results are discussed in terms of factors correlating with improved outcomes, removing common barriers to treatment, and providing support for insurance funded ABA treatment under these conditions. The need for additional outcome analyses and future research are discussed.

 
 
Symposium #63
CE Offered: BACB
Efficient Learning: Basic and Applied Investigations in Skill Acquisition and Application
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 258C
Area: AUT; Domain: Translational
Chair: Abraao Melo (University of Nevada, Reno)
Discussant: Donny Newsome (Fit Learning)
CE Instructor: Laura Barcelos Nomicos, Ph.D.
Abstract:

Effective and efficient behavior analytic practices are an ongoing focus of research within our field. This is especially relevant given the limited time and resources available to meet the many academic and life skill targets our clients require. With increases in the available technology that can be incorporated into behavior analytic interventions, further research is needed at the basic and applied levels. The current symposium will focus on the efficiency of training targeted skills. The first presentation addresses academic skills, evaluated at the basic level, analyzing how stimuli are sequenced and presented on an online platform. The second presentation, evaluated at the applied level, analyzes the use of virtual reality on acquiring necessary day-to-day skills including grocery shopping and pedestrian skills. The current presentations offer different analyses of the variables relevant to efficiently training essential skills. In addition, both presentations provide guidance for using technology to improve skill acquisition and application.

Instruction Level: Basic
Keyword(s): application, endurance, fluency, virtual reality
Target Audience:

This symposium is geared toward practitioners and researchers

Learning Objectives: At the conclusion of this presentation, participants will be able to: 1) describe the role of technology in skill acquisition, 2) identify new areas of research incorporating virtual reality and 3) discuss efficiency of two different types of stimulus presentations.
 

Efficient Learning: An Analysis of Stimulus Presentation on Fluent Performance

(Basic Research)
COURTNEY SMITH (University of Nevada, Reno), Matt Locey (University of Nevada, Reno)
Abstract:

Research at the experimental level is needed in order to extend a behavior analytic understanding of the variables participating in skill acquisition as it relates to fluency outcomes. The current study manipulated how stimuli are presented using an alternating treatments design. One presentation type, the Additive Presentation, presented an array of stimuli in which the array was increased in size until all stimuli were presented. This presentation was compared with the Complete Presentation, in which all stimuli were presented. Three groups of stimuli were presented to compare the two presentation types: 5 stimuli, 7 stimuli, and 9 stimuli. Results indicate that the Additive Presentation of stimuli is correlated with more time to meet criteria (defined by fluency aims) than is a Complete Presentation in conditions that can be described as more difficult. Difficult conditions are defined as either 1) having less exposure to a similar procedure and 2) larger number of stimuli presented in an array.

 

Efficient Learning: The Use of Virtual Reality and Eye-Tracking in Interventions for Children With Autism

(Applied Research)
LAURA BARCELOS NOMICOS (University of Nevada, Reno), Hana Alarifi (University of Nevada, Reno Center for Autism Research), Hesham Aldhalaan (Center for Autism Research), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract:

With the increased accessibility and affordability of virtual reality, the therapeutic application of this technology has increased. Within the realm of autism treatment there are several ways this technology can improve teaching. Virtual reality can allow for more teaching to occur in environments as similar as possible to the natural environments. Improving generalization and minimizing risk. Virtual reality headsets can provide eye-tracking data that can inform prompting strategies and provide better assessments of attending in real time. While research in this area is increasing there remains a lack of data examining the most efficient teaching strategies and the best combination of technological features. A series of studies were conducted in Saudi Arabia and the US utilizing headsets of varying capabilities. Finding items in the grocery store and pedestrian skills were taught across environments. Recommendations on best practices and the minimum technical requirements for efficient teaching will be discussed.

 
 
Symposium #64
CE Offered: BACB
Applied Behavior Analysis in Integrative Healthcare
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 103
Area: CBM; Domain: Applied Research
Chair: Matthew P. Normand (University of the Pacific)
CE Instructor: Matthew P. Normand, Ph.D.
Abstract: Because being healthy typically involves behaving healthy, healthcare professionals and applied behavior analysts have much in common, and there is great potential for collaboration in integrated healthcare settings. In this symposium, we present three studies that explore different applications of behavior analysis to two such areas of healthcare: health coaching to increase physical activity, and physical therapy to increase mobility. First, we present two single-case design studies that evaluate variations of goal setting and client-centered components of health coaching, respectively, to increase physical activity in adults in a telehealth format. Next, we present a group design study that evaluated a behavior-analytic technology in comparison with standard physical therapy protocols to address barriers that impede neuromuscular retraining following total knee arthroplasty. Results of these three studies suggest directions for the application of behavior analysis to health coaching and physical therapy. Implications for applied behavior analysis in integrated healthcare will be discussed.
Instruction Level: Intermediate
Keyword(s): Health Coaching, Healthcare, Physical Activity, Physical Therapy
Target Audience: Intermediate level behavior analysts. The target audience has an intermediate knowledge of applied behavior analytic interventions and health care settings.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify applications of behavior analysis to integrated healthcare settings; (2) describe the effects of an electromyography and gamification technology on neuromuscular retraining, and (3) describe the effects of various health coaching interventions on physical activity of adults.
 
Evaluating the Effects of Nondirective and Directive Health Coaching Packages on Physical Activity
HAILEY EVELYN DONOHUE (University of the Pacific), Matthew P. Normand (University of the Pacific)
Abstract: Physical inactivity is a worldwide public health problem. Applied behavior analysis has demonstrated success in this area; interventions such as goal setting, self-monitoring, and feedback have produced increases in physical activity of adults. Nevertheless, strategies with a more nondirective approach, such as health coaching, are gaining increased traction in healthcare settings. We do not know about the relative effects of nondirective approaches and the established, directive interventions in applied behavior analysis, or about client preference for nondirective and directive approaches. The present study employed a multiple baseline across participants design to evaluate a largely nondirective, client-centered health coaching approach for increasing physical activity of adults and the subsequent introduction of a directive coaching approach to goal setting and feedback components. Four adult females participated in the study remotely via telehealth. Active zone minutes were the primary dependent variable in the present study, and physical activity metrics were measured by the Fitbit Inspire 2. Meaningful increases in active zone minutes were observed for 1 of 4 participants, and preference for nondirective and directive coaching styles varied across participants.
 
Evaluating the Effects of Client-Set Versus Coach-Set Goals in the Context of a Health Coaching Intervention for Physical Activity
J. LOGAN GIBSON (University of the Pacific), Matthew P. Normand (University of the Pacific)
Abstract: Health coaching is a relatively new integrated health role in which practitioners use a combination of behavioral interventions to evoke health-related behavior changes; however, there is a lack of valid evidence to support health-based claims. We investigated the effect of an approximation of a health coaching intervention on three college students' number of steps per day. We provided participants with weekly tele-health coaching sessions focused on goal-setting and feedback and used Fitbits to track the results. We used a multiple baseline across participants design to compare daily steps across four phases; self-monitoring, self-monitoring with experimenter-set goals and feedback, self-monitoring with participant-set goals and feedback, and finally, a choice phase in which participants could continue to set their own goals or have the experimenter set goals for them. All experimenter-set goals were selected using a weekly percentile schedule. In aggregate, all participants took more steps in the goal-setting phases than during the self-monitoring only phase. However, we cannot determine why, as there is no notable difference between self-set goals and experimenter-set goals. When offered, all participants chose to continue the intervention for an additional one to two weeks.
 
The Role of Applied Behavior Analysis in Healthcare: Examples from Physical Therapy
BRENNAN PATRICK ARMSHAW (University of North Texas), Manish Vaidya (University of North Texas)
Abstract: Problems that characteristically fall within the domains of medicine and healthcare have behavioral components. These components contribute to the prognosis of the condition. Applied behavior analytic techniques can optimize these behavioral components which can improve the prognosis of various medical conditions. We adopted this strategy to interpret osteoarthritis and recovery from total knee arthroplasty (Vaidya & Armshaw, 2021; Armshaw & Vaidya, in prep). Specifically, we identified some contingencies that might lead to reduced use and atrophy of a muscle group important for typical knee extension and flexion required for many activities. Additionally, we identified features such as loss of proprioception that hinder the neuromuscular retraining necessary to regain functional use of the knee. We then developed a technology using surface electromyography and gamification to address some barriers that impede neuromuscular retraining. Results with healthy participants suggested that the technology worked. In this presentation, we present data from 18 participants who had undergone total knee arthroplasty. In a group design, participants were exposed to either our technology or the standard physical therapy protocols. We will describe and discuss the results in the context of a renewed role for applied behavior analysis in healthcare and medicine.
 
 
Panel #65
CE Offered: BACB/QABA
Diversity submission Queering Our Science: How Behavior Analysts Can Work Toward LGBTQ+ Liberation
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 156B
Area: CSS; Domain: Theory
CE Instructor: Fernanda Suemi Oda, M.A.
Chair: Fernanda Suemi Oda (The University of Kansas)
MATTHEW CAPRIOTTI (San Jose State University)
SARAH CAMPAU (University of Arkansas)
CODY MORRIS (Salve Regina University)
Abstract:

The last thirty years have seen enormous growth in the application of psychological science to better the lives of LGBTQ+ people. Behavior analysts have been largely absent from this movement (Morris, Goetz, & Gabriele-Black, 2021). There has been a recent discourse around harms that behavior analysts have enacted upon LGBTQ+ people in the past, accompanied by a discussion of steps we can take to “do better” in the future. This panel focuses on future actions that behavior analysts can take to support LGBTQ+ people’s wellbeing. Panelists have each done significant professional work in support of LGBTQ+ people; two are members of LGBTQ+ communities, and one has done this work in an ally role. We will discuss both what behavior analysts can do in the domains of research, practice, and organizational behavior and how they can do it. We will also discuss particular considerations behavior analysts at various career stages (e.g., graduate student, early career faculty) and spheres of professional practice. The panel will conclude with ample time for audience questions and discussion.

Instruction Level: Basic
Target Audience:

N/A, level is beginner

Learning Objectives: At the conclusion of the presentation, attendees will be able to: (1) Describe behavior analysts' contributions to research on LGBTQ+ issues. (2) Discuss areas of applied research through which behavior analysts can contribute to knowledge about best practices for promoting the wellness of LGBTQ+ people. (3) Identify current best practices for supporting LGBTQ+ clients, staff, and students.
Keyword(s): diversity, ethics, LGBTQ, social justice
 
 
Symposium #66
CE Offered: BACB
Building Durable Behavioral Treatments: Advancements In and Discussions On Relapse Mitigation and Clinical Implications
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Translational
Chair: Michael P. Kranak (Oakland University; Oakland University Center for Autism)
Discussant: Daniel R. Mitteer (Rutgers University - Children's Specialized Hospital Center for Autism Research, Education, and Services)
CE Instructor: Michael P. Kranak, Ph.D.
Abstract:

Behavioral treatments such as differential reinforcement are an effective means of reducing problem behavior. These treatments are frequently implemented by highly trained staff in well-controlled settings. After a clinically relevant reduction in problem behavior is achieved, these treatments are then transferred from clinics to the community (e.g., homes and schools), and from trained therapists to parents, caregivers, and other intervention agents. However, these treatments will be challenged during community implementation, potentially—and likely—leading to relapse (e.g., resurgence, renewal) and eventual treatment failure. Fortunately, researchers have developed some strategies to supplement behavioral treatments and improve their durability (i.e., able to withstand everyday challenges). In this symposium, the presenters will discuss common treatment challenges and their corresponding forms of relapse; as well as strategies practitioners can implement to improve the durability of their treatments. They will also describe relevant next steps for researchers in the area relapse and its mitigation. Following the presentations, audience members will be able to identify scenarios likely to result in relapse and ways in which they can mitigate relapse.

Instruction Level: Intermediate
Keyword(s): relapse, renewal, research-to-practice, resurgence
Target Audience:

The intended audience is behavior analysts who have or currently work with individuals that engage in problem behavior, as well as researchers who work in the area of relapse. Audience members should be mildly familiar with relapse. However, presenters will provide some background and contextualization on various forms of relapse.

Learning Objectives: At the conclusion of the presentations, participants will be able to: (1) identify areas of treatment provision that could result in relapse; (2) describe strategies for mitigating relapse; (3) demarcate the differences between various forms of relapse and their implications for treatment.
 
On the Prospective Application of Quantitative Models in the Assessment and Treatment of Problem Behavior
(Theory)
MICHAEL P. KRANAK (Oakland University; Oakland University Center for Autism), John Falligant (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Griffin Rooker (Mount St. Mary's University)
Abstract: Behavioral treatments are effective in reducing problem behavior and equipping individuals with adaptive ways to communicate. However, these same treatments can lose their effectiveness in contexts where lapses in treatment integrity occur. These lapses in treatment integrity, both omission and commission errors, are two common treatment challenges that threaten long-term treatment gains. Although some recurrence of problem behavior and minor lapses in treatment integrity are expected, the risk of relapse of problem behavior increases as a function of increased recurrence of problem behavior and treatment integrity errors. In short, recurrence of problem behavior and treatment integrity errors can be the first steps in a chain that leads to eventual treatment failure. Quantitative models (e.g., Resurgence as Choice, behavioral momentum theory) have been an effort to better understand how challenges, such as lapses in treatment integrity, affect the durability of treatment. However, the extent to which these models are used in clinical practice is unknown. The presenter will (1) discuss recent findings on the application of quantitative models, (2) describe strategies for mitigating resurgence, and (3) review implications for clinicians and areas for researchers regarding durable treatments and behavioral inoculation.
 
Six Things Practitioners Should Know About Renewal
(Theory)
RYAN KIMBALL (University of Saint Joseph), Michael P. Kranak (Oakland University; Oakland University Center for Autism)
Abstract: Individuals with and without developmental disabilities who engage in problem behavior receive treatment services in various settings such as their homes, schools, and clinics. These individuals also likely experience treatment provision from various practitioners such as therapists, teachers, and caregivers. Accordingly, changes in the treatment setting or intervention agent (i.e., context) will occur often and likely cause renewal. Renewal is the form of relapse that occurs when a previously eliminated behavior returns due to a change in context. The current paper describes six things practitioners should know about renewal. These reasons are the (1) distinction between renewal and another form of relapse (i.e., resurgence), (2) generality of renewal, (3) potential for renewal even when alternative reinforcement is available, (4) close relationship between renewal and the generalization of behavior change, (5) similarity between renewal testing procedures and situations that practitioners commonly encounter, and (6) variables that impact renewal and potential mitigation strategies. The current paper asserts that practitioners should prepare for renewal during context changes when working with their clients, especially during changes to the treatment setting or intervention agent. While discussion will be most relevant to practitioners, the paper also considers directions for future research on renewal in applied settings.
 
 
Symposium #67
CE Offered: BACB — 
Ethics
Machine Learning Applications for Improving Behavior Analyst Decision-Making in Practice and Research
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 252A
Area: DDA/AUT; Domain: Applied Research
Chair: John E. Staubitz (Vanderbilt University Medical Center, TRIAD)
CE Instructor: John E. Staubitz, M.Ed.
Abstract:

Machine learning holds great promise for improving behavior analytic practice and research (Turgeon & Lanovaz, 2020). Historically, behavior analysts have collected and analyzed data as a means of making decisions to improve socially significant client outcomes. When analyzing large data sets reflecting organizations-wide outcomes or the complex outputs that can be captured by sensors, there is a possibility for enhancing the decision-making of behavior analysts. Response effort can limit the extent to which humans can complete analyses or make predictions in time to be beneficial. By nature, machine learning can allow for rapid or even real-time analyses that would be impossible for a human. The first presentation will describe how behavior analysts at an educational center are using sensors to collect physiological and behavioral data and applying machine learning to analyze data and inform decision-making. The second presentation will share data from a multimodal model of sensor data collection and machine learning that allows for real-time prediction of behavioral escalation within a modified Practical Functional Assessment. Finally, presenters will describe a machine learning model for analyzing service delivery and satisfaction data across many organizations over the course of multiple years that allows for improvement in organizational decision-making models.

Instruction Level: Intermediate
Keyword(s): Decision-making, Electrodermal Activity, Machine learning, sensors
Target Audience:

The target audience for this session includes practicing behavior analysts who oversee behavior change programs that address severe problem behavior, or who oversee ABA agencies and are responsible for making organization-level decisions. This session is also intended to be of interest to those interested in the practical or ethical context surrounding the use of machine learning and or sensors.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify ways in which existing technology can enhance their behavior analytic practice (2) Demonstrate basic understanding of how machine learning and signal processing approaches may be helpful to behavior analysts in the future (3) Demonstrate an understanding of the extent to which using a structured, non-dangerous assessment context may limit assessment time, risk, and resources (4) Describe three strengths and limitations to using machine learning to predict patient outcomes
 

Integrating Traditional Behavior Analytic Practices With Emerging Technology to Understand and Treat Challenging Behaviors

JOHANNA F LANTZ (The Center for Discovery), Tania Villavicencio (The Center for Discovery), Corey Olvera (The Center for Discovery), Ali Rad (Emory University School of Medicine, Department of Biomedical Informatics)
Abstract:

Behavior analysts understand behavior through observation of learners in the environment. Technological advances offer a view of what is happening inside of the learner as well. The presenter will describe a program at The Center for Discovery (TCFD) where students in a specially equipped classroom wear sensors that track physiological and movement data. Video data from this naturalistic setting are aligned with sensor data. The presenter will explain how behavior analysts from TCFD integrate data from the sensors with traditional ABA methodology to design better treatments for learners with autism spectrum disorder and maladaptive behaviors. Physiological and behavioral data representing significant clinical findings will be shared. In addition to using technology to inform clinical decisions, the presenter will describe collaborations between TCFD and computer scientists. These scientists are using machine learning and biomedical signal analysis to analyze TCFD’s rich dataset with the desired outcome of automatic detection and prediction of behaviors. The ultimate goal of this relationship is to develop technology that a.) sends alerts to caregivers that a behavior is imminent or that it is time to re-engage following a behavior and b.) detects behaviors automatically as a potential replacement for live data collection.

 
Predicting Problem Behavior through a Multimodal Machine Learning-Based Predictive Framework
JOHN E. STAUBITZ (Vanderbilt University Medical Center, TRIAD), Zhaobo Zheng (Vanderbilt University), Lauren Shibley (VUMC: TRIAD), Nibraas Khan (Vanderbilt University), Amy Weitlauf (Vanderbilt University Medical Center), David Reichley (Vanderbilt University Medical Center), Johanna Staubitz (Vanderbilt University), Nilanjan Sarkar (Vanderbilt University School of Engineering)
Abstract: Previous research has established the potential for machine learning and physiological data to enhance evidence-based practices for assessing problem behavior. While investigators have demonstrated the capability to predict problem behavior, there are limits to predictive precision, and the assessments needed to build such a model have been time- and resource-intensive, requiring repeated exposures to behavior that poses safety risks to the learner or assessor (Ozdenizci et al., 2018; Goodwin et al., 2019). The practical functional assessment (PFA) allows assessors to efficiently evoke a high number of non-dangerous precursor behaviors in a short period of time. By integrating direct observation data with multimodal data from several sensors capturing the physiological and motion performance of the learner within a modified PFA, we were able to create a model that predicts behavioral escalation with 98.5% accuracy after 1-2 brief assessment sessions. We discuss our process for developing an integrated hardware and software platform with the specific goal of enhancing evidence-based practice in ABA. Additionally, we will connect this promising technology with our existing code of ethics, especially as it relates to minimizing client risk and ensuring informed consent for engagement with technologies that are new.
 

A Machine Learning Analysis of Applied Behavior Analysis Service Delivery Characteristics That Predict Improved Patient Outcomes

DAVID J. COX (Behavioral Health Center of Excellence; Endicott College), Zachary Harrison Morford (Texas Association for Behavior Analysis), Jacob Sosine (Behavioral Health Center of Excellence), Cora Gnikobou (Behavioral Health Center of Excellence)
Abstract:

The delivery of ABA services involves a complex interaction of behavioral systems. Patients need to be interested in and seek out ABA services; and, once in ABA, to continue improving their quality of life. Employees need to be hired in sufficient numbers, properly trained, adequately resourced, and appropriately matched with patients they are competent to serve. And payors need to see progress being made within reasonable costs and time frames. In this presentation, we discuss how the Behavioral Health Center of Excellence is leveraging machine learning to describe and understand these complex and interacting behavioral systems. Specifically, we leveraged data collected from 500+ organizations over six years to analyze the interaction between ABA organizations’ systems and processes; staff satisfaction and turnover; service delivery (e.g., utilization rates, hours of ABA contacted); and patient satisfaction with ABA services. We also discuss how these data can predict patient reported progress, improvement in quality of life, and changes on norm-referenced and criterion-referenced assessments. This presentation provides a first look at the variables that might be important to describe and improve the complex interaction of behavioral systems that comprise ABA service delivery.

 
 
Panel #68
CE Offered: BACB — 
Ethics
Diversity submission PDS: Navigating Graduate School as a Student of Color: Recommendations and Considerations From BIPOC in Academia
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 205C
Area: EDC/CSS; Domain: Service Delivery
CE Instructor: Stacha Leslie, M.Ed.
Chair: Stacha Leslie (University of Kansas)
ANITA LI (Western Michigan University)
MARREN MARIE LEON-BARAJAS (The University of Kansas)
KAREN A. TOUSSAINT (University of North Texas)
Abstract:

Black, Indigenous, and people of color (BIPOC) are underrepresented in graduate school programs and make up only 12% of certified behavior analysts (Behavior Analysis Certification Board; BACB 2020). BIPOC students are often met with challenges such as microaggressions, gaslighting, victim blaming, and other nuanced forms of discrimination. Additionally, the lack of representation may create feelings of isolation among peers and seclusion from community resources. Such challenges have potential to create an unbalanced learning environment in which students are still expected to make reputable contributions to the field. Given this, BIPOC students must have access to additional resources to ensure they are supported throughout their tenure and have the tools they need to confront and disrupt discriminatory behaviors. This panel serves to 1) highlight the importance of community through representation 2) discuss the need for mentorship and allyship, 3) promote self-care strategies that have proven effective at mitigating the effects of discrimination, and 4) offer a safe space and reprieve during an otherwise strenuous journey. The panelists will also share personal experiences and resources that proved successful as they navigated their own journeys through graduate school.

Instruction Level: Intermediate
Target Audience:

Target Audience: Graduate students (BCBAs), Graduate School faculty (associate and full professors, BCBAs and/or BCBA-Ds), individuals providing supervision services to prospective BCBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Acknowledge the importance of community through representation for BIPOC students (2) Identify specific challenges and discriminations faced by BIPOC students during graduate school (3) Identify self-care strategies and resources to support BIPOC students during graduate school
 
 
Symposium #69
CE Offered: PSY/BACB
What Works to Reduce Bullying from Applied Behavior Analytic Perspective
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 205A
Area: EDC/OBM; Domain: Service Delivery
Chair: Jeridith Ann Lord (Endicott College)
Discussant: Robert F. Putnam (May Institute)
CE Instructor: Robert F. Putnam, Ph.D.
Abstract: Applied behavior analysis principles have been used to improve numerous behavior problems in schools. For example, there are many programs available to schools that purport to reduce bullying. Unfortunately, few published programs purport to use and incorporate applied behavior analytic principles as the core of their interventions. This session will analyze these programs as reviewed in the literature from an applied behavior analysis perspective. The first paper will review the literature regarding reducing bullying from the unit of analysis of the whole school and its impact on students, parents, and teachers. A PRISMA model literature review will be presented on the existing literature. Finally, data will be shown on the extent to which these studies included competency assessment, generalization assessment, and social validity measures. The second paper will further analyze five of the most popular bullying programs. These programs were chosen because they were evaluated more than two times across different programs and different evaluators. It was found that staff training and parent involvement, hotspots monitoring, and treatment fidelity were associated with higher success. Data on these and other elements will be summarized, and implications for practice and training will be highlighted.
Instruction Level: Intermediate
Target Audience: Intermediate - knowledge of school-based applied behavior analytical interventions
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) recite the components of effective anti-bullying programs (2) analyze anti-bullying programs for these effective components (3) list the the most effective components of anti-bullying programs
 

A Systematic Literature Review of Anti-Bullying Interventions

JACQUELINE J. WEBER (Endicott College), Brian Keith Mason (Endicott College)
Abstract:

1. Bullying in schools is a severe problem with implications for safety, mental health, and education. Schools around the world are implementing anti-bullying programs to address bullying. There are many different types of interventions available and in use, and it isn't easy to know which programs are most effective. Some programs are more efficacious than others, but what constitutes success is that the intervention must address the needs of the whole school, including students, teachers, and parents. Additionally, such programs must be implemented continuously and with fidelity. This paper will review the literature on anti-bullying programs to offer insight into what programs and program components are most effective in reducing bullying and victimization among students. A PRISMA model literature review will be presented on the existing literature. Initial searches yielded 351 articles; with additional requirements, the final analysis included 39 papers. Data will be shown on the extent to which these studies included competency assessment, generalization assessment, and social validity measures.

 
A Systematic Analysis of the Components of Effective Bullying Programs
BRIAN KEITH MASON (Endicott College), Jacqueline J. Weber (Endicott College)
Abstract: As an extension of the PRISMA model analysis of the existing literature, an additional analysis was done on five anti-bullying programs. As districts often implement a particular approach, this level of analysis seemed important. The programs selected were: Olweus, KiVA, Steps to Respect, Restorative Practices, and NoTrap! These programs were chosen because they were evaluated more than two times across different programs and different evaluators, lending some credibility to them. In addition, core elements of anti-bullying programs were assessed as to whether they were included in these models. Examples of these elements included: whole-school approach; parent involvement; teacher training; inclusion of classroom rules; curricular integration; working with peers, bullies, and victims; and hotspot supervision. A core component of bullying prevention programs is a whole school approach (Limber et al., 2011; Gaffney et al., 2019). Additionally, staff training and parent involvement were associated with higher success. An effective component that contributed additional value included the monitoring of hotspots. Not surprisingly, treatment fidelity was also associated with a higher impact from the intervention. Data on these and other elements will be summarized, and implications for practice and training will be highlighted.
 
 
Symposium #70
CE Offered: BACB
Behavioral Interventions Targeting Teacher Stress and Burnout
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 205B
Area: EDC; Domain: Service Delivery
Chair: JULIANNE DICOCCO (The Chicago School of Professional Psychology/ Union School District)
Discussant: Anthony Biglan (Oregon Research Institute; President, Values to Action )
CE Instructor: Melissa A. Diaz, M.A.
Abstract: The field of education is seeing record numbers of teachers leave the field. Ongoing stress and burnout may be why 30-46% of new teachers leave the field within the first five years (Newberry & Allsop, 2017). Add to this the additional stress of teaching during a global pandemic on recent survey by the American Teacher Panel found that one in four teachers reported they were highly likely to leave the field at the end of the 21-22 school year. This highlights the importance of interventions targeted to address teacher stress and burnout. This symposium examines well-established procedures to reduce teacher stress and burnout out as well as more recent mindfulness-based interventions delivered in person and through phone-based applications.
Instruction Level: Intermediate
Keyword(s): ACT-Interventions, Burnout, Educators, Self-Care
Target Audience: Intermediate. Junior BCBAs; behavior analysts in their first 5 years of practice; including practitioners, supervisors, or currently enrolled in or recently completed graduate-level work.
Learning Objectives: 1. Identity different measures of teacher stress and burnout 2. Identify actions towards and away specific values 3. Identify implications of incorporating ACT-based interventions for educators.
 
Teacher Burnout and Self-Care
NICOLE BARTON (The Chicago School of Professional Psychology), Amanda Mahoney (The Chicago School of Professional Psychology), Yors A. Garcia (The Chicago School of Professional Psychology), Robyn M. Catagnus (The Chicago School of Professional Psychology)
Abstract: Teachers report high levels of burnout, and teacher attrition is costly and disruptive to the learning of students. Burnout is a concept that has a constellation of effects from physical to psychological (García-Carmona et al., 2018l; Kim et al., 2017; Novack et al, 2020). Self-management interventions are cost effective means to intervene on a variety of areas from work performance to weight loss. Self-management program was utilized to increase self-care, which is area that may help produce protective measures against burnout. Much of the research on teacher burnout utilizes non-direct measurement, this study attempts to examine verbal behavior to see if it varies as the self-care intervention is implemented. Teacher verbal behavior would also be compared to self-report measures to determine if it was an indicator of burnout. Self-care was increased for participants during the intervention but not at follow up. Teacher verbal behavior did not vary with changes in self-care, but teacher verbal behavior did show patterns which might suggest utility as a direct measure of burnout. Finally, teacher self-report measures did not change from pre- to post-assessment. This study suggests more direct means to measure burnout and that self-report measures may not be sensitive enough measured for concepts such as burnout.
 
Using the ACT Matrix to Improve Psychological Flexibility, Stress, and Burnout in Special Education Teachers
MELISSA A. DIAZ (Shelby County Public Schools, Simmons University, The Chicago School of Professional Psychology), Yors A. Garcia (The Chicago School of Professional Psychology), Thomas G. Szabo (Touro University), Tyler Ré (The Chicago School of Professional Psychology)
Abstract: Currently, special education teachers are burning out and leaving their jobs due to stress, work overload, access to professional development, organizational climate, organizational follow-up, student behaviors, pressure from parents of the students, pressure from administrators, and interactions with co-workers or paraprofessionals (Billingsley et al., 2019; Cancio et al., 2013; Emery, & Vandenberg, 2010). Teachers who are experiencing burnout may not be experiencing day to day successes that align with their values. The purpose of the study will be to use the ACT Matrix to increase psychological flexibility and overt value driven behaviors with special education teachers. In session data will be collected on the ability to conditionally discriminate the choices associated with access to positive or negative reinforcement made during their day. Participants will learn how to increase their perspective taking skills about work situations using the ACT Matrix. Ecological momentary assessment for daily reporting will be used to collect data outside of sessions for value driven behaviors. By learning to identify their values, match their measurable actions to those values, gain the ability to stop in the moment, and take perspective to implement value driven actions, teachers should gain increased psychological flexibility while decrease symptoms of stress and burnout.
 
 
Invited Panel #72
CE Offered: BACB — 
Supervision
Diversity submission Students' Perspective on Diversity and Culturally Responsive Supervisory Practices and Feedback
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 253A-C
Area: OBM; Domain: Service Delivery
Chair: Fernande Deguenon (Brooklyn Autism Center)
CE Instructor: Tanya Lopez, M.S.
Panelists: MAJDI BUZOOR (Arab American University-Palestine; Florida Institute Technology), ANNABEL GARZA (The University of Texas at Austin), TANYA LOPEZ (Positive Behavior Supports)
Abstract:

A critical step in the preparation toward certification as a Behavior Analyst is supervision (Turner et al., 2016). The purpose of supervision is to equip applied behavior analysis (ABA) students with behavior analytic, professional, and ethical skills necessary for effective client treatment in practice (BACB, 2021). The rules for supervision are found in the BACB Professional and Ethical Compliance Code for Behavior Analysts, also known as “the Code” (Sellers et al., 2016b). A successful supervision experience involves clearly defined expectations at the onset of the relationship (Sellers et al., 2016a), and accurate training and feedback by the supervisor (Sellers et al., 2019). Factors that are considered include the supervisees’ beliefs and values originating from previous supervision experiences (Turner et al., 2016). Supervisees from different linguistic and cultural backgrounds may also require unique interactions with the supervisors while still satisfying the BACB’s objectives. One aspect of supervision that should be discussed and explored further are the modifications made to the supervision experience for supervisees from different linguistic and cultural backgrounds. These candidates may require unique interactions with supervisors while still satisfying the BACB’s objectives. This panel discussion will explore the importance of cultural diversity and responsiveness in the supervision experience, challenges that may be experienced by relevant supervisees, and suggested solutions to address them. References Behavior Analyst Certification Board (2016). 2022 Eligibility Requirements. https://www.bacb.com/wp-content/uploads/2020/11/BCBA-2022EligibilityRequirements_210513.pdf Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016a). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9(4), 274-286. https://doi.org/10.1007/s40617-016-0110-7 Sellers, T. P., Alai-Rosales, S., & MacDonald, R. P. F. (2016b). Taking full responsibility: The ethics of supervision in behavior analytic practice. Behavior Analysis in Practice, 9(4), 299-308. https://doi.org/10.1007/s40617-016-0144-x Sellers, T. P., Valentino, A. L., Landon, T. J., & Aiello, S. (2019). Board certified behavior analysts’ supervisory practices of trainees: Survey results and recommendations. Behavior Analysis in Practice, 12(3), 536-546. https://doi.org/10.1007/s40617-019-00367-0 Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice, 9(4), 287-298. https://doi.org/10.1007/s40617-016-0121-4

Instruction Level: Basic
Target Audience:

Board certified behavior analysts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe current and future states of BCBAs’ perceptions of supervisory practices; (2) identify at least three challenges and three practical solutions to supervisory practices; (3) describe components of supervisory practices that support cultural diversity and responsiveness.
MAJDI BUZOOR (Arab American University-Palestine; Florida Institute Technology)
Majdi Buzoor graduated in 2006 as an Occupational Therapist from Arab American University-Palestine. He is a certified Sensory Integration Specialist from USC 2012 and started his BCaBA course program at FIT last May and his fieldwork supervised experience with three “amazing” supervisors. Majdi loves his job as an OT, however, the field of applied behavior analysis (ABA) has significantly augmented his professional practice, enriched, and improved the quality of his service delivery, which in turn has supported his passion to help many more children who need specialized, individualized effective interventions based on the science of ABA.
ANNABEL GARZA (The University of Texas at Austin)
Annabel Garza graduated from The University of Texas at Austin with a master’s degree in special education with a concentration in autism and developmental disabilities. She is currently working on finishing up her fieldwork experience hours at an early intervention center for children with autism in Austin, Texas. She is planning on sitting for the BCBA exam in the fall of 2022. Annabel enjoys working closely with families and coaching parents/caregivers during direct therapy sessions.
TANYA LOPEZ (Positive Behavior Supports)
Tanya Lopez graduated from Bay Path University with a master’s degree in applied behavior analysis (ABA). She is currently working as a board-certified behavior analyst (BCBA) for Positive Behavior Supports (PBS), providing in-home services for children diagnosed with autism in the state of Massachusetts. In her free time, Tanya enjoys spending time with her husband and son, shopping at Target and ordering Starbucks.
 
 
Symposium #73
CE Offered: BACB
When Nothing Works: On the Concept of Treatment Refractory Problem Behaviors in Applied Behavior Analysis
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 153C
Domain: Service Delivery
Chair: Elizabeth A. Sanabria-Fitter (CCSN: The Center of Child with Special Needs)
CE Instructor: Elizabeth Fitter, M.A.
Abstract:

The term “treatment refractory” is generally used across disciplines to describe conditions that do not respond to treatment or do not respond to a prescribed hierarchy of established treatments. For example, in psychiatry conditions such as depression, bipolar disorder, and schizophrenia are often labeled treatment refractory. In behavior analysis, the identification of behavior function(s) leads to a specific set of treatment interventions that are likely to be effective in reducing the frequency of the assessed problem behavior. Yet, for some individuals, problem behaviors persist despite precise implementation of well-established treatment packages. Here, we explore the concept of treatment refractory problem behaviors. First, characteristics, criteria, and implications of treatment refractory conditions outside of behavior analysis are reviewed. Second, factors contributing to the development of treatment refractory behaviors are discussed. Finally, specific individual cases of treatment refractory problem behaviors are reviewed and discussed. The conceptual of treatment refractory problem behaviors is important for treatment selection, consumer education, and research.

Instruction Level: Intermediate
Keyword(s): aggression, problem behaviors, self-injury, treatment refractory
Target Audience:

The participants should have knowledge or the range of interventions and experience with treatment refractory cases.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. List criteria used by other disciplines to classify a problem behaviors treatment refractory. 2. List contributing factors to the development of treatment refractory problem behaviors. 3. Identify long-term solutions to mitigate harm associated with treatment refractory behaviors.
 

Definitions of "Treatment Refractory" from Other Disciplines

LYNDE KAYSER (The Judge Rotenberg Educational Center)
Abstract:

The term “treatment refractory” is generally used across disciplines to describe conditions that do not respond to treatment or do not respond to a prescribed hierarchy of established treatments. For example, in psychiatry conditions such as depression, bipolar disorder, and schizophrenia are often labeled treatment refractory. In other medical specialties, treatment refractory conditions are routinely described and defined (e.g. neurology defines treatment refractory and even super-refractory status epilepticus). Here we review the terminology and criteria that have been utilized by other disciplines. In some cases, refractory simply implies that no treatment has caused a therapeutic effect. However, in other cases, treatment refractory implies a certain set of treatment procedures have been implemented and failed. In all cases, treatment refractory does not preclude the possibility that some intervention will be efficacious.

 
Factors Contributing to the Development of Treatment Refractory Problem Behaviors
JESSICA LINDSAY (The Judge Rotenberg Educational Center)
Abstract: Behavior analytic interventions are not universally effective. Despite comprehensive research, consultation, medical rule outs, preference assessments, functional assessment, implementation of evidence based procedures, some behavior problems do not improve. The clinical picture become more complicated with the topographies result in ongoing severe injury to the individual or others, including blindness, hearing loss, broken bones, brain injury, infection, etc. There are several factors that may contribute to the classification of a behavior problem as treatment refractory. For example, temporal factors associated with behavioral consequences, historical schedules of reinforcement, the physical size and strength of the patient, idiosyncratic medical conditions, and biological factors that affect learning (e.g. traumatic brain injuries). Taken together, such factors may prevent the implementation of procedures such as differential reinforcement, extinction, time-out, etc.
 
Case Examples of Treatment Refractory Problem Behaviors
JOSEPH TACOSIK (Judge Rotenberg Education Center)
Abstract: Behavioral procedures are often effective in addressing severe problem behaviors. However, in some cases, behavioral procedures are partially effective or ineffective in reducing the frequency of a given problem behavior. Here, individual cases meeting the aforementioned criteria are discussed. Individual case studies describing problem behaviors refractory to standard behavioral interventions are presented. For each case, assessment results leading to specific functional hypothesis and the associated function based behavioral interventions are described. The specific factors and decision making that led to the treatment refractory conclusion and subsequent decision making are reviewed and discussed. The use of protective equipment, long-term safety procedures, non-behavior analytic interventions, and other measures are described and considered in the context of a risk benefit analysis.
 
 
Symposium #74
CE Offered: BACB — 
Ethics
Adhering to Our Ethical Core Principles for the Promotion of Humanistic Behavior Analytic Treatment
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 156C
Area: PCH; Domain: Service Delivery
Chair: Marla c Nascimento (Nascimento New Directions Inc.)
Discussant: Candace Barrett (University of Miami)
CE Instructor: Elisa M. Cruz-Torres, Ed.D.
Abstract: Controversial treatments and approaches in the delivery of behavior analytic procedures have caused irreparable harm to the individuals they were intended to help and, subsequently, have created an undesirable reputation for the field of applied behavior analysis. Though there have been many notable advancements in the field of ABA over the past several years, including the introduction of ethics standards to help guide the practice and implementation of ABA-based interventions, there is still much room for improvement. With an update to our ethics code (effective January 2022), it is evident that our field is beginning to embrace and promote more humanistic approaches. This symposium combines two presentations focused on identifying necessary skills and competencies to promote humanistic behavior analytic treatment among behavior analysis practitioners. The first presentation will identify skills aimed at promoting an ethical, compassionate, and culturally competent therapeutic repertoire in ABA practitioners. The second presentation will provide practical guidance for training direct care professionals on implementing humane behavior interventions for individuals who engage in severe maladaptive behaviors. Implications for practice will be discussed.
Instruction Level: Intermediate
Keyword(s): compassionate practice, cultural competence, Ethics
Target Audience: Intermediate - This presentation is appropriate for behavior analysts who have a full repertoire of behavior change strategies but may benefit from identifying which strategies provide the most benefit and least risks to their clients. This session is also beneficial for behavior analysts who want to understand how to integrate more humanistic approaches into their practice. Lastly, this may be beneficial for behavior analysts who are in supervisory positions and may be tasked with training and supervising staff with less training (e.g., RBTs, paraprofessionals).
Learning Objectives: At the conclusion this symposium, participants will be able to: 1. Identify interpersonal skills required for the development and maintenance of a therapeutic repertoire comprised of empathy, compassion, and cultural competence. 2. Identify relevant competencies for training direct care staff to provide humane, respectful, and beneficial behavior intervention.
 

Compassionate Care: Reconnecting to the "Applied" Dimension in Applied Behavior Analysis

ELISA M. CRUZ-TORRES (Florida Atlantic University)
Abstract:

Despite the decades of evidence of the effectiveness of ABA-based procedures for the autism population, critics of ABA continue to express their discontent with our field. From former consumers becoming self-advocates to behavior analysts denouncing the practice of ABA, it is clear that there is some work to do if we want to continue to honor the socially significant dimension of our field and embody the foundational principles of our Ethics Code. This presentation will identify specific interpersonal skills aimed at building a compassionate, empathetic, and culturally competent therapeutic repertoire that can help practitioners build capacity in establishing trust and rapport and promote a collaborative and compassionate therapist-client relationship.

 
Identifying Competencies for Training Direct Care Staff to Implement Humane, Respectful, and Beneficial Behavior Interventions
JESSICA NAOMI CADETTE DUNN (Orlando Health)
Abstract: Behavior analysts working in educational and community settings are often tasked with training and supervising direct care staff (e.g., paraprofessionals, behavior technicians) who work directly with individuals who may engage in moderate to severe maladaptive behaviors. Since behavior analysts are not always available to respond to behavioral incidents that occur, they must rely on these direct care staff to carry out behavioral interventions effectively, while maintaining the safety of the clients and those in close proximity. In addition, behavior analysts have an ethical obligation to ensure that their clients are treated with dignity and respect, and receive treatment that is beneficial and minimizes risk, regardless of the behavioral situations that may arise. Repeated exposure to high stress behavioral situations may weaken direct care staff’s efficacy, resulting in drift, and possibly increasing the likelihood that less humane behavioral interventions may be implemented (e.g., use of physical restraints). This presentation will identify relevant competencies for training direct care staff to provide humane, respectful, and beneficial behavior intervention.
 
 
Invited Tutorial #75
CE Offered: BACB
SQAB Tutorial: The PORTL Laboratory
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 151A/B
Area: SCI; Domain: Applied Research
BACB CE Offered. CE Instructor: Claire C. St. Peter, Ph.D.
Chair: Claire C. St. Peter (West Virginia University)
Presenting Authors: : MARY ELIZABETH HUNTER (Behavior Explorer)
Abstract: Laboratory experiences allow students to see basic concepts in action and ask questions about behavior. Historically, the operant chamber has been used as a laboratory apparatus by behavior analysts. It can be used for both teaching and experimental investigations. However, most students no longer have access to hands-on experiences in animal laboratories. PORTL (the Portable Operant Research and Teaching Lab) can fill this void. PORTL is a table-top game that creates a free-operant environment for studying the principles of behavior and their application. In this tutorial, you will learn how PORTL works and how it can be used to teach concepts such as reinforcement, extinction, shaping, and chaining. In addition to its use as a teaching tool, PORTL can be used to replicate research studies and ask research questions. You will learn how PORTL provides a convenient and inexpensive way for students to gain experience designing their own apparatus and identifying and manipulating relevant variables.
Instruction Level: Intermediate
Target Audience: This tutorial is designed for anyone who is interested in teaching others about basic behavioral principles. In particular, it will be of interest to university professors, researchers, and BCBAs.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the relationship between PORTL and the operant chamber; (2) describe how the game PORTL is played; (3) describe how PORTL can be used for teaching; (4) describe how PORTL can be used for research.
 
MARY ELIZABETH HUNTER (Behavior Explorer)
Mary Hunter earned an undergraduate degree in biology from the University of Chicago in 2008 and a master's degree in behavior analysis from the University of North Texas in 2013. She provides animal training services to people and their pets, working mainly with dogs and horses. She also serves as president of the Art and Science of Animal Training nonprofit organization. In addition, Mary has taught as an adjunct instructor at the University of North Texas. As an instructor, her interest in teaching led her to convert an upper-level undergraduate class into an entirely self-paced, mastery-based course using Dr. Fred Keller’s Personalized System of Instruction. In 2019, Mary and Dr. Jesús Rosales-Ruiz published their first book, PORTL: The Portable Operant Research and Teaching Lab. Mary’s research interests include studying the process of shaping and finding better ways to teach people and to train animals. Her master's thesis, which examined the effects of a single reinforcer during shaping, was published in 2019.
 
 
Invited Paper Session #76
CE Offered: PSY/BACB
Assessment of Cannabis’ Relative Value: Laboratory Evaluation of Reward Processing Among Those Who Use Cannabis
Saturday, May 28, 2022
12:00 PM–12:50 PM
Ballroom Level 3; Ballroom East/West
Area: SCI; Domain: Applied Research
Chair: Thomas J. Waltz (Eastern Michigan University)
CE Instructor: Elizabeth Aston, Ph.D.
Presenting Author: ELIZABETH ASTON (Brown University)
Abstract: Behavioral economics, an interdisciplinary field that prioritizes the assessment of reinforcer valuation, provides a powerful approach to examine the relative value of cannabis. Demand, an integral component of a behavioral economic approach to studying cannabis use, characterizes the value of a given reinforcer and facilitates identification of excessive substance valuation. Demand may be obtained via systematic assessment of hypothetical consumption across escalating price on the Marijuana Purchase Task. This talk will present the utility of demand as a potential marker of cannabis risk severity, including use frequency, use of high-potency cannabis formulations, and engagement in hazardous behaviors such as driving following use. This presentation will focus on demand assessment paired with ad libitum cannabis administration in the laboratory, including simulated purchasing behavior, subjective intoxication, and smoking topography (i.e., the way in which one smokes). The talk will conclude with discussion of clinical applications for demand assessment, how behavioral economic approaches can inform policy surrounding cannabis, and how we can tailor demand assessment in the wake of ever-evolving cannabis formulations, modes of administration, and legislation.
Instruction Level: Intermediate
Target Audience:

Attendees at the MA or Ph.D. level with interest in behavioral economics of substance use

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain behavioral economic theory and its applications as a marker of cannabis use severity; (2) justify how substance demand, or perceived reward value, is a critical individual difference variable with respect to cannabis use; (3) describe how behavioral economic demand indices can be used to assess the influence of cannabis value in the laboratory and in daily life, as well as related clinical and policy implications.
 
ELIZABETH ASTON (Brown University)
Dr. Elizabeth Aston completed her Ph.D. in Neuroscience at Wake Forest School of Medicine. She is currently an Assistant Professor in the Center for Alcohol and Addiction Studies at the Brown University School of Public Health. She studies the behavioral economics of cannabis use, as well as predictors of cannabis-related outcomes (e.g., frequency, cannabis use disorder, problems) among individuals who use cannabis. She recently completed a K01 career development award from the National Institute on Drug Abuse using qualitative and quantitative methods to modify and validate a behavioral economic measure of demand for cannabis. She is also interested in cannabis’ medical applications, and is currently using qualitative and quantitative methods to study potential medical benefits of cannabis in the treatment of pain and inflammation for individuals with rheumatic diseases (e.g., rheumatoid arthritis, psoriatic arthritis).
 
 
Invited Paper Session #77
CE Offered: BACB/PSY/QABA
Diversity submission Defining, Measuring, and Ensuring the Social Validity of Skills in Interprofessional Collaboration, Compassionate Care, and Cultural Humility in Behavior Analysts
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 204A/B
Area: TBA; Domain: Service Delivery
Chair: Peter F. Gerhardt (The EPIC School)
CE Instructor: Mary Jane Weiss, Ph.D.
Presenting Author: MARY JANE WEISS (Endicott College)
Abstract: In recent years, there has been some discussion of the need to increase the training of behavior analysts in soft skills. Examples of soft skills that have been discussed include active listening, engagement, empathetic statements, and the provision of support. Specifically, some sources of data indicate that behavior analysts may be less skilled in these areas than is ideal (e.g., Taylor et al., 2018; LeBlanc et al., 2019). Given the humanitarian foundations of the field, the focus on the improvement of the human condition, and the associations between consumer satisfaction and outcomes, it is important to maximize the extent to which behavior analysts master and demonstrate these skills. Challenges include operationally defining terms that may be mentalistic in nature, and measuring behaviors that are inherently somewhat subjective. Additional challenges include ensuring that there is a genuineness and authenticity to the demonstration of the skills, and that social validity measures support that they are received well by clients. In recent years, progress has been made in issuing calls to action in the realms of interprofessional collaboration (e.g., Brodhead, 2015), compassionate care (e.g., Taylor et al, 2018; LeBlanc et al, 2019) and cultural humility (e.g., Fong et al, 2016; Miller et al, 2019; Wright, 2019). Models from other fields have been reviewed, adaptations of existing tools and models have been suggested, and the BACB Code of Ethics has been expanded to include these obligations (BACB, 2020). Several recent empirical explorations of work in these areas will be shared, and directions for future research and training will be suggested. Reasons for enthusiasm and hope will be reviewed, as the field both returns to its roots and meets the challenges of the future in this endeavor to expand the skill sets of practicing behavior analysts.
Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate student.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list several component skills that have been suggested as lacking in the professional repertoires of behavior analysts; (2) describe how soft skill components might enhance outcomes of behavior analytic intervention and of collaboration with other professionals; (3) provide examples of how the component skills of compassionate care, interprofessional collaboration, and cultural humility might be defined for the contexts of collaboration and service provision; (4) review challenges in evaluating the mastery of these skills, including generalization to natural contexts, passing tests of authenticity, ensuing culturally responsive skill development, and obtaining social validity ratings from multiple stakeholders and experts; (5) identify future research questions and current strategies for student/staff training in these areas.
 
MARY JANE WEISS (Endicott College)
Mary Jane Weiss, Ph.D., BCBA-D, LABA, is a Professor at Endicott College, where she has been for 10 years, and where she serves as the Executive Director of ABA and Autism Programs, including overseeing the master’s programs in ABA and directing the Ph.D. Program in ABA. She also does research with the team at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, exploring ways to enhance the ethical conduct of practitioners, teaching social skills to learners with autism, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular reviewer for several professional journals, and is a frequent member of service committees for a variety of organizations.
 
 
B. F. Skinner Lecture Series Paper Session #78
CE Offered: PSY/BACB/QABA/NASP
Understanding Language Development: The Deeper Wisdom in B. F. Skinner’s Completely Incorrect Theory
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 256
Area: VBC; Domain: Theory
Chair: Rocio Rosales (University of Massachusetts Lowell)
CE Instructor: Catherine Snow, Ph.D.
Presenting Author: CATHERINE SNOW (Harvard University)
Abstract:

In 1959 Noam Chomsky published a famously scathing review of Skinner’s 1957 book, Verbal Behavior. For the next 30 or so years, invoking the role of the child’s language environment in explaining acquisition was viewed positively only in limited clinical and restricted educational contexts, while the majority of legitimate child language researchers focused on children’s acquisition of rules and abstract patterns remote from their actual verbal behavior. However, the role of the child’s language environment was never fully ignored as a research topic, and in the last 30 years has regained legitimacy as an explanation for individual and group differences in rate and course of acquisition. Although some might take this as an affirmation of the claims in Verbal Behavior, child language researchers would vehemently reject that interpretation, noting, for example, the central role that must be attributed to infants’ innate social-pragmatic categories and their general cognitive capacities, which far transcend the learning mechanisms Skinner posited. This talk will summarize the findings supporting a role for variation in the child’s language environment in explaining aspects of language development, and argue that the polarizing dispute between Skinner and Chomsky retarded progress toward understanding how children’s innate socio-pragmatic skills and linguistic input interact to support language development.

Instruction Level: Intermediate
Target Audience: Anyone interested in language development or the intellectual history of behavior analysis.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain to parents or supervisors the mechanism by which producing verbal behavior can contribute to learning language; (2) explain to parents or supervisors why success at inducing verbal behavior falls so far short of supporting language acquisition; (3) reconsider the wisdom of engaging in polarized debates about language development.
 
CATHERINE SNOW (Harvard University)
Catherine Snow is the Patricia Albjerg Graham Professor at the Harvard Graduate School of Education. She received her Ph.D. in 1971 from McGill University, having written a dissertation on Mothers’ Speech to Children in which she argued against Chomsky’s claim that the ‘primary linguistic data’ available to children was misleading, degraded, and ungrammatical. She subsequently worked for 8 years in the Linguistics Department of the University of Amsterdam, and has worked since 1980 at Harvard. Her current work focuses on the quality of early childhood programs, and on promoting discussion to support learning in elementary classrooms.
 
 
Invited Panel #105
CE Offered: BACB
Diversity submission Reflections on Our Journey Into DEI: A Conversation With the ABAI DEI Board
Saturday, May 28, 2022
3:00 PM–3:50 PM
Ballroom Level 3; Ballroom East/West
Area: DEI; Domain: Theory
Chair: Elizabeth Hughes Fong (Pepperdine University), Ramona Houmanfar (University of Nevada, Reno)
CE Instructor: Elizabeth Hughes Fong, Ph.D.
Panelists: R. WAYNE WAYNE FUQUA (Western Michigan University), JOVONNIE L. ESQUIERDO-LEAL (University of Nevada, Reno), JOMELLA WATSON-THOMPSON (University of Kansas)
Abstract:

This panel represents the third annual DEI Board discussion in a series designed to provide the ABAI membership with: 1) updates on Board activities, 2) opportunities for considering specific topics of relevance to advancing DEI efforts within ABAI and more broadly, and 3) a mechanism for input and ideas from the audience. This year’s panel will focus on the potential contributions of behavior analysis theory and scientific research to improving diversity, equity, and inclusion in ABAI and, more generally, in society. A brief review of the Board’s actions over the past year will be provided by the Co-Coordinators of the ABAI DEI Board, Elizabeth Fong, and Ramona Houmanfar. In addition, ABAI DEI Board members will share perspectives on how DEI issues have impacted our ABA community. Time for questions and comments from the audience will be included to allow for sharing relevant experiences and lessons learned.

Instruction Level: Basic
Target Audience:

intermediate - good grasp of ABA, some experience or interest in working on DEI issues, some experience or interest in working with diverse populations

Learning Objectives: 1. Name at least one step that behavior analysts are taking to address DEI in the field 2. Identify ways that they can engage in DEI practice 3. Identify ways that DEI issues have impacted our ABA community
R. WAYNE WAYNE FUQUA (Western Michigan University)
JOVONNIE L. ESQUIERDO-LEAL (University of Nevada, Reno)
JOMELLA WATSON-THOMPSON (University of Kansas)
 
 
Invited Paper Session #106
CE Offered: PSY/BACB
Using Technology to Extend the Collection and Use of Behavioral Data in Applied Settings
Saturday, May 28, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 154
Area: AAB; Domain: Service Delivery
Chair: Erica N. Feuerbacher (Virginia Tech)
CE Instructor: Kathryn L. Kalafut, Ph.D.
Presenting Author: KATHRYN L. KALAFUT (The Chicago School of Professional Psychology)
Abstract: Behavioral data is necessary in order to make informed decisions about the welfare of humans and animals, but its collection can be challenging--particularly so in animal care facilities. Traditional methods of collecting insightful behavioral data require time, resources, and experts who understand data analysis and visualization. Furthermore, in order for data to be used in-the-moment to make decisions about an animal’s care, it needs to be collected, analyzed, and visualized on a continuous basis. While this is nearly impossible to achieve with the methods frequently used in applied settings, it is not for those used in a basic laboratory. By finding inspiration from the standard operant chamber, and taking advantage of the availability of microcontrollers and sensors, automating data collection in applied settings is more feasible than ever. This presentation will discuss what it takes to provide continuous welfare for animals living under human care, and how we can achieve this with the use of current technologies. Projects involving domestic cats, Asian elephants, and penguins will be used to highlight the current usage as well as future applications.
Instruction Level: Intermediate
Target Audience: Anyone interested in 1) how technology can be used to enhance data collection and use; 2) those interested in animal work; 3) those interested in animal welfare.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the importance and value of using technology in ABA; (2) cite specific examples of how technology has enhanced the knowledge of animal behavior and captive animal environments; (3) find resources to develop and use technology in their own practice; (4) discuss the value and importance of cross-disciplinary collaboration in our field; (5) identify raspberry pi(e) as more than just a delicious dessert.
 
KATHRYN L. KALAFUT (The Chicago School of Professional Psychology)
Katie has published animal research in both applied and basic settings. Her background of basic and applied work carries equal weight in the research she conducts today. Her passion lies in building captive animal environments that enhance animal welfare, from building devices that continuously collect data to developing platforms that facilitate up-to-the-minute, data-based decisions regarding an animal's care. She does this work both as an Associate Professor at the Chicago School of Professional Psychology in Applied Behavior Analysis, as well as CEO of Tracks Technology, a consulting company working with animal facilities to collect, analyze, and interpret behavioral data to ensure the highest welfare for their animals.
 
 
Invited Paper Session #107
CE Offered: PSY/BACB/QABA/NASP
Verbal Behavior and the Emergence of Novel Responses in Children With Autism
Saturday, May 28, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 256
Area: AUT; Domain: Applied Research
Chair: Yanerys Leon (University of Miami)
CE Instructor: Andresa De Souza, Ph.D.
Presenting Author: ANDRESA DE SOUZA (University of Missouri St. Louis)
Abstract: Skinner (1957) developed a taxonomy of verbal behavior and referred to the different functional responses as verbal operants. Focused behavior interventions for children with autism and other developmental disabilities typically target each verbal operant individually and increase complexity as children expand their verbal repertoire (Sundberg & Partington, 1999). Considering the extent of a person’s verbal repertoire, it is unrealistic to believe that one can directly teach a child with communication and language delays all topographies of verbal behavior. Therefore, it is important not only to evaluate the effectiveness of verbal behavior interventions but also to identify strategies that can efficiently promote the acquisition of new responses. Research has shown that instructional conditions can be arranged to facilitate the emergence of novel, untrained verbal responses. This presentation will share some of the research about this topic and present strategies to promote the emergence of novel responses when programming verbal behavior instructions for children with autism.
Instruction Level: Intermediate
Target Audience: Behavior analysts, speech and language pathologists, psychologists, graduate students, autism service providers
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain the importance of programming for the emergence of verbal responses; (2) distinguish between directly taught and emergent responses; (3) describe at least one procedure to facilitate the emergence of verbal operants.
 
ANDRESA DE SOUZA (University of Missouri St. Louis)
Dr. Andresa De Souza is an Assistant Professor at the University of Missouri – St. Louis and currently serves as the Dissemination Coordinator for the Verbal Behavior – Special Interest Group (VB-SIG). She received a Master’s in Behavior Analysis and Therapy from Southern Illinois University in Carbondale under the supervision of Dr. Ruth Anne Rehfeldt and a Ph.D. in Applied Behavior Analysis from the University of Nebraska Medical Center under the supervision of Dr. Wayne Fisher. She completed her Post-Doctoral Fellowship at Marcus Autism Center and Emory University in Atlanta, GA. During her studies, Dr. De Souza gained valuable experience in early-intervention applications for children with autism, the assessment and treatment of severe problem behavior, and the autism diagnostic criteria. She has provided supervision for behavior analysts and worked as a consultant for international sites. Dr. De Souza published several peer-reviewed articles on applications of Skinner’s verbal behavior within the framework of an autism diagnosis, and currently serves on the editorial board of The Analysis of Verbal Behavior. Her research focuses on strategies for teaching verbal behavior, the arrangement of conditions that can facilitate the emergence of novel language and decrease restricted stimulus control, and caregiver training.
 
 
Panel #109
CE Offered: BACB — 
Ethics
Risky Business Reboot: Ethics, Interventions, and Consultation in the Area of Sexuality
Saturday, May 28, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 252B
Area: DDA; Domain: Service Delivery
CE Instructor: Frank R. Cicero, Ph.D.
Chair: Jessica Demarco (Georgia State University)
FRANK R. CICERO (Seton Hall University)
WORNER LELAND (Sex Ed Continuing Ed)
BARBARA GROSS (Missouri Behavior Consulting; Sex Ed Continuing Ed)
Abstract:

The field of behavior analysis acknowledges our responsibility to ethically provide services that support the autonomy of and maximize reinforcement for our clients, while also maximizing benefit to the community at large. Perhaps in no arena is this responsibility more pertinent than in that of sexual behavior. Cognizance around ethical issues as well as potential legal implications is of highest importance, especially in situations in which our clients have developmental disabilities. This panel will serve as a sounding board for common issues faced in the field as behavior analysts who address potential behavior change surrounding sexual behavior. Panelists will provide anecdotal information to inform best practices, surrounding the ethics of consultation and intervention, and the ethical considerations of each. Past Risky Business panels will serve as a brief touchpoint for this panel, as our panelists continue to bring us new and relevant information in the realm of sexual behavior.

Instruction Level: Basic
Target Audience:

BCBAs and BCaBAs

Learning Objectives: 1. Identify appropriate scope of competence for assessment and treatment of sexual behavior 2. Identify ethically appropriate goals for addressing sexual behavior 3. Identify the ways that relevant ethical code sections apply to sexual behavior
Keyword(s): developmental disabilities, ethics, sexual behavior
 
 
Symposium #110
CE Offered: PSY/BACB
Improving the Use of Applied Behavior Analytic Interventions to Improve Prosocial Functioning in a School District
Saturday, May 28, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 205B
Area: EDC/OBM; Domain: Service Delivery
Chair: Joyce West (Gardner Public Schools)
Discussant: Erik D Maki (May Institute )
CE Instructor: Erik Maki, Ph.D.
Abstract:

Applied behavior analysis principles have been used to improve numerous behavior problems in schools. However, most of these interventions have been focused on the individual student. This symposium will focus on applying applied behavior analysis at the district, school, and classroom levels to improve student functioning. The first session reviews the implementation of MTSS/PBIS at the district and school level, applied behavior analysis at the systems level with treatment integrity. As a result of this implementation, improvements were seen in prosocial outcomes, including increased attendance, improved mental health scores, increased and on-task behavior of students in the classroom, reduction in office discipline referrals. The second session focuses on implementing high leveraged applied behavior analysis classroom practices to improve academic engagement. Academic engagement is highly correlated to academic achievement. These practices include high rates of both praise to error correction teacher-students interactions, student opportunities to respond, and teacher active supervision practices and how this was scaled up across a district. Implementing an empirical classroom observation system in a small, diverse, high-needs city in Massachusetts will be reviewed. Improved student outcomes were also observed in increased academic engagement and reduced reactive discipline practices.

Instruction Level: Intermediate
Target Audience:

Intermediate, Competencies of using applied behavior analytical skills in schools.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Be able to describe leadership behaviors including collaborative, facilitative, adaptive and transformative that are critical to the implementation of applied behavior analytic interventions. 2) Be able to describe how to train multi staff members in leadership behaviors using Behavioral Skills Training (BST) 3) Be able to describe the high leveraged applied behavior analytical teacher skills to improve academic engagement.
 

Leveraging Building Leaders to Foster Adaptive Change to Implement District-Wide Applied Behavior Analytic Interventions

AMBER CASAVANT (Gardner Public Schools)
Abstract:

One of the critical drivers of school-based systems change initiatives, particularly in the successful adoption of MTSS, is the buy-in and support of the district and school leadership. For example, McCart et al. (2015), in their review of several fidelity instruments related to MTSS, PBIS, and RTI, found that the common elements of a school leadership role were (a) administrator support with a clear vision to drive implementation forward; (b) decisions about resource allocation including staff responsibilities and professional development; and (f) ongoing monitoring and overall MTSS effectiveness with data. This presentation highlights the effectiveness of applied behavior analytic interventions and training procedures including Behavior Skills Training (BST) & Pyramidal Approach, Multi-Tiered Systems of Support (MTSS), Data-Based Decision Making (DBDM), facilitative, adaptive, and transformative leadership skills and evidence-based classroom practices as outlined in the Classroom Observation System (Putnam & Handler 2020) to improve prosocial functioning across a school district. The data shows improvements in prosocial outcomes including increased attendance, improved mental health scores and on-task behavior of students in the classroom, reduction in office discipline referrals (ODR’s), and improved fidelity.

 
Implementing Applied Behavior Analytic Classroom Practices to Improve Academic Engagement
FINA ROBERTSON (Gardner Public Schools, Behavioral Concepts Inc. (BCI)), Amber Casavant (Gardner Public Schools), Robert F. Putnam (May Institute)
Abstract: This presentation will provide a review of the research on applied behavior analytical practices in classwide behavior support (Simonsen & Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include: 1) antecedent practices; 2) instructional management practices, 3) reinforcement practices and 4) consequence practices. The presentation will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect and direct instruction leading to how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Finally, a case study of the implementation of MTSS/PBIS in a small, diverse, high-needs city in Massachusetts utilizing the Classroom Observation System (Putnam & Handler, 2020) will be reviewed. In particular, how buy in was obtained, how staff were systematically trained and how these practices were utilized as a tiered system of response to improve implementation fidelity data across schools and teacher implementation of applied behavior analytic classroom practices will be shown. Improved student outcomes were also observed in reduced reactive discipline practices.
 
 
Symposium #111
CE Offered: BACB — 
Supervision
Measurement and Analysis of the Relation Between Supervision and Burnout Among Applied Behavior Analysis Professionals
Saturday, May 28, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 153C
Area: OBM; Domain: Applied Research
Chair: Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University)
CE Instructor: Isabella Massaro, M.A.
Abstract:

Research indicates that staff members working in the field of applied behavior analysis (ABA) report high levels of burnout associated with variables that include the support they receive from supervisors (Gibson et al., 2009; Plantiveau et al., 2018). However, limitations related to the measurement of burnout and supervisory skills constrain further investigation of this relationship. This symposium will present three related studies that seek to define and measure burnout, quality of supervisory skills, and the relation between the two. We will first explore the psychometric properties of the Stress Diagnostic Checklist (SDC), a measure developed to assess stressors faced by behavior therapists providing intervention to youth with autism spectrum disorders and related populations. We will then consider the measurement of effective supervisory behavior using the Operant Supervisory Taxonomy and Index (OSTI). Finally, we will examine rates of burnout among ABA professionals and the extent to which compassionate supervisory skills influence burnout.

Instruction Level: Intermediate
Keyword(s): Burnout, Measurement, Supervision
Target Audience:

The symposium is geared toward supervisors in the field of applied behavior analysis. As such, the attendee should possess basic competence in management and supervision of others, including the use of behavioral skills training (BST).

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe burnout using observable environmental variables; (2) identify effective qualities of supervisors according to the Operant Supervisory Taxonomy and Index; (3) list compassionate behaviors that can be utilized in supervisory contexts.
 

Toward Better Understanding of Burnout in Behavior Therapists: A Pilot of the Stress Diagnostic Checklist

SUMMER BOTTINI (May Institute), Joanna Lomas Mevers (Marcus Autism Center), Mindy Christine Scheithauer (Marcus Autism Center), Lawrence Scahill (Emory University)
Abstract:

Behavior therapists are at high risk for experiencing burnout. Burnout is a pressing concern given its negative consequences on the therapist, recipients of behavioral intervention, and the service delivery system at large. To date, burnout is predominantly measured as a mentalistic construct through self-reported surveys of current stress level. Alternatively, a functional-approach whereby burnout is measured via identifiable environmental variables associated with work may yield important information for intervening. We propose the Stress Diagnostic Checklist (SDC), a novel measure that assesses stressors facing behavior therapists providing intervention to autistic youth and related populations. This symposium will present initial psychometric properties of the SDC and commonly reported stressors. A total of 44 behavior therapists took an online survey including the SDC, traditional measures of burnout level, and measures of psychological flexibility and organizational commitment. Findings suggest the SDC has appropriate internal consistency across hypothesized environmental stressors and adequate test-retest reliability across two months. Comparison with other measures also suggest the SDC has promising convergent and discriminant validity. Taken together, the SDC may be a viable tool for identifying stressors in behavior therapists and potential targets for burnout prevention within behavioral service delivery settings.

 
A Proposed Framework to Identify and Measure Supervisor Behavior
ALYSSA R MCELROY (Western Michigan University), Jessica E. Van Stratton (Western Michigan University)
Abstract: With the recent increase in demand for behavior analysts (BACB, 2021), the field has begun to discuss how to define, measure, and improve supervisor behavior. The special section on supervision in Behavior Analysis in Practice (2016), authors postulated a myriad of important supervisory behaviors; however, to date, no distinct measurement system has been adopted fieldwide. Komaki and colleagues (1986) described and validated the Operant Supervisory Taxonomy and Index (OSTI) with a primary purpose to identify and classify behavior of effective supervisors. Komaki’s OSTI may provide a parsimonious framework to describe and analyze supervisor behavior and guide future research to further identify and validate best practices for behavior analytic supervision. Thus, the purpose of this study was to conduct a descriptive analysis of two supervisors’ behaviors during meetings with trainees using the OSTI. Specifically, videos of supervision meetings were analyzed, and supervisors’ behaviors were coded using a partial interval scoring method to determine how much time each supervisor engaged in specific categories of behavior. Results of this analysis and future directions of behavior analytic supervision, research, and practice, including the utility of this framework, will be discussed.
 
Compassionate Supervisory Practices as Predictors of Burnout in Applied Behavior Analysis Providers
AMANDA AUSTIN (Rutgers, The State University of New Jersey), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: Recent position papers have called for a focus on compassion in the training and practice of board certified behavior analysts (BCBAs; LeBlanc et al., 2019; Taylor et al., 2018). Much of this preliminary effort emphasizes the importance of compassion in behavior analysts’ work with families of individuals with autism and other developmental disabilities, highlighting research from other fields that demonstrates a relation between practitioner empathy and patient outcome. However, some research in burnout among applied behavior analysis (ABA) professionals indicates that supervisory relationships play important roles in the well-being of ABA professionals (Gibson et al., 2009). This presentation will report on findings from a survey of approximately 200 ABA providers that measures burnout and BCBA engagement in 29 supervisory practices. Descriptive analyses will highlight staff perceptions of BCBAs’ engagement in each practice. Multiple regression analyses will be conducted to determine the extent to which the use of compassion in supervision predicts staff burnout. Preliminary descriptive findings reveal several supervisory practices that BCBAs are not currently practicing regularly, notably the provision of feedback and use of praise. Implications for the training of BCBAs in supervision and for behavior analytic organizations will be discussed.
 
 
Invited Tutorial #113
CE Offered: PSY/BACB
SQAB Tutorial: What Is MPR and How Has It Evolved?
Saturday, May 28, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 151A/B
Area: SCI; Domain: Theory
PSY/BACB CE Offered. CE Instructor: Peter R. Killeen, Ph.D.
Chair: M. Christopher Newland (Auburn University)
Presenting Authors: : PETER R. KILLEEN (Arizona State University)
Abstract:

Galileo’s “book of nature is written in the language of mathematics.” What are the mathematical sentences for reinforcement schedules? Good theories are based on principles, or axioms, so you know what they assume. Those in the Mathematical Principles of Reinforcement (MPR) are: Reinforcers: 1) excite, and 2) direct, responding, which 3) takes time. Baum’s and Catania’s theories have similar principles. I describe the data that motivate each principle, and the mathematics that animate those principles and their interactions. Each of the principle-models were specific enough to be tested, and to evolve into more precise, or more general ones. The first, for example, is A = ar, where A is activation, a motivation, and r rate of reinforcement. I describe two of the basic schedules to give a sense of the machinery; and then note its extension to adjunctive behaviors, contrast, progressive ratio schedules, and behavioral momentum theory. I show data that required refinement of the models. Finally I shall relate MPR to a recent general theory of time perception, and bridge that to Shahan and Gallistel’s information theoretic approach to reinforcement, sketching the blueprint of a grand theory of perception and action

Instruction Level: Intermediate
Target Audience:

All conference attendees curious about a principled approach to theory construction in the realm of reinforcement schedules.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain why a principled approach to theory construction is valuable; (2) describe the three principles in MPR, and note the similarities to either Baum’s or Catania’s models; (3) describe how the presenter distilled one of the principles into a model; or how he applied that model to a reinforcement schedule; or how you would go about that yourself; (4) explain how the “coupling coefficient” (viz. strength of contingency) may be related to the new “Trace Theory of Time Perception;” (5) describe similarities and differences from other theoretical approaches (e.g., Baum, Catania, Hull).
 
PETER R. KILLEEN (Arizona State University)
Peter received his doctorate in 1969 under the perplexed gazes of Howie Rachlin, Dick Herrnstein, and Fred Skinner. His only position was at Arizona State University (arriving as the department Previously-Known-As Fort Skinner in the Desert fell to the nativists). He has studied choice behavior, schedule-induced responses like polydipsia, reinforcement schedules, interval timing, and delay discounting. His reinforcers include the Poetry in Science Award; the APA Div. 25 Med Outstanding Researcher Award; the Hilgard Award for the Best Theoretical Paper on Hypnosis (!); the F. J. McGuigan Lecture on Understanding the Human Mind (!!); Presidents of the Society of Experimental Psychologists, the Society for the Quantitative Analysis of Behavior, and the 3rd International Seminar on Behavior (SINCA). A year at the Institute for Advanced Studies in Oslo birthed a behavioral energetics theory of ADHD, which received The Faculty of 1000’s “Must Read”. His statistic prep was an Emerging Research Front Feature on Thomson Reuters Sciencewatch. He has written oodles of screeds on choice and on timing; his first, now receiving social security, showed that pigeons were indifferent between free food and schedules where they had to work for it; his latest is a deep dive into the perception of sequential stimuli in the context of timing. He has also urged our field to turn some of their efforts to understanding the role of emotions in behavior, and to bridging to the field at large through study embodied cognition. In his golden years, family and friends; the health of behavior analysis; admiring nature; and thinking deep thoughts, are foremost in his life.
 
 
Symposium #115
CE Offered: BACB
Skill-Based Approaches Toward Teaching Children to Tolerate Delays to Reinforcement
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 254B
Area: AUT/DDA; Domain: Applied Research
Chair: Javid Rahaman (University of Nebraska Medical Center; Munroe-Meyer Institute)
Discussant: Michelle A. Frank-Crawford (Kennedy Krieger Institute)
CE Instructor: Javid Rahaman, M.A.
Abstract: Teaching children skills known to be effective under a variety of situations may be a proactive approach to mitigate (Hagopian et al. 2011; Tiger et al., 2008) or prevent (Luczynski & Hanley, 2013) problem behavior. However, the complexities of the natural environment can require learning a combination of skills. For example, situations may arise where a child must communicate to access reinforcement. Other situations may require the child to wait patiently or do something else for a period of time before accessing reinforcement. This symposium comprises four studies that sought to evaluate the efficacy of teaching specific skills to assist children with tolerating delays to reinforcement. The overall goal of these studies is to provide evidence for using skill-based approaches with children and their parents to reduce problem behavior and teach tolerance skills. This was done by teaching children some combination of communication, compliance (cooperation), engagement with other activities, or waiting patiently.
Instruction Level: Intermediate
Keyword(s): Delay Tolerance, Functional Communication, Parent Training, Skill-Based Approach
Target Audience: The target audience for this session includes students of behavior analysis, practicing behavior analysts who oversee behavior change programs that treat problem behavior, and behavioral scientists who would like to learn more about skill-based approaches that address delay tolerance.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify skill-based approaches to teaching tolerance skills and treatment problem behavior; (2) Discuss the potential generality of these treatment approaches; (3) Identify socially valid methods to include parents in treatment approaches.
 

Feasibility and Acceptability of a Function-Based Compressed Parent Training Program to Treat Child Behavior Problems

MATTHEW L. EDELSTEIN (Kennedy Krieger Institute), Jessica L Becraft (Kennedy Krieger Institute and Johns Hopkins University School of Medicine), Alicia Sullivan (VelaMar Behavioral Health)
Abstract:

Early childhood externalizing behavior problems are both highly prevalent and predictive of significant conduct problems later in life. One frequently used intervention to address these types of problems is Behavioral Parent Training (BPT), wherein caregivers are trained as the primary change agents for their children. While effective, BPT programs face criticism due to high attrition and their reliance on parent report measures as their primary dependent variables. The current study examined the feasibility, acceptability, and outcome of an intensive behavior treatment program (120 minute sessions for 5 days/week over the course of 2 weeks) designed to teach caregivers to increase children’s frustration tolerance via a wait training procedure. Using a changing criterion single case experimental design, 12 children (M child age = 4.9 years) and their primary caregivers completed the two week function-based intervention procedure based on the principles of applied behavior analysis. Using both direct observation and standardized measures, results indicated that the treatment was effective in reducing childhood behavior problems, both within and between appointments (ds = 3.2 and 1.37, respectively). Overall, preliminary evidence suggests that a condensed treatment package designed to train caregivers in function-based intervention strategies is feasible, acceptable, and effective.

 

Delivering Preschool Life Skills via Telehealth With Parents of Preschool Children

CIARA GUNNING (National University of Ireland Galway), Jennifer Holloway (National University of Ireland, Galway), Helena Lee (National University of Ireland Galway), Jolyene Xuan Ai Leow (National University of Ireland Galway)
Abstract:

Incorporating parent training and telehealth technologies with evidence-based intervention can increase accessibility, generate more learning opportunities, and support positive outcomes. Recently, disruption of services due to the COVID-19 pandemic has highlighted the importance of evaluating intervention delivery via online formats. Two research projects evaluated the delivery of a parent-mediated implementation of the Preschool Life Skills program (PLS; Hanley et al., 2007) via telehealth. The PLS program is a preventive program aimed at teaching important skills to ameliorate risk factors for problem behaviour at preschool stage and set children up for success within this context. Four parents completed the parent PLS program with their neurotypical children (5 males, aged 3-5 years) and four parents completed the program with their children with diagnoses of autism spectrum disorder (ASD, 4 males, aged 3-5 years). Parents were taught to deliver the PLS program at home via behavioural skills training within weekly video conferencing sessions. Results indicated increases in children’s preschool life skills and parental use of teaching strategies, decreases in children’s behavioural difficulties, and positive social validity outcomes. The findings of this research are important in informing future research and development of parent training via telehealth and adaptation of interventions across contexts and populations.

 

An Extension of "Balance": A Parent-Implemented Problem Behavior Prevention Program Implemented via Telehealth

KARA LACROIX (Western New England University; TACT, LLC; FTF Behavioral Consulting), Gregory P. Hanley (Western New England University; FTF Behavioral Consulting), Alexandra Beckwith (FTF Behavioral Consulting), Shana Rodriguez (FTF Behavioral Consulting), Kelsey Ruppel (FTF Behavioral Consulting)
Abstract:

The American Academy of Pediatrics (2014) recommends individuals with a diagnosis of autism spectrum disorder (ASD) receive applied behavior analysis (ABA) services as soon as they are diagnosed. Ruppel et al. (2021) demonstrated that a parent-implemented problem behavior prevention program, Balance, was effective in reducing problem behavior and increasing social, communication, and cooperation skills in all four participants under the age of six. Access to effective intervention, like Balance, is critical, but waitlists for early intervention services can be long or the individual may reside in an area where ABA services are not readily available (Antezana et al., 2017). In these instances, the use of telehealth may be useful for supporting caregivers as they implement behavior-change programs. This study evaluated the effects of Balance implemented via telehealth using a multiple baseline design nested within a randomized control trial with children aged three and six years. Preliminary results indicate that emerging problem behavior remained high and skills were not acquired for the children randomly assigned to the control group (i.e., delayed intervention). By contrast, children in the test group who received immediate intervention engaged in zero to low levels of problem behavior and social and communication skills were high. Strategies for supporting caregivers attempting to prevent the development of problem behavior via telehealth will be discussed.

 

Teaching Protective Skills Toward Addressing Risk Factors Associated with Emerging Problem Behavior

JAVID RAHAMAN (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract:

Teaching individuals to tolerate times when preferred toys, materials, and social interactions are delayed or unavailable is essential in preparing them to manage everyday challenging situations. Ruppel et al. (2021) demonstrated the efficacy of an approach to teach children who exhibited deficits in communication and tolerance of delays and denials to reinforcement. Their approach could protect individuals from emerging problem behavior toward the same goals as other prevention programs (e.g., Preschool Life Skills, Hanley et al., 2007). However, a potential limitation of Ruppel et al.’s approach is the omission of diverse situations (risk factors) shown to influence problem behavior based on the assessment and treatment literature (Hanley et al., 2014; Slaton & Hanley, 2018). The primary aim of this study was to systematically extend Ruppel et al. by including primary challenging situations and risk factor (generalization) tests that expand the application of protective skills. Four children were taught protective skills using a multiple probe design across primary challenging situations. Risk factor tests were evaluated following the acquisition of all protective skills. Results indicated that acquiring the target skills protected children from a variety of challenging situations and risk factors. Moreover, children were protected from situations mediated by caregivers.

 
 
Symposium #116
CE Offered: BACB
Innovations to Increase Efficiency of Skill Acquisition Programming
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 254A
Area: AUT; Domain: Applied Research
Chair: Maria Clara Cordeiro (Marquette University)
Discussant: Tom Cariveau (University of North Carolina Wilmington)
CE Instructor: Maria Clara Cordeiro, M.A.
Abstract: The current symposium includes four investigations in which a range of skills were taught to learners with developmental delays that demonstrate technological advances in skill acquisition programming. The first presenter will show findings for participants who learned novel noun-verb combinations via graphical interchange format (GIF) images in a matrix training arrangement. The second presenter will present data demonstrating sight words taught in groups with less similarities (i.e., higher disparity) were acquired more efficiently, suggesting that discrimination with similar stimuli (i.e., low disparity) may be more challenging to acquire. The third presenter will present data for participants who acquired responses for both tact and auditory visual discriminations (AVCD) more efficiently when a mastery criterion was applied to individual targets rather than stimuli organized into sets. The final presenter will show participants acquired responses more efficiently under a constant mastery criterion and that responses under a descending mastery criterion maintained with higher accuracy. These findings demonstrate innovative refinements to skill acquisition programming to teach a variety of skills.
Instruction Level: Intermediate
Keyword(s): efficiency, mastery criterion, matrix training, skill acquisition
Target Audience: Professionals and researchers in behavior analysis. Prerequisite skills include familiarity with skill acquisition programming for individuals with developmental delays and knowledge of behavioral principles.
Learning Objectives: At the conclusion of the presentation, participants will be able to (1) describe how to use GIF’s to teach verb-noun combinations via matrix training; (2) describe at least one arrangement to promote more efficient teaching using behavior analytic instruction; (3) describe ways to arrange mastery criteria in skill acquisition programs.
 

Using Matrix Training With GIFs to Teach Noun-Verb Tacts to Children With Autism Spectrum Disorder

MARCUS DANIEL STRUM (University of North Texas), Haven Sierra Niland (University of North Texas), Samantha Bergmann (University of North Texas), Karen A. Toussaint (University of North Texas), Marla Baltazar (University of North Texas), Ella Alvarez (University of North Texas), Araceli Luna (University of North Texas), Rachel Lai (University of North Texas)
Abstract:

Children with autism spectrum disorder (ASD) may require behavior-analytic instruction to acquire noun-verb tacts, and intervention may be efficient if the speaker can tact novel noun-verb combinations, which may be facilitated through matrix training. Matrix training involves teaching some combinations and assessing generalization. We arranged nouns and verbs in three matrices and included graphical interchange format (GIF) images. A GIF may be well-suited to teaching noun-verb tact combinations because the nonverbal stimulus is a dynamic image of a person or thing (i.e., a noun) engaging in a particular action (i.e., a verb). We used a multiple probe design across matrices and a constant prompt delay to teach noun-verb tacts to two children diagnosed with ASD during their center-based intervention services. Both participants could tact the nouns and verbs individually prior to the study and correct noun-verb tacts increased following training. Correct tacts of novel combinations increased in generalization probes. Following training with two matrices, one participant emitted correct noun-verb tacts without direct training. The results suggested that noun-verb tacts can be acquired with a matrix-training arrangement that included GIFs.

 

Efficiency of Teaching Sight Words in Similar Versus Dissimilar Sets

JENSEN CHOTTO (Louisiana State University), Erica Lozy (Louisiana State University), Rachel Marin (Louisiana State University), Jeanne M. Donaldson (Louisiana State University)
Abstract:

We compared the effects of creating sets of sight words with the same starting letter (3 words per set, 3 total sets) versus distributing words with the same starting letter across sets when assessing acquisition of the combined set (9 words) in five 4-to-6-year-old children using a combined adapted alternating treatments design and pre-posttest design. All participants mastered the 3-word sets in both teaching conditions but did not master the control sets. With the exception of one 9-word set for 1 participant, all participants required teaching of the 9-word sets as a set (interspersed teaching). The total number of sessions to mastery of the 9-word sets varied across participants: two participants required substantially more sessions in the similar condition, two participants required approximately the same number of sessions in both conditions, and one participant required more sessions in the dissimilar condition. For the two participants who required substantially more teaching sessions in the similar conditions, they not only responded incorrectly more often during teaching but also made errors that suggest behavior was controlled by the first letter of the word rather the whole word. These findings are consistent with stimulus disparity research demonstrating that discrimination training is generally less efficient when comparison stimuli are similar.

 
Comparison of Mastery Criterion Applied to Individual Targets and Stimulus Sets on Acquisition of Tacts and Listener Responses
MARIA CLARA CORDEIRO (Marquette University), Tiffany Kodak (Marquette University), Andrea Jainga (Marquette University), Jessi Reidy (Marquette University), Abigail Stoppleworth (Marquette University), Karly Zelinski (Marquette University)
Abstract: Mastery criterion can be applied to individual targets or stimuli organized in sets. Wong et al. (2021) found that participants with autism spectrum disorder (ASD) learned to read sight words more rapidly when an individual target mastery criterion was applied. A follow-up study by Wong and Fienup (in press), replicated these findings with a more stringent mastery criterion. The current study sought to replicate and extend these findings across novel skills. In the first experiment, five children diagnosed with ASD participated in tact training. In Experiment 2, two participants with ASD were exposed to AVCD training. In both experiments, a mastery criterion applied to individual targets resulted in more rapid acquisition of both tact and AVCD targets. However, some false positives for mastery were observed in the individual target criterion condition during AVCD training. The current findings suggest a mastery criterion applied to individual targets produces more efficient tact and AVCD training, but false positives for mastery should be considered when selecting a criterion for service delivery. Maintenance was undifferentiated across conditions and experiments, replicating findings from Wong and Fienup.
 
The Effects of Constant and Changing Criterion-Level Frequencies on Skill Acquisition Outcomes
ANNA BUDD (The Graduate Center, CUNY), Daniel Mark Fienup (Teachers College, Columbia University), Sarah M. Richling (Auburn University)
Abstract: Higher levels of performance during skill acquisition predict higher levels of response maintenance, but less is known about how many observations of high levels of performance are needed to produce this effect of criterion levels. Across two experiments, we analyzed multiple criterion-level frequency values, or the number of observations of criterion-level performance during teaching. In Experiment 1, we taught children with disabilities target skills to 90% accuracy using constant criterion-level frequencies: one day versus three consecutive days. Across three participants and five comparisons, participants required fewer sessions to meet the terminal acquisition performance criterion when the frequency value was set to one and response maintenance outcomes were comparable between conditions. However, we observed a large drop in accuracy in the 1-Day condition when fading prompts. This was addressed in Experiment 2. In Experiment 2, we compared the constant criterion of one session to a descending criterion that required three consecutive days in the initial teaching phase followed by one day in subsequent phases. Additionally, Experiment 2 investigated if the constant (1-Day) and descending criterion had a varied effect on generalization, accuracy in responding when the prompt was faded. We were able to determine that the descending criterion condition mitigated the drop in accuracy when the prompt was faded. We replicated the 1-Day condition efficiency and effectiveness outcomes in Experiment 2. We did not find the 1-Day nor the Descending criterion to be effective in producing generalization.
 
 
Symposium #117
CE Offered: BACB
Strategies for Teaching Play Skills and Appropriate Social Behaviors to Young Children With Autism Spectrum Disorder
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 257B
Area: AUT/DEV; Domain: Applied Research
Chair: Jessica Anna Osos (Utah State University)
Discussant: Sharon A. Reeve (Caldwell University)
CE Instructor: Sharon A. Reeve, M.A.
Abstract:

Children with autism spectrum disorders often have marked deficits in social communication and social interaction skills. Additionally, some children with autism do not naturally develop play skills. This symposium includes three applied research presentations related to teaching play skills and appropriate social behaviors to children with autism and one literature review presentation of behavior analytic procedures for teaching play to children with autism. One applied research presentation examined the effects of a caregiver-implemented digital activity schedule with virtual coaching on independent play behaviors of children with autism. The second applied research presentation evaluated a treatment package including multiple exemplar training to teach pretend play skills to toddlers with autism. The third applied research presentation examined the establishing honesty and teaching alternative behaviors on transgressions and lying for two young children with and without autism.

Instruction Level: Basic
Keyword(s): activity schedules, multiple exemplar, play skills, social skills
Target Audience:

Researchers and practicioners

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Summarize the main findings from a literature review of the behavior analytic procedures for teaching play to this population will be reviewed and discussed, (2) Name and define activity schedules, (3) Name and define multiple exemplar training as a strategy to teach pretend play skills, (4) Name and define at least two strategies for teaching play skills, and (4) Name and define transgressions and lying.
 

Caregiver-Implemented Digital Activity Schedule With Virtual Coaching

JULIANA AGUILAR (Utah State University), Sara Peck (USU), Stephanie Mattson (Utah State University), Kassidy Reinert (Utah State University), Thomas S. Higbee (Utah State University)
Abstract:

During the COVID-19 pandemic, many insurance companies approved the funding of telehealth-based behavior analytic services for both training and direct-care purposes. Activity Schedules are a simple and effective intervention that can be used in the home environment to improve independence for children with ASD. Recent efforts have shifted the format of activity schedules from paper-based schedules to digital platforms that make the schedules more portable and provide easier access for both the caregiver and the Board Certified Behavior Analyst (BCBA). Google is a readily available web-based platform that has been used to design and deliver behavior analytic instruction during the COVID-19 pandemic. A non-concurrent multiple baseline across participants design was used to evaluate the effectiveness of a caregiverimplemented digital activity schedule intervention on the independent play behaviors of children with ASD. The activity schedule was created and shared on the Google Slides platform and caregivers received telehealth-based coaching from practitioners to implement the intervention. Preliminary results demonstrated the effectiveness of the digital platform and coaching intervention were effective in increasing independent schedule following. We hope that the results of this study provide BCBAs with additional guidance on effective interventions and procedures for remote service delivery.

 
Teaching Pretend Play
LAURA WILHELM (The New England Center for Children: Western New England University), William H. Ahearn (The New England Center for Children: Western New England University)
Abstract: Pretend play is a social skill that emerges early in typically developing children and has been shown to be an important contributor to the development of a child’s social and language skills (MacDonald et al., 2005, 2009). Unlike typically developing children, children with autism often exhibit persistent deficits in social communication and social interaction across multiple contexts, in addition to engaging in restricted, repetitive patterns of behavior, interests, or activities. This study evaluated in-vivo modeling, least-to-most prompting, and multiple exemplar training on the quality of pretend play skills with three toddlers diagnosed with an autism spectrum disorder. The toddler participants observed their teachers model a play scenario, then had an opportunity to complete the scenario independently, and the teachers used least-to-most prompting. Each participant was taught nine play scenarios, three scenarios per play theme (e.g., firefighter, chef, and doctor play themes). Test probes were systematically conducted throughout to determine whether generalization within and across play sets had occurred. Interobserver agreement (IOA) was scored for a minimum of 33% of sessions with 90% or higher agreement. Preliminary results of this study indicate an increase in scripted and pretend play following training.
 
Teaching Play Skills: Review of the Literature
ELIZABETH MESHES (The Chicago School of Professional Psychology at Los Angeles), Adel C. Najdowski (Pepperdine University), Angela M. Persicke (Pepperdine University), Emma Isabel Moon (Endicott College)
Abstract: Play engagement is highly correlated with educational, physical, and socio-emotional success. Some autistic children do not naturally engage in play, and this may serve as a barrier in advancement in other areas as well as be socially stigmatizing. Behavior analysis has been effective in teaching various forms of play using a range of interventions. An overview of the behavior analytic procedures for teaching play to this population will be reviewed and discussed.
 

Establishing Honesty and Minimizing Transgressions With Young Children

ROBERT K. LEHARDY (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), Maya Fallon (University of Nebraska Medical Center's Munroe-Meyer Institute), Javid Rahaman (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract:

From ages 2-4, children learn to transgress by touching or taking items without permission and how to tell simple lies to avoid discipline (Wilson et al., 2003). Through age 7, children learn to lie more convincingly (Lee, 2013) and by age 11 learn to maintain their lies despite adult’s attempts to uncover them (Talwar et al., 2007). If one’s transgressions and lies are not addressed, existing peer or familial relationships may be damaged and forming future relationships may be disrupted. We evaluated a treatment package composed of rules (Blakely and Schlinger, 1987) and reinforcement for do-say correspondence (Sauter et al., 2020) to increase honest reports for one 6-year-old child without and one 7-year-old child with autism, both of whom were reported to transgress and lie. After establishing honesty, we then taught children self-control behaviors they could do instead of transgressing. Functional control over increased honesty was demonstrated using a nonconcurrent multiple-baseline design across children and control over reducing transgressions was demonstrated using a reversal design. The results support practitioners using the intervention to first teach children how to be honest and then teach children alternative behaviors they may do instead of transgressing.

 
 
Symposium #118
CE Offered: BACB
Shifting Organizational Intervention Philosophy: Integrating Skills Based Training Into Organizational Practices
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 258A
Area: AUT/DDA; Domain: Service Delivery
Chair: Sara White (Sendan Center)
Discussant: Sara White (Sendan Center)
CE Instructor: Sara White, Ph.D.
Abstract: In October 2019 several of the Behavior Analysts from Sendan Center attended a training on Skills Based Treatment. Following that presentation and through significant management team discussion, the decision was made to begin company wide implementation of this methodology starting with a small number of clients under the supervision of each Behavior Analyst. Over the course of the year Sendan has shifted to using Skills Based Treatment as our primary means of intervention for all clients with severe behavior issues, including several within local school districts. This symposium will cover several case studies, including that of the first client within our organization to shift to Skills Based Treatment and one for whom we have implemented a blended program with some more structured programming integrated with specific Skills Based Treatment work periods. Presentations will also include an analysis of company wide data on the reduction of holds, restraints and isolation and perspectives from school district partners on the value of implementation of Skills Based Treatment in the school setting.
Instruction Level: Advanced
Keyword(s): ethical treatment, organizational change, SBT
Target Audience: Intermediate - familiarity with basic principles and the process of implementation of Skills Based Treatment
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe advantages of implementation of Skills Based Treatment 2. Describe institutional benefits in organizational implementation of Skills Based Treatment 3. Describe potential barriers to organizational implementation of Skills Based Treatment
 

Client Zero: The Success Story That Sparked an Organizational Shift

HILLARY LANEY (Centria)
Abstract:

Shifting organizational practice to be more comprehensive, compassionate, and effective is a necessary undertaking that requires grit, determination, passion, and convincing data. The literature supporting the use of Practical Functional Analysis and Skills-Based Treatment (PFA/SBT) to treat severe problem behavior shows it can be effective and generalizable. Client Zero was the first client within our region and agency to access the efficacy of PFA/SBT. His outcomes sparked the initiatives which fundamentally shifted our organization and therefore our region. Client Zero began his treatment in October 2019 in his school placement and November 2019 in his home environment. The utilization of the SBT process opened pathways previously thought to be inaccessible to this client due to the severity and complexity of his behavioral profile. We will demonstrate the overall outcomes from his treatment plus maintenance and generalization data spanning 18 months across multiple contexts and people who support him. The demonstrated outcomes influenced agency-wide implementation as well as the consultation models utilized to support local school districts. This model of behavioral intervention has increased successful outcomes across a vast array of contexts and implementers in our region. Client Zero paved the way for this shift to occur regionally.

 
How Teaching from Joy is Igniting Revolutionary Outcomes: Changing Student Trajectories in Public Schools
BETH NELSON (Bellingham School District)
Abstract: Inspired by one teacher who said “I need your help. We need to do something different.” The search for “something different” led us to Practical Functional Assessment (PFA) and Skills-Based Treatment (SBT). Inspired by one, we are now on a path to shift the long-term outcomes for an increasing number of students with severe problem behavior. The shift to implementation of SBT is resulting in socially valid, measurable gains for an increasing number of students. Functional outcomes include decreases in contextually inappropriate behaviors and, as a result, decreases in the use of restraint and isolation to maintain safety as well as decreases in staff injuries and the need to teach in isolated settings for staff and student safety. Multiple case studies document increased engagement in instructional activities, increased participation in group settings, increased attendance, and increased time in general education. The session will include a review of the barriers to implementation and the activities and structures that resulted in successful implementation over a 2-year period. Case studies include several different applications of school-based implementation with successful outcomes, including partial and full-day implementation spanning grade levels and examples of differentiation based on environmental context and student performance.
 

Reduction of The Use of Holds, Restraints and Isolations Through Implementation of Skills Based Treatment

SARA WHITE (Sendan Center), Aneesa Shaikh (Sendan Center)
Abstract:

Maintaining client and staff safety when working with clients who exhibit severe problem behavior has remained a paramount concern in the field of Applied Behavior Analysis. Literature has identified that the Practical Functional Assessment and Skills Based Treatment (PFA/SBT) approaches are effective in significantly reducing rates of problem behavior. This presentation sought to evaluate the relative frequency of aggression toward staff, restraint, and isolation before and after implementing Skills Based Treatment on an organizational level where clinically indicated. A review of company-wide Critical Incident Report data was conducted to determine the frequency of these incidents during the year prior to the organizational shift to SBT, as well as in the year following the shift to SBT. The presenters hypothesized that there would be a considerable decrease in the frequency of aggression, restraint, and isolation following the implementation of SBT with clients exhibiting severe problem behaviors. Preliminary data analysis supported this hypothesis.

 

What if Skills Based Treatment Isn't Exactly Working: Evolution of a Hybrid Applied Behavior Analysis Programming for a Client That Includes a Structured Schedule and Skills-Based Treatment

HAILEY BABIN (Sendan Center)
Abstract:

This case study will examine a client who's services began approximately one year into the organization implementation of Skills Based Treatment. Given the severity of his behavioral profile and his lack compliance with virtually all adult directions his program initially consisted of full sessions of Skills Based Treatment. However, the client continued to have frequent episodes of extended non-compliance and tantrums. During a session in which the client was completing an assessment it was observed that his behavior appeared be decreased when he had increased periods of structure. As such, it was hypothesized that increasing periods of structure would contribute to the client's ability to remain happy, relaxed and engaged. A shift was then made in his programming to intersperse structured activities with periods of Skills Based Treatment trials. In doing so, not only did progress improve for the Skills Based Treatment branches that were implemented, but there was also a significant decrease in problematic behaviors.

 
 
Symposium #119
CE Offered: BACB
Recent Advancements in Assessment, Treatment, and Outcomes for Challenging Behavior
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 258C
Area: AUT/DDA; Domain: Applied Research
Chair: Fabiola Vargas Londono (Marcus Autism Center)
Discussant: Nathan Call (Marcus Autism Center)
CE Instructor: Fabiola Vargas Londono, Ph.D.
Abstract: Challenging behaviors (CB) in individuals with autism and intellectual disabilities can have serious deleterious consequences on the individual’s health, social interaction, and quality of life (e.g., Emerson & Einfeld, 2011). Therefore, research must continue to evaluate the efficacy and reliability of applied behavior analysis (ABA) interventions on reducing levels of CB in this population. This symposium consists of four presentations, followed by comments from Dr. Nathan Call. The first two talks examine the effectiveness and consistency of Functional Analysis. Holehan and colleagues examine isolated versus synthesized contingencies in functional analyses of precursor and target CB. Deshais and colleagues evaluate the sensitivity to environmental events and response allocation of CB on a longitudinal functional analysis of young children with autism. Follow by the evaluation of reinforcement durations in treatment of escape maintain CB. Kastner and colleagues compare fixed and incrementing reinforcement durations during task chaining in children with autism and CB. Last, Nuhu and colleagues evaluate the outcomes of ABA intervention through a retroactive chart review of individuals with severe CB. Overall, results will show the advances and understanding of assessment, treatment, and long-term outcomes of ABA intervention for reducing CB in individuals with autism and intellectual disabilities.
Instruction Level: Intermediate
Keyword(s): challenging behavior, developmental disabilities, functional analysis, treatment outcome
Target Audience: The individual should have previous knowledge on: Functional Analysis Schedule of reinforcement Single-case design Establishing operation Functional Communication Training Extiction
Learning Objectives: 1. At the conclusion of the presentation, participants will be able to describe the difference between using isolated versus synthesized contingencies during a Functional Analysis of precursor and target challenging behavior. 2. At the conclusion of the presentation, participants will be able to explain fixed reinforcement duration during task chaining for treatment of escape maintain problem behavior. 3. At the conclusion of the presentation, participants will be able to list behavior analytic interventions used to reduce challenging behavior in children and adolescents with autism spectrum disorder and other related developmental disabilities.
 
Further Examination of Isolated Versus Combined Contingencies in Functional Analyses
KATHLEEN HOLEHAN (Kennedy Krieger Institute), Claudia L. Dozier (The University of Kansas), Marissa E. Kamlowsky (The University of Kansas), Ky Clifton Kanaman (University of Kansas)
Abstract: A major challenge of functional analysis (FA) methodology is the safety and efficiency of FAs (Iwata & Dozier, 2008). Therefore, researchers have proposed procedural and methodological refinements to FAs. A recent methodological refinement involves synthesized (i.e., combined) contingency analyses (SCAs; Hanley et al., 2014). We replicated and extended Holehan et al. (2020) by comparing the outcome of isolated versus synthesized contingencies in functional analyses of precursor and target problem behavior while using a reversal design to replicate effects, as well as to analyze potential iatrogenic effects (Retzlaff et al., 2020) for four young children. In addition, we examined within-session analyses of FA data to assess under what context precursor behavior or target problem behavior occurred (i.e., establishing operation on, establishing operation off) for isolated and synthesized contingencies. Next, we extended Tsami and Lerman (2019) by evaluating the extent to which FCT+EXT under synthesized contingencies generalized to the isolated contingencies shown to maintain precursor or target problem behavior for participants from Study 1. Results showed synthesized contingencies were not necessary to show functional relations between precursor or target problem behavior and environmental events for three of four participants. Additionally, intervention results showed synthesized FCRs did not generalize to all isolated variables.
 

Longitudinal Functional Analyses With Young Children With Autism Spectrum Disorder: A Pilot Investigation

MEGHAN DESHAIS (Rutgers University), Eliana M. Pizarro (Our Lady of the Lake Children's Health Pediatric Development & Therapy Center), Brandon C. Perez (Trinity Christian College), Timothy R. Vollmer (University of Florida)
Abstract:

A primary focus of the clinical treatment of young children with ASD is reducing problem behavior and increasing appropriate behavior. Longitudinal analysis of these responses in this population has not yet been accomplished. The goal of the current study was to pilot a method for conducting FAs on a longitudinal basis using an experimental arrangement consistent with ethical guidelines. More specifically, we sought to evaluate sensitivity to common environmental events and response allocation to problem or appropriate behavior over time in young children with ASD. To do so, we conducted trial-based FAs every 6-8 weeks with nine children diagnosed with ASD receiving early intervention services at a community-based clinic. Our proposed solution to the ethical concerns posed by conducting repeated FAs was to reinforce the first instance of either problem behavior or appropriate behavior during trial-based FAs. Findings and clinical implications will be discussed.

 

A Comparison of Fixed and Incrementing Reinforcement Durations During Task Chaining for Individuals With Escape Maintained Problem Behavior

KENDALL MAE KASTNER (Marquette University), Jeffrey H. Tiger (Marquette University), Margaret Rachel Gifford (Louisiana State University Shreveport)
Abstract:

Differential reinforcement of compliance (DRC), a common treatment for escape-maintained problem behavior, is typically initiated by reinforcing compliance on a dense schedule. The schedule of reinforcement for compliance is then progressively leaned via task chaining such that the individual is required to complete more work overtime, up to some socially acceptable terminal goal, before earning a break and access to reinforcement. Two variations of this procedure appear in the literature but have not been directly compared. One variation involves maintaining a fixed reinforcement duration as the work requirements increase; the other involves increasing the reinforcement duration incrementally, coinciding with increases in work requirements. The current study compared these procedures with three children with intellectual and developmental disabilities who exhibited problem behavior maintained by escape from instruction. Task chaining evoked less problem behavior when reinforcement durations increased incrementally for all three participants. These reductions in problem behavior allowed more rapid progress toward terminal goals.

 
Comprehensive Evaluation of an Intensive Outpatient Program for Challenging Behavior
NADRAT NUHU (Emory University), Alexis Constantin Pavlov (Marcus Autism Center), Alec M Bernstein (Emory University School of Medicine and Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center)
Abstract: Behavior analytic interventions have substantial evidence supporting their use in reducing challenging behavior exhibited by children and adolescents with autism spectrum disorder and other related developmental disabilities. However, these studies often have relatively small sample sizes primarily consisting of younger children. In addition, research studies typically provide limited characterization data on participants. To date, few studies have provided large scale data on the impacts of behavior analytic interventions on addressing treatment resistant severe challenging behavior exhibited by older children. The purpose of the current study was to conduct a case review of patients seen in an intensive outpatient program over five years. The current study examined participant characterization data (e.g., adaptive functioning, cognitive functioning), indirect data (e.g., Behavior Problem Index) and direct observational data from treatment evaluations to assess the overall effectiveness of the treatment program. The clinical implications of study findings and the importance of participant characterization data will be discussed.
 
 
Symposium #120
CE Offered: BACB
Diversity submission Sustainability Action to Research
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 156A
Area: CSS/PCH; Domain: Theory
Chair: Jonathan W. Kimball (Behavior Development Solutions)
Discussant: William L. Heward (The Ohio State University)
CE Instructor: William L. Heward, Ph.D.
Abstract:

Climate change is a problem that is growing exponentially and is already changing life as we know it. Influencing Pro-environmental behavior (PEB) has concerned behavior analysts for decades, and research on the topic of sustainability has increased in recent years. In this symposium, three presentations will describe a different intervention package that targeted, respectively, littering, fuel economy, and diversion of food waste; these packages employed tactics such as feedback, public posting, and social norms. The fourth will present the experience of the Ohio Association for Behavior Analysis in "gamifying" its annual conferences-both live-and virtual- in order to promote a variety of PEB both within and beyond its event. Each presenter is a clinician whose project grew from their personal values and efforts to act locally in response to a global problem; notably, two of the projects were supported by a Behavior Change For A Sustainable World research award from the Berkshire Association for Behavior Analysis and Therapy. In addition to sharing their findings, then, presenters will discuss opportunities and barriers for securing support of research involving PEB, the importance to their efforts of community-based collaboration, and ideas for expansion and replication

Instruction Level: Intermediate
Keyword(s): climate change, proenvironmental behavior, sustainability
Target Audience:

Intermediate

Learning Objectives: Participants will be able to identify opportunities for support and collaboration in conducting sustainability research. Participants will be able to identify research design and measurement tools for sustainability related problem. Participants will be able to identify opportunities and methods for broadening the scope, settings, and scale of sustainability interventions.
 
Diversity submission 

The Differential Effects of Feedback and Prompting on Waste Reduction Through School-Wide Composting

MOLLY BENSON (Berkshire Association for Behavior Analysis and Therapy), Jonathan W. Kimball (Behavior Development Solutions)
Abstract:

Food waste that ends up in landfills contributes directly to climate change when it decomposes into greenhouse gases. Composting is one means of diverting food waste from landfills, but in terms of empirical study it is something that has received negligible direct attention from behavior analysts. We conducted this study of waste diversion—expressed as percentage by weight of trash not sent to a landfill—in the cafeteria of a suburban high school; using a reversal design to compare the results of prompting to those of feedback, and subsequently to assess any differential impact of feedback added to prompting. Schools don’t uniformly compost, though they remain the biggest municipal waste producers in the city, second to the local hospital. The results were presented to City Council as a basis for their consideration of whether and how to expand diversion efforts in 7 additional schools. Grants were awarded to defer costs, and High School Life Skills Program managed composting and research to reduce effort, and as part of a rigorous vocational training and life skills curriculum.

 
Diversity submission 

An Examination of the Differential Impacts of Signage and Response Effort on Litter Reduction on a Public Bike Path

KAITLYN ARNOLD (Vivant Behavioral Health)
Abstract:

Litter that is left unattended degrades releasing chemicals that can pollute the soil, seep into our freshwater sources and even pollute the air. This pollution contributes directly to climate change by the emission of greenhouse gases. One low-cost strategy to reduce litter is through social norms to influence pro-environmental behavior. Another method that has received attention by behavior analysts is the manipulation of response effort. This is a study of litter reduction on a local 3-mile bike trail, using a reversal design to compare the results of signage and availability of plastic bags to assess any differential impact of including a means for carrying out trash of the trail. The results will be presented to the City’s Environmental Compliance Division as a basis for their consideration whether and how to expand the program to other bike and walking trails throughout the city.

 
Diversity submission The Use of an Onboard Diagnostic Device to Provide Feedback on Driving Behaviors Related to Fuel Economy
BRIAN JADRO (ABAeCARE)
Abstract: Despite the link between greenhouse gases and climate change, drivers in the United States continue to operate vehicles that consume more fuel per mile and emit higher levels of greenhouse gases than the vehicles driven in other developed nations. Intervention packages that include feedback and goal setting are common in behavior analytic research, specifically in the Organizational Behavior Management literature, but are also used to establish and maintain sustainable human behaviors such as recycling and energy reduction. The current study examined the effects of a treatment package utilizing feedback and goal setting to increase fuel economy in three participants who drove a minimum of 15 consecutive miles at least once per day. Feedback regarding average miles per gallon (MPG), moment-to-moment MPG, and MPG in relation to the participants’ goal were provided by the Scangauge-eTM, a small onboard diagnostic-2 device that connects to the vehicles’ electronic control unit and mounted within the car. Results indicated that treatment effects were noticeable in 2 of the 3 participants for increasing overall MPG.
 
Diversity submission 

Gamifying a Conference to Promote Environmental Sustainability

NICOLE M. POWELL (National Youth Advocate Program)
Abstract: Human behavior must change in order to respond to a warming climate. Unfortunately, climate change often does not effectively motivate change because, apart from extreme weather, its effects are diffuse, delayed, and indeterminate. What if uncertainty itself could induce us to act on behalf of the future? What if the indiscriminable contingencies of games of chance could help promote pro-environmental behavior (PEB) in congregate settings? Conferences provide an ideal setting for exploring these ideas. In 2020, the Ohio Association for Behavior Analysis was the first chapter to gamify an annual live conference; in 2021 we gamified our virtual event. In a game called ConClue, attendees earned points when they were "caught being green," such as bringing reusable cups, selecting sustainable food, or demonstrating behavior outside the event such as evidence of activism or use of public transit. We awarded a variety of prizes to winners who were selected throughout the event by using drawings and spinners; under the contingencies of the game, the chances of producing reinforcement were increased by engaging in PEB with greater frequency and variety. This talk will share the positive experiences of the Ohio Association for Behavior Analysis, in terms of lessons learned and future directions.
 
 
Symposium #121
CE Offered: BACB
Diversity submission Creating Action Circles to Advance the Use of Evidence-Based Practices
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 156B
Area: CSS/EDC; Domain: Translational
Chair: Elizabeth Virginia Krulder (California ABA; Values to Action)
CE Instructor: Anthony Biglan, Ph.D.
Abstract: In recent years, behavior analysts have increasingly been concerned to extend the application of behavior analysis to problems that have traditionally not gotten as much attention as they deserve, given their deleterious impact on human well-being. This symposium consists of a set of presentations that describe how Action Circles can be used to foster the dissemination of evidence-based practices. Over the past two years, members of Values to Action, a nonprofit organization that was created to further the evolution of nurturing practices, have organized multiple Action Circles. An Action Circle Consists of 6 to 10 people who agree to work over a limited time-- 2 to 3 months-- to produce a product that will contribute to the solution of a specific problem. This symposium will present descriptions of the results of action circles working on the following problems: (a) the reform of juvenile justice; (b) reducing disparities in reading proficiency; (c) getting behavioral health services integrated into hospitals and clinics; (d) advocating for an increase in funding for research on reducing greenhouse gas emissions.
Instruction Level: Intermediate
Target Audience: People who are trained in behavior analysis. Specifically, people who are BCBAs
Learning Objectives: At the conclusion of the presentation, participants will be able to 1. Describe how action circles are organized to achieve specific objectives 2. Describe: the key features for reforming criminal justice, a strategy for reducing disparities in reading proficiency, a strategy for getting BCBA's placed in hospitals and healthcare clinics, the deficiencies in federal support for research on reducing greenhouse gas emissions. 3. Describe the Values to Action model for using action circles the widely disseminated evidence-based practices.
 
Diversity submission The Design of Action Circles to Reduce Disparities in Reading Proficiency
(Service Delivery)
ANTHONY BIGLAN (Oregon Research Institute; Values to Action)
Abstract: Children who are not proficient in reading by fourth grade are unlikely to ever become proficient readers. This makes it likely that they will fail academically and become consigned to low-paying jobs and lifelong poverty. Yet currently in the United States 52% of black children and 45% of Hispanic children lack basic skills in reading by fourth grade. Only 19% of Native American children are proficient in reading. This presentation will report on the design of a strategy that was developed by an Action Circle created by Values to Action. The strategy calls for the creation of local action circles in disadvantaged communities to reduce disparities in reading skill. These action circles will begin by organizing community support for a comprehensive effort to improve reading skill. Teachers who aspire to improve the reading skill of their students will be assisted in strengthening their instructional approach. At the same time, parents and local community organizations will be encouraged to test the proficiency of children in kindergarten and first grade and to provide supplemental instruction in reading using one of two well-established aids to instruction: the computerized system Funnix and the book, Teach Your Child to Read in a Hundred Easy Lessons.
 
Diversity submission Action Circles to Address the Problem of Climate Change
(Applied Research)
KYLEE DRUGAN-EPPICH (Insight Behavior Partnership, LLC)
Abstract: Climate change is a problem of human behavior. While comprehensive community-based initiatives are currently taking place to reduce greenhouse gas emissions, experimental evaluations of such initiatives do not exist. The climate change Action Circle, organized through Values to Action, has focused on investigating how much behavioral research has been done to reduce greenhouse gas emissions and begin advocacy for more federal funding for such research. Recent analyses have shown that the majority of studies aiming to curb the climate crisis involve the development of technologies (i.e. to measure and predict the changing climate). Consequently, our analyses have revealed an appalling lack of funding for behavioral science research that could reduce greenhouse gas emissions. This presentation will summarize the findings of the most recent reviews of behavioral research and its federal funding, as well as describe the current steps being taken by the action circle to continue addressing climate change from a behavior analytic perspective.
 
Diversity submission An Action Circle Guide to Reforming Juvenile Justice
(Service Delivery)
JULIANNE DICOCCO (The Chicago School of Professional Psychology/ Union School District)
Abstract: This presentation will describe the development of a guide to reforming the juvenile justice system in communities. Such reforms are vital to reducing the school to prison pipeline that harms the lives of many Black and Hispanic children. The guide was created by an Action Circle composed of members of Values to Action. The guide reviews the evidence on the high cost of incarcerating juveniles, the iatrogenic effects of traditional approaches to juvenile offenders, and the availability of more effective and less punitive approaches to reducing recidivism. But more than that, the guide makes the case for investing more in the prevention of offending. There are at least three types of programs that can prevent delinquency: family interventions, school programs, and community programs that engage youth in activities that promote prosocial behavior. Our guide to preventing juvenile delinquency was developed with the hope that communities and organizations will use this as a tool to begin addressing the issue in localized action circles in various geographic regions across the United States. Our next step will be to assist local communities in creating local action circles to promote the reforms that our guide calls for.
 
Diversity submission An Action Circle to Increase the Availability of Behavior Analysts in Healthcare Settings
(Service Delivery)
TONI ROSE AGANA (Caldwell University; Values to Action)
Abstract: Accessing quality healthcare is imperative for every individual’s health status, quality of life, and life expectancy. However, individuals with developmental and intellectual disabilities may have medical fears and phobias compared to their typically developing peers. These fears and phobias are typically demonstrated by increased emotional reactions and avoidance behavior in the presence of healthcare providers in the healthcare setting. Emitting these behaviors poses difficulties for receiving quality healthcare services (e.g., routine-check-ups, dental cleaning). An Action Circle was created to devise a solution to increase behavioral services in the healthcare system. This presentation will discuss the following: (1) empirical evidence of behavioral strategies with proven benefit, (2) how applied behavior analysis (ABA) has successfully been integrated into medical practice, and (3) policies that can be implemented to expand ABA practices to improve healthcare delivery to individuals with developmental and intellectual disabilities.
 
 
Symposium #122
CE Offered: BACB
Use of Response Prompting Procedures with Students Who Are Deafblind
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 251
Area: DDA/EDC; Domain: Applied Research
Chair: MaryAnn Demchak (University of Nevada, Reno)
Discussant: Robert C. Pennington (University of North Carolina-Charlotte)
CE Instructor: MaryAnn Demchak, Ph.D.
Abstract:

Intervention research targeting students with impairments in both vision and hearing is limited. Ferrell et al. (2014) concluded that there is a "dire need" for research to improve educational practices for this population. Systematic instruction comprised of attention cues, response prompting, reinforcement, and corrective feedback is recommended for teaching various skills to this population. However, there is little current, well-developed research that meets requirements of quality research as specified by the What Works Clearinghouse (2020). The system of least prompts (Shepley et al., 2019), comprised of a prompting hierarchy, and constant time delay (Browder et al., 2009) are methods of systematically fading prompts that are well-researched with other populations (e.g., intellectual disabilities, autism). However, there is no current research demonstrating the effectiveness of these response prompting procedures with students who are deafblind. This session contributes to the evidence for the efficacy of these procedures with students who are deafblind. Four studies will be presented; two using the system of least prompts and one using constant time delay. The final study is a national survey of federally-funded providers in the state deafblind technical assistant project network, with the aim of gauging their use and knowledge of the system of least prompts.

Instruction Level: Basic
Target Audience:

Practicing BCBAs, researchers, graduate students

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) the need for experimental intervention research to inform instruction of students with impairments in both vision and hearing; (2) identify the components of the system of least prompts and applying them to students who are deafblind; (3) identify the components of constant time delay and apply them to teaching students who are deafblind.
 

An Evaluation of the System of Least Prompts for Symbol Acquisition for Students With Deafblindness

CHEVONNE SUTTER (University of Nevada, Reno), MaryAnn Demchak (University of Nevada, Reno)
Abstract:

This study evaluated the system of least prompts, consisting of a prompt hierarchy comprised of touch, partial physical, and full physical prompts, to teach tangible symbols for preferred activities to three children with complex support needs and multiple disabilities, including deafblindness. A multiple probe design across three symbols and replicated across participants was used to evaluate the response prompting procedure for skill acquisition. Intervention sessions were conducted in the children’s typical home or school settings. The system of least prompts resulted in increased skills for participants. Although there were mixed results overall, all three children increased their independent use of tactile symbols. Two participants increased symbol use for all symbols. The third increased use of one symbol. There was a functional relation between the systems of least prompts intervention package and symbol use for two of three children. This study extends the recent body of research on the system of least prompts to include individuals with deafblindness and grows the limited research-base in the field of deafblindness.

 

Using the System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind

Jill Grattan (University of Nevada, Reno), MARYANN DEMCHAK (University of Nevada, Reno)
Abstract:

To date, few evidence-based practices (e.g., in orientation and mobility, communication, literacy) have been identified for working with students who are deafblind (Ferrell, Bruce, & Luckner, 2014). No evidence-based practices have been identified for teaching basic self-help skills such as dressing (Ferrell et al., 2014; Parker, Davidson, & Banda, 2007). The present study examined the efficacy of the system of least prompts (least-to-most prompting) to teach three functional self-help skills (i.e., hand washing, hand drying, and an entry routine) to four school-aged students with vision and hearing impairments and multiple disabilities. The participants received individualized instruction in each of their classrooms as part of ongoing classroom routines (i.e., routines in which the targeted student was not independent and required prompting). A multiple probe across participants design was used to evaluate the effectiveness of the system of least prompts to teach the aforementioned self-help skills. Though mastery criterion was not achieved, all participants increased the level of independence within the targeted self-help skills. Effect sizes, both PND (Range 73 to 100%) and Tau-U (Range 0.6818 to 1.0), indicated the system of least prompts was an efficacious instructional practice.

 

Use of Constant Time Delay to Teach Sight Words to Students With Deafblindness

MARYANN DEMCHAK (University of Nevada, Reno), Chevonne Sutter (University of Nevada, Reno), Nina McCartney (University of Nevada, Reno)
Abstract:

A multiple probe design across three word sets was used to investigate constant time delay to teach reading sight words. The design was replicated across participants, including an elementary-age student with impairments in vision and hearing and a middle school-aged student with dual sensory impairments and intellectual disability. Participants were required to have documented impairments in both vision and hearing, have sufficient vision to read printed words, be involved with the federally funded state deafblind project, and be below grade level in sight word reading. The research question was: Will students who have impairments in both vision and hearing, and other disabilities, increase sight word reading when taught using constant time delay? The dependent variable was correct reading of sight words across three balanced word lists. Baseline consisted of five initial data points with an additional three data points immediately prior to intervention in the later baselines of the multiple probe design. Introduction of constant time delay resulted in immediate improvement in reading all word sets across both participants. Interobserver agreement and procedural reliability were collected for a minimum of 30% of sessions across all conditions and participants (exceeding 80%). Social validity measures contribute to the generality of the results.

 

State Deafblind Technical Assistance Project Staffs' Reported Use and Perceived Skill of Implementing the System of Least Prompts With Students Who Are Deafblind

CHEVONNE SUTTER (University of Nevada, Reno), MaryAnn Demchak (University of Nevada, Reno)
Abstract:

This study evaluated state deafblind project technical assistance providers reported use of systematic instruction, specifically a prompting hierarchy, and whether they taught its use to families and educators of children with deafblindness. We examined providers’ perceptions about their correct implementation of prompting and accuracy of describing key components of a prompting hierarchy. In a survey of 151 possible providers, those who reported not using systematic instruction were asked to report which instructional methods they used or taught. A majority of respondents reported using systematic response prompting historically. Fewer than half reported providing assistance with the goal of increasing use by others; of this group, 78.9% rated themselves as confident or very confident that they could coach others in correct use of a prompt hierarchy. However, only one accurately answered all questions about key components of a prompt hierarchy; two others answered all questions, but one, correctly. Survey responses indicated that providers in the field of deafblindness reported focusing on child-guided instructional methods and modifications to the environment, including materials, based on child characteristics. Responses suggested systematic instruction is uncommonly and inaccurately used and providers listed few instructional methods, of any type. We discuss implications of limited use of response prompting.

 
 
Symposium #123
CE Offered: BACB
Synthesizing Research on the Assessment and Treatment of Problem Behavior
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 252A
Area: DDA; Domain: Applied Research
Chair: Megan A. Boyle (Missouri State University)
Discussant: S. Shanun Kunnavatana (Easterseals UCP North Carolina & Virginia)
CE Instructor: Megan A. Boyle, Ph.D.
Abstract:

Applied behavior analysts have developed a variety of methods to successfully address problem behavior (Carr et al., 2000; Tiger et al., 2008). Although much is known about best practice in assessment and treatment of problem behavior (e.g., develop treatments based on results of functional behavior assessments, program for generalization, progress from a less to more intrusive treatment approach), many questions remain unanswered. For example, how prevalent is multiply controlled problem behavior, and how does inclusion of multiple topographies in the functional class influence the identification of multiple control? Further, although behavior analysts have amassed over 40 years’ worth of research on assessing and treating problem behavior, it is difficult to make broad statements because of the general lack of synthesis of research. For example, to what extent do the effects of interventions consisting of functional communication training generalize across settings, individuals, time, and conditions that consist of less favorable reinforcement situations than during treatment? Thus, the purpose of this symposium is to present the audience with four talks that synthesize research on the assessment and treatment of problem behavior, with topics including multiple control, caregiver involvement, generalization and maintenance, and punishment.

Instruction Level: Intermediate
Keyword(s): Caregiver involvement, Generalization, Literature review, Multiple control
Target Audience:

Audience members should be familiar with functional analysis, the functions of behavior, and common approaches to treating problem behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify issues with combining multiple topographies into a single response class during a functional analysis (2) Describe the importance of and the current state of research on functional communication training in regards to including data on maintenance and generalization (3) Describe the importance and prevalence of caregiver involvement during treatments for problem behavior (4) Discuss the state of the use of punishment in behavior-analytic treatments for problem behavior
 
Multiply Controlled Problem Behavior: An Update on Prevalence and Response-Class Conventions in Functional Analysis
MEGAN A. BOYLE (Missouri State University), Laurn Gaskill (Ozark), Taylor Annalise Janota (Missouri State University)
Abstract: It is best practice in the field of behavior analysis to treat problem behavior based on outcomes of a functional behavior assessment. At least some portion of problem behavior is multiply controlled, or maintained by more than one reinforcement contingency. Beavers and Iwata (2011) found that 17% of participants’ problem behavior was multiply controlled and further reported that the majority of cases of multiple control (87.5%) consisted of inclusion of multiple topographies in the functional class during functional analysis (FA), compared to 12.5% of cases of multiple control with a single response in the functional class. When behavior is multiply controlled, clinicians are faced with logistical challenges in terms of incorporating all functions into treatment. Thus, it is important to continue to investigate the prevalence of multiple control and the degree to which it may be artificially identified in FAs due to including multiple members in the functional class. We identified and coded 143 articles that conducted FAs that allowed for the assessment of multiple control. The majority (68%) of FAs in our review combined topographies in the FA, while only 18% assessed a single topography. Unlike Beavers and Iwata (2011), we found a higher prevalence of multiple control (33%).
 
Parental Involvement in Problem Behavior Research: A Scoping Review
Jessica L Becraft (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Lesley A. Shawler (Southern Illinois University), Matthew L. Edelstein (Kennedy Krieger Institute), KISSEL JOSEPH GOLDMAN (Kennedy Krieger Institute)
Abstract: Parents are often a critical element in developing treatments for the problem behavior of children. Parents implement treatment components at home, provide measurements or updates to clinicians, and decide ultimately whether to continue with treatment. Given that treatments to reduce problem behavior should be evidence-based, clinicians likely consult similar research for guidance on parent involvement. To determine recommendations and procedures clinicians are likely to encounter, studies published in the Journal of Applied Behavior Analysis (JABA) from 2009-2020 that included children as participants and the assessment and/or treatment of problem behavior as a dependent variable were reviewed. Studies were coded on child age, presence of an intellectual/developmental disability, setting, type of parent input, implications for parents, level of direct parent involvement, and social validity measures. Parent input and implications for parents were included in about 50-60% of studies. However, parent implementation, data collection, social validity, training, and data were included in fewer than 13% of studies, suggesting key parent-related variables are underrepresented in JABA. Informed by these results, considerations for parent inclusion and future areas for related research are discussed.
 
A Systematic Review of the Use of Punishment
KELSIE WRIGHT (McNeese State University), Jennifer Nicole Haddock (University of Kansas)
Abstract: The Behavior Analyst Certification Board’s Professional and Ethical Compliance Code (“The Code”) for Behavior Analysts requires behavior analysts to conduct functional assessments prior to implementing behavior-reduction procedures (section 3.01) and cites four considerations for the use of punishment (section 4.08). The latter can be summarized as defaulting to and exhausting all reinforcement-based procedures before implementing punishment (except in severe cases); supplementing punishment with reinforcement; and, increasing training, supervision, oversight, and termination criteria when punishment is used. The current systematic review examined individual participant data from studies that evaluated the use of punishment for socially maintained problem behavior using within-subject designs. Twenty-seven datasets (from 25 participants in 16 studies) met inclusion criteria. Participant characteristics, topographies of problem behavior, treatment parameters, and outcomes were examined. Often, reinforcement-based procedures supplemented the use of punishment, and the most commonly reported punishment procedures included response blocking, overcorrection, contingent restraint, and timeout from positive reinforcement. The small, diverse sample precluded analysis of mediating or moderating effects of any given independent variable on outcomes. Overall, results suggest that, to date, the Code’s considerations have been inadequately modeled in the research literature. Recommendations for research and practice will be discussed.
 
 
Symposium #124
CE Offered: BACB
Basic and Translational Investigations of Resurgence and Renewal
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 153A
Area: EAB; Domain: Basic Research
Chair: Carla N Martinez-Perez (Auburn University)
Discussant: Brian D. Greer (Rutgers Robert Wood Johnson Medical School)
CE Instructor: Brian D. Greer, Ph.D.
Abstract:

Laboratory models of resurgence and renewal effects examine factors contributing to treatment relapse, which is a return of problem behavior that had been previously extinguished. Resurgence is a relapse phenomenon that occurs when a previously extinguished target response increases following a worsening of conditions for an alternative response (e.g., schedule thinning). Contrastingly, renewal occurs when a previously extinguished behavior increases following a contextual change (e.g., setting change). This symposium encompasses recent basic and translational investigations of resurgence and renewal from rodent research to humans in clinical settings and Amazon Mechanical Turk (MTurk). To start, Carla Martinez-Perez will present data collected from MTurk on increased resurgence effects with between-phases blackouts. Next, Dr. Charlene Agnew will present data from a study with rats evaluating relapse and voluntary abstinence following alcohol self-administration. After, Dr. Sarah Haney will present on the prevalence of resurgence and renewal of inappropriate mealtime behavior in a pediatric sample. Lastly, Dr. Colin Muething will present a study focusing on the retrospective analysis of within-participant relation between renewal and resurgence in a clinical sample. Dr. Brian Greer will serve as discussant.

Instruction Level: Intermediate
Keyword(s): relapse, renewal, resurgence
Target Audience:

The audience should have some knowledge on treatment relapse and its clinical implications. Additionally, the audience should have a basic understanding of resurgence and renewal procedures.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe recent research on laboratory models of treatment relapse (i.e., resurgence and renewal); (2) compare the different studies and their methods; (3) identify and define the differences between the resurgence and renewal procedures used across each study.
 
Blackouts Can Serve as a Contextual Feature and Enhance Resurgence
CARLA N MARTINEZ-PEREZ (Auburn University), Carolyn Ritchey (Auburn University), Toshikazu Kuroda (Advanced Telecommunications Research Institute International), Christopher A. Podlesnik (Auburn University)
Abstract: Resurgence occurs when a worsening of conditions for an alternative response (e.g., extinction) increases a previously reinforced and subsequently extinguished target response. In contrast, renewal is an increase in a response previously eliminated by extinction following a contextual change. Moreover, arranging contextual changes during resurgence tests has enhanced relapse compared with the absence of contextual changes. Several laboratory studies evaluating resurgence in humans have included interruptions of operant tasks by presenting instructions or “blackouts” immediately prior to phase changes in which reinforcement contingencies change. Such interruptions could enhance relapse during testing similarly to changes in contextual stimuli. We tested this possibility in the present study with human participants recruited via Amazon Mechanical Turk by interrupting the task across groups with 1-s blackouts every 12 s, 60 s, between phases, or by arranging no blackouts in a control group. We found that blackouts prior to phase changes increased resurgence effects relative to no blackouts, suggesting that blackouts between phases are a type of contextual manipulation serving to increase the salience of contingency changes.
 

A Model of Relapse and Voluntary Abstinence With Alcohol Self-Administration

CHARLENE NICOLE AGNEW (SUNY Upstate Medical University), Kate Elizabeth Derrenbacker (SUNY Upstate Medical University), William Sullivan (SUNY Upstate Medical University), Emily L. Baxter (University of North Carolina Wilmington), Andrew R. Craig (SUNY Upstate Medical University)
Abstract:

Excessive alcohol consumption is a prevalent health crisis in the United States (National Institute on Alcohol Abuse and Alcoholism, NIAAA, 2021). Contingency management (CM) is an approach to treating alcohol and other substance use disorders in which reinforcement is provided for alternative behaviors to drug or alcohol consumption. Despite promising outcomes, after abstinence has been established, discontinuation of alternative, non-drug reinforcement may lead to resurgence of consumption. Though resurgence is widely studied in laboratory analyses, these studies lack face validity with respect to the CM treatment contingencies in place as abstinence from drug taking is voluntary within CM but involuntary in laboratory studies. The first goal of the present study was to determine experimental parameters for studying voluntary abstinence in rats by establishing an alcohol self-administration baseline, then giving rats the choice to respond for either alcohol or non-drug alternative reinforcers repeatedly within sessions. The second goal was to evaluate resurgence of alcohol seeking following voluntary abstinence by suspending alternative reinforcement while alcohol reinforcers remained available. In this way, we characterized relapse of alcohol seeking under the conditions of drug availability likely to be encountered in the real world by individuals experiencing CM treatment for excessive alcohol consumption.

 
Relapse During the Treatment of Pediatric Feeding Disorders
SARAH D HANEY (Kennedy Krieger Institute), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Daniel R. Mitteer (Rutgers University - Children's Specialized Hospital Center for Autism Research, Education, and Services), Kayla Randall (Georgia Southern University)
Abstract: Resurgence and renewal are treatment-relapse phenomena in which previously extinguished behavior returns after the conditions for an alternative response worsen or the context changes, respectively. Recently, researchers have evaluated the prevalence of resurgence and renewal when treating destructive behavior with functional communication training. However, resurgence of inappropriate mealtime behavior has yet to be evaluated; perhaps because treatments involve qualitatively different resurgence opportunities (e.g., increased bite presentation rate). We evaluated the prevalence of resurgence and renewal of inappropriate mealtime behavior across 25 applications of extinction-based treatments. Resurgence occurred in 41% (9/22) of applications, most often following presentation-rate increases. Renewal occurred in 52% (13/25) of applications, most often following feeder changes from therapist to caregiver. We discuss these findings in terms of their ability to inform relapse-mitigation strategies for resurgence and renewal of inappropriate mealtime behavior.
 

Retrospective Analysis of Within-Participant Relation Between Renewal and Resurgence in a Clinical Sample

COLIN S. MUETHING (Marcus Autism Center), Alexandra Hardee (Marcus Autism Center), Courtney Mauzy (University of Georgia), Nathan Call (Marcus Autism Center), Laura Suzanna Coleman (Marcus Autism Center)
Abstract:

Recurrence of previously extinguished problem behavior poses a threat to maintaining treatment gains both in the clinic and in generalization settings. Resurgence and renewal are both examples of recurrence phenomena that may occur independently, but little is known about their potential relationship. We conducted a retrospective chart review of 32 participants who were admitted to an intensive outpatient program to examine the relationship between the potential for resurgence when increasing the S? interval of multiple schedules of reinforcement and renewal observed during context changes. Results indicate that the likelihood of renewal was the same whether or not resurgence was observed during thinning steps of the multiple schedules. However, when resurgence was observed, the magnitude of renewal was considerably high than when resurgence was not observed (see Figure 1). These preliminary results suggest that clinicians should anticipate a considerable increase in problem behavior when there is a context change later in treatment (i.e., renewal) when resurgence is observed earlier in treatment.

 
 
Symposium #125
CE Offered: BACB — 
Ethics
If You Have to Rely on Coercive Practices, You Are Not a Behavior Analyst
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 205A
Area: EDC/PCH; Domain: Service Delivery
Chair: Adam Michael Peal (The Behavioral Education Research Initiative; The Walden Learning Collective)
Discussant: Janet S. Twyman (blast)
CE Instructor: Janet S. Twyman, M.A.
Abstract:

Coercive practices can be damaging for the individuals who behavior analysts serve, inflict harm on the reputation of and trust in the scientific and applied endeavors of the field, and negatively impact desired clinical and education outcomes. Despite the growing awareness among practitioners, scientists, community members, and clients to classify coercive practices as harmful and undesirable, these practices persist all too frequently in the application of behavior analysis. The persistence of coercive practices can be examined and understood from a behavior analysis perspective, and thus may be used to help practitioners develop and strengthen new skills for treatment and instruction. Basic and applied behavior analysts can offer clinical and instructional techniques based in positive reinforcement to bypass the use of coercion and instead provide methods for teaching and shaping new behavior.This symposium will discuss historical, theoretical and scientific accounts for coercion rooted in behavior analysis, methods for constructing positive alternatives to coercive parenting, the integration of Acceptance and Commitment Training (ACT) to increase learner engagement in academic settings, and a description of a model that builds the skills of learners and practitioners in the absence of coercive practices.

Instruction Level: Intermediate
Keyword(s): coercion, instruction, positive reinforcement, punishment
Target Audience:

Certified BCBAs and BCaBAs must be able to determine the contingencies (e.g., DRA) to develop desirable repertoires and weaken undesirable repertoires. In addition, they must have the ability to select and implement the most appropriate data collection procedures to be able to monitor the outcomes of the programming.

Learning Objectives: 1. Participants will be able to select positive alternative contingencies (e.g., DRA and Thinning of reinforcement over time) instead of relying on coercive practices. 2. Participants will be able to describe and implement brief, low-effort exercises and tools focused on the core processes of ACT with both staff and consumers. 3. Participants will learn about the “Rights to Effective Education” as developed by the ABA Education Task Force in 1998.
 

A Theoretical Conceptualization of Coercion Rooted in Behavior Science

Abstract:

Israel Goldiamond’s account of coercion, which is empirically and philosophically based in behavior science and theory, has existed in the literature for nearly 60 years. Even though such an account exists, it appears to have not been widely adopted by behavior analysis professionals when determining the degree to which coercion occurs in clinical or education settings. By analyzing behavior-environment relations using Goldiamond’s formulation of coercion, clinicians and educators may be able to achieve a better understanding of the variables that impact the degree to which coercion occurs in a variety of treatment settings. A more detailed and robust account of coercion is likely necessary for behavior analysis professionals to avoid and mitigate deleterious outcomes of coercive practices. This talk will detail Israel Goldiamond’s lesser-known formulation on degrees of coercion (and thus freedom) as well as provide examples and recommendations for clinicians and educators.

 

Constructing Positive Alternatives to Coercive Parenting

GLADYS WILLIAMS (CIEL)
Abstract:

The purpose of this intervention was to intervene in a situation in which given the high rate of aversive exchange between mother and child that was observed, both emotional and physical abuse were potentially probable, although not observed during sessions. The mother was an immigrant of Hispanic origin from a low socio-economic status. The child was a language delayed five-year old boy, who attended a special needs preschool in a large metropolitan area. The pre-school had a strong component of parent training. We provided this intervention at home, and it consisted of a treatment package to build positive alternatives to coercive parenting. The treatment package included prompting, modeling, training in new rules (in part using readings and quizzes), positive reinforcement, fading of instruction, thinning of reinforcement over time, and feedback over video-taped sessions. We used a multiple baseline design across three different settings: (1) Putting toys away, (2) Playing with brother, and (3) Mealtime. The results indicated that child compliance improved substantially, as did the mother’s ability to provide appropriate commands - occasions for compliant behavior, as well as changes in consequences provided by the mother (see Fig, 6). The unexpected results indicated multiple benefits, including breaking the existent coercive pattern of exchanges, and increasing reciprocal positive transactions, including physical affection (see Fig 7). The child became more compliant, the rate of aversives from the mother decreased remarkably while the rate of positive reinforcement increased, leading to a significantly altered relationship.

 

Integrating Acceptance and Commitment Training to Increase Learners’ Willing Engagement in Academic Programming

KENDRA B. NEWSOME (Fit Learning), Donny Newsome (Fit Learning)
Abstract:

Behavior analysts have a responsibility to design interventions that are non-coercive and promote willing engagement from the individuals they serve. Acceptance and Commitment Training (ACT) is a contemporary behavioral approach that focuses on several core processes that produce psychological flexibility and valued living. Psychological flexibility can be defined as a repertoire of awareness with respect to thoughts and their functions that gives rise to adaptable and effective responses in the presence of those private events. By promoting psychological flexibility in those we serve, we can increase an individual’s engagement in a non-coercive way that accepts an individual’s history and humanity. In this presentation, Fit Learning will share the inductive process and resulting data from our journey in integrating ACT into our organization with staff and the learners we serve to create an empowering context that promotes willing engagement and assent.

 
Developing Competent Learners and Practitioners in the Absence of Coercive Practices
VICCI TUCCI (Tucci Learning Solutions, Inc.)
Abstract: The Competent Learner Model (CLM) implements evidenced-based practices (i.e., ABA, DI, and PT) in the absence of coercive practices with educators and parents all over the world. The CLM Standards were derived from the “Rights to Effective Education” by ABA Education Task Force in 1998. Examples of the standards for practitioners are: 1) Utilize validated curricula and instructional materials to develop learners’ missing repertoires, 2) Instructional conditions are arranged that promote the development of desirable learner social behaviors, 3) Caring and supportive interactions with learners, and 4) Educators/Parents motivate learners to participate in instructional conditions. There are four components of the Big CLM Ideas (i.e., Develop the Missing Learner Repertoires, Just Teach, Keep Learning Environments in Balance, and Keep Learning Environments in Motion by Using the CLM Tool Kit). The Practitioners are taught to formulate, deliver, and monitor the evidenced based programming via an online Teaching Machine. Once each of the 17 Units are completed, the Certified CLM Coach conducts a supportive checkout to assure that the practitioners can apply the content learned in each unit.
 
 
Invited Symposium #126
CE Offered: BACB — 
Supervision
Organizational Behavior Management, and Leadership: A Discussion of Definitions and Best Practice Among Three Vital Areas of Professional Emphasis in Behavior Analysis
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 253A-C
Area: OBM; Domain: Service Delivery
Chair: Jacob A Sadavoy (Committed Behavior)
Discussant: Lina M. Slim (ASAP - A Step Ahead Program, LLC; Endicott College; The Chicago School of Professional Psychology)
CE Instructor: Jacob A Sadavoy, Ph.D.
Abstract:

This symposium brings together several important and interrelated topics in the field of behavior analysis. The first talk will discuss how supervision and organizational behavior management (OBM) overlap and address some common misunderstandings in the field. The next presentations will discuss best practice in both leadership behavior and applying supervision principles to the development of behavior analysts. The final presentation will discuss in detail how the principles of supervision, leadership, and OBM generalize outside of clinical training.

Instruction Level: Intermediate
Target Audience:

At the conclusion of the presentation, participants will be able to: (1) explain how they can work smarter, not harder, as supervisors; (2) state at least three skills an effective leader must gain; (3) state exactly the steps they need to take to improve at least three skills.

Learning Objectives: Board certified behavior analysts; licensed psychologists; graduate students.
 

Individualized Supervision of Students and New Behavior Analysts in Human Services

BYRON J. WINE (The Faison Center; University of Virginia)
Abstract:

This presentation will discuss best practices for training behavior analysts. Specifically, we will examine a mentorship model, where aspiring behavior analysts are trained as junior colleagues. During the formal accumulation of hours, we will discuss how to gain both the skills necessary to practice as a behavior analyst in general, but also to function in the specific role for an organization. Then, after certification we will discuss how behavior analysts can continue with the mentorship model and grow based upon their individualized goals.

Dr. Byron Wine is the vice president of operations at the Faison Center, as well as an assistant professor at the Florida Institute of Technology and visiting assistant professor at the University of Virginia. He completed his doctoral degree from Temple University under the guidance of Drs. Saul Axelrod and Donald Hantula. Dr. Wine has published over 20 peer-reviewed publications primarily in the area of organizational behavior management. Currently, he serves on the editorial boards of the Journal of Organizational Behavior Management and Behavior Analysis in Practice.
 

The Application of Supervision Competencies in Sports, Health and Fitness

LAURIE BONAVITA (Positive Behavior Supports Corporation; Bay Path University)
Abstract:

This presentation and discussion will examine all information presented and relate information to health, fitness, and sports performance. We will examine how supervision competencies can be trained and generalized to applications that may be considered atypical to our science. Consideration will be given to our ethical obligations in this type of supervision, and how our trainees and our science may benefit if we embrace these competencies and opportunities.

Dr. Bonavita has worked in the field of applied behavior analysis for over 20 years. Her experience includes working in home, school, and residential settings and she has served as an expert witness on autism spectrum disorders for the Massachusetts department of children and families. Dr. Bonavita is an avid sports fan, and her love of sports has guided several research projects surrounding increasing sports performance in athletes of all ages and abilities as well as the area of health and fitness. She is currently working with her students on research projects on the topic of building culturally sensitive behavior analysts. Dr. Bonavita is the Regional Clinical Training Coordinator for Positive Behavior Supports Corporation, Massachusetts where she oversees the Student Mentor program working with staff BCBA’s to provide quality supervision for those team members enrolled in an ABA graduate programs. Dr. Bonavita also serves as an adjunct faculty member at Bay Path University.
 

Supervision and Organizational Behavior Management: How They Interrelate and Why Distinguishing Between the Two is Important

SHARLET RAFACZ (California State University, Fresno)
Abstract:

Supervision in applied behavior analysis (ABA) has become more and more important to the field. This is reflected in several ways, including an increasing number of published articles on Supervision and changes to the coursework, training, and continuing education requirements for Board Certified Behavior Analysts (BCBA). However, there may be some issues with respect to conflating Supervision with Organizational Behavior Management (OBM), a commonly recognized subfield of ABA. The primary objective of this talk will be to help clarify where the two areas overlap and where they are distinct. We will begin by defining both OBM and Supervision. We will then discuss how specific elements of OBM are present in Supervision, but also how Supervision when utilized in ABA encompasses several additional components. Several examples of how this looks across different supervision roles will be presented. Why this distinction is important and how it informs course curriculum, training, and continuing education in both Supervision and OBM will then be discussed.

Dr. Sharlet Rafacz received her Ph.D. in Psychology with an emphasis in Behavior Analysis and Organizational Behavior Management (OBM) from the University of Nevada, Reno. Dr. Rafacz was an Assistant Professor at Savannah State University and is currently an Associate Professor in the Psychology Department at California State University, Fresno. She teaches undergraduate and graduate courses in learning, applied behavior analysis, research methods, ethics, health behavior, and OBM. Her research in OBM focuses on utilizing motivating operations to alter employee behavior, component analyses of performance scorecards, and on cooperation and countercontrol in organizational settings. She also conducts research on increasing healthy eating behavior by children, college students, and consumers in a variety of settings. Dr. Rafacz has published her research in several behavioral journals, including Perspectives on Behavior Science and the Journal of Organizational Behavior Management. She also serves on the editorial board for the Journal of Organizational Behavior Management. She is the Past-President for the Organizational Behavior Management Network and has served on the California Association for Behavior Analysis Board as the Northern California Academic Liaison.
 
Common Skills of Effective Supervisors and Great Leaders
ELLIE KAZEMI (California State University, Northridge)
Abstract:

Supervisors, as individuals in positions of leadership, need to be decisive, productive, dependable, and efficient at the same time of being caring and understanding. Great leaders are not born with such skills, but they do have common characteristics that are a set of skills they have gained in their lifetime. In this talk, I will discuss the core skills every great leader possesses and offer practical tips for supervisors looking to become strong leaders.

Dr. Kazemi is the Chief Science Officer at Behavioral Health Center of Excellence (BHCOE), where she oversees standard development, evaluation methodology, and measurement science. She is also a professor at CSUN, where she has developed and teaches undergraduate and graduate coursework in behavior analysis. She founded the M.S. in Applied Behavior Analysis program in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. Her research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. She is also invested in leveraging technology (e.g., A.I., robotics, V.R) for efficient training and feedback using simulations. She has worked on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees.

 
 
Symposium #127
CE Offered: BACB
Demonstrating the Versatility of Behavioural Skills Training
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 205C
Area: TBA; Domain: Applied Research
Chair: J Turner (Butler) Butler Braren (University of Kansas)
Discussant: Claire C. St. Peter (West Virginia University)
CE Instructor: Claire C. St. Peter, Ph.D.
Abstract:

This symposium includes four talks that demonstrate the effectiveness of behavioral skills training (BST) in teaching skills to individuals in a variety of social contexts ranging from one-on-one conversations to presentations in front of an audience. Roberts will share findings of an experiment evaluating the effects of BST on conversational skills and body language of adolescents with autism. Mazza will describe the results of an experiment evaluating the effects of BST with in situ training on children and adolescent safety responses to lures during online gaming. Campanaro will present three experiments in which computer-based instruction was used to teach discrete-trial training and to teach participants to use BST to train new staff. Finally, Laske will discuss the results of an experiment evaluating the effects of BST on public speaking skills.

Instruction Level: Intermediate
Keyword(s): BST
Target Audience:

Presentations during this symposium will be delivered at an intermediate instruction level. Target audience members should be able to identify the common components of behavioral skills training (i.e., instruction, model, rehearsal, feedback) to maximize learning during this symposium.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Discuss how BST can be applied to teach individuals with ASD to engage in appropriate conversation skills (2) Describe how to design BST with in situ training procedures to teach adolescents safety responses to lures (3) Explain how computer-based instruction can be used to teach BST training procedures to staff (4) Apply BST to train public speaking behaviors to students or staff
 

Behavioral Skills Training to Teach Adolescents With Autism How to Respond to Conversational Interest of Others

KATRINA ROBERTS (Alpine Learning Group), Nicole Torrone (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group; The Chicago School of Professional Psychology), Bridget A. Taylor (Alpine Learning Group)
Abstract:

Previous research has shown that individuals with Autism Spectrum Disorder (ASD) experience deficits in social skills and can have restricted interests. While many individuals with autism report the desire to have friendships, they also report difficulty making and maintaining friendships as they are unsure how to relate in some social contexts. We used a multiple baseline design across responses to evaluate the effects of behavioral skills training on engagement in conversational exchanges around topics focused on the partner’s interests as well as appropriate body language. Both adolescent participants improved responding over baseline and social validity interviews with both participants revealed that they found the procedures worthwhile.

 
Using Behavioral Skills Training to Keep Children and Adolescents Safe from Online Gaming Dangers
KIRSTYN MAZZA (Hunter College; City University of New York), April N. Kisamore (Hunter College), Lauren K. Schnell (Hunter College), Jason C. Vladescu (Caldwell University)
Abstract: Children and adolescents spend a lot of their free time engaged in online activities. One of the more prevalent online activities for this group is online gaming. While playing games online, children are possibly exposed to cyber-bullying, requests for personal information, and a variety of other predatory lures. Previous research has demonstrated the efficacy of behavioral skills training with in situ training for teaching safety responses to abduction and sexual abuse lures. The purpose of the current study was to evaluate the effects of behavioral skills training with in situ training to teach safety responses to lures that might occur during online gaming. Our participants were two neurotypical children who regularly played online games. We taught both participants a three-component safety response that included denying the requested information, escaping the dangerous situation, and reporting the dangerous situation to an adult. We programmed for generalization of the strategy across lures by including multiple exemplars of four types of lures commonly associated with abduction but modified these lures to make them specific to requests for personal information that might be made during online gaming. Results indicated that behavioral skills training with in situ training resulted in acquisition of the three-component safety response, and that the response generalized across novel lure exemplars.
 
Using Computer-Based Instruction to Teach Behavioral Skills Training
ALEXANDRA MARIE CAMPANARO (May Institute), Jason C. Vladescu (Caldwell University), Ruth M. DeBar (Caldwell University), Meghan Deshais (Rutgers University), Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract: Behavioral skills training (BST) is considered one of the most effective staff training techniques to implement a wide variety of programs; however, research has found a lack of implementation of this technique across human service settings due to a shortage of organizational time and resources. The purpose of the present study was to first teach participants a behavioral technology (i.e., DTI), and then teach the same participants how to train others to implement that same behavioral technology using BST. More specifically, in Experiment 1 we used computer-based instruction (CBI) to teach participants to implement DTI, then we evaluated the impact of CBI to teach participants to use BST to train new staff to implement DTI in Experiment 2. Finally, we evaluated generalization of the training by having three trainees from Experiments 1 and 2 use BST to train relevant staff how to implement DTI in Experiment 3. The results of the present experiments not only demonstrate the effectiveness of CBI to teach DTI and BST, but also demonstrate the generality of the BST to teach behavior therapists.
 
Um, So, Like: The Effects of Behavioral Skills Training on Public Speaking Behaviors
MATTHEW M LASKE (University of Kansas), Florence D. DiGennaro Reed (University of Kansas)
Abstract: Public speaking is a relevant skill for career advancement. Despite the importance of public speaking, it is the most common social phobia reported by Americans. Because of the discomfort it may cause and the potential impact on careers, identifying ways to teach effective public speaking is worthwhile. The current study sought to address this issue by using a multiple-baseline design across behaviors to evaluate the effects of behavioral skills training (BST) in a Zoom environment on public speaking behaviors. BST was effective in teaching three sets of public speaking behaviors. Participants' self-ratings of effectiveness increased and reported anxiety decreased following the intervention. Additionally, external experts rated the participants as more effective speakers. Last, despite teaching public speaking behaviors participants' rate of speech disfluencies remained high throughout the study. Implications of these findings for future behavior-analytic research on public speaking will be discussed.
 
 
Symposium #128
CE Offered: BACB
Exploration of Several Practice-Oriented Training Applications
Saturday, May 28, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 203
Area: TBA/OBM; Domain: Applied Research
Chair: Jennifer Ruane (Melmark)
Discussant: Amy J. Henley (Western New England University)
CE Instructor: Amy J. Henley, M.S.
Abstract:

Behavior analysts support behavior change in many capacities, often through training procedures. Examples include training parents to implement behavior change programs; training employees in expected job performance; and training pre-service behavior analysts in defined professional expectations. The purpose of this symposium is the presentation of various practice oriented training applications. The presentations cover the following information: 1) Training parents to utilize crisis management strategies; 2) Training new supervisors in active listening, feedback, and training others; 3) Evaluating various training procedures with newly hired staff learning to secure wheelchairs in a motor vehicle; and 4) Training an interdisciplinary team professional expectations for medication management interdisciplinary meetings.

Instruction Level: Intermediate
Target Audience:

Professionals with experience training

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe several training procedures used with new hires 2. Describe effective practices for feedback and supervision 3. Describe the training methods used within an interdisciplinary team
 

Randomized Controlled Pilot Study of a Crisis Prevention Institute Training Program Designed for Parents of Children With Autism

NICOLE ABENAIM SIMON (Lurie Center for Autism), Lisa Nowinski (Lurie Center for Autism, Massachusetts General Hospital, Harvard Medical School), Kirstin Birtwell (Lurie Center for Autism, Massachusetts General Hospital, Harvard Medical School), Ann Giauque (Lurie Center for Autism, Massachusetts General Hospital), Carol Stamm (University of Massachusetts Chan Medical Center), Alison Tassone (Lurie Center for Autism, Massachusetts General Hospital), Christopher J. McDougle (Lurie Center for Autism at Massachusetts General Hospital and MassGeneral Hospital for Children), Caitlin Ravichandran (Lurie Center for Autism, Massachusetts General Hospital, Harvard Medical School, McLean Hospital)
Abstract:

Aggression, self-injury, and property destruction are among the most impairing and severe behaviors in individuals with autism (Doehring et al., 2014), yet a lack of evidence-based and accessible physical management training exists for the parents managing these behaviors. This study (NCT number NCT03537261) investigated the feasibility, acceptability, safety and efficacy of a novel Crisis Prevention Institute one-day parent training (P-CPI) facilitated by a Board Certified Behavior Analyst. Eighty parents (90% female, 88% White, 97% high school or equivalent) of children 5-12 years old with autism and irritability were randomized to P-CPI (n=41) or waitlist control (WLC; n=39), with 60 (33 P-CPI, 27 WLC) remaining two weeks post-training. All 34 parents completing training rated the course very good or excellent overall. Relative change in safety-related event rates following training did not significantly differ between P-CPI and WLC. Change scores for parental self-efficacy, which was the primary outcome measure, parenting stress, and quality of life, also did not differ significantly. The estimated standardized effect size for parental self-efficacy was 0.25 (95% confidence interval: -0.06, 0.57), with positive effect size favoring P-CPI. Data from this pilot study support the acceptability and safety of P-CPI but do not demonstrate short-term improvement in parental self-efficacy.

 
Increasing Supervisory Performance Skills via Group Instruction
BRAD STEVENSON (Melmark New England), Keri Stevenson Bethune (James Madison University), Jill Harper (Melmark New England), Helena L. Maguire (Melmark New England), James Luiselli (Melmark New England), Silva Orchanian (Melmark New England)
Abstract: Moving into a supervisory role can be a challenging transition for professionals. Managing direct care staff involves a number of skills that are rarely taught to new supervisors. To address this, Melmark has developed a structured training program to teach supervisory skills explicitly. Titled “Supervision Series,” it uses behavioral skills training to teach targeted skills within a curriculum based on an organizational behavior management framework. This presentation will review results from a study designed to assess the effectiveness of Supervision Series. A multiple baseline across behaviors design was used to evaluate its effects on increasing the supervisory skills of three staff who recently moved into their first supervisory role. Targeted dependent variables were active listening, training direct care staff on new skills, and providing feedback. Results and discussion points will be reviewed based on the final data being collected.
 

An Evaluation of Organizational Training Processes and Performance Standards

ALYSSA RAFTOVICH (Melmark), Nikolaos Tsolakidis (Melmark), Shawn P. Quigley (Melmark), Mary Jane Weiss (Endicott College), Lindsay McEntee (Melmark)
Abstract:

Many staff training programs focus primarily on the knowledge component of a skill, which is not optimally effective when trainees are expected to perform certain job duties (Parsons, Rollyson, & Reid, 2012). Behavioral Skills Training (BST) is a procedure that is utilized to focus primarily on teaching the performance aspect of skills that an employee needs to do complete their job duties. While Behavioral Skills Training has been an effective approach to training a wide variety of skills, there is not extensive research that discusses the use of behavioral skills training with training safety skills. This study will examine whether or not the use of additional practice opportunities and the attainment of fluency has an effect on the accurate implementation of a wheelchair securement system. While behavioral skills training is shown in the literature to be effective in teaching a variety of skills, there is limited research that analyzes its application to this skill set. Due to the lack of literature, this study examines Behavioral Skills Training as means to train staff to properly secure an individual who utilizes a wheelchair during transportation. The study hopes to determine whether Behavioral Skills Training will result in a better outcome.

 

Interdisciplinary Review Team: Training Effective Presentation Skills Across Professional Members

JILL HARPER (Melmark New England), Frank L. Bird (Melmark New England), Maria Wizboski (Melmark New England), Haley Steinhauser (Melmark New England; Regis College), James Luiselli (Melmark New England)
Abstract:

Behavior skills training (BST) has become a common method to establish professional competencies through instruction, modeling, rehearsal and feedback. This study examined the effects of BST on the effective presentation skills of multiple professionals within an interdisciplinary review team (IRT) using a multiple baseline design. BCBA clinicians and registered nursing staff served as participants. All participants were active members of the IRT prior to the start of the study. During baseline, unique integrity checklists were developed to assess the accuracy of presentation skills for each department. Supervisors of each department then implemented BST. During the instructional component, the rational for the IRT process was reviewed and a written description of the expectations around preparation and presentation was provided. Video models specific to preparation and presentation were then viewed. Training ended with a rehearsal session during which participants were observed preparing for and presenting a case example. Feedback was provided throughout the training process. During baseline, moderate levels of accuracy were observed across all participants. Accuracy increased across both all participants following BST. Participants and other members of the IRT completed social validity measures following the training. This study provides another example of the effectiveness of BST in the establishment of professional competencies, in this case effective presentation skills.

 
 
Invited Tutorial #129
CE Offered: PSY/BACB/QABA/NASP
The Camouflaged Reinforcer for Learning to Talk, Read, Write/Think
Saturday, May 28, 2022
4:00 PM–4:50 PM
Meeting Level 1; Room 102B
Area: DEV; Domain: Applied Research
PSY/BACB/QABA/NASP CE Offered. CE Instructor: R. Douglas Greer, Ph.D.
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University)
Presenting Authors: : R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: Research that identified how children develop verbal behavior from experience located some of the stimulus control for learning names, their functions, and their many attributes as the network of relations expand. The learned reinforcers for the sequence of verbal developmental cusps evolve into bidirectional verbal operants. One of these (i.e., Incidental Bidirectional Naming or Inc-BiN) allows children to learn language relations without instruction or the delivery of reinforcement, rather the reinforcer resides in the effects of the behavior. Once this veiled reinforcement for relating stimuli crossmodally (i.e., overarching reinforcement for parity across listening and speaking) becomes part of the child’s community of reinforcers, EXPOSURE ALONE results in the accumulation of more complex relations. Some more complex relations include incidentally learning unfamiliar stimuli relations along with learning them from exclusion, including arbitrarily applicable relations. When this cusp joins reading and writing, contact with print results in listening and writing is speaking. Recent research found that children’s difficulties with reading, writing, or computing are often traceable to the lack of, or weak, stimulus control with the lnc-BiN cusp and is fixable by addressing reinforcement stimulus control for this or a developmentally earlier cusp.
Instruction Level: Advanced
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify three bidirectional operant verbal developmental cusps; (2) identify the source of reinforcement for Incidental Bidirectional Naming (Inc-BiN); (3) identify levels of complexity for Inc-BiN and how the complexity expands from exposure alone; (4) identify the relation of Inc-BiN to reading, writing/thinking/computing; (4) identify how Inc-BiN is complementary to derived relational responding and RFT.
 
R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences)
Doug Greer is Professor of Psychology and Education at the Graduate School of Arts and Sciences and Teachers College of Columbia University. He has served on the editorial boards of 10 journals, published over 200 research and theoretical articles in more than 21 journals and is the author or coauthor of 14 books. Two of his most recent books are translated into Korean, Spanish, Chinese, and Italian. Greer has sponsored 252 doctoral dissertations, taught over 2,000 teachers and psychologists, originated the CABAS? model of schooling used in the USA, Ireland, Italy, England and founded the Fred S. Keller School (www.cabasschools.org). He has done basic and applied experimental research in schools with students, teachers, parents, and supervisors as well as pediatric patients in medical settings. He and his colleagues have identified verbal behavior and social developmental cusps and protocols to establish them when they are missing in children. He is a recipient of the Fred S. Keller Award for Distinguished Contributions to Education from the American Psychology Association, a Fellow of the Association for Behavior Analysis International (ABAI), the ABAI award for International Contributions to Behavior Analysis, and is recipient of May 5 as the R. Douglas Day by Westchester County Legislators and the Jack Michael Award for Contributions to Verbal Behavior. He has served as guest professor at universities in China, Spain, Wales, England, Japan, South Korea, India, Ireland, Germany, Italy, USA, and Nigeria.
 
 
Invited Paper Session #131
CE Offered: PSY/BACB/QABA/NASP
Diversity submission Getting Unstuck: How Behavior Analysts Can Talk to Marginalized Communities, Behave Flexibly, and Change the World
Saturday, May 28, 2022
4:00 PM–4:50 PM
Ballroom Level 3; Ballroom East/West
Area: SCI; Domain: Service Delivery
Chair: Jeanne M. Donaldson (Louisiana State University)
CE Instructor: Matthew Capriotti, Ph.D.
Presenting Author: MATTHEW CAPRIOTTI (San Jose State University)
Abstract: As behavior analysts, we know the potential of our science to change the world. Behavior analysis points to powerful interventions for a range of individuals’ challenges and societies’ ills, without assigning stigmatizing diagnoses of personal or cultural deficits, such as character problems and broken brains. Our beloved science has made enormous impacts in a few areas. And yet, behavior analysis’ reach is far from what Skinner imagined possible. At the same time, we behavior analysts often bemoan feeling misunderstood by colleagues and by society. Our science, and our reputations, tend to get stuck within our research and practice communities, and within tried-and-true applications. I propose that we can get our science “unstuck” through thoughtful collaboration with underserved and oppressed communities, and with the professionals who have long served them. As an exemplar of a recent (and ongoing) success story that has leveraged these principles, I will discuss how behavior analysts have changed the landscape of treatment for people with tic disorders across the world. To exemplify an unfulfilled opportunity for such progress, I will discuss potential applications of behavior analysis into LGBTQ+ health and wellness. I will present my own work in these two areas, with particular attention to intentional professional actions outside the traditional bounds of behavior analysis. This will include honest discussion of both “wins” (wherein such work has led to increased impact) and “misses” (wherein such projects have led down the rabbit holes of mentalism). I will conclude with practical suggestions for behavior analysts looking to expand the scope of their work into new areas.
Instruction Level: Basic
Target Audience: faculty researchers, university educators, applied practitioners, graduate students
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss research strategies and tactics that enable pragmatic scaling of behavior analysis; (2) describe how non-behavior-analytic research approaches contributed to the successful dissemination of behavior-analytic treatments for tic disorders; (3) identify steps that may aid early career researchers in conducting community-partnered research in new areas.
 
MATTHEW CAPRIOTTI (San Jose State University)
Dr. Matthew Capriotti is an Associate Professor of Psychology at San Jose State University. He completed his BS in Psychology at the University of Florida in 2010, and he then earned his Ph.D. in Clinical Psychology at the University of Wisconsin-Milwaukee in 2015. Prior to joining the faculty at San Jose State University, Dr. Capriotti completed predoctoral and postdoctoral fellowships in the Department of Psychiatry at the University of California San Francisco. His research interests lie in the behavioral treatment of Tourette Syndrome and in the study of processes that drive health and wellness among LGBTQ+ people. Dr. Capriotti has employed varied methodological approaches to conduct research across the basic-to-applied continuum. His earliest work investigated rats’ responding on multiple schedules. His subsequent programs of research on tic disorders and LGBTQ+ health have employed a range of methodological approaches and content foci, including within-case laboratory studies on behavioral processes in clinical populations, clinical trials, dissemination and implementation projects, phenomenological and epidemiological investigations of neurobehavioral and psychiatric conditions, experiments evaluating environmental determinants of stigma, survey- and interview-based qualitative research on facilitators and barriers of psychosocial treatment, and community-based participatory research. Dr. Capriotti is the author of 46 peer-reviewed publications and over 70 conference presentations.
 
 
Invited Panel #132
CE Offered: PSY/BACB
Mathematical Principles of Reinforcement: A Panel with Discussion
Saturday, May 28, 2022
4:00 PM–4:50 PM
Meeting Level 1; Room 151A/B
Area: SCI; Domain: Theory
Chair: M. Christopher Newland (Auburn University)
CE Instructor: M. Christopher Newland, Ph.D.
Panelists: M. CHRISTOPHER NEWLAND (Auburn University), JOHN FALLIGANT (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), BRENT KAPLAN (University of Kentucky)
Abstract:

This session, a follow-up to Peter Killeen’s tutorial on Mathematical Principles of Reinforcement, will offer examples of MPR’s application and thoughts about potential uses. Why consider applying MPR? It is a comprehensive theory of behavior that is derived from three elementary, common-sensical principles. The data required for model fitting, which come from a series of fixed-ratios or a progressive ratio schedule, are acquired quickly. The ability of its parameters to distinguish reinforcer efficacy, how reinforcers select recent behavior, and motor characteristics of behavior can yield insight into behavioral determinants. Chris Newland will describe its application in characterizing the actions of drugs and contaminants that act on the nervous system, John Michael Falligant will explore its potential applications to applied behavior analysis, and Brent Kaplan will describe how it might address issues in substance abuse.

Instruction Level: Intermediate
Target Audience:

Basic and translational investigators interested in applying MPR, board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe what the parameters of the MPR model say about behavior; (2) describe how it has been applied in several arenas; (3) describe potential areas where MPR might be applied.
M. CHRISTOPHER NEWLAND (Auburn University)
Chris Newland directs a laboratory to investigate drugs and contaminants that affect behavioral and brain development using experimental models. With his students, he has reported troubling impairments in behavioral plasticity, choice, and learning that can be traced to low-level methylmercury exposure during the prenatal and adolescent periods or drug exposure during adolescence. For example, he reported that methylmercury during gestion accelerates aging long after exposure ends. He is also involved in a project to reduce the use of psychotropic medicine among children in foster care. Dr. Newland has served on numerous panels guiding federal environmental policy as well as grant review panels for the NIH and the EPA. He has played leadership roles in the Society of Toxicology and the Association for Behavior Analysis International. He teaches courses at all levels in behavioral neuroscience, psychopharmacology, conditioning and learning, and clinical psychopharmacology in developmental disabilities.
JOHN FALLIGANT (Kennedy Krieger Institute; Johns Hopkins University School of Medicine)
Dr. Falligant is an Assistant Professor in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine and a Senior Behavior Analyst in the inpatient Neurobehavioral Unit at the Kennedy Krieger Institute. The Neurobehavioral Programs at the Kennedy Krieger Institute serve individuals with intellectual and developmental disabilities who suffer from severe behavioral dysfunction, including self-injury. Dr. Falligant’s clinical work and research is focused on the assessment and treatment of behavioral dysfunction in individuals with neurodevelopmental disorders. He is also interested in translational behavioral research involving models of choice behavior and impulsivity, reward sensitivity, behavioral persistence, and the identification and quantification of predictive behavioral markers. Dr. Falligant is a clinical psychologist and Board Certified Behavior Analyst (BCBA-D). He received his Ph.D. from Auburn University. He completed his Doctoral Internship and a Postdoctoral Research Fellowship at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine.
BRENT KAPLAN (University of Kentucky)

Brent Kaplan received his Ph.D. in behavioral psychology at the University of Kansas and subsequently completed his postdoctoral training at the Fralin Biomedical Research Institute at Virginia Tech. He is currently an Assistant Professor in the Department of Family and Community Medicine at the University of Kentucky College of Medicine and a member of the Healthier Futures Laboratory. Brent’s research focuses on applying behavioral economic concepts and methodology to better understand alcohol and cigarette substance use and treatments. His interests also include developing and disseminating tools for analyzing and interpreting behavioral economic data. He has served on the editorial boards of the Journal of the Experimental Analysis of Behavior and Perspectives on Behavior Science and currently serves on the executive committee for Division 28 Psychopharmacology and Substance Abuse of the American Psychological Association.

 
 
Panel #134
CE Offered: BACB — 
Ethics
In Consideration of Social Validity: Do Others Like What We Do, and Does It Matter?
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 255
Area: AUT; Domain: Service Delivery
CE Instructor: Meka McCammon, Ph.D.
Chair: Meka McCammon (University of South Florida)
JOEL ERIC RINGDAHL (University of Georgia)
AMY GRAVINO (A.S.C.O.T Consulting)
Abstract:

The social validity of an intervention encompasses (a) whether consumers/stakeholders believe that the intended outcome of the intervention is desirable, (b) the extent to which consumers/stakeholders consider the procedures for changing behavior to be acceptable in terms of ethics, cost, and feasibility, and (c) whether consumers/stakeholders are satisfied with the outcomes produced by these procedures. Behavior analysts typically assess social validity, at the conclusion of the intervention, by interviewing or asking care providers (e.g., parents, teachers) questions the research team generated for that purpose. This approach limits input to primary care providers, the input of the recipient of the intervention is not gathered, nor is input from the broader community (e.g., other autistic people). In addition, whether the intervention was viewed as acceptable or needed at the start of the intervention (or during intervention) is not known. In this panel we will explore whether typical methods of evaluating social validity are appropriate and if our field should broaden its conceptualization of social validity to include input from others and/or occur at multiple timepoints.

Instruction Level: Basic
Target Audience:

NA

Learning Objectives: (1) Participants will describe the significance of assessing social validity; (2) State various tools and methods for assessing social validity; (3) Account for the contextual variables that might inform when and how to assess social validity; and (4) State the implications failing to assess social validity throughout service delivery
 
 
Symposium #135
CE Offered: BACB
Using Telehealth to Train Parents of Children With Autism Spectrum Disorder
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 254B
Area: AUT/CBM; Domain: Service Delivery
Chair: Nouf Alzrayer (King Saud University )
Discussant: Nouf Alzrayer (King Saud University )
CE Instructor: Nouf Alzrayer, Ph.D.
Abstract:

Telehealth has been shown to be effective in providing behavioral services to families of individuals with disabilities, including autism spectrum disorder (ASD; Unholz-Bowden et al.,2020). In addition to telehealth, behavioral skills training (BST) has been used to teach caregivers to implement several strategies, such as functional behavioral assessment (Shayne & Miltenberger, 2013), incidental teaching procedures (Hsieh, Wilder, & Abellon, 2011), and social skills (Hassan et al., 2018). However, due to the novelty of this approach, there is a critical need to examine the effects of using telehealth in training parents of children with ASD to implement strategies to develop skills or reduce challenging behaviors. Therefore, this symposium will include two presentations that will (a) evaluate the effects of BST in training parents to implement augmentative and alternative communication (AAC)-based intervention in naturalistic context via telehealth (b) evaluated the effects of BST on parents to implement behavioral toilet skills training package with their children with autism via telehealth technology.

Instruction Level: Basic
Keyword(s): BST, Parents training, Telehealth
Target Audience:

The target audience include a variety of levels of ABA practitioners, including BCBAs and BCaBAs.

Learning Objectives: 1.The participants will be able to identify the components of behavior skills training to apply to parents training via telehealth 2.The participants will be able to identify ways to train parents to conduct toilet and mand training via telehealth 3.The participants will be able to summaries strategies to use to conduct parent training via telehealth
 

Training Parents to Implement Augmentative and Alternative Communication-Based Intervention in Naturalistic Context Via Telehealth

NOUF ALZRAYER (King Saud University)
Abstract:

The study aimed to evaluate the effects of behavioral skills training (BST) in training parents to implement augmentative and alternative communication (AAC)-based intervention in naturalistic context via telehealth. Three parent-child dyads participated in the study. All participants were diagnosed with ASD and their age ranged between 4 and 6 years. Concurrent multiple probe design across parent–child dyads was used to evaluate the effects of the intervention. Parents were trained to teach their children augmented and non-augmented mand skills in a natural context via internet-based service delivery. The findings of the study revealed that parents were successful at using AAC-based intervention in teaching communication skills to their children with ASD during snack time. Further, participants were able to generalize acquired mands across other communication partners (i.e., siblings) and during other routine situations (i.e., playtime). Future studies should examine the effects of BST to train parents on the implementation of other behavioral strategies via telehealth.

 

Training Parents in Saudi Arabia to Teach Toilet Skills to Children With Autism Via Telehealth Technology

AHMAD KHAMIS EID (Center For Autism Research), Sarah Mohammed Aljaser (CFAR), Katelyn Craig (CFAR), AlAnoud Al Saud (CFAR), Mashail Alaql (CFAR), Mitch Fryling (California State University, Los Angeles)
Abstract:

The present study evaluated the effects of a behavioral skills training on parents to implement behavioral toilet skills training package with their children with Autism via telehealth technology. Two dyads (mother – child) participated in the study. Effects were demonstrated using multiple baseline design. All sessions were conducted via ZOOM technology. The behavior skills training of both mothers resulted in achieving continence for both children. Both children demonstrated maintenance of their toileting skills at follow - up. One child improved significantly in initiation of toileting. Social validity evaluations were strong. Implications for future and further researches are discussed.

 
 
Symposium #136
CE Offered: BACB
Reducing Applied Behavior Analysis Agencies' Administrative Burdens Through Technology and Multi-Component Intervention on Insurance and Governmental Requirements
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 258C
Area: AUT; Domain: Applied Research
Chair: Shannon Ballinger (Positive Behavior Supports Corporation)
CE Instructor: Shannon Ballinger, M.A.
Abstract:

As the number of funding sources which are managing applied behavior analysis services has expanded, so too have the unique requirements to initiate or maintain services. Specifically, organizations attempting to scale face many unique training, treatment protocols, data submissions, and credentialing requirements dictated by funding sources or government entities. This session explores how processes to meet requirements can be improved through identification of business opportunities, pinpointing specific provider and consumer behaviors needed, and implementing technology innovations to support required changes. Examples include: developing contingencies that ensure providers and families complete requirements so that ABA services can occur with reduced administrative burdens, working with funding sources to modify requirements, and automating processes to reduce time consuming requirements. Several interventions will be presented that occur in combination and are hypothesized to be directly related to reduced latency in "days to begin services from client application" and "days to begin working from employee application."

Instruction Level: Advanced
Keyword(s): government, insurance
Target Audience:

Participants are recommended to be experienced in managing aba services at a medium to large sized agency

Learning Objectives: At the conclusion of the presentation, participants will be able to 1) identify at least one proactive, replacement, and consequence based strategy that will reduce barriers to services presented by insurance companies 2) identify automated antecedent manipulation and prompting strategies that can be used to reduce latency in caregiver compliance to required documentation 3) identify strategies that will establish momentum to increase likelihood that practitioners will complete and maintain required credentialing documentation
 

Antecedent, Replacement and Consequence-Based Interventions for Agency Leaders in Reducing Burdensome Requirements From Private Funding Sources and Governmental Agencies

TAHRA JOLENE CESSNA (F.I.T.)
Abstract:

The requirements for agencies to provide aba services are numerous and, as agencies grow and expand, these requirements grow exponentially and are affected by each funding sources and additional geographic coverage area. Often, agencies are left to navigate complex requirements with very little guidance from the funding source and without an understanding of which rules are open to negotiation and which steps within the authorization and management process can be reduced, combined, or eliminated. This symposium will offer antecedent, replacement and consequence-based interventions used to successfully increase collaboration with funding source partners. The discussion will focus on results of effecting insurance company requirements that are burdensome by a combination of reducing the requirements, teaching alternative ways to access required information, or providing the information with the assistance of technology to make the effort less burdensome. The effect of reducing administrative burdens is also hypothesized to benefit the recipients who receive behavior services resulting in less latency in the days to begin services and less gaps in services due to administrative problems.

 
Improving Caregiver and Provider Responses to Requests for Required Information to Reduce Latency in Access to Services
NINA MALAGIC RAYNOR (Positive Behavior Supports)
Abstract: Delays in clinical staff and consumer responses to requests for required information may result in gaps in service or delayed access to ABA treatment. An administrative limitation of in-home services includes low levels of administrative interaction with consumers to prompt/obtain timely documentation. Low-Tech methods to prompt responses are resource intensive and include many barriers. Through automated antecedent manipulations, prompting strategies were improved to target timely submission and signing of behavior treatment plans. Notification systems created for regional leadership provided visual feedback system and reduced number of actions required to send reminder notifications. This presentation will discuss the results of a project that targeted on-time submission and signing of behavior plans using technology enhancements.
 

Helping New Individuals Considering a Career in the Field of Applied Behavior Analysis Complete Complex Requirements in Order to Reduce Latency to Provide Services and Maintaining Credentialing Requirements

MICHAEL NOLAN (Positive Behavior Supports Corporation)
Abstract:

Large agencies working with multiple funding sources often create long list of requirements to enter the field and often many potential practitioners will not complete these requirements and may be dissuaded by the ever-increasing list of requirements to practice in the field. These lengthy requirements are derived from satisfying local, state, an funding source specific credentialing requirements and can quickly become aversive. Systematic attempts to task analyze, reorder, and display steps in a visual pleasing way help ensure reinforcement throughout the process and can lead to completion. Other interventions include using technology to provide frequency notifications, and action links to prompt their completion. The measurable effect examined is the reduction in the number of days it takes for potential practitioner to become fully compliant and credentialed and working in the field. This session will examine specific strategies can an aba agency can implement to engage a potential practitioner and establish momentum that will lead to providing services in the field.

 
 
Symposium #137
CE Offered: PSY/BACB
Teaching Social Skills Repertoires to Children With Autism
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 254A
Area: AUT/DDA; Domain: Applied Research
Chair: Rebecca P. F. MacDonald (New England Center for Children)
Discussant: Jacquelyn M. MacDonald (Regis College)
CE Instructor: Jacquelyn M. MacDonald, Ph.D.
Abstract:

There is a growing body of research on teaching individuals with autism to engage in social skills repertoires that involve observing others including helping others, observational learning, social referencing, and joint attention. The first paper in this session describes an approach to teaching a child with autism to offer help to others in natural contexts. A multiple probe design across helping scenarios was used to assess the effects of multiple exemplar training, an instructional matrix, and video modeling. The child learned to offer help in training contexts, and those skills generalized across settings. The second paper in this session describes approaches to assessing and teaching observational learning skills in a group instructional arrangement with three children with autism. A multiple probe design across participants and a multiple baseline within participants across motor, object-motor, and vocal modalities were used to assess the effects of consequence discrimination training and differential observing response training. Two out of three children showed significant improvements in observational learning in a group instructional arrangement. Findings from these studies have implications for teaching social skills repertoires to children with autism which could lead to greater inclusion of individuals with autism in learning environments and to other positive outcomes.

Instruction Level: Intermediate
Target Audience:

Intermediate

Learning Objectives: 1) learner will be able to describe strategy for teaching helping using multiple exemplar training. 2) learner will be able to describe the role of observational learning in group instruction 3) learner will be able to explain role of consequence discrimination in observational learning
 

Teaching Helping to a Child With Autism Using a Multiple-Exemplar Matrix Model and Video Modeling

SHEMARIAH ELLIS (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children)
Abstract:

The purpose of the current study was to teach a child with autism to offer help and engage in appropriate helping responses in the presence of relevant stimuli using multiple exemplars, a matrix model, and video modeling. A concurrent multiple probe design was used across helping categories of cleaning, carrying items, and obtaining objects out of reach. A matrix was used to organize the relevant stimuli encountered in helping scenarios, such as fallen objects, vocalizations, and facial affect. Training targets were taught with video models depicting a known adult verbally offering an individual help and engaging in helping responses during situations where help was required (i.e., spilled water needs to be cleaned). The multiple exemplar matrix model and video modeling were effective in establishing a repertoire of helping across categories that generalized to novel settings and contexts. Interobserver agreement averaged 94% agreement across all trials with a range of 85% - 100%.

 

The Effects of Consequence Discrimination Training and Differential Observing Response Training on Observational Learning During Group Instruction

SYDNEY J BERKMAN (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children)
Abstract:

Many individuals with autism spectrum disorder do not demonstrate observational learning (OL), a repertoire that aids in learning during group instruction. Few studies have evaluated strategies for teaching individuals to engage in OL, and none have evaluated the effects of such strategies on individuals’ learning during group instruction. In this study, OL during group instruction was evaluated using a within-participant multiple probe design across motor, object-motor, and vocal modalities and using a concurrent multiple probe design across participants. Interventions included consequence discrimination training and differential observing response training consisting of differential reinforcement and rule statements following errors. Training sessions were conducted with one student participant and one adult participant acting as a confederate student. Observation sessions were conducted with two or three student participants and one adult participant acting as a confederate student. Data were collected on primary dependent variables during test sessions conducted with each student participant shortly following observation sessions. Following training, participants demonstrated improvements in OL across modalities during test sessions. Interobserver agreement during training and probe sessions was above 90%.

 
 
B. F. Skinner Lecture Series Paper Session #140
CE Offered: BACB/PSY/QABA
Positive and Negative Reinforcing Effects of Opioids: The Opponent Process Theory From a Clinical Perspective
Saturday, May 28, 2022
5:00 PM–5:50 PM
Ballroom Level 3; Ballroom East/West
Area: BPN
Chair: Sally L. Huskinson (University of Mississippi Medical Center)
CE Instructor: Sandra Comer, Please Select...
Presenting Author: SANDRA COMER (New York State Psychiatric Institute, Columbia University)
Abstract:

Over 92,000 drug-related overdose deaths, the majority of which were due to opioids, were reported in the U.S. in 2020 (https://www.cdc.gov/nchs/nvss/vsrr/drug-overdose-data.htm). This increase in opioid-related overdose deaths occurred despite the availability of several effective treatment medications. Both positive and negative reinforcing effects of opioids may underlie the initiation of opioid use and development and maintenance of opioid use disorder (OUD). Some investigators suggest that the negative reinforcing effects of opioids become more prominent with repeated use. Evidence for this position will be presented using clinical data from a variety of sources. While both processes appear to be supported by the data, the relative contribution of positive and negative reinforcing effects in maintaining opioid use is unclear. Additional research should be conducted to directly address this issue because it has relevance for the development of more effective pharmacotherapeutic and behavioral treatment strategies for OUD.

Instruction Level: Intermediate
Target Audience: Basic researchers and clinicians
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) examine clinical laboratory data using self-administration paradigms and subjective reports of drug effects and opioid withdrawal symptoms to assess the positive and negative reinforcing effects of opioids; (2) characterize opioid self-administration among individuals who are maintained on medications for treating OUD; (3) evaluate self-reported reasons for using heroin among a large cohort of individuals with OUD.
 
SANDRA COMER (New York State Psychiatric Institute, Columbia University)

Dr. Sandra Comer is Professor of Neurobiology in the Department of Psychiatry at Columbia University. She received her BS at Vanderbilt University and Ph.D. at the University of Michigan for her research on the effects of drugs using preclinical models. Dr. Comer is Director of the Opioid Laboratory in the Division on Substance Use Disorders and her current research focus is on the clinical testing of medications for treating opioid use disorder, methods to maximize the use of naloxone by opioid users, and evaluations of the comparative abuse liability of prescribed pain medications. Dr. Comer served as President of the College on Problems of Drug Dependence, the longest standing scholarly society in the U.S. devoted to research on substance use disorders, and currently is the Public Policy Officer for CPDD. Dr. Comer is a member of the Expert Advisory Panel on Drug Dependence for the World Health Organization and has over 160 publications on substance use disorders.

 
 
Panel #141
CE Offered: BACB
Overcoming Challenges Associated With Conducting Behavior Analytic Research in Neurorehabilitation Settings
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 103
Area: CBM/EAB; Domain: Translational
CE Instructor: Christina M. Peters, Ph.D.
Chair: Christina M. Peters (Brock University)
JEFF KUPFER (University of Colorado Denver)
MICHAEL P. MOZZONI (Mozzoni & Associates LLC)
KARL FANNAR GUNNARSSON (The National University Hospital of Iceland)
Abstract:

Brain injury is the leading cause of death and disability worldwide (IBIA, 2021). Applied behavior analysis (ABA) is demonstrated to be effective in addressing several of the behavioral challenges associated with acquired brain injury (Jacobs, 2000). However, a recent comprehensive literature review demonstrates that additional research, especially research with high methodical rigor, is still needed (Heinicke & Carr, 2014). The lack of research in acquired brain injury presents vast opportunities for behavior analysts who wish to pursue this important line of investigation. Several unique circumstances associated with brain injury and its treatment may pose challenges to researchers, including but not limited to: difficulty recruiting participants, the need to balance rehabilitation efforts with research participation, and issues related to obtaining informed consent. This panel will bring together three top experts who have successfully conducted research in this domain. Discussion will focus on the challenges associated with this line of research and efforts to support future growth in this important area.

Instruction Level: Basic
Target Audience:

Beginner

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe at least 3 challenges with conducting behavior-analytic research in neurorehabilitation settings; (2) differentiate between behavioral interventions that are considered evidence-based vs. experimental for those with brain injury; (3) describe at least two strategies for addressing barriers associated with conducting behavior-analytic research in neurorehabilitation settings.
Keyword(s): brain injury, neurorehabiliation, research ethics
 
 
Symposium #142
CE Offered: PSY/BACB
Diversity submission Why So Racist? A Function-Based and Organizational Assessment and Interventions for Policing
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 156B
Area: CSS/OBM; Domain: Theory
Chair: Shawn Capell (Covenant 15:16 LLC )
Discussant: Ryan Sain (Mary Baldwin University )
CE Instructor: Ryan Sain, Ph.D.
Abstract:

The racial differentiation of policing in America has been widely researched and documented (Walker et al., 2008; Wilson et al., 1982; Eck et al., 1987; Braga et al., 1999). While these discrepancies have been largely documented, few changes have been made to the policies, procedures and law governing police officers, leading to the continuation of racist acts displayed by police officers across the country. The reasons for this are plentiful and the issues are symptoms of the larger problems of individual and institutional racism that increases the likeliness any police officer will engage in violence against a person of color. This symposium describes how individual racism is learned and strengthened and a functional perspective of the historical development of policing in America followed by suggestions about how these systems can be redeveloped and improved.

Instruction Level: Intermediate
Keyword(s): police functions, racism
Target Audience:

This is appropriate for any level of behavior analyst or behavior analyst trainee who is interested in systems theory and how functional assessment can play a role in system and reinforcement of individual behavior.

Learning Objectives: 1. The learner will identify the common functions of policing in the United States. 2. The learner will identify how differential responding of officers to different groups of citizens develops and is maintained. 3. The learner will identify at least three ways behavior analysis can address the behavior of police officers to decrease differential responding between groups of individuals. 4. The learner will identify at least one organizational behavior management (OBM) strategy that can be used to decrease differential responding of police officers.
 
Diversity submission 

The Function of the Police Force: A Behavior Analytic Review of the History of How Policing in America Came to Be

NATALIE A. PARKS (Behavior Leader Inc.; Saint Louis University), Beverly Kirby (Team ABA LLC)
Abstract:

While the racial differentiation of policing in America has been widely researched and documented (Walker & Katz, 2008; Wilson & Kelling, 1982; Eck & Spelman, 1987; Braga, et al., 1999), there have been few changes within the policies, procedures and laws governing police officers. This has resulted in the continuation of individual acts of racism of police officers across the country and has upheld the systemic racism that results in the discrepancies between Black people and White people. To fully understand and develop effective interventions that will change policing behaviors and the racism observed within the police force, one must first understand the historical development and functional variables that maintain policing in America.

 
Diversity submission Solutions Addressing the Vulnerability of Individual and Institutional Racism in Police Departments
BEVERLY KIRBY (Team ABA LLC), Natalie A. Parks (Behavior Leader Inc.; Saint Louis University)
Abstract: Understanding the history and function of policing brings insight into the main areas to target for intervention when attempting to eliminate racism within policing and the the police force. This presentation focuses on suggestions regarding how to change and redevelop the system and functions of policing in America to decrease and eliminate specific and systemic acts of racism.
 
 
Symposium #143
CE Offered: BACB
Health, Sport and Fitness SIG Grant Recipients: Exciting New Areas of Research
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 156A
Area: CSS/TBA; Domain: Applied Research
Chair: Rocky Perez (Western Michigan University PhD IOBM Candidate)
Discussant: Sharlet D. Rafacz (California State University, Fresno)
CE Instructor: Sharlet D. Rafacz, Ph.D.
Abstract: This symposium will include two recently completed projects by the 2021 Behavior Analysis in Health, Sport, and Fitness Special Interest Group (HSF SIG) research grant recipients. The purpose of the HSF SIG Small Research Grant is to support experimental research that demonstrates the application of behavior analysis to address human behavior in the areas of health, sport, or fitness. Additional goals of this program are to disseminate behavior analytic research and practice and to expand research opportunities for students of behavior analysis. The first presentation will describe a study that evaluated and compared technology-based interdependent, dependent, and independent group contingencies for increasing daily steps in adults using a percentile schedule of reinforcement. The second presentation will describe a study that evaluated the outcomes of a virtual training informed by the behavioral skills training framework on dance instructors’ implementation of a behaviour analytic coaching package. Discussion following the presentations will focus on the use of technology in health, sport, and fitness research, along with how this research informs those in both the basic and applied communities. Recipients of the 2022 HSF SIG Small Research Grant will be announced at the end of the session.
Instruction Level: Basic
Keyword(s): behavioral coaching, dance, group contigencies, physical activity
Target Audience: Graduate students, researchers, and practitioners interested in applications of behavior analysis to health, sport, and fitness
Learning Objectives: (1) describe how group contingencies can be used to increase physical activity; (2) describe how the behavioral skills training framework can be applied to virtual training methods; (3) describe at least two implications of the findings of these students for future research and practice.
 
Evaluating Group Contingencies for Increasing Daily Steps in Adults
CASEY IRWIN HELVEY (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington)
Abstract: Research has suggested that contingent rewards or added researcher intervention may be necessary to increase physical activity in adults, though this can be costly in terms of time and money. Arranging group contingencies for increasing physical activity may be one way to limit some of these costs and may have additional benefits of peer-arranged social consequences. Recent studies have shown that interdependent group contingencies, or a version called the Good Behavior Game (GBG), can be used to increase physical activity among children. No within-subject studies have compared all three types of group contingencies for increasing physical activity. Additionally, behavior-analytic studies evaluating group contingencies for increasing physical activity in adults are limited. The purpose of the current study is to evaluate and compare technology-based interdependent, dependent, and independent group contingencies for increasing daily steps in adults using a percentile schedule of reinforcement. Additionally, the current study will evaluate participants’ relative preference for the three group contingency interventions using a concurrent-chains paradigm. The results will be discussed within the context of implications for physical activity interventions and areas for future research.
 

Evaluation of a Virtual Training for Dance Instructors to Implement a Behavioral Coaching Package

SARAH DAVIS (Brock University), Kendra Thomson (Brock University), Kimberley L. M. Zonneveld (Brock University), Melina Passalent (Brock University), Tricia Corinne Vause (Brock University), Brittney Mathura Sureshkumar (Brock University), Nicole Bajcar (Brock University)
Abstract:

Most dance instructors are not provided with formal training to teach dance skills and it has been reported that they often employ an authoritarian teaching style with a focus on corrective feedback, which can adversely impact dancers’ experiences. A behavior analytic approach to dance education may provide dance instructors with positive strategies that increase the accuracy of dance movements and the satisfaction of dancers. Using a concurrent multiple-baseline design across five participants, we evaluated the outcomes of a virtual training informed by the behavioral skills training framework (i.e., instructions, modeling, rehearsal, and feedback) on dance instructors’ implementation of a behaviour analytic coaching package consisting of four elements (i.e., task analyzing dance skills, emphasizing correct performance with focus points, assessing performance through data collection, and providing optimal feedback). The dance instructors’ performance was scored as a percentage of correctly implemented behavioural coaching elements. While data collection is on-going, the virtual training shows promising results. To date, three participants have met mastery criteria (i.e., implemented the elements of the behavioural coaching package with 100% accuracy, across two consecutive sessions). Dance instructors’ perceived acceptability of the virtual training and the utility of the behavioural coaching strategies will also be obtained through social validity questionnaires.

 
 
Symposium #144
CE Offered: BACB
Feasibility of Wearable Technology: First Steps Towards Automatic Measurement of Challenging Behavior
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Applied Research
Chair: Mindy Christine Scheithauer (Emory University; Marcus Autism Center)
Discussant: Griffin Rooker (Mount St. Mary's University)
CE Instructor: Mindy Christine Scheithauer, Ph.D.
Abstract: Challenging behaviors, such as aggression, self-injury, and disruption, are generally measured using either direct observation or caregiver-report. Unfortunately, both of these measures have limitations and do not comprehensively measure the impact or severity of behavior. Wearable technology, including devices that include accelerometer, gyroscope, and magnetometer technology, have shown promise in their ability to automatically detect movement and behavior. The purpose of this symposium is to present research on the feasibility of using this technology to automatically detect challenging behavior. The first presentation (Neely) demonstrates the feasibility of this technology with typically developing adults and children, before generalizing findings to children with developmental disabilities during a functional analysis context. The second talk furthers evaluates accelerometer use during functional analyses with 33 children referred for very severe challenging behavior and evaluates the ability of caregivers to apply accelerometers in a home setting (N=10). Results are discussed in the context of importance of feasibility analyses and ways in which results set the stage for future large-scale studies that can evaluate the efficacy of automatically detecting challenging behavior using this technology.
Instruction Level: Intermediate
Keyword(s): Accelerometers, Challenging Behavior, Measurement, Problem Behavior
Target Audience: Attendees should have a basic understanding of the measurement of challenging behavior and limitations of current measurement strategies.
Learning Objectives: 1. Participants will be able to do describe limitations in current measurement systems for challenging behavior. 2. Participants will be able to explain the feasibility of using wearable technology with children with ASD. 3. Participants will be able to describe the benefit of using wearable technology to automatically detect challenging behavior in children with ASD.
 

Feasibility of Wearable Technology to Supplement Measurement During Functional Analysis

LESLIE NEELY (The University of Texas at San Antonio), Sakiko Oyama (University of Texas at San Antonio), Jordan Wimberley (Autism Treatment Center of San Antonio)
Abstract:

The intensity of a target behavior (severity/magnitude) may correspond to the social significance and priority of behavior for intervention. However, the extent to which researchers measure this dimension is unclear. Inertial measurement units (IMUs) are small portable motion capture systems that incorporate three types of sensors: accelerometer, gyroscope, and magnetometer. The data from the three sensors can be incorporated to calculate inclination angle of the sensor in space, and data from its components (gyroscope and accelerometers) provide data on angular (rotation) velocity and acceleration of the sensors about three axes. By fixing the units on the body segment, the sensor can measure human movement. This study investigates the feasibility of utilizing IMUs to quantify the occurrence and intensity of behavioral events by identifying peak acceleration and angular velocity of the segments. This study contains three experiments. Experiment one investigates the validity of the IMUs to capture common topographies of problem behavior (e.g., hitting, kicking, self-injury) with adults without disabilities. Experiment two investigates the validity of the IMUs to capture common topographies of problem behavior with children without disabilities. Experiment three investigates the validity of IMUs within the context of a functional analysis with two children diagnosed with a developmental disability.

 

Using Accelerometers With Children With Autism Spectrum Disorder and Challenging Behavior: A Feasibility Analysis

MINDY CHRISTINE SCHEITHAUER (Marcus Autism Center; Emory University), Shruthi Hiremath (Georgia Institute of Technology), Audrey Southerland (Georgia Institute of Technology), Agata Rozga (Georgia Institute of Technology), Thomas Ploetz (School of Interactive Computing, Georgia Institute of Technology), Chelsea Rock (Marcus Autism Center), Nathan Call (Marcus Autism Center; Emory University)
Abstract:

Behaviors such as aggression, self-injury, and disruption are common among individuals with autism spectrum disorder (ASD). Most research on these behaviors has relied on retrospective caregiver-report or direct observation, both of which have limitations. There is preliminary evidence that direct detection of these behaviors using accelerometers is a promising alternative, but additional research is needed to determine the feasibility during actual clinical assessment times and times when a therapist cannot be present for direct observation, as measurement during these times has the most applied significance. This study addressed these gaps by evaluating the feasibility of accelerometer use with children with ASD and severe aggression, self-injury, and disruptive behavior (N=33). We found that most passed habituation procedures (93.94% of participants) intended to promote tolerance with wearing accelerometers and continued to tolerate accelerometers during behavioral assessments (e.g., functional analyses). However, the necessary duration of habituation varied across individuals, an important consideration for planning future studies. Additionally, we identified that it is feasible for caregivers to apply sensors in the home-setting (N=10) but found variable fidelity in data-collection and wear-time duration. This study sets important groundwork for future large-scale studies to automatically detect aggression, self-injury, and disruption.

 
 
Panel #145
CE Offered: BACB
What Applied Behavior Analysis Has to Offer Trauma Assessment and Intervention
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 252A
Area: DDA; Domain: Service Delivery
CE Instructor: Saundra Bishop, M.S.
Chair: Saundra Bishop (BASICS ABA Therapy )
JEANNIE GOLDEN (East Carolina University)
TERESA CAMILLE KOLU (Cusp Emergence)
GABRIELLE MORGAN (Bay Path University)
Abstract:

The field of Behavior Analysis has grown over the last few years to recognize the necessity of Trauma Informed Interventions. However, providers often are finding it difficult to expand their competency in this area. This panel will bring together pioneers in this field and focus on assessments that can be directly applied to immediate interventions that are behavior analytic and within our scope of practice.

Instruction Level: Intermediate
Target Audience:

intermediate, BCBAs. Skills: comprehensive knowledge of FBA process.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify formal tools that can be used to assess trauma events (2) Identify how these tools can be used behavior analytically (3) Identify real life examples of how these tools have been used and applied in the field of ABA
Keyword(s): ACES, assessment, trauma informed
 
 
Invited Paper Session #147
CE Offered: PSY/BACB
Disordered Behavioral Processes and Diet-Induced Obesity
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 154
Area: EAB; Domain: Applied Research
Chair: Karen M. Lionello-DeNolf (Assumption University)
CE Instructor: Kimberly Kirkpatrick, Ph.D.
KIMBERLY KIRKPATRICK (Kansas State University), Travis Ray Smith (Kansas State University)
Abstract: No one chooses to become obese, yet obesity rates have risen steadily over the past 40 years and obesity is now one of the most widespread behavioral diseases. Obesity does not emerge from any one choice, but from the accumulation of many poor dietary and lifestyle choices. Many everyday choices can be impulsive choices, such as choosing to eat convenient fast-food items instead of taking the time to prepare a healthy meal. Research with rodent pre-clinical models has found that a diet high in processed saturated fat and/or sugar increased impulsive choices, impaired temporal discrimination, altered food reward value, and modified food choice and consumption behaviors. Dietary schedules that may simulate food insecurity, such as intermittent access to fat and sugar, also increased impulsive choices and altered food reward value. This suggests that an HF diet can impair self-control and related behavioral processes that are needed to avoid future intake of unhealthful foods, thus leading to a vicious cycle that may promote diet-induced obesity. The rodent model controls for dietary history so that specific causal mechanisms can be identified. Research pinpointing core behavioral mechanisms of diet-induced obesity can supply important insights for guiding the development of future obesity treatments.
Instruction Level: Intermediate
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students
Learning Objectives: PENDING
 
KIMBERLY KIRKPATRICK (Kansas State University)
Dr. Kimberly Kirkpatrick is a University Distinguished Professor of Psychological Sciences at Kansas State University. She directs the Reward, Timing, and Decision laboratory which is funded by a $1.9M grant from the National Institutes of Mental Health. She also directs the Cognitive and Neurobiological Approaches to Plasticity (CNAP) Center of Biomedical Research Excellence which was founded in 2017 through a $10.6M grant from the National Institutes of General Medical Sciences. Kirkpatrick received the Kansas State Distinguished Graduate Faculty Award in 2018 and became a University Distinguished Professor in 2019. She currently serves on the ABAI Science Board. Dr. Kirkpatrick studies everyday choices which can lead to long-term health problems such as obesity, substance abuse, and other impulse control disorders. She has found that diets high in processed sugar and saturated fats can undermine self-control and lead individuals to develop a pattern of problematic daily choices, known as impulsive choices. She has also developed interventions to promote self-control as a treatment for impulsive choices, which is the topic of her current R01 grant. Kirkpatrick graduated with a bachelor’s in Psychology from Iowa State University. She completed her PhD at the University of Iowa in Psychology with a focus on Behavioral Neuroscience and then subsequently completed her post-doctoral training at Brown University. She started her career as a faculty member at the University of York (UK) before joining the faculty at Kansas State in 2008.
 
 
Symposium #148
CE Offered: PSY/BACB/NASP
Remote Behavior Skills Training and Prompting to Increase Teacher Use of Evidence-Based Practices
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 205A
Area: EDC/CBM; Domain: Service Delivery
Chair: Sara S. Kupzyk (University of Nebraska Omaha)
Discussant: Brenda J. Bassingthwaite (Munroe-Meyer Institute; University of Nebraska Medical Center)
CE Instructor: Sara S. Kupzyk, Ph.D.
Abstract: Quality training and supportive feedback are essential for increasing teachers’ use of evidence-based practices. Remote training and prompting may offer a flexible, effective, and efficient training approach to meet teacher needs. This symposium will include two presentations that used remote training and feedback methods to enhance teachers’ skills and treatment integrity. Participants included teachers and pre-service teachers completing student teaching. The studies used single-case designs to evaluate the effectiveness of (a) remote behavioral skills training (BST) on teachers’ skills in collaborating with parents to support learning at home and (b) emailed prompts on teacher’s use of behavior specific praise. The results indicated that (a) teachers’ confidence and skills increased following remote BST, (b) teachers were more likely to use skills taught when emailed prompting was used, and (c) teachers rated the implementation supports as acceptable. Collectively, remote BST and prompting appear to be valuable and feasible methods for increasing teachers’ use of evidence-based practices.
Instruction Level: Intermediate
Keyword(s): academic interventions, consultation, teacher training, treatment integrity
Target Audience: School-based consultation Effective communication Intervention development in schools
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe elements of effective remote teacher and parent training, (2) discuss remote strategies to enhance treatment integrity, and (3) describe methods for evaluating acceptability of interventions in school settings.
 

Training Teachers to Provide Opportunities for Parents to Support Learning at Home

SARA S. KUPZYK (University of Nebraska Omaha), Lindsey Aberle (University of Nebraska Omaha), Madison Schaller (University of Nebraska at Omaha), Maria Juarez (University of Nebraska at Omaha)
Abstract:

Home-school partnerships are valuable and associated with improvements in students’ academic success. However, teachers often do not receive sufficient training to confidently collaborate with families. Furthermore, parents report feeling unsure of how to support learning at home and dissatisfaction with the special education process. The purpose of this study was to evaluate the use distance behavioral skills training on special educator’s use of evidence-based parent training to teach parents how to support individualized education programs at home. A multiple probe design was used to evaluate the effectiveness of the training. Pre and post data were also collected on teacher practices and confidence with working with families. All participants demonstrated a significant increase in steps completed following the training. The teachers reported high levels of satisfaction with the training and improved confidence in working with parents. Future research should examine parent perceptions of teachers’ use of the skills taught.

 
Emailed Prompts to Promote Early Childhood Educators’ Rates of Behavior Specific Praise
ZACHARY CHARLES LABROT (University of Nebraska Medical Center), Chelsea Johnson (University of Southern Mississippi), Terreca Cato (University of Southern Mississippi), Emily Maxime (University of Southern Mississippi), Emily DeFouw (University of Southern Mississippi)
Abstract: Although several implementation supports (e.g., prompts, performance feedback) delivered through school-based behavioral consultation have been found to be useful for improving early childhood educators’ treatment integrity, some research suggests that face-to-face consultation may not always be feasible. To overcome barriers to feasibility, school-based behavioral consultants may consider delivering implementation supports through email. There is some research to support the effectiveness of emailed supports for improving intervention integrity, but these studies have been limited to elementary school teachers. As such, the purpose of this study was to evaluate the effectiveness of emailed prompts for increasing early childhood educators’ rates of behavior specific praise (BSP). Participants included three early childhood teachers who were self-referred for behavioral consultation to learn effective classroom management strategies. Using a multiple baseline across participants design, this study provided an experimental demonstration of the effectiveness of emailed prompts for increasing rates of BSP. Specifically, results indicated that emailed prompts resulted in increases in all three teachers’ rates of BSP that maintained over time and generalized to settings in which consultation did not occur. Implications for practice and research in behavioral consultation in early childhood settings will be discussed.
 
 
Panel #149
CE Offered: BACB
Perspectives on Building and Maintaining a Sustainable Applied Behavior Analysis Business Model and Work Culture
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 153B
Area: OBM; Domain: Service Delivery
CE Instructor: Molly Ann McGinnis, M.Ed.
Chair: Helena Maguire (Melmark New England)
PAULA RIBEIRO KENYON (Kadiant)
RITA GARDNER (Melmark New England)
MOLLY ANN MCGINNIS (Butterfly Effects)
Abstract:

Successful and positive ABA companies are built on a strong foundation of intentional Organizational Behavior Management (OBM) design, mutual respect, shared mission, and passion for clinical quality. As the business of behavior analysis is rapidly changing and evolving, this solid foundation must be reinforced to ensure all aspects leading to success. This panel is focused on sharing perspectives, offers research to practice recommendations, and includes operational strategies for building successful service settings and experiences in the field of behavior analysis to improve clinical as well as business outcomes (Luiselli, Gardner, Bird and Maguire, 2021). The panelists will describe how company cultures focused on alignment of company mission and collaborative vision are utilized to improve outcomes. This foundation is imperative to build collective morale and improve employee retention. Ideas will be shared on how to marry OBM practices and clinical knowledge along with business operations to support teams of clinicians and the management systems used to support employees to produce best outcomes for the individuals served. Finally, the panelists will discuss the successes as well as the setbacks, including lessons learned during the pandemic, that have helped shape their leadership styles and management systems.

Instruction Level: Intermediate
Target Audience:

Prerequisite skills include leadership positions in an ABA company. The audience should be in positions of drving policy and process changes in their organization.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe intentional OBM strategies to support successful clinical and operational outcomes; (2) develop company systems focused on mission and vision to produce best service outcomes and support employees; (3) implement management systems based on current research and best practices to improve staff retention and company morale.
Keyword(s): Business, Leadership, OBM
 
 
Invited Paper Session #150
CE Offered: BACB — 
Supervision
Current Landscape of the Global Dissemination of Applied Behavior Analysis: Perspectives on Supervision and Beyond
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 253A-C
Area: OBM; Domain: Theory
Chair: Lina M. Slim (ASAP - A Step Ahead Program, LLC; Endicott College; The Chicago School of Professional Psychology)
CE Instructor: Jacob A Sadavoy, M.S.
Presenting Author: JACOB A SADAVOY (Committed Behavior)
Abstract:

The field of behaviour analysis is growing exponentially in North America (Carr & Nosik, 2017; Deochand & Fuqua, 2016) however, there exists many barriers that impede similar expansion of the field internationally. This presentation will share survey results related to those barriers from six regions: Africa, Asia, Australia/New Zealand, Europe, the Middle East, and South America. We will compare and contrast the behaviour analytic landscape in these regions with a focus on challenges related to supervision (e.g., access, financial constraints, infrastructure, etc.). We will examine the respondents' answers to gain greater insights into these barriers and discuss national initiatives and action steps to respond to this crisis.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; graduate students

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify five barriers that impede effective, sustainable international dissemination; (2) identify areas of need per region and develop individualized recommendations informed by respondent data; (3) describe the three ways in which the international behaviour analytic community can be supported domestically, in North America.
 
JACOB A SADAVOY (Committed Behavior)
Jacob A. Sadavoy is a Board Certified Behaviour Analyst with over 20 years of experience applying the principles of applied behaviour analysis in home programs, clinical center-based programs, school environments as a teacher and educational consultant, businesses, and hospitals throughout North America. To date, Jacob has travelled to fifteen different countries to collaborate with local practitioners to develop culturally-informed, socially significant, behaviour analytic strategies dynamic to the local environment and culture. The ethical challenges and barriers of disseminating ABA effectively throughout the world culminated in Understanding Ethics in Applied Behavior Analysis: Practical Applications. Jacob also sat as the 2019 Vice President of the Ethics and Behavior Analysis Special Interest Group, Teamwork Healthcare's Clinical Board, and a member of the Behaviour Analysis Supervision Special Interest Group addressing international supervision. Jacob’s key areas of interest are ethics, supervision, sustainable dissemination, social justice, and services across the lifespan. Jacob's interest in social justice and compassionate care has culminated in a 2021 tome, A Scientific Framework for Compassion and Social Justice: Lessons in Applied Behavior Analysis.
 
 
Invited Paper Session #151
CE Offered: BACB
From Standardized Measurements to Biomarkers: The Emerging Science of Treatment Outcomes in Applied Behavior Analysis and Autism Research
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 256
Area: PRA; Domain: Service Delivery
Chair: Kaston Dariel Anderson-Carpenter (Michigan State University)
CE Instructor: Javier Virues Ortega, Ph.D.
Presenting Author: JAVIER VIRUES ORTEGA (Universidad Autónoma de Madrid)
Abstract:

Applied behavior-analytic (ABA) interventions have traditionally relied on frequent samples of operationally-defined performances compounded with unstandardized social validity measures as the sole basis of treatment evaluation. While this approach has served the field well for decades, it has faced fierce opposition from non-behavioral scientists who often rely on group-based studies and standardized outcomes as their lingua franca. This protracted conflict questions the very nature of scientific evidence and alienates behavior analysis from mainstream autism science. The conflict has an impact on how behavior analysis is viewed and portrayed, and has far reaching consequences on research funding, health and education policies, and, ultimately, availability of services. Yet, behavior analysts have failed to take up this generational challenge. With examples from his own work, the presenter will look at ABA research through the lens of an array of established and emerging clinical research outcomes including behavioral markers, standardized assessment coresets, biomarkers, and selected medical metrics. We will also discuss the contexts under which these various outcomes could be complementary to the behavioral dimension of ABA. Finally, we will lay a plausible roadmap of strategic research that could help to establish ABA intervention as a widely accepted evidence-based service for autism.

Instruction Level: Intermediate
Target Audience:

Autism professionals, certified behavior analysts, students of all levels, active ABA researchers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the key differences in outcome research traditions in ABA and mainstream autism science; (2) discuss in the context of an ABA study the notion of treatment behavioral marker; (3) discuss in the context of an ABA study the notion of standardized outcomes coreset; (4) discuss in the context of an ABA study the notion of treatment biomarker.
 
JAVIER VIRUES ORTEGA (Universidad Autónoma de Madrid)
Javier Virues-Ortega is a Ramón y Cajal senior research fellow at the Universidad Autónoma de Madrid (Spain) and honorary associate professor at The University of Auckland. Previously, he has been assistant professor of psychology at the University of Manitoba (Canada) and postdoctoral researcher at the Instituto de Salud Carlos III (Spain). His research focuses on the evaluation of interventions based on applied behavior analysis (ABA) for people with and without disabilities. He has an interest in transferring mainstream outcome research methods into ABA. He is author of over one hundred specialized publications. His work has been cited thousands of times and has been featured in the health coverage policies and authoritative advice of international organizations including UnitedHealthcare, Blue Cross Blue Shield, ICHOM, and others. Virues-Ortega has served as associate editor or member of the editorial board for eight leading behavioral journals and has serve as member of the board of directors and executive committees of leading professional organizations including the Behavior Analyst Certification Board and the European Association for Behavior Analysis.
 
 
Symposium #152
CE Offered: BACB
The Impact of Behavior Analysis Jargon on Dissemination: Increasing the Accessibility of Our Terminology
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 203
Area: TBA; Domain: Applied Research
Chair: Paul D. Neuman (Independent Scholar)
Discussant: David P. Jarmolowicz (The University of Kansas, Cofrin Logan Center for Addiction Research and Treatment)
CE Instructor: Kimberly Marshall, Ph.D.
Abstract:

As behavior analysts, we have a responsibility to disseminate the science of applied behavior analysis (ABA) in an accessible manner. It has been asserted that the use of behavior analysis jargon makes our science inaccessible to those outside of the field because technical terms obscure behavior analysts’ intelligibility and are off-putting to the general public (Friman, 2006, 2021). Previous research has shown that the use of technical terminology has negatively impacted the general public’s perceptions of ABA (Becirevic et al., 2016) and negatively impacted therapist performance of behavior analytic procedures (Jarmolowicz et al., 2008). The studies within this symposium extended the previous research on the impact of technical jargon by evaluating the acceptability and effective training of behavior analytic procedures with two novel populations with whom behavior analysts frequently collaborate, community mental health providers and parents of individuals with disabilities. The potential detrimental impacts of using technical terminology with these populations and recommendations for practitioners to improve their dissemination of behavior analysis will be discussed.

Instruction Level: Intermediate
Target Audience:

Intermediate level audience. Participants will require existing knowledge of behavior analytic terminology and a basic understanding of statistical analyses.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Participants will be able to identify methods for analyzing technical jargon on an individual basis. (2) Participants will be able to identify specific behavior analytic terminology that may be problematic in interactions with stakeholders. (3)Participants will be able to identify the detrimental impacts of jargon on interactions with stakeholders.
 
The Impact of Behavior Analysis Jargon on the Effective Training of Stakeholders
KIMBERLY MARSHALL (University of Oregon; Endicott College), Mary Jane Weiss (Endicott College), Thomas S. Critchfield (Illinois State University), Justin B. Leaf (Autism Partnership Foundation; Endicott College)
Abstract: There has been a long-standing debate in the field of behavior analysis about the impact and value of behavior analytic technical terminology. Some have argued that jargon negatively impacts the dissemination of the science while others have asserted that technical terminology is necessary for precise descriptions of behavior. Previous research has shown that technical terminology elicits negative emotional reactions in the general public (Critchfield et al., 2017; Critchfield & Doepke, 2018) and has a detrimental impact on the implementation of behavior analysis procedures by therapists (Jarmolowicz et al., 2008). A total of 17 parents of individuals with disabilities participated in the present study. The parents completed a pre-evaluation, allowing for jargon to be individually determined for each participant, based on their existing knowledge of the technical terms. Parents were asked to implement discrete trial teaching (DTT) both prior to and after accessing written instructions with high or low percentages of jargon. Parents who received instructions with a low percent of jargon increased their correct implementation of DTT significantly more than parents who received instructions with a high percent of technical terms. These findings show that technical terminology does have a deleterious effect on the dissemination of behavior analysis.
 
The Social Validity of Behavior Analytic Interventions: Descriptions Versus Jargon
STEVEN PAUL SPARKS (Sparks Behavioral Services)
Abstract: Behavior analysts working in professional settings often find themselves misunderstood when collaborating with professionals from other disciplines. Aside from the problems this creates in disseminating our science to non-behavior analysts, problems also frequently arise when behavior plans based on functional behavior assessments are reviewed by other professionals. In community mental health settings, multi-disciplinary committees made up of psychologists, psychiatrists, social workers, and recipient rights experts are often responsible for reviewing behavior plans that include restrictive measures. The primary goal of these reviews is to ensure that if restrictive interventions are recommended, they are necessary for safety and are the least restrictive measures likely to be effective. Without a behavior analytic background, these professionals often will choose whether to approve a plan based on how restrictive the term sounds rather than what it entails. The data in this study were gathered through surveys sent to community mental health professionals. Participants were asked to rate the acceptability of technical terms for behavior analytic interventions in hypothetical behavior plans as well as descriptions of those same interventions without the use of behavior analytic terminology. Results suggest descriptions of interventions were often more acceptable than terminology without description.
 
 
Panel #153
CE Offered: BACB
Developing Supervision Strategies That Maximize Sessions to Create Critical Thinkers, Shape Practical Skill-Sets In The Field, and Adhere to the 2022 BACB Requirements, All While Utilizing Five Practices
Saturday, May 28, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 204A/B
Area: TBA; Domain: Service Delivery
CE Instructor: Heather Francisco, M.Ed.
Chair: Heather Francisco (Brett DiNovi )
JOHN STEEN (07726)
VERONICA DEPINTO (Brett DiNovi and Associates, LLC)
SAMANTHA MOLLICA (07726)
Abstract:

Providing quality and impactful supervision for aspiring Board-Certified Behavior Analysts (BCBA) is vital for the advancement of our field: Applied Behavior Analysis (ABA). Designing a model for quality supervision is a demanding experience for BCBAs. Limited published resources on how to structure supervision and a responsibility to uphold changing requirements for supervisory practices instituted from the Behavior Analyst Certification Board (BACB) create quite the task for a supervisor. Sellers, Valentino, & LeBlanc (2016) outline five practices that allow for effective supervision. The five practices include (1) Establish an effective supervisor-supervisee relationship, (2) Establish a structured approach with specific content and competencies, (3) Evaluate the effects of your supervision, (4) Incorporate ethics and professional development into supervision, and (5) Continue the professional relationship post-certification. Supervisors should seek to maximize their supervision sessions with supervisees to achieve professional goals, improve interpersonal skills, develop clinical practice and conceptual knowledge, and most importantly cultivate critical thinkers. The panelists from Brett DiNovi and Associates will offer their respective expertise to answer audience questions about the BACB supervision requirements and how to use the five practices to assess service delivery.

Instruction Level: Basic
Target Audience:

BCBAs or BCaBAs with 1-2 years experience

Learning Objectives: Learning objectives are required and should take the following format: At the conclusion of the presentation, participants will be able to: (1) describe supervision requirements based on the Behavior Analyst Certification Board (BACB) 2022 guidelines; (2) identify 5 key evidence based practices for delivering quality supervision for Board Certified Behavior Analysts (BCBA) (3) develop an effective supervision service delivery model.
Keyword(s): BACB 2022, Effectice Practices, Supervision
 
 
Special Event #154
CE Offered: BACB/PSY/QABA
Presidential Scholar Address: Giant Rats to the Rescue! Applied Principles Shape Behaviors and Communities
Saturday, May 28, 2022
6:00 PM–6:50 PM
Ballroom Level 3; Ballroom East/West
Instruction Level: Intermediate
Chair: Carol Pilgrim (University of North Carolina Wilmington)
CE Instructor: Carol Pilgrim, Ph.D.
 
Presidential Scholar Address: Giant Rats to the Rescue! Applied Principles Shape Behaviors and Communities
Abstract: Adopting fundamental principles of behavior, the Belgian NGO, APOPO, developed a hero out of the most unlikely of creatures, the African giant pouched rat (Cricetomys ansorgei). The rats are native to Tanzania where they have historically been viewed as pests. APOPO established operational headquarters in Tanzania in 2000 to train the rats to use their keen sense of smell for locating buried landmines in former conflict zones. Landmines not only pose serious safety and psychological risks, they also hamper economic development by blocking access to agriculture and displacing communities. To date, APOPO’s rats have safely located more than 140,000 landmines and unexploded ordnances (UXOs) to help return more than 65 million m2 of safe land to local communities in Africa and Southeast Asia. Research that began in 2003 has successfully trained the rats to also detect tuberculosis (TB). Until recently, TB stood as the world’s deadliest infectious disease. Working in partnership with local health authorities in Sub-Saharan Africa, TB-detection rats screen upwards of 100 sputum samples from suspected TB patients in under 20 minutes. To date, the rats have efficiently identified more than 20,000 patients that had otherwise been misdiagnosed, effectively increasing case detection by 40%. Ongoing research continues to inform training techniques by revealing the universal nature of behavioral principles. For example, recent results suggest interventions developed to prevent extinction in scent detection dogs and laboratory rats may reduce the need for routine maintenance training of deployed landmine-detection rats. Applying standardized training procedures in additional lines of research provides insights for optimizing how the rats are deployed and where. Recent results show they can be trained to detect other pathogens posing health and economic risks, contribute to various environmental initiatives by detecting contaminated soil and illegally trafficked wildlife, and even support search and rescue efforts following natural disasters. Through the process of training scent detection rats, APOPO’s collective work continues to shape behaviors, perspectives, and livelihoods.
 
CYNTHIA FAST (APOPO)
 
Dr. Cynthia Fast is the Head of Training and Innovation at APOPO, a Belgian NGO that trains African giant pouched rats (Cricetomys ansorgei) for scent detection of humanitarian targets. Cindy has more than twenty years of experience training a variety of animals, including rats, mice, pigeons, and hermit crabs, in addition to family cats, dogs, birds, and horses. She holds a Ph.D. in psychology from UCLA where her research focused on comparative cognition and behavioral neuroscience. While a member of the Behavioral and Systems Neuroscience department at Rutgers University, she investigated the neurobiology of rodent olfaction including how learning influences olfactory sensation and perception. Her research has received numerous professional awards, including the prestigious James McKeen Cattel Gold Medal from the New York Academy of Sciences. She is a member of the Pavlovian Society, Society for Neuroscience, Women in Learning, Association for Chemoreception Sciences, and Comparative Cognition Society and has served as a mentor in both Women in Learning and the STEM Alliance Next Scholars program.
 
Target Audience:

All convention attendees are welcome and encouraged to attend.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) consider shaping strategies tailored to the experiential factors of the individual; (2) evaluate methods for objectively quantifying behavioral changes and their feasibility; (3) explain broader societal and environmental impacts of a project applying behavior analysis; (4) discuss the breadth of applications for the science of behavior analysis.
 
 
 
Panel #176
CE Offered: BACB
Navigating Challenging Conversations in the Field of Applied Behavior Analysis: The Stuff You Can't Find in a Textbook
Sunday, May 29, 2022
8:00 AM–8:50 AM
Meeting Level 2; Room 258A
Area: AUT; Domain: Service Delivery
CE Instructor: Molly Ann McGinnis, M.Ed.
Chair: Molly Ann McGinnis (Butterfly Effects)
ALFRED TUMINELLO (Touchstone)
ASHLEY JUAREZ (Butterfly Effects)
JEFFREY F. HINE (Vanderbilt Kennedy Center)
Abstract:

Challenging Conversations.... there is certainly no lack of these within the field of Applied Behavior Analysis. Whether you are mediating staff relationships, interacting with critical payor sources, or speaking with a family that just received their child's first diagnosis, learning how to handle challenging conversations in our field is often only learned through years of experience. Challenging conversations can pose undue stress, anxiety, and burnout within our field. Our goal is to address challenging situations with a solution-focused mindset while incorporating essential components like compassionate care, perspective taking, and cultural sensitivity during problem solving. In this panel we will discuss different challenging scenarios and conversations faced from the perspectives of different types of practitioners in the field of ABA and autism. The panelists will share hard-learned navigational tools to prepare you for diverse challenging scenarios and teach you how to handle these conversations with confidence.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students. 

Learning Objectives: (1) Recognize barriers during challenging conversations (2) Implementing solution-based strategies when navigating challenging conversations (3) Utilizing compassionate care, perspective taking, and cultural sensitivity during problem solving.
 
 
Symposium #177
CE Offered: BACB
Using Instructive Feedback to Teach Verbal Operants to Children With Autism Spectrum Disorder
Sunday, May 29, 2022
8:00 AM–8:50 AM
Meeting Level 2; Room 255
Area: AUT/VBC; Domain: Applied Research
Chair: Samantha Bergmann (University of North Texas )
CE Instructor: Samantha Bergmann, Ph.D.
Abstract:

Autistic children/children with autism spectrum disorder (ASD) often benefit from behavior-analytic interventions to teach verbal operants. Incorporating instructive feedback, which involves embedding additional targets, can increase the number of targets learned within teaching sessions. The instructive feedback targets, often referred to as secondary targets, are included in the antecedent or consequence portion of a primary target’s learning trial. Although the learner is exposed to the secondary target, there is no response requirement nor reinforcement of responding in the presence of the secondary targets. Acquisition of secondary targets is assessed in probes. This symposium includes three presentations that utilized instructive feedback with children with ASD. Aram et al. embedded secondary targets of play statements within discrete-trial instruction and assessed whether learners emitted play statements in a play context. Laddaga-Gavidia et al. embedded secondary targets of tacts of stimulus features and assessed whether secondary targets were acquired and if intraverbals emerged. Campbell et al. used a digital platform to deliver intervention with instructive feedback and assessed acquisition of primary and secondary targets. Descriptions of the studies and implications of the results will be included.

Instruction Level: Intermediate
Keyword(s): emergence, generalization, instructive feedback, verbal behavior
Target Audience:

Intermediate: some familiarity with verbal behavior

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how instructive feedback is arranged and incorporated in instruction, (2) identify whether instructive feedback led to acquisition, and (3) provide at least one example of instructive feedback used to teach verbal operants to children with ASD.
 

The Use of Instructive Feedback to Teach Play Responses to Children With Autism

LORI GAREEN ARAM (Alpine Learning Group), Janey Pulzello (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group &The Chicago School of Professional Psychology), Bridget A. Taylor (Alpine Learning Group)
Abstract:

We used an adapted alternating treatments design to determine the effects of embedding play statements as secondary targets into the primary instruction of tacts on the emergence of those play statements outside of tact instruction. We measured acquisition of tacts as primary targets and play statements as secondary targets presented in the consequence portion of discrete trial instruction. Data showed that Participant 1 learned both primary targets and secondary targets during discrete trial instruction with instructive feedback. Additionally, Participant 1 demonstrated those play statements outside of the discrete trial session during play session probes, replicating the results of Grow et al., (2017). Participant 2 did not learn the secondary targets and acquisition of primary targets was slow and required modifications. Results highlight the need for an individualized approach to incorporating secondary targets into play interactions.

 
Using Instructive Feedback to Promote Emergent Verbal Responses: A Replication
VALERIA LADDAGA GAVIDIA (University of North Texas; UNT Kristin Farmer Autism Center), Samantha Bergmann (University of North Texas), Marla Baltazar (University of North Texas), Araceli Luna (University of North Texas), Haven Sierra Niland (University of North Texas), Marcus Daniel Strum (University of North Texas), Bonnie Yuen (University of North Texas), Karen A. Toussaint (University of North Texas)
Abstract: Previous studies have shown that instructive feedback (IF) is an effective and efficient procedure for increasing verbal behavior in children with developmental disabilities. Frampton and Shillingsburg (2020) incorporated IF within mastered listener-by-name trials with two children diagnosed with autism spectrum disorder (ASD). Participants acquired the secondary targets and demonstrated emergent responding (i.e., listener-by-feature, tact-by-feature, intraverbal, and reverse intraverbal). The purpose of the current study was to replicate Frampton and Shillingsburg with two children with ASD. Therapists conducted a series of three sessions of mastered listener-by-name trials (e.g., “Show me otter,” and the participant selecting the picture of the otter) and provided IF statements for features of the target stimuli (e.g., “It lives in rivers.”). We evaluated acquisition of secondary targets and emergent responses using a concurrent multiple probe design across sets. We observed increased correct responding for secondary targets and emergent responses for the first set of stimuli with one participant and for all three sets with the second participant. Results suggest that related verbal operants emerge following IF, but the degree of emergence and repeated exposure to IF may vary across learners.
 
Instructive Feedback Applied Through a Digital Platform
VINCENT E. CAMPBELL (Utah State University), Thomas S. Higbee (Utah State University), Jessica Anna Osos (Utah State University), Lauren Cerisano (Utah State University), Sara Nicole Jeppson (Utah State University)
Abstract: Language delays are commonly displayed by children diagnosed with autism spectrum disorder. Practitioners often apply intensive one-on-one, face-to-face instruction to facilitate the development of verbal behavior. However, the current pandemic has hindered typical methods for service delivery and caused practitioners to assess alternative approaches to facilitate a client's continued progress. In the current study, researchers implemented instructive feedback during learning trials (i.e., Discrete Trial Teaching) presented through a digital platform. Instructive feedback is a teaching approach that promotes the efficient acquisition of target behaviors by embedding models of untrained responses within typical instruction. For this study, researchers targeted the acquisition of verbal behavior for three children diagnosed with autism spectrum disorder. The results of this study suggest that instructive feedback provided through a digital platform (1) does not interfere with the acquisition of trained responses and (2) does not conclusively develop untrained responses.
 
 
Symposium #178
CE Offered: BACB
Innovative Treatment for Problem Behavior of Autistic Children and Teens: The Use and Comparative Analyses of Precursor Behavior, Response Interruption and Redirection, and Matched Stimulation
Sunday, May 29, 2022
8:00 AM–8:50 AM
Meeting Level 2; Room 258B
Area: AUT/DEV; Domain: Applied Research
Chair: Alanna Dantona (Claremont Graduate University)
Discussant: Ruth M. DeBar (Caldwell University)
CE Instructor: Ruth M. DeBar, Ph.D.
Abstract:

Autistic children exhibit a number of problem behaviors, including aggression and stereotypy, that can be disruptive, dangerous, stigmatizing, and hinder skill acquisition (Chevalier, 2012; Cunningham & Schreibman, 2008). These behaviors continue to be a target of treatment for this population and treatment approaches need to be compared. Additionally, innovative treatment approaches need to be explored. The present symposium focuses on four studies that target the reduction of common maladaptive behaviors that autistic children and adolescents exhibit. In Study 1, autistic children are taught breathing and relaxation techniques to reduce the frequency of aggressive behavior by targeting precursor behaviors as an antecedent intervention. In Study 2, a Matched Stimulation (MS) procedure was compared with a Preferred Stimulus (PS) access procedure to reduce stereotypy while in Study 3 the effects of both procedures upon post intervention sessions and ancillary behaviors will be reported. Finally, in Study 4, motor stereotypy was targeted using matched stimulation (MS) compared with a response interruption and redirection (RIRD) procedure. These four procedures and the data from these studies presented in this symposium will be wrapped up by the Discussant who relates the current findings to the treatment of autistic children’s problem behaviors.

Instruction Level: Intermediate
Keyword(s): aggression, autism, problem behavior, stereotypy
Target Audience:

Some professional experience with autistic children/teens and/or behavioral programming

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify common problem behaviors for autistic children and teens; (2) use evidence-based research to inform treatment options of problem behaviors for autistic children, and (3) consider and address socially significant targets of intervention for autistic children.
 
Reducing Problem Behavior in Autistic Children by Implementing a Relaxation Exercise Intervention at the Onset of Precursor Behavior
ALANNA DANTONA (Claremont Graduate University), Jessica Padover (Pepperdine Graduate School of Education and Psychology), Marjorie H. Charlop (Claremont McKenna College)
Abstract: Severe problem behaviors are highly prevalent in autistic children (Schreibman, 2005). Relaxation exercises have been successful at decreasing problem behaviors (Charlop & Kelso, 1997; Loomis, 2013) but using such procedures with precursor behaviors has not been explored. Research demonstrates treating precursor behaviors, or mild problem behaviors that precede those that are more severe, may be effective in reducing severe problem behaviors (Dracolby & Smith, 2012). The present study used a multiple baseline design across four autistic children (aged 7-11 years) to assess the efficacy of a relaxation intervention on reducing precursor and problem behavior. During an observational functional analysis, researchers identified precursor behaviors and antecedents of problem behaviors. In baseline, participants worked on their typical therapeutic tasks. If problem behaviors occurred, researchers implemented the participant’s behavior plan. During separate relaxation training sessions, children were taught deep breathing relaxation exercises. Following this relaxation training, researchers cued relaxation exercises when precursor behaviors occurred during the children’s typical therapy sessions. Frequency of precursor, problem, and on-task behavior were recorded. Results indicated that problem behaviors decreased for all participants following intervention. Precursor behaviors decreased and on-task behaviors increased for 3 of 4 participants. Results suggest future research is needed on precursor behavior.
 

A Comparative Analysis of Response Interruption and Redirection and Matched Stimulation for Reduction of Stereotypy in Autistic Children

CATHERINE LUGAR (Claremont Graduate University), Vicki Spector (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College)
Abstract:

Stereotypy has remained a persistent interfering and stigmatizing behavior for autistic children despite numerous interventions addressing its remediation. A needed addition to the literature are comparative analyses of effective programs and further examination of their use. This study presents a treatment comparison of an antecedent intervention, Matched Stimulation (MS), with a consequent intervention, Response Interruption and Redirection (RIRD) and their effects on the stereotypy of six autistic children. A multi-element design with a multiple baseline design as an additional control was used. Generalization probes and follow-up measures were also taken. Results showed that for five of the six participants, stereotypic behavior decreased from baseline levels as a function of the MS intervention. Stereotypy was reduced completely for several sessions for three participants. Evidence that generalization across setting and maintenance of treatment effects occurred was limited. The importance of conducting comparative analyses and the implications of this study in an applied setting are discussed.

 

A Comparative Analysis of Matched Stimulation and Preferred Stimulus Access in Decreasing Motor Stereotypy in Autistic Children

BRIANNA WATERBURY (Autism Spectrum Therapies), Sabine Scott (University of Washington), Marjorie H. Charlop (Claremont McKenna College)
Abstract:

Autistic children engage in rigid, repetitive, stereotyped behavior (American Psychiatric Association, 2013). Stereotypic behavior is often targeted for reduction because it can interfere with appropriate behavior and engagement with learning opportunities (Cunningham & Schreibman, 2008). Research has demonstrated matched stimulation’s efficacy in reducing motor stereotypy during periods of continuous, non-contingent access (Gunter et al., 1993), but no previous study has examined the implementation of matched stimulation (MS) in short intervals while the participant is engaged in a work session. The present study used a multi-element multiple baseline design across five autistic children (ages 9-14) to examine the effectiveness of a non-contingent MS intervention on motor stereotypy during a work session. As a comparison, a preferred stimulus (PS) intervention was used to determine the efficacy of MS; in these sessions, participants had non-contingent access to highly preferred stimuli during a work session. Compared to baseline and PS sessions, four of five participants demonstrated a decrease in stereotypic behavior during MS sessions. These findings demonstrate effective functional matching for participants thus improving evaluating techniques for reducing motor stereotypy in work sessions. Moreover, these findings highlight the effectiveness of MS in reducing motor stereotypy during learning sessions.

 
Preferred Stimuli and Matched Stimulation Effects on Motor Stereotypy in Autistic Children During Post-Intervention Sessions
JAIME DIAZ (Claremont Graduate University), Sabine Scott (University of Washington), Marjorie H. Charlop (Claremont McKenna College)
Abstract: Autistic children often display stereotypic behavior which interferes with daily life. Research on stereotypy reduction has indicated the utility of non-contingent Matched Stimulation (MS) over the use of unmatched preferred stimuli (PS), although findings have been mixed. MS is an abolishing operation which decreases stereotypic behavior by replacing it with a more appropriate behavior that provides the same reinforcement, while PS provides highly preferred items whose functions do not compete with stereotypic behavior. This study used a multi-element multiple baseline design across five autistic children (ages 9 – 14 years) to compare the post-intervention effects of a five-minute MS intervention on motor stereotypy to baseline and a five-minute unmatched PS control intervention. There was no clear difference between MS and PS indicative of a post-intervention effect. However, following the MS and PS interventions, two of five participants demonstrated a downward trend in motor stereotypy rates compared to baseline and variability of on-task behaviors. While MS has been proven effective, these findings highlight that access to a preferred stimulus may decrease the occurrence of motor stereotypy and increase on-task behaviors of autistic children.
 
 
Symposium #179
CE Offered: BACB
Think Outside the Clinic Box: Programming for Generalized Success When Reducing Severe Behavior
Sunday, May 29, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 258C
Area: AUT/DDA; Domain: Applied Research
Chair: Laura Perry Senn (University of Alabama Huntsville)
Discussant: Sarah Slocum (Emory School of Medicine; Children's Healthcare of Atlanta)
CE Instructor: Sarah Slocum, Ph.D.
Abstract:

In their seminal article, Stokes and Baer (1977) called for purposeful generalization programming as part of behavior-analytic treatment. They asserted that generalization should be considered an active learning process in itself, rather than a passive phenomenon that occurs as a by-product of another behavior-change process. Despite this call, purposeful programming for generalization of treatment outcomes remains limited. Even more alarming, generalization programming within the treatment of severe challenging behavior is often overlooked. Given the significant and detrimental impact that severe challenging behavior can have on an individual, their family, and society, it is imperative that practitioners attempt to incorporate functional and relevant treatment components. The purpose of this symposium is to disseminate guidance on methodologies to promote generalization within the treatment of severe challenging behavior. Topics covered will include a review of recent generalization literature, the use of multiple schedules to promote generalization, and the use of parent-based interventions to further support generalization of their child’s treatment gains.

Instruction Level: Intermediate
Keyword(s): Generalization, Multiple schedule, Parent-based intervention, Severe behavior
Target Audience:

Participants should have a basic understanding of generalization as well as its common methods ofprogramming and evaluation. Participants should have some familiarity with functional analysis and function-based treatment. Participants would also benefit from a basic understanding of functional communication training and signaled availability.

Learning Objectives: 1. Describe the importance of actively evaluating generalization during treatment for severe problem behavior. 2. Identify potential strategies to incorporate during treatment to support the likelihood of generalization. 3. Identify potential means for evaluating the efficacy of treatment generalization.
 
In Pursuit of Generalization: A Systematic Review of Treatment Outcomes for Severe Challenging Behavior
LESLEY A. SHAWLER (Southern Illinois University, Carbondale), Brittany Tomasi (Endicott College; Kennedy Krieger Institute), Jessica L Becraft (Kennedy Krieger Institute; Johns Hopkins University School of Medicine)
Abstract: Individuals with autism spectrum disorder and other neurodevelopmental disorders often do not generalize trained skills to novel contexts without direct teaching. As such, these individuals require direct programming for generalization to occur. Stokes and Osnes (1989) categorized three main areas of programming to promote the likelihood of generalization effects. These categories included: exploiting functional contingencies, incorporating functional mediators, and training diversely. However, despite these recommendations, programming and testing for generalization are often absent in the treatment of severe challenging behavior. The current systematic review examined the prevalence of generalization within the treatment of severe challenging behavior literature between 2011-2020. Specifically, we evaluated the frequency of studies that tested and programmed for generalization according to the categories set forth by Stokes and Osnes. We also investigated which generalization variables were most targeted, the overall efficacy of generalization, and the types of treatment most correlated with successful generalization outcomes. Overall, a majority of studies did not test for generalization, despite most studies including at least one area of generalization programming. Implications and strategies for improving treatment and generalization outcomes will be discussed.
 

An Evaluation of Discriminative Responding During a Multiple Schedule Arrangement

COURTNEY MAUZY (University of Georgia), Jamison Keenum (Children's Healthcare of Atlanta; University of Georgia), Joanna Lomas Mevers (Marcus Autism Center), Kevin Ayres (University of Georgia), Colin Muething (Emory University; Children's Healthcare of Atlanta)
Abstract:

Using a consecutive controlled case series design (Hagopian, 2020), we evaluated rates of functional communication responses during a multiple schedule arrangement when schedule thinning criteria were based on rates of challenging behaviors. Multiple schedules are often used in conjunction with teaching a functional communication response. A common issue that arises once the communication response is established is that the individual continues to engage in the response during times in which the reinforcer is unavailable (Kuhn et al., 2010). To address this concern and to make treatment more practical, clinicians often use a multiple schedule arrangement to facilitate systematic schedule thinning. For this study, we reviewed the treatment data from 18 individuals diagnosed with autism spectrum disorder (ASD) enrolled in an intensive outpatient clinic. Rates of functional communication responses were evaluated during signaled available and unavailable reinforcement within a multiple schedule arrangement when schedule thinning criteria were based on rates of challenging behavior.

 
Multiple Schedule Intervention for the Treatment of Severe Problem Behavior Following an Undifferentiated Functional Analysis
LAURA PERRY SENN (University of Alabama Huntsville), Joy Clayborne (University of Maryland, Baltimore County), Matthew David Bowman (Kennedy Krieger Institute), Craig Strohmeier (Kennedy Krieger Institute; Johns Hopkins University School of Medicine)
Abstract: While functional analysis (FA) is the preferred means of evaluating severe problem behavior in order to derive a function-based treatment, a small percentage of FA results remain undifferentiated even after assessment modifications. One potential reason for this outcome is failure to capture motivating operations for the target behavior during FA sessions. This may be even more challenging when the behavior occurs at a low rates and high intensity in the natural environment. Importantly, even infrequent severe behavior can pose a significant threat to the individual, others in their environment, or property. The present study was based on a hypothesis that low rate, high intensity, problem behavior was related to a mixed schedule of reinforcement for mands in the natural environment. Since problem behavior was not observed, parents were trained in implementation of a multiple schedule procedure to prevent problem behavior. A derived mixed schedule of reinforcement for functional communication responses served as a baseline. A multiple schedule was implemented during parent-conducted treatment sessions within the clinic. Following schedule thinning, baseline responding under a mixed schedule was replicated in the home via telehealth. This was followed by introduction of multiple schedule treatment and successful schedule thinning in the home.
 
 
Paper Session #180
CE Offered: BACB
Outpatient Treatment for Problem Behavior in Adolescents With Autism Spectrum Disorder and Intellectual Disabilities in Italian Healthcare System
Sunday, May 29, 2022
8:00 AM–8:50 AM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Niccolo USL Varrucciu (Public Local Health, Bologna)
CE Instructor: Jane Paul, Ph.D.
 

Outpatient Treatment for Problem Behavior in Adolescents With Autism Spectrum Disorder and Intellectual Disabilities in Italian Healthcare System

Domain: Basic Research
NICCOLÒ USL VARRUCCIU (Public Local Health, Bologna), Guido D'Angelo (DALLA LUNA - BARI), Anna Di Santantonio (Health and Disability Integrated Program, Mental Health Health Dept., Public Local Health, Bologna), Ingrid Bonsi (Cadiai Cooperativa Sociale), Sara Del Grosso (Cadiai Cooperativa Sociale), Rita Di Sarro (Health and Disability Integrated Program, Mental Health Health Dept., Public Local Health, Bologna)
 
Abstract:

The purpose of the study was to exam the effectiveness of an outpatient treatment for adolescents with problem behavior in the context of the Italian public healthcare system. Assessment and treatment of problem behavior is well documented in private and publicly funded settings in the United States; however, to our knowledge, there are no studies reporting effective treatments in the Italian healthcare system. Our study included three participants with autism spectrum disorder and intellectual disabilities that were referred for services for aggression and crying. Parents and caregivers reported that problem behavior interfered with skill acquisition and social interaction. A functional analysis and a corresponding behavioral treatment were carried out for all participants. Functional communication training (FCT) was implemented in one weekly for two participants and two weekly sessions for the third participant. All sessions lasted 90 minutes in duration. Significant outcomes were reported for all participants in terms of reduction of PBs and increase of alternative responses, and for two participants results were generalized to people and settings, differently from the original training conditions. Namely, an 80% or greater reduction in problem behavior was reached for all participants, as well as an increase higher than 80% the functional alternative response, with respect to the baseline level. These findings suggest that an outpatient model is feasible and effective in the Italian public healthcare system. Specific adaptations of functional assessment and treatment in public health system are discussed.

 
Target Audience:

Applied behavior analysts, researchers, educators, psychologists,  other professionals in the field of ABA and neurodevelopmental disabilities

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the experiences of African caregivers from the point they notice early signs to diagnosis, intervention and education; (2) describe five different help-seeking behaviors and struggles of African caregivers of children with ASD; (3) describe three unique and culturally sensitive ways behavior analysts can engage in dissemination efforts internationally.
 
 
Symposium #181
CE Offered: BACB
Diversity submission "Who am I?" Relational Verbal Behavior and the Emergence and Divergence of Culture
Sunday, May 29, 2022
8:00 AM–8:50 AM
Meeting Level 1; Room 156A
Area: CSS/PCH; Domain: Theory
Chair: Meredith Matthews (Missouri State University)
CE Instructor: Jordan Belisle, Ph.D.
Abstract:

“Who we are” operates at the intersection of relational verbal behavior about oneself and generational histories of cultural selection that affect members of communities and groups. Solving “who we are” is not only at the center of a radical (i.e., all encompassing) science of human behavior, but is necessary to solve important social challenges of our time. The first speaker will discuss the progression of a behavioral understanding of culture and community from Skinner to the present culturo-behavior science movement. This work will highlight the formation of ideology that can desensitize behavior to direct contingencies of reinforcement and define convergent and divergent values systems that influence individual behavior both within and between groups. The second speaker will propose a dynamic model of relational behavior, Relational Density Theory, as a way to interpret shared relational frames inherent within our culture that negatively impact communities with an emphasis on prejudice based on gender and race. Relational frames that maintain prejudice and discrimination are likely vastly complex and interwoven leading to extreme resistance to change and rejection of competing information. Our final speaker will discuss implications of relational verbal behavior for disability communities, both within and outside of these communities, that ultimately impact the quality of life of disabled persons. Influencing relational frames surrounding disability will take much more than person-first or disability-first language and may necessitate rethinking entirely how we frame disability within our communities. Taken together, this symposium attempts to redefine our view of culture, relational framing, and the role of behavior analysts therein, lest we fail to seize this opportunity to influence large scale social change.

Instruction Level: Advanced
Keyword(s): Community, Culture, Ideology, Relational Framing
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: (1) describe behavioral models of cultural selection and language; (2) describe how relations interact to produce bias and prejudice; (3) reconceptualize disability and disability culture in a contextual-behavioral way
 
Diversity submission 

Ideology: From Skinner to Culturo-Behavior Science by Way of Relational Frame Theory

THOMAS G. SZABO (Touro University)
Abstract:

In his seminal works, BF Skinner left a trail of breadcrumbs concerning the way that ideological conditioning desensitizes behavior to direct contingencies of reinforcement. This can have either desirable or disastrous results, depending on the circumstances. Skinner suggested that respondent, operant, and verbal conditioning all participate in the types of control that cultural agencies exert during ideological conditioning. Nevertheless, Skinner left analysis of the precise ways that such verbal conditioning emerges for future generations. RFT extends Skinner’s analysis by defining the behavior of valuing as verbal behavior that participates in a hierarchical network of verbal relations. In this talk, I contend that ideologies emerge as systems of values, a complex latticework of verbal relations that inhere within coherent verbal networks that are constructed over a lifetime, and which become increasingly inconspicuous as more relations get added. I trace the development of one such ideology and show how this results in a coherent sense of agentic self. Although ideological conditioning is valuable, situations in which it is over-extended abound. To this end, I discuss implications derived from an RFT analysis that pave the way to undermining unwanted ideological verbal relations. Lastly, I discuss implications for the emerging field of culturo-behavior science.

 
Diversity submission Relational Density Theory and Cultural Selection
JORDAN BELISLE (Missouri State University)
Abstract: Verbal behavior is the contact medium shared by members of different communities and different cultures, allowing for the passing of reasoning and modes of problem-solving from one generation to the next. Relational density theory (RDT) provides a series of models to interpret relatively stable patterns of verbal relational behavior within communities and groups. A fundamental assumption is that relational patterns are self-organizing and the result of several higher-level and lower-level events. In this paper, I will describe where RDT falls within a nested model of cultural contingencies that select patterns of relational behavior shared by groups. Whereas verbal relational patterns may be adaptive in some contexts within groups, this century has also revealed that this is not necessarily true for all groups, especially when dynamics exist that differentially weight contingency control of some groups over others. In this paper I will describe novel methods to model these relational frames and overview a series of translational experimental studies that demonstrate a complex interplay between relational behavior with an emphasis on social justice and change.
 
Diversity submission Dispelling Limitations of Disabled Persons
MARK R. DIXON (University of Illinois at Chicago)
Abstract: The present paper will provide both a conceptualization and empirical verification of how relational responding can serve as a vehicle to change peoples' opinions about individuals with disabilities. If real change in behavior is desired, such change will require more than person first or disability first language. Instead, it will require altering frames of relations around these people, abilities, and actual behavior. In this paper I describe procedures based on derived relational responding that can be utilized in schools when teaching young children about the differences amongst each other. Furthermore, I will provide cultural change interventions which can be implemented widescale as our society rethinks the abilities of those with disabilities and their contributions to their own care and life direction.
 
 
Paper Session #182
CE Offered: BACB
Applied Behavior Analysis in Africa
Sunday, May 29, 2022
8:00 AM–8:50 AM
Meeting Level 1; Room 156B
Area: CSS
Instruction Level: Intermediate
Chair: Bosede Asikhia (Association for Behavior Analysis in Nigeria)
CE Instructor: Usifo Edward Asikhia, M.D.
 

Applied Behavior Analysis in Africa: Cultural Expressions

Domain: Service Delivery
USIFO EDWARD ASIKHIA (International Training Center for Applied Behavior Analysis; Home Link International Inc; Association for Behavior Analysis in Nigeria), Bosede Asikhia (Association for Behavior Analysis in Nigeria; Home Link International Inc; International Training Center for Applied Behavior Analysis, Lagos Nigeria)
 
Abstract:

INTRODUCTION Africa is the richest continent on earth in terms of natural resources and culture. Africans are a happy and resilient sect of people despite the developmental vicissitude of the continent. POPULATION OF AFRICA The current population of Africa is About 1.4 billion and is equivalent to 16.72% of the world population CHALLENGES Human capital is one of African most valued assets across its societies. While this assert remains, Africa has fallen behind because its people, despite their historical abilities in science, have not done this in an organized manner. THE THINKING OF AFRICANS AND THE BLACK RACE To be at peace with our neighbors is African’s greatest goal. To share one’s wealth and prosperity with one’s neighbor is an insurance against interference by people of the world - this is our world and is our perception of humanity! APPLIED BEHAVIOR ANALYSIS IN AFRICA It is the unexplored forest that is often labelled or regarded as snakes dominated habitant. Despite African’s recurrent pernicious social experience, the continent remains resilient, but the growth of ABA in Africa remains stunted. CONCLUSION At the end of this paper presentation, attendees will be able to describe different ways Africans express themselves based on their culture, cross cultural communication style, and how this knowledge can be integrated in the practice of the science of applied Behavior Analysis in Africa to improve the total quality of life of the service consumers.

 
Shifting Parenting Paradigms: A Critical Role of Applied Behavior Analysis Professionals in Nigerian Nation Building
Domain: Service Delivery
BOSEDE ASIKHIA (Association for Behavior Analysis in Nigeria, International Training Center for Applied Behavior Analysis Lagos Nigeria, Home Link International Inc. New Jersey USA), Alexander Ndubuisi Otakpor (UNIVERSITY OF BENIN, NIGERIA/CARD Ontario Office, California; International Training Center for Applied Behavior Analysis Lagos Nigeria)
 
Abstract: INTRODUCTION Nigeria is a nation with the largest population in African. The observed generational behavior changes in Nigeria’s population tends to reflect similar changes in other African countries because of shared culture, history climatic changes and socio-economic challenges. This also applies to shared unprecedent influence of technology and information flow in the globe. HISTORY OF EVOLUTION OF PARENTING IN NIGERIAN CONTEXT Communal Parenting Up to 1970, was a situation where one or both parents may be illiterate but have skills to earn a living. The concept of “our child” was the norm, steeped in collective moral upbringing and physical prowess, pride in productivity, family size, family trade, size of barns of yams. With Millennial parenting, both parents work outside the home; most have tertiary education; small size nuclear families [defined by the economy]; seldom talk about or visit ancestral home; fear of witches and wizards fed to the children. This has created a lacuna in the care of the aged with attendant morbidity and mortality in Nigeria and perhaps in Africa at large ADVOCATING FOR BEHAVIOR-ORIENTED PARENTING MODEL This model demands that parents be educated on the basic science of human behavior, reinforcement, punishment, antecedent and consequent manipulations, and replacement behavior(s) in the parenting process. CONCLUSION At the end of this paper presentation, attendees will be able to describe the shifting behavioral landscape and at the same time note the explosive impact of modern technology on parenting with the corresponding negative impact on care for the aged.
 
Target Audience:

BCBA, BCaBA, QBA, QASP, SLPs, clinical psychologists

Learning Objectives: At the end of this presentation, the participants will be able to: (1) describe different ways Africans express themselves based on their culture; (2) describe Africans' cross cultural communication styles; (3) describe how the knowledge and understanding gained can be integrated in the practice of the science of applied Behavior Analysis in Africa to improve the total quality of life of the service consumers; (4) discuss the history of evolution of parenting as presented and relate it to the context of the diverse culture of the community in which they are practicing; (5) describe the behavioral challenges arising in general and the associated lacuna in the care of the aged in the community where to function; (6) discuss the Behavior-Oriented Parenting Model .
 
 
Invited Paper Session #183
CE Offered: PSY/BACB
Variables and Measurements That are Important to Take into Consideration in Stimulus Equivalence Research
Sunday, May 29, 2022
8:00 AM–8:50 AM
Ballroom Level 3; Ballroom East/West
Area: PCH; Domain: Theory
Chair: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Erik Arntzen, Ph.D.
Presenting Author: ERIK ARNTZEN (Oslo Metropolitan University)
Abstract:

Stimulus equivalence has been a lively research area for more than 50 years starting with the Sidman (1971) study. Since then, a huge number of experiments with variety of procedural variants have been published. The presentation will discuss some of the variables influencing the establishment of baseline conditional discriminations and the emergence of untrained relations during testing. Overall variables such as training structures, training and test protocols, and simultaneous vs. delay matching-to-sample, and details like concurrent vs serialized or sequential presentation of baseline trials and number of training trials will be discussed. Also, additional measurements in stimulus equivalence research as reaction time and sorting will be examined.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe different variables that could influence the outcome on tests for emergent relations; (2) analyze important differences among training structures; (3) how sorting tests could be used to track stimulus class formation.
 
ERIK ARNTZEN (Oslo Metropolitan University)
Dr. Erik Arntzen received his Ph.D. from University of Oslo, Norway, in February 2000. Arntzen’s dissertation focused on variables that influenced responding in accordance with stimulus equivalence. He also holds a degree as a specialist in clinical psychology. He is currently a full-time Professor in Behavior Analysis at Oslo Metropolitan University. His research contributions include both basic and applied behavior analysis, with an emphasis on research in relational stimulus control and verbal behavior. He has also been interested in ethical considerations and core values in the field of behavior analysis. Furthermore, he has ongoing research projects within the areas of gambling behavior and consumer behavior. He also runs a research group, Experimental Studies of Complex Human Behavior, at Oslo Metropolitan University. Dr. Arntzen has published papers 190 articles in international and national peer-reviewed journals including Journal of the Experimental Analysis of Behavior (JEAB), Journal of Applied Behavior Analysis (JABA), Perspectives on Behavior Science, The Psychological Record (TPR), Behavioral Interventions, European Journal of Behavior Analysis (EJOBA), Analysis of Gambling Behavior, the Analysis of Verbal Behavior, American Journal of Alzheimer's Disease & other Dementias, and Psychopharmacology. Dr. Arntzen has served as the president and past-president of the European ABA (2008–2014) and serve as the president from 2017–2020. Dr. Arntzen has been a member of the board of the Norwegian Association for Behavior Analysis from 1987–1993 and from 2006 to present, holds the position as the secretary of international affairs. Dr. Arntzen is a trustee of Cambridge Center for Behavioral Studies. He has presented papers at conferences worldwide. Dr. Arntzen has been recognized with awards, including the SABA award for the dissemination of behavior analysis, ABAI award for outstanding mentoring, the research award at Akershus University College, and publication award at Oslo Metropolitan University. Dr. Arntzen is one of the founders and the editor of EJOBA since 2000. He has also served as the editor of Behavior & Philosophy. He has served on the editorials board of several journals, including JEAB, JABA, TPR, International Journal of Psychology and Psychological Therapy, American Journal of Alzheimer’s Disease, the Behavior Analyst, and The Behavior Analyst Today.
 
 
Symposium #184
CE Offered: BACB
Practical Applications in Assessing and Treating Common Challenging Behavior for Individuals Diagnosed With Intellectual and Developmental Disabilities
Sunday, May 29, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 252A
Area: DDA/AUT; Domain: Applied Research
Chair: Jennifer M. Hodnett (University of South Florida)
CE Instructor: Jennifer M. Hodnett, M.S.
Abstract:

Individuals diagnosed with developmental and intellectual disabilities can experience a number of challenging behaviors (i.e., restricted food intake, rapid ingestion of food, tow walking, aggression, self-injury) which may result in physical health and safety concerns (American Psychiatric Association, 2013; Valentino, LeBlanc, & Raetz, 2018). Symposium attendees will experience practical applications for individuals diagnosed with developmental and intellectual disabilities who exhibit various challenging behaviors. More specifically, the rapid consumption of food will be evaluated under the application of an electronic cueing device. While the additional bite presentation method, under-loaded spoon is used to examine increasing food consumption and decreasing challenging behavior. Considerations for assessing and treating toe walking includes the introduction of shoe inserts. Additionally, preliminary data will be disseminated from a reoccurring COVID vaccine clinic for individuals who exhibit severe and significant challenging behavior.

Instruction Level: Basic
Keyword(s): Cueing Device, Toe Walking, Underloaded Spoon, Vaccination Clinic
Target Audience:

Intermediate

Learning Objectives: (1) Participants will be able to describe recent research-based assessment methodology for common challenging behaviors (i.e., rapid food consumption) surrounding food consumption for individuals diagnosed with developmental disabilities. (2) Participants will be able to describe recent research-based assessment and treatment methodology surrounding common physical challenges (i.e., toe walking) for individuals diagnosed with developmental disabilities. (3) Participants will be able to describe recent research-based assessment and treatment methodology for individuals diagnosed with developmental disabilities.
 

Evaluation of Underspoon to Treat Behavior That Interfere With Mouth Clean

ABBY HODGES (Marcus Autism Center; University of Denver), Meara X. H. McMahon (Marcus Autism Center and Emory University School of Medicine), Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine)
Abstract:

Children who exhibit feeding difficulties, such as avoidant and restricted food intake disorder (ARFID), often fail to consume an adequate volume or variety of foods, resulting in not meeting their daily nutritional or energy needs (American Psychiatric Association, 2013). Applied-behavior-analytic treatment components to address inappropriate mealtime behavior and encourage acceptance of the bite most commonly include escape extinction, differential reinforcement of alternative behavior (DRA), and stimulus fading (Ledford et al., 2018; Saini et al., 2019; Sharp et al., 2017; Volkert & Piazza, 2012). Once the food enters the mouth, additional problematic behaviors may occur, possibly due to skill or motivational deficits that will result in decreased oral intake, such as expulsion and packing (holding food in the mouth without swallowing; Sevin et al., 2002). Previous research has evaluated the impact of alternative bite presentation methods including flipped spoon and Nuk brush in comparison to upright spoon on expulsion and packing (Ibañez et al., 2021; Milnes et al., 2019). This consecutive controlled case series assesses the clinical application of an additional bite presentation method, under-loaded spoon, to increase food consumption and decrease problematic behavior which interfere with mouth clean for children with ARFID.

 

Reduction of Rapid Eating in Adults With Disabilities Using a Cueing Device

SANDRA SMITH (Utah State University), Thomas S. Higbee (Utah State University)
Abstract:

The rapid consumption of food is a prevalent concern amongst individuals with intellectual disabilities (Favell, McGimsey, & Jones, 1980; Lennox, Miltenberger, & Donnelly, 1987). Rapid ingestion of food can create significant health and safety issues including choking, aspiration, food regurgitation, and vomiting (Anglesea, Hoch, & Taylor, 2008; Echeverria & Miltenberger, 2012; Page, Griffith & Penrod, 2017; Valentino, LeBlanc & Raetz, 2018). Furthermore, staff resources are heavily used to prevent these health and safety issues. The use of an electronic cueing device has been used in recent studies and has been effective in reducing the rate of eating in adults and children to normative levels (Echeverria & Miltenberger, 2013; Page et al.,2017; Valentino et al., 2018). This study will examine the effects of a cueing device on the rate of eating in adults with intellectual disabilities across three target foods. Furthermore, this study will also investigate the effects of the cueing device on rate of eating when the proximity of direct care staff is faded.

 

Evaluation of Shoe Inserts to Reduce Toe Walking in Young Children With Autism

DAVID A. WILDER (Florida Institute of Technology)
Abstract:

Toe walking is relatively common among children with Autism Spectrum Disorder and if untreated, can contribute to a number of physical problems. Previous research has suggested that toe walking may vary by walking surface. Some (e.g., rough) surfaces may inhibit toe walking, whereas other surfaces may encourage it. In the current study, we first conducted a functional analysis screening to verify that toe walking exhibited by two young children with autism was maintained by automatic reinforcement. Next, we assessed toe walking on a variety of surfaces, including tile, artificial grass, and grip tape. Finally, we placed inserts of the surface associated with the lowest level of toe walking into each participants’ shoes. The inserts were effective to nearly eliminate toe walking by one participant and reduce toe walking to low levels for the second participant. To decrease the second participant’s toe walking further, we added a hand-on-shoulder procedure, which was also effective. We discuss the results in terms of the putative mechanisms responsible for the reduction.

 

The Development of, Initial Outcomes for, and Caregiver Satisfaction With a COVID-19 Vaccine Clinic for Children With Severe Challenging Behavior

JENNIFER M. HODNETT (University of South Florida), Joanna Lomas Mevers (Marcus Autism Center), Alec M Bernstein (Emory University School of Medicine and Marcus Autism Center), Alexis Constantin Pavlov (Marcus Autism Center), Mindy Christine Scheithauer (Marcus Autism Center)
Abstract:

Children with autism and developmental disabilities are at high risk for contracting and being hospitalized for COVID-19. Although there are several vaccines available for public distribution, children with autism and developmental disabilities often engage in severe challenging behavior (e.g., aggression, destruction, self-injury) preventing their successful completion of such invasive medical procedure and increasing their and others’ risk of harm in the process. We developed a recurring vaccine clinic to provide those engaging in severe challenging behavior and their families an outlet to receive the COVID-19 vaccine safely and efficiently. The clinic has a 100% vaccination rate for patients thus far. Caregivers also reported highly satisfactory experiences and that the clinic increased their accessibility to the vaccine.

 
 
Symposium #185
CE Offered: BACB
One Step at a Time: Video Prompts as a Tool to Boost Daily Living and Employment Outcomes
Sunday, May 29, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Applied Research
Chair: Kyle Visitacion (Western Michigan University)
Discussant: Thom Ratkos (Berry College)
CE Instructor: Kayla Jenssen, M.A.
Abstract:

The need for continued research on interventions for daily living and vocational skills is highlighted by low rates of independent living and employment for adults diagnosed with intellectual and developmental disabilities (IDD), including Autism Spectrum Disorder (ASD). This symposium will examine video prompts as one promising tool for promoting greater independence in these skill domains. The first presentation will review the research literature on point-of-view video prompting for teaching daily living skills to individuals diagnosed with ASD. Gaps identified by the literature review will be addressed in the other presentations. The second presentation will include a case study to demonstrate how video prompts can be used to promote the acquisition and generalization of job fair skills for young adults with ASD. The third presenter will review a study on the effects of video prompts when implemented as a self-administered antecedent for daily living and job-related skills during video conferencing sessions. Finally, the impact of having participants develop video prompts to learn the target skill will be covered. Each presentation will highlight how the implementation of video prompts can be individualized to meet the goals of individuals with exceptional needs.

Instruction Level: Basic
Keyword(s): daily living, employment, self-management, video prompting
Target Audience:

The target audience for this presentation includes practicing behavior analysts (BCaBAs, BCBAs, BCBA-Ds), graduate students in behavior analysis, and Registered Behavior Technicians (RBTs).

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe how video prompts can be used to program for skill generalization; (2) Summarize the benefits of using point-of-view video prompts; (3) Describe how to use video prompts as a self-directed tool.
 
Effects of Video Simulation and Video Prompting on Campus Job Fair Participation for Autistic Students
JENNIFER MARIE CULLEN (Ball State University), Evette Arlene Simmons-Reed (Ball State University)
Abstract: Previous research has shown that autistic students have difficulty obtaining employment. CAPS2, a college support system for autistic college students, has partnered with the campus career center to help students participate in job fairs. Some challenges identified by students and campus career staff were knowing what to expect, navigating the fair, and interacting with employers. An intervention utilizing video simulation and video prompting to practice the skills needed to prepare for and interact with employers at the job fair was developed to target these challenges. Some steps that could only be performed at the actual job fair (such as bringing a resume, wearing professional clothes) were assessed through verbal questioning. Neither student performed more than two steps correctly during baseline. Prior to the job fair, one student performed all the steps correctly in three of the five intervention sessions, while the other student consistently struggled with multiple steps (greetings, shaking hands, answering questions, and farewell). During the job fair where generalization was assessed, both students showed improvements over baseline in interacting with employers. Both students indicated that the intervention helped them prepare for the job fair.
 
The Effects of Self-Directed Video Prompts Delivered Via Video Conferencing on Functional Skill Acquisition
KAYLA JENSSEN (Western Michigan University), Jessica E. Van Stratton (Western Michigan University)
Abstract: Deficits in daily living and job-related skills are barriers to independence in living and employment for adults diagnosed with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompts via a telehealth (video conferencing) model on the percentage of steps correctly completed on daily living and job-related skills for five young adults with IDD, ages 20 to 25, who were recruited from an intermediate school district transition center in southwest Michigan. Participants were initially trained to use Webex during an in-person meeting. All other procedures, including an Assessment of Functional Living Skills® (AFLS) pre- and post-assessment, trainings on how to access and use video prompts, and research sessions were conducted via video conferencing. Four of five participants achieved 100% across three consecutive sessions for at least three target skills with video prompts alone. Behavioral Skills Training (BST) was needed for two target skills for a single participant. Evidence of generalization and maintenance was observed across all participants. Though self-management strategies, including self-directed video prompts, may be promising for achieving goals in daily living and employment, additional research needs to occur including how to best program for generalization with video prompts and the use of enhanced features.
 

Examining User-Created Video Prompts for Students With Autism Spectrum Disorder on Job and Daily Living Skills

RICK M. KUBINA (Penn State)
Abstract:

Individuals diagnosed with Autism Spectrum Disorder (ASD) are underemployed and often fail to achieve independence in activities of daily living. Greater independence in both arenas relate to improved quality of life. Video models and prompts are one tool that have been successfully used to teach vocational and daily living skills to this population. Video modeling presents a model of a person doing steps of a particular task. The participant observes an action, performs the action and receives feedback if it is incorrect and praise if correct. The student watches all steps of the task and performs the steps until they learn the skill. The present study had the novel component of having the participants themselves, high school students with ASD, make the videos to learn the target skill. Typically, a teacher or researcher creates the video for the participants. The data show positive effects for in terms of skill acquisition and student satisfaction with the intervention.

 
 
Symposium #186
CE Offered: BACB
Behavioral Training Strategies to Train Staff and Parents In-Person and Remotely
Sunday, May 29, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 205B
Area: EDC/DEV; Domain: Applied Research
Chair: Kimberley L. M. Zonneveld (Brock University)
Discussant: Jennifer R. Zarcone (The May Institute)
CE Instructor: Jennifer R. Zarcone, Ph.D.
Abstract:

Considerable research has demonstrated the utility of various behavioral training strategies (e.g., behavioral skills training, interactive computerized training) to teach individuals to perform a variety of novel skills; however, there is relatively less research on training parents and school staff to perform novel skills, collect data, and analyze results – and even less so when the training is conducted remotely. This symposium includes four diverse empirical papers that explore the application of behavior analysis to teach a variety of skills to parents at home and staff members in school-settings, both remotely and in-person. Alami and Zonneveld will present a study evaluating the effects of a telehealth behavioral skills training package to teach parents to implement a behavioral feeding treatment at home to increase their children’s consumption of low-preferred foods. Jones and colleagues will present a study evaluating the effects of a remote behavioral skills training package on training special educators to conduct a multiple stimulus without replacement preference assessment, collect and analyze the data, and implement the results in brief teaching sessions. Nichols and colleagues will present a study evaluating the necessary and sufficient components of a previously validated interactive computerized training package for staff. Finally, Silva and colleagues will present a study evaluating the effects of a behavioral skills training package to train school personnel to implement a behavioral feeding treatment for three students diagnosed with autism spectrum disorder. The results of each will be discussed within the context of limitations and implications for future research and clinical applications.

Instruction Level: Intermediate
Keyword(s): Parent training, Remote training, Staff training, Telehealth
Target Audience:

Attendees should have a familiarity of behavior analytic terminology and an understanding of single-subject experimental research designs.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe various training strategies (e.g., behavioural skills training, interactive computerized training) to teach skills to staff and parents; (2) Identify which training methods research supports for teaching skills remotely via synchronous videoconferencing; and (3) Describe various factors to consider when designing and delivering interventions remotely via synchronous videoconferencing.
 
The Effects of Behavioral Skills Training on a Parent-Implemented Feeding Treatment via Telehealth
AREZU ALAMI (Brock University), Kimberley L. M. Zonneveld (Brock University)
Abstract: Extensive research has established the effectiveness of in-person behavioral skills training (BST; i.e., instruction, modeling, rehearsal, feedback) to teach individuals to perform a variety of novel skills, including how to implement behavior analytic treatments for food selectivity. To date, no study has evaluated the effects of a telehealth BST training package to teach parents to serve as primary interventionists and implement a feeding treatment with their child at home. We used a multiple baseline across participants design to evaluate the effectiveness of a telehealth BST training package to teach parents to implement a sequential presentation and nonremoval of the spoon feeding treatment with their child in their home. We found the telehealth BST training package was an effective means of teaching parents to implement a feeding treatment and contribute to the existing literature on parent-implemented feeding treatments to increase children’s consumption of low-preferred food. Results are discussed within the context of treatment implications and suggestions for future research.
 
Use and Implementation of Preference Assessments by Special Educators
NICOLE JONES (University of Kansas), Kathleen Soyka (University of Kansas), Jessica Foster Juanico (University of Kansas)
Abstract: Stimulus oreference assessments are used to identify preferred stimuli that can be utilized to increase responding (DeLeon & Iwata, 1996) and may be important in special education settings. Researchers have extensively evaluated preference assessments (e.g., Fisher et al., 1992; Graff & Ciccone, 2002; Graff & Karsten, 2012a) and trained various professionals in preference assessment methodology (e.g., Higgins et al., 2017; Lavie & Sturmey, 2002; Pence et al., 2012); however, preference assessments appear to be uncommon in special education (Graff & Karsten, 2012b). Additionally, there is limited research training special educators to collect and analyze preference assessment data and implement the results in a subsequent teaching session. The purposes of this study were to identify current preference assessment practices of special educators and to evaluate the effects of remote BST on training special educators to conduct an MSWO, collect and analyze the data, and implement the results in brief teaching sessions. Our results suggest few special educators implement preference assessments and remote BST was effective for all three special educators in acquiring MSWO skills.
 

A Component Analysis of Interactive Computerized Training to Teach Activity Schedules

Juliana Aguilar (Utah State University), BEVERLY NICHOLS (Utah State University), Stephanie Mattson (Utah State University), Vincent E. Campbell (Utah State University), Thomas S. Higbee (Utah State University)
Abstract:

The demand for Board Certified Behavior Analysts (BCBAs) increased by 1,942% from 2010 to 2018, and the number of newly credentialed BCBAs is closely tracking that trend. Training and supervising professionals in the implementation of behavior-analytic interventions is a significant part of a BCBA’s job description. Interactive computerized training (ICT) is a staff training package that consists of instructions, modeling, interactive activities, and feedback and has been successful in training multiple behavior analytic techniques. The multiple components included in these training packages can make the creation of new training programs labor intensive. However, the dissemination and replicability of these training packages can be beneficial for both trainers and trainees. Thus, in this study, we conducted a component analysis of the different instructional components that make up the ICT package in an effort to determine which training components were most critical to the success of a previously validated ICT. Two undergraduate students were taught to how to implement and teach activity schedules with an adult confederate. Video training alone was unsuccessful for both participants. While one participant was successful with the complete ICT alone, the other participant required verbal feedback to meet criterion.

 

Examining the Implementation of a Behavioral Feeding Package in a School Setting

KARA ROMANETZ (May Institute), Meghan Silva (May Institute), Stephanie Coe (Simmons University), Stefanie Schrieber (Munroe-Meyer Institute)
Abstract:

Behavioral interventions, including escape extinction and differential reinforcement, have shown to be effective interventions in treating feeding challenges in pediatric populations. Schools present a promising setting for treating feeding difficulties due to the large number of students served daily. However, limited research exists examining the implementation of behavioral feeding interventions in schools. Further, it is unclear to the extent that special educators and school-based clinicians have been trained to implement behavioral feeding interventions in school settings. In this study, we used behavioral skills training (BST) to train school personnel to implement a behavioral feeding treatment package for three students diagnosed with autism. All students presented with challenging mealtime behavior and a limited food repertoire prior to starting the treatment. The treatment package incorporated non-removal of the spoon, bolus-fading, and differential reinforcement. Results indicate the treatment package was highly effective in increasing acceptance of non-preferred foods and that BST was an effective approach in training school personnel to implement a behavioral feeding treatment package in a school setting.

 
 
Symposium #187
CE Offered: BACB
Educator-Implemented Interventions for Students With Developmental Disabilities in the School Setting
Sunday, May 29, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 205A
Area: EDC/DDA; Domain: Applied Research
Chair: Daniel Kwak (University of South Florida)
Discussant: Bryon Miller (University of South Florida)
CE Instructor: Bryon Miller, M.S.
Abstract:

Classrooms are complex environments that require teachers to implement a variety of classroom management strategies to minimize problem behavior and maximize learning time. Given the difficulty of implementing behavioral interventions in the school setting, there is a need for teacher training and support. This symposium consists of four presentations that examined the impact of educator-implemented interventions for students with developmental disabilities. The first study evaluated using a team-based consultation model for function-based assessments and interventions (the Prevent-Teach-Reinforce; PTR model) to improve school professional and student behavioral outcomes. The second study evaluated the impact of antecedent exercise (e.g., Brain Breaks®) on disruptive behaviors and academic engagement. The third study was a meta-analytic review that synthesized single-case research in which school-aged students with disabilities received multicomponent function-based intervention implemented by natural change agents in the classroom setting. The fourth study was a review of empirical studies in which educators serving school-aged students with disabilities were trained on implementation of function-based interventions.

Instruction Level: Basic
Keyword(s): coaching, consultation, function-based, problem behavior
Target Audience:

The target audience members for this symposium are practitioners and researchers.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the impact of implementation of school-based consultation on student behavioral outcomes; (2) Describe the procedures involved in using Brain Breaks® to increase on-task behavior; (3) Describe variables of multicomponent interventions that influence student outcomes; (4) Identify behavioral training methods that have been effective for training educators to implement function-based interventions.
 

School Professional Coaching on Facilitation of Prevent-Teach-Reinforce Model for Students With Problem Behavior

MARISSA DEL VECCHIO (University of South Florida), Rachel Elizabeth Ayres (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Daniel Kwak (University of South Florida)
Abstract:

While individualized, function-based treatment plans have been identified as an effective method for minimizing challenging behavior in schools, schools continue to lack accessibility to school-based professionals who are competent to develop such plans for students. Thus, the current study evaluated the effect of multi-component coaching on school professionals’ facilitation of Prevent-Teach-Reinforce (PTR) as well as its collateral effect on teachers’ implementation of function-based interventions and student outcomes. Three school professionals (i.e., behavior specialists and student support staff) were trained to facilitate the PTR process through a 2-phase coaching process, which included co-facilitation followed by independent facilitation. A total of six teacher-student dyads from three schools participated in this study, in which three of the dyads were involved during co-facilitation and the other three dyads were involved during the independent facilitation. Results indicate that a multi-step coaching process is effective in training school professionals to implement PTR independently with fidelity, although some limitations exist. School professionals effectively produced desired behavioral outcomes for students in school even when the PTR process was implemented independently. School professionals, teachers, and students found the PTR process, interventions, and coaching to be effective and favorable.

 
Using Brain Breaks® to Increase On-Task Behavior in a Classroom Setting
ARTURO GARCIA (University of South Florida), Peyton Stipes (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: Disruptive behavior in the classroom can harmfully impact students learning and hinder academic growth (Austin & Agar, 2005; Hartman & Gresham, 2016). The term disruptive behavior encompasses many different behaviors, but when used in the classroom it focuses on off-task behavior, noncompliance, talking out in class, aggression, leaving designated areas, and stereotypy (Celebreti et al., 1997; Folino et al., 2014 & Kern et al., 1982). Both antecedent and consequence-based interventions have been conducted in school settings in attempts to decrease disruptive behaviors and increase appropriate on-task academic behavior. Physical activity and antecedent manipulations have demonstrated empirical evidence that both interventions are successful in creating positive behavior change. The purpose of this study was to evaluate the effects of the Brain Breaks® program in relation to on-task classroom behavior. A reversal design was implemented with one elementary school student. Results indicated a substantial increase in on-task behavior upon implementation of the Brain Breaks® videos for this participant.
 

Training Educators to Implement Function-Based Intervention Within the Classroom: A Systematic Review

MADELINE ROSE RISSE (University of South Florida), Danielle Ann Russo (University of South Florida), Kwang-Sun Cho Blair (University of South Florida)
Abstract:

Educators serving students with disabilities are often tasked with implementation of behavioral supports, specifically individualized or function-based behavioral interventions. When implemented with fidelity, interventions addressing student function are among the most effective practices for reducing problem behavior and promoting positive behavior change for students with disabilities. However, researchers have indicated that many educators struggle to consistently implement intervention procedures due to a lack of sufficient training prior to and during delivery of intervention. This can then lead to a decreased effectiveness of intervention and negatively impact student outcomes. The purpose of this review was to identify and evaluate single-case research which educators serving school-age students with disabilities were trained to implement function-based behavioral interventions. A total of 13 studies representing 37 participants were identified and reviewed to describe characteristics of (a) participants including educators, trainers, and students, (b) components of training, and (c) modality and dosage of training. Overall, majority of educators served as special education teachers and received no training on behavior change procedures prior to participation in study procedures. Implications for practice, future directions for research, and limitations are described.

 
Multicomponent Functional Assessment-Based Interventions Implemented by Classroom Staff: A Meta-Analysis
DANIELLE ANN RUSSO (University of South Florida), Kwang-Sun Cho Blair (University of South Florida)
Abstract: Multicomponent functional assessment-based interventions (FABI) have been supported by a large body of research indicating their effectiveness at promoting positive behavior change through means of antecedent-, skills-, and consequence-based procedures that directly address the function of problem behavior. However, these interventions are complex and involve intensive individualized support. The complexities of such interventions are exacerbated when implementation occurs within the classroom setting and by natural change agents such as teachers and paraprofessionals. The purpose of this meta-analysis was to add to the existing literature and synthesize single-case research which school-age students with disabilities received multicomponent FABI implemented by natural change agents in the classroom setting. In all, 24 studies representing 64 participants were identified and systematically reviewed to: (a) determine overall effect of FABI on student behavior, (b) identify study characteristics that may moderate outcomes of intervention, and (c) summarize characteristics of participants, settings, intervention components, and implementer training. Overall, majority of students received intervention within an inclusive elementary school classroom and implemented by a general education teacher. Most multicomponent FABI were developed using a systematic or manualized protocol to facilitate assessment and intervention within the school setting. Implications for practice, future research, and limitations are described.
 
 
Symposium #188
CE Offered: BACB
Advancements in Behavior Analytic Staff Training Practices in School and Adult Service Settings
Sunday, May 29, 2022
8:00 AM–9:50 AM
Meeting Level 1; Room 153B
Area: OBM/DDA; Domain: Applied Research
Chair: James Maraventano (Rutgers University)
Discussant: Florence D. DiGennaro Reed (University of Kansas)
CE Instructor: James Maraventano, Ed.D.
Abstract: A critical component of providing high-quality behavior analytic support services for individuals with intellectual and developmental disabilities (IDD) is training for support staff to implement practices consistently and with integrity. As applied behavior analytic interventions have been evidenced to improve many skill deficits and challenging behaviors amongst individuals with IDD, the importance of evidence-based staff training is amplified to promote positive outcomes of individuals receiving services. Our four presentations intend to disseminate recent research in areas of staff training to address issues related to treatment integrity implementing behavior analytic strategies. Lucy Fernandez’s study evaluated the effects of behavioral skills training (BST) to teach paraprofessionals a variety of rapport building skills using teacher child interaction therapy (TCIT). Molly Joyce’s study evaluated the use of video-based instruction (VBI) for teaching public school teachers to implement token economy and 3-step guided compliance procedures. Swathi Ragulan’s study investigated the effects of Acceptance and Commitment Training (ACT) for improving treatment integrity and reducing work-related stress and burnout amongst behavior technicians providing ABA services. Nicole Kanaman’s study applied the Performance Diagnostic Checklist – Human Services (PDC-HS) to identify barriers to staff implementation of healthy behavioral practices at a residential/day service program for adults with IDD.
Instruction Level: Intermediate
Keyword(s): evidence-based practices, intellectual/developmental disabilities, staff training, treatment integrity
Target Audience: General understanding of behavior analytic principles and components of staff training practices.
Learning Objectives: At the conclusion of the presentation, attendees will be able to: 1) Describe the utility of video-based instruction for staff training 2) Describe the benefits of using the Performance Diagnostic Checklist - Human Services for assessment of employee performance 3) Describe how Acceptance and Commitment Training can effectively improve work performance among human service staff 4) Describe the utility of Behavioral Skills training for teaching staff to develop rapport building skills with the students they support.
 

An Evaluation of Behavioral Skills Training for Teaching Paraprofessionals How to Interact With Children With Autism Spectrum Disorder

LUCY VERONICA FERNANDEZ (Hunter College, CUNY), April N. Kisamore (Hunter College), Lauren K. Schnell (Hunter College), Alice Shillingsburg (May Institute)
Abstract:

Paraprofessionals are often expected to implement behavior reduction programming, but frequently lack the experience creating optimal learning environments. One strategy paraprofessionals can use as a proactive measure to decrease the likelihood of noncompliance and problem behavior is teacher child interaction therapy (TCIT). TCIT involves training teachers positive attention skills such as describing activities the child does, reflecting what the child says, imitating, and praising the child’s behavior. Behavioral skills training (BST) has been used to teach numerous skills to paraprofessionals, but research for how BST can be used to teach paraprofessionals how to decrease noncompliance and problem behavior of children with autism is necessary. For our study, we evaluated the effects of BST to teach paraprofessionals rapport building skills. We conducted BST with a confederate child, then assessed the effects of our intervention with both a confederate child and a child from the paraprofessional’s classroom. Because the goal of teaching paraprofessionals these rapport building skills was to increase positive interactions and decrease the likelihood of problem behavior, we also evaluated problem behavior and child proximity to our trainees at pre- and post-training. We programmed for/assessed generalization and assessed social validity of our procedures by giving teachers and supervisors a questionnaire.

 
Using Asynchronous Video-Based Instruction to Train Public School Staff to Implement Behavior Analytic Interventions
MOLLY JOYCE (Hunter College), Lauren K. Schnell (Hunter College), April N. Kisamore (Hunter College), Jason C. Vladescu (Caldwell University)
Abstract: Public school systems in the United States serve approximately 50 million students, with at least 7 million of these students receiving special education services, potentially requiring some sort of academic or behavioral intervention. Asynchronous training for public school teachers to implement interventions such as token economies and 3-step guided compliance procedures may allow for more success in the classroom and for students to access reinforcement from teachers and peers. The purpose of this study was to (a) replicate recent research on the effectiveness of video-based instruction (VBI) on implementation of token economy and 3-step guided compliance procedures and (b) evaluate the effects of adding a scoring video-based instruction (VBI) on staff training of these procedures. All participants demonstrated learning with the use of VBI.
 
Effects of Acceptance and Commitment Training on Treatment Integrity Amongst Behavioral Technicians
SWATHI RAGULAN (University of Nevada, Reno), Erin Elizabeth Bertoli (Brett DiNovi and Associates), Jacqueline Shinall (Rutgers University), SungWoo Kahng (Rutgers University)
Abstract: Behavior technicians (BT) within the field of applied behavior analysis may be at greater risk for experiencing burnout and stress due to the nature of their clients, job demands, and work environments. Burnout and stress may negatively impact BTs’ work performances, more specifically, their treatment integrity. Acceptance and Commitment Training (ACT) may be a useful tool to address the private events as well as the covert and overt behaviors associated with burnout and stress. The purpose of this study was to investigate the effects of an ACT intervention on improving treatment integrity and reducing work-related burnout and stress amongst BTs. Four BTs participated in an ACT workshop, and their treatment integrity as well as their burnout and stress levels were measured prior to and following the ACT workshop. Treatment integrity increased for all participants, suggesting that ACT-based interventions may be an effective approach to improving work performance (i.e., treatment integrity) amongst BTs who may experience workplace burnout and stress.
 
Assessment and Intervention of Staff Adherence to Healthy Behavioral Practices in Adult Services
NICOLE KANAMAN (University of Kansas), Claudia L. Dozier (The University of Kansas), Catherine McHugh (The University of Kansas), Sara Camille Diaz de Villegas (University of Kansas), Bryan Alan Simmons (University of Kansas)
Abstract: Common variables that may inhibit employee performance include insufficient training, a lack of performance consequences, competing tasks/contingencies, among others (Austin, 2000). The Performance Diagnostic Checklist (PDC; Austin, 2000) is an indirect assessment that has been used to assess employee performance, identify barriers to satisfactory employee performance, and develop interventions that address the variables influencing employee performance (e.g., Rodriquez et al., 2005). More recently, the PDC has been adapted for use in the human service settings (e.g., therapeutic environments, clinic-based service settings; Carr et al., 2013) to identify barriers for direct care staff implementation of various clinically relevant behaviors. In the current evaluation, we used the PDC-human services (PDC-HS) to identify barriers to staff implementation of a company-wide Tier 1 prevention procedure, collectively termed healthy behavioral practices (i.e., delivering positive interactions, using effective instructions, prompting activity engagement, and basics for responding to problem behavior), at a large residential and day service program for adults with intellectual and developmental disabilities (IDD). In this presentation, we will discuss the outcomes of the PDC-HS among staff and supervisors, as well as additional analyses we conducted to clarify results (e.g., inclusion of a role play component, analyzing data from records as well as reports).
 
 
Symposium #189
CE Offered: BACB — 
Ethics
A Constructional Approach to Consent and Assent
Sunday, May 29, 2022
8:00 AM–9:50 AM
Meeting Level 1; Room 156C
Area: PCH; Domain: Service Delivery
Chair: Sean Michael Will (Constructional Approach to Animal Welfare and Training)
Discussant: Lucero Neri-Hernandez (University of North Texas)
CE Instructor: Richele Zvorsky, M.Ed.
Abstract:

Given it’s addition to the BACB 2022 Code of Ethics, the current symposium discusses the hot topic: assent and its implications to human and animal learners alike. The first talk introduces a contingency analysis, followed by a concept analysis of assent, consent, and compulsion. The second talk follows-up on those analyses and introduces relevant examples and nonexamples familiar to clinicians in applied behavior analysis. The third talk introduces strategies to evaluate programs where assent is not present, but the program is needed. It also introduces intervention strategies to gain not only learner assent, but begin to construct the needed repertoires for learner autonomy. Finally, the fourth talk will focus on the animal trainer’s personal background and his experiences with assent. Specifically, how quality of life for the animal improves with experiences where assent is present. These four presentations taken together, will provide a fresh nonlinear contingency analytic informed perspective on assent and consent.

Instruction Level: Intermediate
Keyword(s): Assent, Constructional, Ethics, Nonlinear
Target Audience:

A solid foundation in the basic principles of Applied Behavior Analysis is required.

Learning Objectives: (1) At the conclusion of the presentation, participants will be able to define consent and assent. (2) At the conclusion of the presentation, participants will be able to discriminate between examples and nonexamples of assent and consent. (3) At the conclusion of the presentation, participants will be able to apply these concepts in practice.
 

A Concept Analysis of Assent

SHEILA KLICK (Endicott College), Anna Linnehan (Endicott College), Jonathan Amey (AIMS Instruction), Richele Yeich (Eastern Florida Autism Center; Great Leaps Academy), Awab Abdel-Jalil (Great Leaps Academy / Eastern Florida Autism Center)
Abstract: Given the inclusion of the core principles and assent to the 2022 BACB code, this presentation will discuss a contingency analysis of consent, assent, and compulsion. A concept analysis will be utilized to identify the critical and variable attributes described by the three coordinate concepts of consent, assent, and compulsion. Critical attributes are features that if absent would produce a non-example, and variable attributes are features that vary across the range of examples of the concept (Layng, 2019; Markle & Tiemann, 1990). Contingencies related to discrete and continuous environmental events will also be discussed. While consent is a discrete event, assent is continuous and should be evaluated moment to moment. This talk will demonstrate how a nonlinear contingency analysis of such complex concepts can inform a concept analysis to clarify and outline what these concepts entail. The aim is to enable clinicians to go beyond topographical definitions of such concepts.
 

Examples and Non-Examples of Assent

JONATHAN AMEY (AIMS Instruction), Richele Yeich (Eastern Florida Autism Center; Great Leaps Academy), Anna Linnehan (Endicott College), Awab Abdel-Jalil (Great Leaps Academy / Eastern Florida Autism Center), Sheila Klick (Endicott College)
Abstract:

Given the critical and variable features of assent, consent, and compulsion discussed previously, this talk will present the rational sets of examples and nonexamples related to each (Layng, 2019; Markle & Tiemann, 1990). The presence or absence of the critical attributes will provide differentiation in example/nonexamples of assent, consent, and compulsion. Within this analysis, variable attributes determine whether criteria are met for true or apparent consent/assent. This critical discrimination between true and apparent is at the heart of ethical clinical practice. Examples of true assent will be contrasted against apparent with a focus on helping the clinician reveal the critical contingencies actually operating at any given moment. An emphasis will be placed on the practical everyday situations encountered by clinicians working with Autism Spectrum diagnosed learners. This discussion will establish a framework that will allow the clinician to determine if true assent has been obtained. Further, this framework can be applied in any setting across all learner types.

 

Practical Applications and Implications of a Contingency Analysis of Assent

RICHELE YEICH (Zvorsky Behaviour Consultants, Inc.), Awab Abdel-Jalil (Great Leaps Academy / Eastern Florida Autism Center), Sheila Klick (Endicott College), Jonathan Amey (AIMS Instruction), Anna Linnehan (Endicott College)
Abstract:

Given the concept analysis and examples and nonexamples of assent, this talk will examine what clinicians can do when learner assent is not present. It is suggested that clinicians apply a cost/benefit analysis of program participation and nonparticipation to determine if the program benefits a learner’s overall growth and development. If it is determined that the program is beneficial for the learner, clinicians can ask a few guiding questions to help program for program participation. The questions relate to behavioral objectives, entry repertoires, and programming sequences (Layng et al., 1976). The answers will help clinicians create programs that build on learners' entry repertoires that lead to full participation in the program. These programs are individualized for the learner and may include shaping, chaining, the use of conjugate schedules, and streamlining reinforcement systems (Rosales-Ruiz & Hunter, 2019). This talk will present examples of programs that utilize this process to obtain assent.

 
A Constructional Approach to Assent in Zoological Settings
KYLE HETZEL (San Francisco Zoo)
Abstract: In the zoological community, animal keepers routinely face training assignments with learners who have immediate behavior needs, often paired with firm and intractable deadlines. This combination of priorities can create a disconnect in overall training goals. In the zoological field, linear contingency-based training is considered best practice. This training approach can force many animal care specialists to sacrifice their relationships with the learner or create behavior plans that are absent of assent. After witnessing the positive effects of the constructional approach with a severely disabled giraffe, I was inspired to understand the methods used to accomplish the behaviors displayed. Throughout my career in the zoological field, I have deployed the constructional design in helping develop training plans that allow learners to be fully understanding of all of the contingencies, regardless of their history or start of training. In this presentation I will discuss how I create whole life plans where a philosophy of assent is folded into the framework of the training, how degrees of freedom help to create assent based behavior developments, and the application of these practices in behaviors ranging from interactive guest encounters to high stakes invasive medical behaviors.
 
 
Symposium #190
CE Offered: BACB
Procedural Integrity: Current Practices and Areas for Improvement
Sunday, May 29, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 204A/B
Area: TBA; Domain: Applied Research
Chair: Stephanie Hope Jones (Salve Regina University)
Discussant: Timothy R. Vollmer (University of Florida)
CE Instructor: Stephanie Hope Jones, Ph.D.
Abstract:

Procedural integrity (i.e., the extent to which procedures are implemented as designed) is an important area of research and practice in behavior analysis. This symposium includes four data-based presentations centered around procedural integrity. The presentations will inform selecting a measurement system for procedural integrity, how integrity errors affect common interventions, how frequently researchers report integrity measures in behavior-analytic articles, and perceived barriers and facilitators that influence reporting integrity described by behavior-analytic researchers.

Instruction Level: Intermediate
Keyword(s): procedural fidelity, procedural integrity, treatment integrity
Target Audience:

Supervising BCBAs Behavior-analytic researchers

Learning Objectives: 1. Describe considerations for selecting specific integrity measurement systems. 2. Describe impacts of integrity errors on common reinforcement-based interventions. 3. Describe current trends in how integrity is discussed in behavior-analytic literature. 4. Describe considerations regarding reporting integrity in behavior-analytic research.
 
Through the Looking Glass and What We Found: Evaluating Multiple Treatment Integrity Measures
HAVEN SIERRA NILAND (University of North Texas), Valeria Laddaga Gavidia (University of North Texas; Kristin Farmer Autism Center), Samantha Bergmann (University of North Texas), Marcus Daniel Strum (University of North Texas), Marla Baltazar (University of North Texas), Bonnie Yuen (University of North Texas), Mike Harman (Briar Cliff University)
Abstract: Treatment integrity is the extent to which interventions are implemented as prescribed (Gresham et al., 2000). Behavior analysts should use treatment integrity data to inform programming decisions, evaluate the quality of intervention implementation, and guide training of behavior-change agents. However, there is no standard measure for collecting treatment integrity data. Multiple options for measurement exist, and each may vary in their utility and efficiency. The present study compared two measures (Likert rating scales and occurrence/non-occurrence scores) of treatment integrity using videos of discrete-trial instruction with a child with autism spectrum disorder. An analysis of overall session, by trial, and by component integrity scores was conducted using each measure. Comparative analyses suggest that treatment integrity measures differ in the specificity of information gathered, degree to which intervention components were reported as implemented correctly, reliability between raters, and time to completion. Implications of these results for treatment integrity data collection by researchers and practitioners will be discussed.
 
Interactive Effects of Treatment Type, Schedule Value, and Treatment Integrity on Treatment Outcomes
OLIVIA HARVEY (West Virginia University), Claire C. St. Peter (West Virginia University), Stephanie Hope Jones (Salve Regina University), Christa Lilly (West Virginia University), Kristian Kemp (West Virginia University)
Abstract: Effects of treatment-integrity failures have typically been studied with dense, fixed-ratio differential reinforcement of alternative behavior (DRA), but these schedules may not be typical in clinical practice. We evaluated impacts of 80% integrity on three common interventions (DRA, DRO, and noncontingent reinforcement [NCR]) implemented at four different schedule values (1, 5, 10, and 20). Fifteen undergraduates participated. Participants were randomly assigned to one of three groups that varied based on intervention type. Regardless of group assignment, each participant experienced all four schedule values and both full and reduced integrity in a reversal design. During the experiment, participants clicked on moving circles on a computer screen and earned points as reinforcers. Preliminary results suggest effects of 80% integrity differed across intervention types and schedule values. Integrity failures had a more detrimental effect on DRO than DRA or NCR, with loss of treatment effects even at 80% integrity. These results suggest that practitioners should be cautious in the use of DRO and NCR schedules, and that implementation at 80% integrity may be insufficient to promote successful treatment outcomes.
 

Procedural Integrity Reporting in the Journal of Applied Behavior Analysis, 2006-2020

BRIAN LONG (West Virginia University), Denys Brand (California State University, Sacramento), Samantha Bergmann (University of North Texas), Claire C. St. Peter (West Virginia University), Marcus Daniel Strum (University of North Texas), Cody Lane McPhail (University of North Texas)
Abstract:

Procedural integrity describes the extent to which a procedure is implemented as designed. Although scholars have called for consistent inclusion of integrity data since the 1980s, integrity measures remained infrequent through the early 2000s, and evaluations of the details of integrity reporting were not conducted. Therefore, the purpose of this study was to characterize procedural integrity reporting in the Journal of Applied Behavior Analysis (JABA) between 2006 and 2020. We identified 649 experiments published in JABA that mentioned the terms integrity or fidelity. For each experiment, we first determined how authors described integrity. Then, for experiments that collected integrity data, we gathered data on the extent to which authors reported how frequently integrity data were collected, how they calculated integrity values, and the details of the obtained integrity coefficients. Most coded studies measured integrity of the independent variable and there was a slight upward trend from 2006 to 2020. We also noted increasing trends in descriptions of the frequency of integrity-data collection and how integrity values were calculated. Obtained integrity values were almost always reported as percentages, and above 90%. These findings suggest promising trends, but suggest the need for continued growth in the completeness of integrity reporting in JABA.

 
Perceived Barriers and Facilitators to Reporting Procedural Integrity Data in Behavior-Analytic Research
STEPHANIE HOPE JONES (Salve Regina University), Denys Brand (California State University, Sacramento), Lodi Lipien (University of South Florida ), Claire C. St. Peter (West Virginia University), Jennifer Wolgemuth (University of South Florida)
Abstract: Researchers have called for increased reporting of procedural fidelity data in published studies. Although studies have reported moderate increases in reporting, recently collected data suggests that reporting procedural fidelity data is not uniformly done in behavior-analytic research. To understand barriers and facilitators to reporting procedural fidelity data, we conducted six focus groups and one 1:1 interview with behavior-analytic researchers who publish in the Journal of Applied Behavior Analysis. We conducted qualitative data analysis and identified common patterns and themes for facilitators and barriers to reporting procedural fidelity data in behavior-analytic research.
 
 
Paper Session #191
CE Offered: BACB
Change Is Hard, But Does It Have To Be? Become a Leader Who is Successful Guiding Change Initiatives
Sunday, May 29, 2022
8:30 AM–8:55 AM
Meeting Level 1; Room 153C
Area: OBM
Instruction Level: Advanced
Chair: Breanne K. Hartley (LittleStar ABA Therapy )
CE Instructor: Breanne K. Hartley, Ph.D.
 

Change is Hard, but Does it Have to be? Become a Leader who is Successful Guiding Change Initiatives

Domain: Theory
BREANNE K. HARTLEY (LittleStar ABA Therapy)
 
Abstract:

Behavior Analysis is a field that values continuous quality improvement. Continuous quality improvement is demonstrated within our field’s importance on conducting research to find answers and then implementing the strategies associated with those answers. Behavior Analysts are obligated to modify their practices as new strategies are identified that will be most beneficial for their patient’s outcomes. However, the implementation of new strategies requires change – and change is hard. To continue improving and bettering the treatment provision for our patients, and the clinical systems for our staff, we must strive to lead meaningful change by communicating and planning in a way that increases the reinforcing value of change among our colleagues. Successful change can be fostered through the creation of values, the development of a vision, the creation of a plan, and by evaluating the application of that plan. When these steps are put into place, the aversiveness of change lessens (fear is reduced and discomfort decreases).

 
Target Audience:

Advanced audience members should have responsibilities of supervising other BCBAs and making organizational decisions that will impact the role of the BCBAs they supervise as well as the treatment of the patients served within the organization.

Learning Objectives: At the conclusion of the presentation, the participants will be able to: 1. Identify why it is important to decrease the aversiveness of change. 2. Identify the steps to lead successful change within an organization. 3. Articulate the contingencies associated to change for you and those you supervise.
 
 
Paper Session #192
CE Offered: BACB
Behavior Analysis in Child Welfare: An Innovative Approach to Restoring Parental Protective Capacities and Decreasing Risk Factors for Child Abuse and Maltreatment and Recidivism Rates for Re-Abuse
Sunday, May 29, 2022
9:00 AM–9:25 AM
Meeting Level 1; Room 156B
Area: CSS
Instruction Level: Intermediate
Chair: Karin Torsiello (Behavior Basics, Incorporated)
CE Instructor: Paula Antonelli, M.S.
 

Behavior Analysis in Child Welfare: An Innovative Approach to Restoring Parental Protective Capacities and Decreasing Risk Factors for Child Abuse and Maltreatment and Recidivism Rates for Re-Abuse

Domain: Service Delivery
KARIN TORSIELLO (Behavior Basics, Incorporated), PAULA Antonelli (Behavior Basics, Inc)
 
Abstract:

An exploration of the application of ABA based intensive parent education programs in the child welfare population. This talk will encompass a review of outcome data in child welfare program developed and managed by Board Certified Behavior Analysts, revealing socially significant impacts to child abuse recidivism rates in Florida. A review of the program history, development, curriculum and methodology will be presented. A call to action and road map for replication of the project in other states will be presented as well.

 
Target Audience:

ABA practitioners with a BCBA or BCaBA certification, who are actively practicing in the applied setting.

Learning Objectives: 1. How ABA can have widespread impact on the child welfare system of care; 2. Identify Parental Competencies, how to teach and measure; 3. Become familiar with the identified outcome measures, why they were chosen and how to present the data; 4. Learn about the proactive parenting and positive discipline techniques that make up this program; 5. Review outcome data from the first 8 years of program implementation in Florida
 
 
B. F. Skinner Lecture Series Paper Session #194
CE Offered: PSY/BACB
Equitation Science and the 5-4-3-2-1 Framework for Ethical Animal Training
Sunday, May 29, 2022
9:00 AM–9:50 AM
Ballroom Level 3; Ballroom East/West
Area: AAB; Domain: Service Delivery
Chair: Erica N. Feuerbacher (Virginia Tech)
CE Instructor: Paul McGreevy, Ph.D.
Presenting Author: PAUL MCGREEVY (University of New England NSW, Australia)
Abstract:

This presentation describes the complex nature of human-animal interactions and captures the dynamic interconnection of five constructs, some established and some novel, to characterise safe, ethical and sustainable [best] practices in the management, handling and training of non-production animals. It interdigitates the Five Domains Model for animal welfare assessment, four possible operant mechanisms that interactions may follow, the three influences of attachment, arousal and affective state, and the two contrasting ethologies (human and animal), with a One Welfare approach. This 5-4-3-2-1 framework reveals that while arousal and affective state influence behavioural outcomes of operant conditioning, the trainer’s choice and application of the operant quadrants have a further and cumulative influence on attachment, arousal and affective state. The power of this approach is that, on one hand, it marries optimal interactions with the highly prized attribute of trust in animal–trainer dyads, which may be, at times at least, a manifestation of trainers as attachment figures. On the other hand, it reveals sources of disruption of human-animal and animal-human attachment that promote negative affective states which are incompatible with safe, ethical and sustainable practices. By bringing these constructs together, the 5-4-3-2-1 Framework aligns the Five Domains Model with the ultimate animal welfare aim of One Welfare. As such, it may also serve as a notional checklist for reflective practitioners who ascribe to the One Welfare approach and aim to achieve safe, ethical and sustainable animal management, handling, training and keeping practices.

Instruction Level: Basic
Target Audience: Animal trainers, animal behavior therapists, and learning theorists
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the applications of operant conditioning in horse training; (2) question the use of gear designed to impose discomfort on horses and deny normal behaviour; (3) identify sustainable animal training techniques that align with the nascent 5-4-3-2-1 framework.
 
PAUL MCGREEVY (University of New England NSW, Australia)
Paul McGreevy BVSc, Ph.D., FRCVS, is a veterinarian and ethologist. He is the author of over 300 peer-reviewed scientific publications and seven books. With expertise in learning theory, animal training, animal welfare science, veterinary behavioural medicine and anthrozoology, he is a co-founder and honorary fellow of the International Society for Equitation Science. He led the VetCompass Australia initiative that brought together all of the Australian veterinary schools to provide ongoing national disease surveillance for companion animals and horses. With the additional involvement of Massey University (NZ), the same schools collaborated under Paul’s leadership to create the One Welfare teaching portal.
 
 
Panel #195
CE Offered: BACB — 
Ethics
Ethics and the New 2022 Code
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 253A-C
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Jon S. Bailey, Ph.D.
Chair: Jon S. Bailey (Florida State University)
MARY JANE WEISS (Endicott College)
THOMAS L. ZANE (University of Kansas)
YULEMA CRUZ (Rutgers University)
Abstract:

This panel is a continuation of previous presentations at ABAI regarding behavior analysts grappling with ethical issues in the profession. This year we will focus on implications of the new Ethics Code for Behavior Analysts for professionals in the field. For this panel we have brought together four behavior analysis ethicists whose guidance is regularly requested through the ABAEthicsHotline.com To demonstrate the range of approaches used and opinions offered, recent ethics questions from both behavior analysis professionals will be presented, each panelist will offer their guidance, we will then debate the merits of our various and sometimes differing approaches. Toward the end of the session we will open the floor to questions from the audience and again each ethicist will respond so that the range of strategies and tactics will be apparent.

Instruction Level: Intermediate
Target Audience:

The target audience is practicing behavior analysts with at least the BCBA certification and some experience implementing the BACB Ethics Code.

Learning Objectives: (1) Members of the audience will be able to list three new additions to the BACB 2022 Code of Ethics (2) Members of the audience will be able to describe the appropriate steps to take if they need to deal with these new additions to the Code. (3) Members of the audience will be able to describe steps to be taken in an organization to make sure that their practices align with agency priorities.
 
 
Symposium #196
CE Offered: PSY/BACB — 
Ethics
Response Patterns for Individuals Receiving Contingent Skin Shock to Treat Self-Injurious and Assaultive Behaviors
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 257B
Domain: Applied Research
Chair: Nathan Blenkush (Judge Rotenberg Educational Center)
Discussant: W. Joseph Wyatt (Marshall University)
CE Instructor: Nathan Blenkush, Ph.D.
Abstract:

A small proportion of patients with intellectual disabilities (IDs) and/or autism spectrum disorder (ASD) exhibit extraordinarily dangerous self-injurious and assaultive behaviors that persist despite long-term multidisciplinary interventions. These uncontrolled behaviors result in physical and emotional trauma to the patients, care providers and family members. A graduated electronic decelerator (GED) is an aversive therapy device that has been shown to reduce the frequency of severe problem behaviors by 97%. Within a cohort of 173 patients, we have identified the four most common patterns of response: (1) on removal of GED, behaviors immediately return, and GED is reinstated; (2) GED is removed for periods of time (faded) and reinstated if and when behaviors return; (3) a low frequency of GED applications maintains very low rates of problem behaviors; and (4) GED is removed permanently after cessation of problem behaviors. GED is intended as a therapeutic option only for violent, treatment-resistant patients with ID and ASD.

Instruction Level: Intermediate
Keyword(s): aggression, punishment, self-injury, treatment refractory
Target Audience:

The audience should be familiar with treatment options for severe problem behaviors.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe response patterns that could result from CSS. 2. List alternative treatments that are considered prior to CSS. 3. Weight risks and benefits based on potential results.
 
Response Patterns for Individual Receiving Contingent Skin Shock
NATHAN BLENKUSH (Judge Rotenberg Educational Center), Miles Cunningham (Harvard Medical School; McLean Hospital), Golnaz Yadollahikhales (Neurology, University of Illinois Hospital at Chicago)
Abstract: Severe aggression and self-injury are devastating conditions. The primary treatments utilized to address severe problem behaviors include applied behavior analysis (ABA), psychopharmacology, and various forms of restraint. n addition, ECT and deep brain stimulation have also been utilized. Taken together, these treatments are not always effective. Some patients do not respond sufficiently to years of function based behavioral treatment. While psychopharmacological treatments are used extensively to treat severe problem behaviors, many patients are drug-refractory. Restraint often only serve to minimize harm rather than to treat the problem behaviors. Finally, ECT and deep brain stimulation are not always indicated or effective for various forms of severe behaviors. Although controversial, contingent skin shock (CSS) is often extremely effective in reducing the frequency of severe, treatment refractory problem behaviors. The risks and benefits associated with skin shock must be weighed against the risks/ benefits other treatments and the risks/benefits of taking no action. Here four common response patterns are presented and discussed.
 
Case Presentations of Contingent Shock Response Patterns
NICHOLAS LOWTHER (Judge Rotenberg Educational Center)
Abstract: Four individual individual cases that exemplify one of four different response patterns to contingent skin shock are presented. For each case, a complete history and summary of previous treatment interventions are described. For pattern 1 (P), the introduction of GED was remarkably effective; however, GED was prosthetic in that it could not be discontinued without recurrence of problem behaviors. For pattern 2 (L), treatment was required over the long term (105 months) as well, but he was able to control his behaviors for various periods of time with the absence of a GED device. For pattern 3 (M), problem behaviors improved initially when GED was added. However, GED lost efficacy and the GED-4 (a stronger stimulus) was required to reduce the frequency of his aggressive behaviors. For pattern 4 (J), GED successfully eliminated severe problem behaviors and was withdrawn without a major acceleration or relapse.
 
 
Symposium #197
CE Offered: BACB — 
Ethics
Diversity submission Toward Culturally Responsive and Compassionate Behavior Analysis: A Case for Cultural Humility as it Relates to Neurotype
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 254A
Area: AUT/TBA; Domain: Service Delivery
Chair: David Legaspi (Center For Applied Behavior Analysis)
Discussant: Jamine Layne Dettmering (The Chicago School of Professional Psychology, BIOS ABA, National Louis University)
CE Instructor: Jamine Layne Dettmering, Ph.D.
Abstract:

The Ethics Code for Behavior Analysts (BACB, 2020) requires certificate-holders to practice within their boundaries of competence (1.05), behave in an equitable and inclusive manner (1.08), involve clients in planning and consent (2.09), and individualize behavior-change programs to best meet the diverse needs, context, and resources of the client (2.14). The ethics code (2020) includes disability in the professional responsibility standard for cultural responsiveness and diversity (1.07). Although the field of behavior analysis has acknowledged the need for culturally responsive practices and made calls to action to improve training programs (Beaulieu, 2019; Couto, 2019; Fong et al., 2017; Miller et al., 2019; Najdowski et al., 2021, Levy et al. 2021) and nearly 73% of certificate holders work in the area of Autism Spectrum Disorder (BACB, 2020), little attention has been given to including disability, neurotype, and ableism in behavior analytic training and practice. This symposium will illustrate the importance of considering neurotype when designing behavior analytic intervention (Dawson, 2004; Lynch 2019), share actions taken by a behavior analytic training program to increase awareness of neurotype, and discuss ethics and future directions.

Instruction Level: Basic
Keyword(s): ableism, autism, neurotype, risk-driven approach
Target Audience:

Intermediate and/or advanced: BCaBA, BCBAs, BCBA-D

Learning Objectives: At the conclusion of this presentation, participants will be able to:1) Identify ethics codes relevant to consideration of neurotype in behavior analytic research and practice. 2) provide an example of how excluding neurotype may be harmful, 3) identify strategies to incorporate neurotype in research and practice.
 
Diversity submission Automatically Maintained Elopement Paper
ELIZABETH ASHTON BENEDICKT (The Center for Applied Behavior Analysis), Michele D. Wallace (California State University, Los Angeles), Kelly Vanessa Cruz (Center for Applied Behavior Analysis), David Legaspi (Center For Applied Behavior Analysis), Tyler James Arauza (TCSPP)
Abstract: According to seminal texts within Applied Behavior Analysis, “Target behaviors should not be selected for the primary benefit of others,” (Winett & Winkler, 1972). Researchers have suggested the evidence-based practices utilized are in part a result of the values and context which they’re selected, including those of the individual in question, (Slocum et.al., 2014). This paper will discuss a case study whereby a clinician intervened on a target behavior, elopement, with automatic maintenance. A prior clinician trained caregivers across 3 settings to block and redirect the stereotypy to “age-appropriate play”. The “age-appropriate play” was not a functional replacement behavior and amounted to a punishment procedure. Through a Risk Driven Approach, a new clinician who was autistic was assigned, and conducted A functional analysis, that showed the Elopement behavior was maintained by access to uninterrupted stereotypy. The new clinician implemented a differential reinforcement procedure for manding for access to uninterrupted stereotypy. Training was provided to all instructional dyads across 3 settings i.e., Home, school, and the community. The data reflect a total reduction of Elopement from 20/hour to 0/hour across 3 settings which has maintained for over 12 months. Ethical considerations when selecting practices and behaviors to target are discussed.
 
Diversity submission Including Neurotype in Training Programs’ Discussions of Compassionate, Response, and Ethical Practice
LEANNA MELLON (SUNY New Paltz)
Abstract: The behavior analytic field has acknowledged the need for practitioners who engage in compassionate, ethical, and culturally responsive practices to reduce harm and increase effective socially significant service delivery (Beaulieu, 2019; Couto, 2019; Fong et al., 2017; Miller et al., 2019; Najdowski et al., 2021). Guidelines for including training in cultural humility, competency, responsiveness and self-awareness within training programs has been published in behavior analytic journals (Fong et al., 2017; Najdowski, 2021). Criticisms of current and past practices of behavior analysis (Shyman, 2016) and state-level policies that restrict practice to providing services to autistic individuals suggest the importance of including disability, neurotype, and ableism within training programs. This presentation will describe the actions of a behavior analytic training program in New York in including awareness and understanding of the impact of ableism in its curricula and pedagogy. The goal is to train future behavior analytic practitioners to recognize culture, ethnicity and neurotype in selecting socially significant goals, utilizing assessments, selecting contingencies, and use of language in discourse documentation and research. Suggestions for future research and growth related to these issues in training programs will also be discussed.
 
 
Paper Session #198
CE Offered: BACB
Enhancing Collaboration Between Speech-Language Pathology and Behavior Analysis to ImproveCare
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Basic
Chair: Brittany Ruth Schmidt (BASS ABA Therapy)
CE Instructor: Brittany Ruth Schmidt, M.A.
 

But Why Isn't the Speech-Language Pathologist Working on "Speech?" Enhancing SLP-BCBA Collaboration

Domain: Service Delivery
BRITTANY RUTH SCHMIDT (BASS ABA Therapy)
 
Abstract:

As an SLP-BCBA, I have collaborated with many professionals in both fields. Too often, with emerging communicators, the only skill targeted is the accuracy of vocal imitation, leading to slow or scattered progress. Emphasis on speech alone can also lead to a breakdown in the clinical partnership between the SLP and the BCBA. This presentation will detail other skill areas important to becoming an effective communicator, and actionable treatment strategies to target those areas.

 
Enhancing Outcomes Through Collaborative Care: Strategies for Effective Interprofessional Coordination of Care
Domain: Service Delivery
SARA GUZMAN (32605)
 
Abstract: Evidence suggests that an interprofessional approach to autism treatment has shown to produce superior outcomes when done effectively. However in many instances there is little to no cohesion that occurs across the various services an individual with autism may receive. Many times there is an overlap in scopes of practice that causes tension when attempting to collaborate. In other instances, there is a lack of time and effort to foster meaningful communication. This presentation will present strategies to address the barriers to initiating and maintaining collaborative care and the importance of the role the BCBA plays in creating a successful care team.
 
Target Audience:

BCBAs or BCaBAs that struggle with initiating and maintaining collaborative care with other disciplines, including SLP

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) operationally define speech, language, and communication; (2) describe prelinguistic skill areas that contribute to becoming an effective communicator; (3) describe treatment strategies for promoting for prelinguistic skill development; (4) describe how collaborative care optimizes treatment outcomes for individuals with autism; (5) describe how to initiate and maintain collaboration with other providers; (6) discuss the importance of the BCBA in creating effective care teams.
 
 
Invited Paper Session #199
CE Offered: BACB/PSY/QABA
Impact on Maternal and Infant Outcomes by Intervening With Maternal Health Behavior
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 1; Room 102B
Area: CBM; Domain: Service Delivery
Chair: Michele R. Traub (St. Cloud State University)
CE Instructor: Yukiko Washio, Ph.D.
Presenting Author: YUKIKO WASHIO (RTI International)
Abstract: Women are often motivated to stay healthy for the well-being of their child during pregnancy and lactation. Generally speaking, women who are pregnant are recommended to eat healthy, exercise properly, and stay away from substance use, including illicit and prescription drugs, alcohol, marijuana, and tobacco, which are potentially harmful to their child. Additionally, breastfeeding is increasingly encouraged as the most recommended feeding practice for at least 6 months, if not longer, to maintain the health of women and their infants. While most women are able to practice a healthy lifestyle during pregnancy and lactation, women with certain social determinants (such as socioeconomic disadvantage, younger age, race/ethnic status, mental health issues, violence exposure, and reproductive and sexual health issues) have difficulties maintaining healthy lifestyles during these critical periods. Various treatment options including behavioral and pharmacological interventions have been developed using computer-based and telecommunication technology to address substance, alcohol, and tobacco use, breastfeeding, contraceptive use, and adherence to maternal-infant care among pregnant and postpartum populations. Tested interventions include, but are not limited to, brief interventions, contingency management, cognitive behavioral therapy, peer and group support, additional to other forms of counseling, and pharmacological treatment such as bupropion. Treatment interventions generally provide education and referral information, nudge to focus on healthy practices, reinforcement on healthy behavior, and cognitive and behavioral exercises such as skill training, to increase the value of natural or contrived reinforcers to engage in healthy behavior. Comprehensive and combined intervention approaches are probably the most ideal for intervening with pregnant and postpartum populations to address intertwined health issues and social determinants that interact with each other. With under-resourced communities, healthcare settings, and workforces that deal with pregnant and postpartum populations, dissemination and sustainability of evidence-based interventions is another major challenge that we need to face. This presentation provides an overview of maternal health behavioral issues, some of the intervention studies, and challenges and efforts to overcome sustainability issues.
Instruction Level: Intermediate
Target Audience: Professionals and students in obstetrics and gynecology, pediatrics, nursing, women’s health, substance use treatment, technology use, behavior science
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list WHO-defined maternal health behaviors that significantly contribute to female non-communicable diseases; (2) list at least two studies that used contingency management to improve maternal health behaviors; (3) list other forms of interventions to treat maternal health behaviors; (4) list future direction of maternal health behavior research introduced during the presentation.
 
YUKIKO WASHIO (RTI International)
Yukiko Washio is a researcher at Substance Use, Gender, and Applied Research of RTI International and an adjunct faculty at Obstetrics and Gynecology Department at Temple University Lewis Katz School of Medicine. She consults in both the US and Japan for public health research and implementation using behavior analysis. She currently teaches behavior analysis at Capella University. Her research focus and interest are intervention development, adaptation, and testing to address persistent maternal health behavioral issues that tend to result in a major economic burden at the societal level. Her behavior analysis graduate and postdoctoral training thrives on development of behavioral interventions and professional network to expand research activities and dissemination.
 
 
Symposium #200
CE Offered: BACB
Diversity submission Sexuality, Sexual Behavior, and Psychological Flexibility
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 1; Room 156A
Area: CSS/VBC; Domain: Translational
Chair: Jessica M Venegoni (Missouri State University )
Discussant: Ayla Schmick (Missouri Southern State University)
CE Instructor: Jessica M Hinman, M.S.
Abstract: Behavior analysis is well equipped to understand and address topics related to sexual behaviors and sexuality. However, most of the work carried out within behavior analysts pertaining to sex has emphasized identifying the function of sexual behavior and implementing interventions to replace or reduce sexual behavior in individuals with neurodevelopmental disabilities. Beyond traditional behavior management strategies, little behavioral research has focused on the psychological complexities of sex. From a contextual behavioral perspective, topics such as sexual and gender identity, infidelity, sexual stigma, and impulsivity can be examined through the lens of psychological flexibility. The current studies will present a series of research addressing the relationship between sexuality, sexual behavior, and psychological flexibility and the effectiveness of utilizing mindfulness-based interventions to promote behavior change in individuals with and without neurodevelopmental disabilities. First, we will discuss the relationship between relationship satisfaction and infidelity probability and examine the effectiveness of mindfulness in reducing infidelity probability. Next, we will present research which utilized Acceptance and Commitment Therapy (ACT) to promote sexual empowerment among individuals with neurodevelopmental disabilities and reduce sexual stigma in parents and caregivers. Results provide future researchers and clinicians with the theoretical and conceptual framework for understanding sexuality and sexual behavior from a contemporary behavioral perspective.
Instruction Level: Intermediate
Keyword(s): Acceptance, Mindfulness, Psychological flexibility, Sex
Target Audience: Behavior analysts, students, and faculty
Learning Objectives: (1) describe the role of context in decisions about sex; (2) discuss research on neurodiversity and attitudes about sex and sexuality; (3) describe the role of ACT in promoting sexual empowerment
 
Diversity submission 

Evaluating the Relationship Between Sexual Arousal and Mindfulness on?Probability Discounting Evident in Choices About Infidelity

(Applied Research)
MAGGIE ADLER (Missouri State University), Brittany A Sellers (Missouri State University), Elana Keissa Sickman (Missouri State University), Jordan Belisle (Missouri State University)
Abstract:

Being part of a committed and satisfying relationship is frequently cited as one of the most deeply held values of both men and women in?the United States and other westernized countries. Moreover, relationship infidelity is cited as a?frequent cause of?dissatisfaction and the termination of committed relationships. A contextual behavioral model suggests that choices around?infidelity?are contextually bound, where antecedent strategies like avoiding arousing events with strangers and behavior relational strategies such as practicing mindfulness could?abate arousal functions and reduce the probability of infidelity. In the present study, we?evaluated these contextual factors in a randomized control trial design.?Participants completed a probability discounting task under the hypothetical situation of being in a relationship?at either 75% or 25%?relationship?satisfaction?and?reported?how likely they were to?engage in infidelity?as?an inverse function of?likelihood of getting caught. Half of the participants then completed the same task a second time after watching a 5-minute?arousing scene from a movie identified for each participant in a preference assessment. The other participants completed the second task after completing 5-minutes of mindfulness. Results showed that the overall?probability?of infidelity was higher with lower relationship satisfaction?and the arousing scene produced even greater discounting rates. Mindfulness may have served as a protective behavior the reduced probability discounting.?Results have implications for a contextual view of?infidelity.?

 
Diversity submission 

Sexuality and Disability: Utilizing Acceptance and Commitment Therapy to Empower Neurodiverse Young Adults and Address Sexual Stigma Among Caregivers

(Applied Research)
JESSICA M. HINMAN (University of Illinois at Chicago), Mark R. Dixon (University of Illinois at Chicago)
Abstract:

Individuals with neurodevelopmental disabilities often face stigma related to sexuality, sexual expression, and reproductive health. Common misconceptions include beliefs that people with disabilities cannot maintain healthy sexual or romantic relationships, are unfit to bear children, do not have sexual desires, and do not need to learn about sex because they will not understand the content. As a result, many neurodiverse individuals do not receive sexuality education which may cause more significant psychological distress and inflexibility. To promote psychological flexibility related to sexuality among neurodiverse individuals and address sexual stigma among caregivers, the current study compared Acceptance and Commitment Therapy (ACT) to psychoeducational approaches using a randomized control trial design. In study one, individuals with neurodevelopmental disabilities attended a three-day ACT and sexuality group workshop focused on sexual and gender identity, consent and boundaries, and reproductive health. After attending the workshop, participants reported increases in sexual empowerment and interpersonal psychological flexibility compared to those who received the educational curriculum. In study two, parents and caregivers of individuals with neurodevelopmental disabilities attended a two-hour ACT group workshop to reduce negative attitudes related to individuals with developmental disabilities and sexuality. The findings of both studies suggest ACT is an effective intervention for increasing psychological flexibility related to sexuality in neurodiverse individuals and their caregivers. The implications of utilizing psychological flexibility approaches in conjunction with sexuality education for individuals with neurodevelopmental disabilities will be discussed.

 
 
Symposium #201
CE Offered: BACB
Measurement of Validity in Behavior-Analytic Research: Procedural Integrity and Procedural Acceptability Reporting in Behavior Analysis in Practice and the Journal of Organizational Behavior Management
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 1; Room 153C
Area: OBM; Domain: Theory
Chair: Nicholas Matey (University of Florida )
CE Instructor: Nicholas Matey, M.S.
Abstract:

In Applied Behavior Analysis (ABA) research, ensuring the validity of the intervention is a critical concern. Thus, reporting various types of validity data (e.g., internal, social) is strongly encouraged by most ABA publications. However, frequency and scope of these reports has not been widely measured in some journals. Procedural integrity, also referred to as treatment integrity, describes how well an independent variable was implemented and represents an index of confidence in the relationship between the independent and dependent variables (i.e., internal validity). Social validity measures, such as procedural acceptability, assess the degree to which the intervention is important to consumers and hints at variables that might lead to lasting change and adoption. The present symposium reports trends in procedural integrity and procedural acceptability reporting within two behavior analytic journals. The three presentations comprise data on 1) treatment integrity reporting in Behavior Analysis in Practice, 2) procedural acceptability reporting in Journal of Organizational Behavior Management (JOBM), and 3) procedural integrity reporting in JOBM. Each presentation will highlight current and historical publication trends, as well as discussion of potential variables contributing to variance in measurement and reporting of various validity data. In addition, future directions for research practices will be discussed.

Instruction Level: Advanced
Keyword(s): procedural acceptability, procedural integrity, social validity, treatment integrity
Target Audience:

Researchers whose projects are related to ABA and subdisciplines (e.g., Organizational Behavior Management; OBM), as well as practitioners, supervisors, and managers who regularly consume behavior analytic research to inform their daily practice.

Learning Objectives: At the conclusion of the presentation participants will be able to (1) describe common measurement practices for procedural integrity/treatment integrity and procedural acceptability; (2) identify current trends in behavior analytic research regarding measurement of procedural integrity/treatment integrity and procedural acceptability; (3) name potential variables that might deter or enhance regularity in researchers' reporting of integrity and acceptability measures, as well as future areas for explication in behavior analytic research.
 
Treatment Integrity Reporting in Behavior Analysis in Practice 2008-2019
LEA JONES (California State University, Sacramento), Galan Falakfarsa (California State University, Sacramento), Denys Brand (California State University, Sacramento), Erik Swanson Godinez (California State University, Sacramento), Deborah Christine Richardson (California State University, Sacramento), ROBBIE HANSON (Lindenwood University), Savannah Velazquez (California State University, Sacramento), Colin Wills (California State University, Sacramento)
Abstract: Treatment integrity (TI) is the extent to which procedures are implemented in a manner consistent with their prescribed protocols and is necessary for reaching accurate conclusions regarding the functional relationships between dependent (i.e., behavior) and independent (i.e., environment) variables. Several studies have examined the frequency of TI data reporting in behavior analytic journals. However, no review has included articles from Behavior Analysis in Practice. Thus, the current study reviewed articles in Behavior Analysis in Practice between 2008 and 2019 to assess the frequency of studies reporting TI data. A total of 193 articles consisting of 205 studies met the inclusionary criteria for this review. Ninety-six studies (46.83%) reported TI data, compared to 193 studies (94.15%) that reported interobserver agreement (IOA) data. In addition, 98 studies (47.80%) were considered at high risk for treatment implementation inaccuracies. More research is needed to determine the exact reasons why TI data are not more frequently reported across behavior analytic journals.
 

Has Organizational Behavior Management Found Its Heart? An Assessment of Procedural Acceptability Trends in the Journal of Organizational Behavior Management

JESSICA NASTASI (University of Florida), Davis Simmons (University of Florida), Nicole Gravina (University of Florida)
Abstract:

Procedural acceptability measures can be used to inform and improve the long-term viability of interventions in Organizational Behavior Management (OBM). However, little is known regarding the use of procedural acceptability assessments across studies employing OBM methodology. In the present review, we evaluated the use of procedural acceptability measures across all articles in the Journal of Organizational Behavior Management (JOBM) for the first decade (1977–1986) and the most recent decade (2010 to 2019). We coded each article for industry, organizational performance problem type, participant type and reported use of procedural acceptability measures. Formal procedural acceptability measures were reported in 20% of articles included from the first decade and 35% of articles included from the most recent decade of JOBM. The use of procedural acceptability measures appears to be on an increasing trend, but the frequency of reported use of acceptability measures differed across industries. Furthermore, most articles included limited information on how acceptability was assessed. Unique considerations for the use of procedural acceptability measures in OBM and recommendations are discussed.

 

Procedural Integrity Reporting in the Journal of Organizational Behavior Management, 2000-2020

DANIEL J CYMBAL (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Nelmar Jacinto Cruz (Florida Institute of Technology), Ronald J. Clark (Florida Institute of Technology), Grant Michael Ingram (Florida Institute of Technology), Marissa E. Kamlowsky (The University of Kansas)
Abstract:

In behavior analytic research, procedural integrity refers to the extent to which the independent variable is implemented as described. Collecting and reporting data on procedural integrity is important for assessing the internal validity of a study; it assists in verifying that the independent variable, and not an extraneous variable, is responsible for intervention effects. Previous research suggests that data on procedural integrity are infrequently reported in behavior analytic studies. In organizational behavior management in particular, no recent evaluation of the reporting of data on procedural integrity exists. In the current study, we examined all empirical articles published in the Journal of Organizational Behavior Management (JOBM) from 2000 through 2020 to examine reporting of data on procedural integrity. We found that only 23.7% of studies reported these data. Furthermore, we found that 43.8% of studies appear to be at high risk, meaning they included multiple person-implemented intervention components and no measure of procedural integrity. We conclude by offering some possible reasons as to why the number of JOBM studies reporting these data is so low and by suggesting some ways to increase the collection and reporting of procedural integrity data.

 
 
Symposium #202
CE Offered: BACB
Overcoming Barriers Through the Application of Telehealth Service Delivery Models
Sunday, May 29, 2022
9:00 AM–10:50 AM
Meeting Level 2; Room 258A
Area: AUT/TBA; Domain: Service Delivery
Chair: KALLY M LUCK (University of Houston - Clear Lake)
Discussant: Stephanie M. Peterson (Western Michigan University)
CE Instructor: KALLY M LUCK, M.A.
Abstract: There are many barriers that can prevent an individual with autism and/or other related disorders from receiving high-quality Applied Behavior Analysis (ABA) services. The use of telehealth as a service-delivery model is one recent advancement in the field of Behavior Analysis that has expanded the availability of services for families across the world. This symposium will highlight the utility of telehealth services through teacher and caregiver training, toilet training, and providing direct services to teach manding. All of the presenters demonstrate the efficacy of utilizing telehealth in different training contexts.
Instruction Level: Intermediate
Keyword(s): ASD, DTI, mand training, telehealth
Target Audience: Board Certified Behavior Analysts
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe recent advancements in the telehealth service delivery model; (2) analyze the effectiveness of telehealth-based trainings; (3) describe methods of improving ongoing telehealth-based services
 

Implementing Direct Telehealth Services for Children With Autism Spectrum Disorder

DIANA SABRINA MEREDITH (Marquette University), Maria Clara Cordeiro (Marquette University), Tiffany Kodak (Marquette University), Sharon Song (Marquette University)
Abstract:

Many individuals were unable to receive medical services as due to the coronavirius-19 pandemic. The present study sought to determine a method to deliver behavior-analytic instruction directly to children diagnosed with autism spectrum disorder via an online format. Treatment was conducted initially in a clinical setting and consisted of mand training and discrete-trial instruction delivered at various distances (next to the participant, 3ft, 7ft, and outside the participants room). Participants were provided with a tablet through which instruction was delivered while the experimenter shared their screen or presented instructions on camera (i.e., virtually). During mand training, a preferred video was played, paused, and the client manded for the continuation of the video. Discrete-trial instruction was comprised of the presentation of skills in training interspersed with mastered tasks. Results suggest that training in a clinical setting across varying distances was effective to establish telehealth as a modality for therapists to deliver treatment directly to clients.

 

Supporting Caregivers via Telehealth to Implement Toilet Training Protocol

Hope Dabney (Auburn University), Corina Jimenez-Gomez (Auburn University)
Abstract:

Children with Autism Spectrum Disorder (ASD) often exhibit deficits in daily living skills, including toileting skills. Previous studies have evaluated components of common toilet training practices, including differential reinforcement, sit schedules, fluid loading, underwear, and wet alarms. The purpose of this study was to evaluate whether it would be possible to coach caregivers via telehealth to implement the toilet training treatment package as described by Perez et al. (2020) with high integrity and whether this would result in positive outcomes for children. Three caregiver-child dyads participated in this study. A researcher coached caregivers on the implementation of the protocol using a modified behavioral skills training approach via telehealth. Caregivers submitted data daily and weekly audio recordings for treatment integrity checks. The sit schedule fading was individualized to meet the needs and preferences of each family. All caregivers implemented the protocol with high integrity. Two participants met the mastery criteria at the 90-min sit schedule and maintained performance at the 1- and 6-week maintenance follow up probes. The third participant had interruption of treatment due to family circumstances. The utility of telehealth coaching and adaptations to meet the individual needs of clients will be discussed.

 
Adaptation of the Research Units in Behavioral Intervention Caregiver Training Program for Telehealth Delivery During COVID-19
LYDIA LINDSEY (Auburn University), Lauren Ashley Nordberg (Glenwood), Carolyn Syzonenko (Auburn University), Hope Dabney (Auburn University), Jordan DeVries (Auburn University), Corina Jimenez-Gomez (Auburn University)
Abstract: Caregiver training is an integral component of behavioral interventions for children with autism spectrum disorder (ASD). The barriers to conducting caregiver training, such as limited availability of services and conflicting schedules, were exacerbated during the closures resulting from the COVID-19 pandemic, which required many service providers to rapidly pivot to telehealth service delivery. Caregivers of children with ASD who have been trained with the program developed by the Research Unit on Behavioral Interventions (RUBI) Autism Network have reported decreases in disruptive behavior in their children. Although previous researchers have evaluated delivery of RUBI training via telehealth or in group format, no previous studies have evaluated the delivery via telehealth in a group format, which was important to address emerging needs during the COVID-19 pandemic. Participants were recruited to participate in weekly group didactic sessions and individual consultations via telehealth. Participants reported decreases in challenging behavior and demonstrated an increase in their knowledge of applied behavior analysis (ABA), supporting the feasibility of telehealth delivery of RUBI training in a group format.
 

Using Telehealth Technologies to Train Education Professionals in Taiwan to Implement Discrete-Trial Training

NING CHEN (University of Houston - Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake)
Abstract:

The number of individuals who are diagnosed with autism spectrum disorder (ASD) in Taiwan has been increasing (Ministry of Health and Welfare, 2019), but education professionals in this country lack the resources and training necessary to serve this population effectively. Telehealth is a promising modality for disseminating this training worldwide. To promote the dissemination of applied behavior analysis (ABA) in Taiwan, three teachers from a private school in Taiwan were first trained to implement discrete trial teaching (DTT) with their students and then were trained to teach another educator at their school. The experimenter conducted behavioral skill training (BST) through telehealth to evaluate the effectiveness and acceptability of this training modality. Results indicated that the training was effective and that the participants successfully implemented the procedures across multiple students in their classrooms. These findings replicate and extend the current literature suggesting that the use of telehealth is an effective and socially valid method for disseminating ABA to countries with limited resources.

 
 
Symposium #203
CE Offered: BACB
Novel Applications of Commodity Purchase Tasks in Operant Demand Analyses
Sunday, May 29, 2022
9:00 AM–10:50 AM
Meeting Level 1; Room 154
Area: BPN/EAB; Domain: Basic Research
Chair: Derek D. Reed (University of Kansas)
Discussant: Michael Amlung (University of Kansas)
CE Instructor: Derek D. Reed, Please Select...
Abstract: Operant demand analyses have demonstrated usefulness in shedding new light on the behavioral economics of many areas of social importance. In behavioral pharmacology, commodity purchase tasks have been refined to permit quick hypothetical purchasing tasks that are conceptually systematic with behavioral economic tenets, and do so while exhibiting strong psychometric attributes. Over the past decade, the commodity purchase task has been translated across substances with abuse liability and into new areas of consumer behavior. Early investigations of the commodity purchase task used between group analyses to demonstrate how individuals in an experimental/target group performed in the demand analyses relative to those from a control group. More recent investigations have translated these ideas to within-subject evaluations to examine contextual influences on demand, and to better parse the behavioral processes underlying responses in demand analyses. This symposium showcases four cutting-edge applications of the commodity purchase task—each is the first of its kind in their respective areas of inquiry/application. A discussant will synthesize these approaches, provide commentary on the benefits of these applications, and discuss future areas of work.
Instruction Level: Intermediate
Keyword(s): behavioral economics, demand, quantitativ analysis
Target Audience: Intermediate: Behavior analysts with a basic understanding of behavioral economics or behavioral pharmacology.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) distinguish between open and closed economies; (2) define various aspects of demand curves; (3) discuss the behavior analytic underpinnings of commodity purchase tasks.
 
Response Uncertainty in Price Elastic Decisions: Implications for Human Demand Procedures
JUSTIN CHARLES STRICKLAND (Johns Hopkins University School of Medicine), Allyson R Salzer (University of Kansas), William Stoops (University of Kentucky), Derek D. Reed (University of Kansas)
Abstract: The purchase task procedure is widely used to evaluate behavioral economic demand in human participants. An unusual, but consistent finding of this work is that price sensitivity (elasticity) is often less predictive of target health behaviors like substance use than other demand metrics despite (arguably) being the most conceptually relevant and a key predictor in preclinical models. One possible reason for these findings is uncertainty, and thus increased measurement error, around price elastic purchasing decisions. We evaluate this in two experiments using both objective (response time) and subjective (self-report) measures of uncertainty. Participants (Experiment 1 College Students N=109; Experiment 2 Community Adults N=112) completed an alcohol purchase task while response time (Experiment 1/2) and self-reported certainty (Experiment 2) were collected. Decisions at points of demand elasticity were less certain (as measured by self-report) than inelastic or suppressed consumption decisions, p<.001. Response time was also slower during elastic decisions than suppressed consumption ones, p<.001. Models incorporating uncertainty in the prediction of alcohol use behavior suggest a possible moderating role. These findings collectively support the need to explore decision uncertainty within behavioral economic demand procedures to both iterate analytic methods as well as to improve clinical prediction.
 

Using Hypothetical Commodity Purchase Tasks to Detect Actual Market Influences: A Natural Experiment During COVID-19

FERNANDA SUEMI ODA (University of Kansas Department of Applied Behavioral Science; Cofrin Logan Center for Addiction Research & Treatment), Justin Charles Strickland (Johns Hopkins University School of Medicine), Brent Kaplan (University of Kentucky), Derek D. Reed (University of Kansas)
Abstract:

The start of the COVID-19 pandemic in North America resulted in consumer hoarding of goods such as hand sanitizer, toilet paper, and water, rendering them difficult to purchase. From a conceptual standpoint, this event presented a natural experiment on closed economy influences on consumer demand. This study examined the relative sensitivity of hypothetical commodity purchase tasks during two periods of the pandemic—start of pandemic versus 1-year later—using a within-subject design. The first purchase task was conducted in March 2020 immediately following the World Health Organization declaring COVID-19 a pandemic and stay-at-home orders issued in the US. We conducted a follow-up purchase task using the same participants (mTurk) in March 2021 when stay-at-home orders were no longer in place and vaccines were available in the U.S. Participants included 287 mTurk Workers. Purchase of the target commodities was compared with purchase of control commodities that can be interpreted as substitutes or complements for the target commodities. Results indicated differences in demand during these two periods. We discuss how these two periods can be interpreted as closed and open economies, as well as the implications of purchase task sensitivity to these natural market fluctuations.

 
Effects of Visual Exposure to Natural versus Built Environments on Cannabis, Cigarette, and Alcohol Demand
SHAHAR ALMOG (University of Florida Department of Health Education and Behavior), Jillian Rung (University of Florida), Andrea Vasquez Ferreiro (University of Florida), Brett Gelino (University of Kansas Department of Applied Behavioral Science; Cofrin Logan Center for Addiction Research & Treatment), Ali Yurasek (University of Florida Department of Health Education and Behavior), Derek D. Reed (University of Kansas), Meredith Steele Berry (Johns Hopkins University School of Medicine)
Abstract: Among other health benefits of exposure to nature, previous studies have shown that exposure to natural environment images rather than built environment images can affect decision making and reduce delay discounting. The purpose of the present study was to extend these findings and examine whether exposure to natural versus built environment images will reduce demand for substances in a within subjects, repeated measures design, among people who regularly use cannabis, cigarettes, or alcohol. Participants were Amazon Mechanical Turk Workers who self-identified as regular substance users (used at least 5-10 times during the past month, depending on the substance). Session order was randomized and sessions were spaced at least 5 days apart. Participants viewed either natural or built environment images before completing a state drug purchase task. Initial data (n = 79) showed reductions in intensity of cannabis demand following the nature images relative to the built images, however, no differences emerged for demand for cigarettes or alcohol. Data collection is ongoing (n = 200 projected). If hypotheses are confirmed, this may suggest that exposure to more natural spaces as opposed to built/city spaces may serve as a beneficial and accessible treatment component to reduce problematic substance use.
 

Bidirectional Increases in Valuation for Cigarettes and Alcohol Under Withdrawal of Either Substance in Co-Users

BRENT KAPLAN (University of Kentucky), Mark Justin Rzeszutek (University of Kentucky), Cassandra D. Gipson (University of Kentucky), Mikhail Koffarnus (University of Kentucky College of Medicine)
Abstract:

Individuals dependent on tobacco are more likely to be dependent on alcohol and vice versa and while behavioral economic methods have proven useful in understanding valuation for various drugs of abuse, little research has applied these methods to examine how drug valuation changes under withdrawal states. The current study examined changes in behavioral economic demand for alcohol and cigarettes drugs under hypothetical withdrawal states for alcohol or nicotine. 260 participants from Amazon Mechanical Turk who reported smoking daily and drinking at least 2 drinks per week were included in the final analysis. Participants completed a series of purchase tasks for cigarettes and alcohol under baseline and hypothetical withdrawal conditions from both drugs independently. Findings from nonlinear mixed-effects modeling suggest demand intensity decreased under both withdrawal states for both drugs and change in demand elasticity decreased (drug valuation increased) for both drugs and under both withdrawal scenarios, demonstrating a cross-substance bidirectional effect of alcohol or nicotine withdrawal on abuse liability of both substances. Although additional research should examine if similar results are observed under experiential conditions, the current results may have implications for continued co-use of these drugs, as well as for treatment targeted at polysubstance use.

 
 
Symposium #204
CE Offered: BACB
Recent Translational Research on Effects of Parameters of Reinforcement on Resurgence
Sunday, May 29, 2022
9:00 AM–10:50 AM
Meeting Level 1; Room 152
Area: EAB; Domain: Basic Research
Chair: Christopher A. Podlesnik (Auburn University)
Discussant: Rusty Nall (Jacksonville State University)
CE Instructor: Carolyn Ritchey, M.S.
Abstract:

Effective interventions for problem behavior (e.g., aggression, self-injury) are susceptible to relapse when treatment conditions change. For example, resurgence – increases in a previously reinforced and then extinguished target response – can occur with changes in parameters of reinforcement for an alternative response. Moreover, methods for decreasing a target response during treatment can differentially impact resurgence when treatment conditions change. Translational research on resurgence could facilitate the development of methods to better understand and mitigate relapse for individuals presenting with severe problem behavior. This symposium includes four presentations: Carolyn Ritchey and Sean Smith will present data from separate crowdsourcing studies evaluating predictions of a quantitative model of resurgence, Resurgence as Choice in Context (RaC2). RaC2 predicts differential resurgence as a function of (1) alternative-reinforcer rate and magnitude (Ritchey), and (2) duration of exposure to target and alternative reinforcement (Smith). Next, Cinthia Hernández and Carlos Flores will present data from a study with rats examining effects of parameters of target-response reinforcement during a simulated treatment phase on resurgence. Finally, Kate Derrenbacker will present data from a study with mice evaluating effects of alternative-reinforcer rate on resurgence. Dr. Rusty Nall will serve as discussant.

Instruction Level: Intermediate
Keyword(s): quantitative models, relapse, resurgence, translational research
Target Audience:

Previous exposure to literature on (1) laboratory models of relapse (e.g., resurgence) and/or (2) quantitative modeling of behavioral data would be useful.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Define resurgence; (2) provide at least three examples of changes in reinforcement conditions that influence resurgence; (3) provide a rationale for using quantitative models to address empirical questions about resurgence.
 
A Quantitative Analysis of Effects of Parameters of Alternative Reinforcement on Resurgence
CARLA MARTINEZ-PEREZ (Auburn University), Sarah Cowie (University of Auckland, New Zealand), Toshikazu Kuroda (Advanced Telecommunications Research Institute International), Carolyn Ritchey (Auburn University), Christopher Podlesnik (Auburn University)
Abstract: Resurgence occurs when a previously reinforced and then extinguished target response increases due to a worsening of reinforcement conditions for an alternative response. We conducted four crowdsourcing experiments to evaluate effects of alternative-reinforcer rate and magnitude on resurgence. We manipulated either the rate of point delivery for an alternative response across groups while holding the number of points constant (Experiment 1) or vice versa (Experiments 2-3). Experiment 4 arranged all combinations of high- or low-rate and high- or low-magnitude alternative reinforcement across groups. During extinction, we observed differential increases in target responding from Phase 2 as a function of reinforcer rate, but no effect of reinforcer magnitude. We fit a quantitative model of resurgence, Resurgence as Choice in Context (RaC2), to the data. RaC2 provided a poor fit, generally underpredicting target responding. The matching law upon which RaC2 is based states that reinforcers’ effect on choice depends upon control by the reinforcer ratio. Weaker control by reinforcers can result from misallocation, where reinforcers are (mis)allocated to a response that did not produce them. Thus, we added a misallocation parameter to RaC2, which improved fits and allowed the model to account for extinction data not otherwise predicted by the original model.
 
Phase Duration and Resurgence
SEAN SMITH (University of Florida), Brian D. Greer (Severe Behavior Program, Children’s Specialized Hospital–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES); Department of Pediatrics, Rutgers Robert Wood Johnson Medical School)
Abstract: Resurgence, the recurrence of responding due to a worsening of reinforcement conditions for current behavior, is a prevalent form of treatment relapse. Resurgence as Choice in Context predicts that increasing the duration of exposure to reinforcement for target responding during Phase 1 will increase resurgence magnitude, whereas increasing the duration of exposure to reinforcement for alternative responding and extinction for target responding during Phase 2 will decrease resurgence magnitude. We conducted an experiment evaluating these predictions with human participants recruited through Amazon’s Mechanical Turk platform. We varied Phase 1 and Phase 2 durations across four experimental groups. Resurgence as Choice in Context successfully predicted the differences in resurgence magnitude across these groups, and fitting the quantitative model to the obtained data yielded an exceptional coefficient of determination. We discuss the implications of these results for using Resurgence as Choice in Context to inform experiments with human participants and the feasibility of using human-operant preparations to evaluate resurgence.
 

Worsening Target Responding on Resurgence: Extinction, Magnitude, Frequency, and Delay of Reinforcement

CINTHIA HERNANDEZ (Universidad de Guadalajara (CEIC)), Carlos Javier Flores Aguirre (Universidad de Guadalajara), Kenneth D. Madrigal (Universidad de Sonora)
Abstract:

Problem behavior can be decreased by means of extinction and reinforcement of an alternative behavior. However, when both types of responses are placed under extinction conditions, previously decreased behavior can recur. Under such procedure, target responding is decreased during a second phase by means of extinction. Similarly, behavior could also be decreased by means of changes in reinforcement parameters. In the current study, we explored the latter possibility by exposing rats to a resurgence procedure, in which target responding during phase 2 was decreased by means of extinction, magnitude, delay and frequency of reinforcement between conditions. For all rats, target-responding decreased when changes on reinforcement parameters were introduced; however, it only decreased to near-zero responses under extinction conditions. Resurgence was observed for all rats during the latter condition, while it partially occurred in the rest of the conditions for some of the rats. Our results suggest that abrupt parameter variations, which yield near-zero responses, are required prior resurgence could occur during test. Additional data suggests that resurgence can be observed after target-responding is thinned by gradual changes on reinforcement parameters.

 
The Effects of Alternative Reinforcement Rate on Resurgence in Mice
KATE ELIZABETH DERRENBACKER (SUNY Upstate Medical University), Charlene Nicole Agnew (SUNY Upstate Medical University), William Sullivan (SUNY Upstate Medical University), Henry S. Roane (Upstate Medical University and Elemy Autism Care), Andrew R. Craig (SUNY Upstate Medical University)
Abstract: Resurgence is defined as the recurrence of a previously eliminated target behavior following a change in reinforcement for an alternative behavior. Previous research has investigated the effects of different procedural manipulations to determine the underlying mechanism of resurgence. For instance, research indicates that higher rates of alternative reinforcement not only lead to faster elimination of the target behavior but also result in a greater resurgence of that behavior when removed. The current research study aimed to replicate these effects in mice, a species in which resurgence has been demonstrated only recently. Groups of mice were exposed to different rates of alternative reinforcement during Phase 2 of a three-phase resurgence preparation. One group received high reinforcement rates (Fixed-Ratio 1), a second received low reinforcement rates (Variable-Interval 15-s), and a control group received no alternative reinforcement. Further, all mice underwent two rounds of resurgence testing. Higher rates of alternative reinforcement resulted in greater resurgence of the target response relative to the lower rates across resurgence tests. Additionally, levels of resurgence decreased across resurgence tests. Implications of these findings for future research will be discussed.
 
 
Symposium #205
CE Offered: BACB
Mediating Factors that Affect Emergence of Derived Stimulus Relations
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 1; Room 153A
Area: EAB; Domain: Basic Research
Chair: ROBBIE HANSON (Lindenwood University)
Discussant: Mark Galizio (University of North Carolina Wilmington)
CE Instructor: Mark Galizio, M.S.
Abstract:

The purpose of this symposium is to present relevant research regarding emergent stimulus relations and the mediating processes that may influence their emergence. Data will be presented by Joao Lucas that suggest equivalence classes formed through intraverbal bidirectional naming might depend on additional sources of verbal control. Next, Robbie Hanson will present data on the possible influence of echoic and/or tact mediation on equivalence-class performances. His results seem to support verbal mediation via tact and intraverbal behavior. Next, Eliana Buss will present data on the visual mediation hypothesis that suggests that directing participants to use visualization may cause untaught relations to emerge more easily. Lastly, Reagan Cox will also present data on the visual mediation hypothesis that suggests that when verbal mediation is blocked, speed of responding on a test for emergent relations is unaffected. All of these studies presented together will provide the audience with a broad spectrum of data on emergent stimulus relations and the factors that affect their emergence.

Instruction Level: Intermediate
Keyword(s): Bidirectional-Naming, Equivalence, Matching-to-Sample, Mediation
Target Audience:

The target audience for this symposium is researchers in the area of behavior analysis and specifically verbal behavior. The audience should already have a basic understanding of verbal behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the advantages of the S-MTS procedure compared to traditional MTS formats; (2) describe the differences between the verbal mediation and visual mediation hypothesis; (3) describe how equivalence classes may be formed through bidirectional naming.
 

Intraverbal Bidirectional Naming Might not be Enough for Equivalence Class Formation

Martha Costa Hübner (University of São Paulo; National Institute of Science and Technology: Behavior, Cognition and Teaching), JOÃO BERNARDY (University of São Paulo; National Institute of Science and Technology: Behavior, Cognition and Teaching), Vanessa de Souza (University of São Paulo), Kenji Yonamine (University of São Paulo)
Abstract:

Bidirectional naming (BiN) is a model that explicitly relates verbal operants with equivalence class formation. For instance, Ma, Miguel and Jennings (2016) successfully established equivalence classes through intraverbal BiN. There, authors trained intraverbal using a fill-the-blank vocal task with multiple sources of control. The verbal stimulus provided during intraverbal training contained a sample name, alongside a relation autoclitic, and a contextual stimulus. Therefore, the intraverbal BiN may not be a sufficient condition for establishing equivalence. In order to test if the contextual stimulus was critical for their results, we’ve conduced a replication. In a pilot version, participants were eight college students exposed to a reversal design, but during intraverbal training, we’ve excluded the contextual stimulus. Our results show that, even though all participants mastered intraverbal relations, only two out of eight passed equivalence post-tests with a 90% criterium. Importantly, all participants failed the intraverbal emergence post-test. This difference between intraverbal and non-verbal emergence during post-tests is an indirect fallout of the absence of contextual stimuli, since during intraverbal post-tests, participants had no environmental clue about which relations were being tested. Our results suggest equivalence classes formed through intraverbal BiN might depend on additional sources of verbal control.

 

Go/No-Go Successive Matching and the Establishment of Auditory Equivalence Classes

ROBBIE HANSON (Lindenwood University), Jillian Christine Sordello (California State University, Sacramento), Thea Skau Engell (Sacramento State University, Sacramento), Caio F. Miguel (California State University, Sacramento)
Abstract:

Previous studies have shown that the successive MTS (S-MTS) procedure, in which one stimulus is presented at time with a “go” (touch) and “no-go” (refrain from touch) response requirement, is an effective approach for establishing visual-visual, visual-auditory, and auditory-auditory conditional relations with college students. Results of these studies suggest the possible influence of echoic and/or tact mediation on equivalence-class performances. Thus, the purpose of the current study was to extend previous findings to non-verbal auditory stimuli. Eight college students learned to conditionally relate nonverbal auditory stimuli into three 3-member classes. Following training, all participants met emergence criterion for symmetry and six out of eight participants met emergence criterion for transitivity/equivalence. Further, all participants responded with either an experimenter-defined tact or a unique tact, and five participants related these names intraverbally. Although these results replicate previous findings with stimuli that cannot be echoed, they seem to support verbal mediation via tact and intraverbal behavior.

 
 
Symposium #321
CE Offered: BACB
Diversity submission Applications of Behavior Analysis in Sustainability: How Small Steps Create Behavioral Waves
Sunday, May 29, 2022
9:00 AM–9:50 AM
Meeting Level 1; Room 103
Area: CSS/OBM; Domain: Translational
Chair: Julia H. Fiebig (Ball State University; AGI)
Discussant: Susan M. Schneider (Western Michigan University)
CE Instructor: Susan M. Schneider, M.S.
Abstract:

Climate Change and Human Health. What can Behavior Analysts do? Lincoln Kamau Carbon Purple and Autism Resources & Therapy Center of Massachusetts Abstract: Climate Change is the greatest single threat to human health on the planet today. Air pollution alone is estimated to cause 7 million deaths a year. That is at least double the number of people who died globally from COVID-19 in 2020 (WHO, 2020). B.F. Skinner was concerned with the application of behavioral science to solve important human problems, such as overpopulation, nuclear war, pollution, opportunities for minorities and more (e.g., Skinner, 1987, 1971/2002). He maintained that the solution to these problems required the modification of behavior and, therefore, a technology of behavior. Given the threat climate change presents to humanity, but also cognizant of the effective technologies’ behavior analysts have in their tool kit, this presentation will challenge behavior professionals to embrace a range of micro and macro-level interventions such as targeted feedback, environmental arrangements, group contingencies, renewable energy use, food production, waste recycling and reduction etc. to increase and improve sustainable practices. Behavior analysts will also be challenged to collaborate with other experts and policy makers to improve sustainable practices in a variety of areas including environmental conservation and preservation, renewable energy, emission control and transportation. The Environmentalist Behavior Analyst: Identifying Opportunities and Feasibility of Behavior Analytic Careers in Sustainability Julia H. Fiebig (Ball State University; AGI), Jessica Ghai (Boston University), Holly Seniuk (Behavior Analyst Certification Board) Abstract: The effects of climate change are primarily issues of social and environmental justice. They are symptomatic of a lack of sustainable and regenerative systems that could offer a stable social foundation for the entire population, without exceeding the ecological ceiling of the earth’s resources (Raworth, 2017). While most behavior analysts work within the fields of education and human services, a growing number of practitioners and researchers recognize the urgency to expand work into other sectors. Environmental sustainability is one area that continues to grow as a legitimate professional opportunity for behavior analysts. Given the complexity and urgency of this Super Wicked Problem, there exist a vast number of issues that behavior analysts can meaningfully impact. This paper presents the array of environmental sustainability issues behavior analysis can help solve as well as a systematic framework for those behavior analysts thinking of focusing their behavior analytic work on sustainability. An overview of an iterative process is offered, inclusive of values clarification, evaluation of situational needs and assets, and creation of an action plan. This process creates opportunity for the behavior analyst to consider how they may augment, or shift, their work to critical issues of environmental sustainability and justice. Meg Martineau (New England Behavior Analysts for Sustainability) The Ripple Effects of Committing to Sustainable Action at your Place of Work Abstract: One of the largest challenges facing our society is the climate crises, yet there are very few BCBA certificates where this is their area of focus. The primary area of focus for BCBAs continues to be in the treatment of autism spectrum disorder (Behavior Analysis Certification Board, 2021). As the climate crisis unfolds, the demand for behavioral based climate solutions will continue to grow. Behavior analysts have the opportunity to make a significant impact on climate change initiatives at their place of work, home, or community. This talk will describe the implementation of a behaviorally based climate solution based on a community-based social marketing framework (Mackenzie-Mohr, 2017). This presentation will describe the implementation of a school wide composting program, discuss how behavior analysts already possess leadership skills in sustainability efforts, and describe the larger ripple effects created through targeted actions.

Instruction Level: Intermediate
Keyword(s): Environmental Sustainability, Justice, Sustainability Practices
Target Audience:

Intermediate: Individuals who are interested in learning more about how behavior analysts can become more involved with sustainability efforts. The talk will focus on immediate actions that can be taken to make a positive change and will also, look at long-term efforts of each author for improving sustainability practices.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify steps that they can take in their practice to incorporate sustainability practices 2. Identify the consequences of not using behavioral technology to sustainability practices 3. How to incorporate values clarification and committed action to get others involved in sustainability practices.
 
Diversity submission The Ripple Effects of Committing to Sustainable Action at Your Place of Work
(Theory)
MEGHAN ELIZABETH MARTINEAU (Newton Public Schools)
Abstract: One of the largest challenges facing our society is the climate crises, yet there are very few BCBA certificates where this is their area of focus. The primary area of focus for BCBAs continues to be in the treatment of autism spectrum disorder (Behavior Analysis Certification Board, 2021). As the climate crisis unfolds, the demand for behavioral based climate solutions will continue to grow. Behavior analysts have the opportunity to make a significant impact on climate change initiatives at their place of work, home, or community. This talk will describe the implementation of a behaviorally based climate solution based on a community-based social marketing framework (Mackenzie-Mohr, 2017). This presentation will describe the implementation of a school wide composting program, discuss how behavior analysts already possess leadership skills in sustainability efforts, and describe the larger ripple effects created through targeted actions.
 
Diversity submission The Environmentalist Behavior Analyst: Identifying Opportunities and Feasibility of Behavior Analytic Careers in Sustainability
(Theory)
JULIA H. FIEBIG (Ball State University; AGI), Jessica Ghai (Boston University), Holly Seniuk (Behavior Analyst Certification Board)
Abstract: The effects of climate change are primarily issues of social and environmental justice. They are symptomatic of a lack of sustainable and regenerative systems that could offer a stable social foundation for the entire population, without exceeding the ecological ceiling of the earth’s resources (Raworth, 2017). While most behavior analysts work within the fields of education and human services, a growing number of practitioners and researchers recognize the urgency to expand work into other sectors. Environmental sustainability is one area that continues to grow as a legitimate professional opportunity for behavior analysts. Given the complexity and urgency of this Super Wicked Problem, there exist a vast number of issues that behavior analysts can meaningfully impact. This paper presents the array of environmental sustainability issues behavior analysis can help solve as well as a systematic framework for those behavior analysts thinking of focusing their behavior analytic work on sustainability. An overview of an iterative process is offered, inclusive of values clarification, evaluation of situational needs and assets, and creation of an action plan. This process creates opportunity for the behavior analyst to consider how they may augment, or shift, their work to critical issues of environmental sustainability and justice.
 
 
Paper Session #208
CE Offered: BACB
The Importance of Contextual Fit for Achieving Student Outcomes
Sunday, May 29, 2022
10:00 AM–10:25 AM
Meeting Level 2; Room 205C
Area: EDC
Instruction Level: Intermediate
Chair: Lisa Gurdin (Northeastern University, LSGurdin Consulting)
CE Instructor: Lisa Gurdin, M.S.
 

The Importance of Contextual Fit for Achieving Student Outcomes

Domain: Service Delivery
LISA GURDIN (Northeastern University, LSGurdin Consulting)
 
Abstract:

Effective behavior change is difficult to achieve in schools due to a multitude of variables, including high caseloads and limited time for staff training. Establishing treatment integrity and social validity are often overlooked as essential to this process. Although behavior analysts are trained to engage in a thoughtful process of assessment, intervention design and implementation, and data analysis, they often do not assess a key component: contextual fit. Contextual fit involves identifying environmental variables that will both enhance and potentially interfere with the success of an intervention. These variables include the values, needs, and skills of the change agents as well as the resources available at the school. Contextual fit, then, is the extent to which behavioral treatment matches the aforementioned variables. In this presentation, contextual fit will be defined and discussed as a way to maximize outcomes with teachers, students, and families and enhance ethical practices. Relevant research will be reviewed and ethical considerations will be discussed.

 
Target Audience:

Intermediate - practice behavior analysts in school for more than 1 year.

Learning Objectives: (1) What is contextual fit?; (2) How do you assess contextual fit?; (3) How does contextual fit affect treatment integrity, social validity, and effective behavior change?; (4) How do you incorporate contextual fit when designing and implementing behavior plans?
 
 
Paper Session #209
CE Offered: BACB
If B. F. Skinner Taught Piano: Applying Behavior Principles During Piano Lessons
Sunday, May 29, 2022
10:00 AM–10:25 AM
Meeting Level 2; Room 204A/B
Area: TBA
Instruction Level: Intermediate
Chair: Todd Haydon (PENDING)
CE Instructor: Todd Haydon, Ph.D.
 

If B. F. Skinner Taught Piano: Applying Behavior Principles During Piano Lessons

Domain: Service Delivery
TODD HAYDON (University of Cincinnati)
 
Abstract:

A few researchers have demonstrated the effects of using behavioral principles during music therapy on client’s pain management and work tasks (Kenny & Faunce, 2004; Madsen & Madsen, 1968). Very few researchers have discussed or conducted research on the application of behavior principles for piano teachers. The purpose of this presentation is to articulate the application of behavior principles during a two-hour workshop demonstration at a regional piano conference for piano teachers. The following basic behavioral principles were discussed and demonstrated for a group of 33 piano teachers. The principles of behavior are; creating a task analysis, the use of chaining, reinforcement, learning trials, providing opportunities to respond, behavior specific praise, stimulus prompting, motivating operations, as well as behavioral momentum. The presentation will also include a discussion of how the behavior principle of generalization and maintenance (i.e., general case analysis, multiple exemplars etc.) can help with the preparation of a piano recital. After the completion of the workshop, the attendees were asked to complete a social validity survey to obtain information about their perception of the acceptability and usefulness of the behavioral strategies. Results will be provided for nine out of the 33 conference attendees.

 
Target Audience:

The audience should have a solid foundational knowledge of the principles of Applied Behavior Analysis. Attendees should be fluent in concepts such as motivating operations, stimulus prompting, chaining procedures and behavioral momentum.

Learning Objectives: 1. Apply behavioral principles presented to piano pedagogy. 2. Generalize behavioral principles to other instruments such as guitar, flute, and cello. 3. Be able to apply the principles of generalization and maintenance to recital preparation, test preparation, and many performance situations.
 
 
Panel #210
CE Offered: BACB/QABA — 
Ethics
To What Extent Does the BACB Code of Ethics Protect Clients and Practitioners?
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 258C
Area: AUT/TBA; Domain: Service Delivery
CE Instructor: Justin Leaf, Ph.D.
Chair: Melissa Saunders (Creative Interventions)
JUSTIN LEAF (Autism Partnership Foundation)
AMANDA N. KELLY (BEHAVIORBABE)
ROBERT ROSS (Beacon ABA Services)
Abstract:

The Behavior Analyst Certification Board® (BACB®) was established in 1998 in order to certify individuals who are practicing within the field of behavior analysis. To protect the rights and dignity of consumers, practitioners and society the BACB® has established the Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2020). The ethics code is important as a guiding document to early career and seasoned practitioners within the field. The ethical responsibilities set forth by the BACB (2020), though essential, may seem impossible to uphold given the wide spectrum of potential ethical violations. With the increase in social media use for professional activities, there’s an increased likelihood of encountering potential violations. Additionally, how one navigates ethical violations may vary from practitioner to practitioner. Further, the consequences that one faces with ethical violations seems to vary. Thus, the purpose of this panel is to have an open discussion about the code of ethics, how professionals can navigate the code of ethics, and what protection (if any) does the code is provide in protecting our clients/consumers and practitioners. The panel will be interactive between the panelists and audience members.

Instruction Level: Intermediate
Target Audience:

The audience members should have in depth knowledge of the BACB cod and the audience members should have completed their supervision training.

Learning Objectives: (1) At the conclusion of this panel, participants will be able to identify three ways which the Professional and Ethical Compliance Code for Behavior Analysts can protect consumers and participants. (2) At the conclusion of this panel, participants will be able to identify three ways to respond to potential ethical violations that occur via social media. (3) At the conclusion of this panel, participants will be able to describe a decision making model of how to respond when an ethical violation has been brought up against them.
 
 
Symposium #211
CE Offered: BACB
The Use of Modern Technology to Promote Community Inclusion and Reduce Stigma for Adults With Autism
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 254A
Area: AUT/CBM; Domain: Applied Research
Chair: James Chok (PennABA)
Discussant: Jessica Zawacki (Preparing Adolescents and Adults for Life)
CE Instructor: Jessica Zawacki, M.Ed.
Abstract:

Today, approximately one in 54 children are identified with an autism spectrum disorder (ASD), compared to one in 150 in the year 2000 (Centers for Disease Control, 2020). This increasing prevalence has resulted in the adult system being flooded with individuals with ASD, who will require services and supports following the completion of their educational entitlement. Across longitudinal and cross sectional studies, findings show adults with ASD struggle with achieving independent living, employment, maintaining friendships, managing co-occurring mental health conditions, and have poorer quality of life (Billstedt, Gillberg & Gillberg, 2011; Roux, Shattuck, Rast, Rava, & Anderson, 2015; Sosnowy et al, 2019). The impact of stigma associated with traditional behavior analytic teaching techniques and various mental health conditions can be significant barriers to achieving these outcomes. Some of these stigmatizing experiences may be particular to ASD because core ASD symptoms (e.g. repetitive behaviors, lack of social awareness) can be disruptive in nature. Although public knowledge about ASD has increased (Dillenburger et al. 2013), the general public often lacks information needed to recognize disruptive behaviors as signs of ASD, which makes stigmatizing experiences more likely for individuals, caregivers, and support staff. With the decreasing costs and increasing capabilities of ubiquitous devices (e.g., web cameras, smart-phones, Skype®, FaceTime®, apple watches, remote signal devices), these stigmas can begin to be addressed in unique and effective ways allowing behavior analysts and behavior technicians to continue to improve outcomes.

Instruction Level: Advanced
Keyword(s): Adults, CBI, Remote Technology, Stigma
Target Audience:

The audience should have a basic understanding of function-based treatment and practical applications of behavior analytic process such as functional assessment, prompting hierarchies, and community-based instruction.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) begin thinking creatively about ways to deliver behavior analytic interventions in the community in a more acceptable topography; (2) demonstrate knowledge surrounding the use of biometric measure to assess private behaviors; (3) have an increased knowledge related to comorbidity and the differences in presentation of autism and anxiety disorders
 

Use of Electrodermal Activity to Predict and Circumvent Problem Behavior Associated With Obsessive Compulsive Disorder and Anxiety in Adults With Autism

GLORIA SATRIALE (Mission for Educating Children with Autism), Jessica Zawacki (Preparing Adolescents and Adults for Life), Katie Brown (Preparing Adolescents and Adults for Life), Christi Rothermel (Preparing Adolescents and Adults for Life)
Abstract:

Almost 40% of individuals diagnosed with autism spectrum disorder (ASD) present with a comorbid anxiety disorder (Zaboski & Storch, 2018). However, many individuals are misdiagnosed or do not receive the appropriate co-morbid diagnosis as both obsessive compulsive disorder (OCD) and ASD describe behaviors that are intrusive and repetitive, making it difficult to differentiate between them. The American Psychiatric Association (2013) described the distinction between the symptomologies by indicating that with OCD, the urges build in intensity and can cause significant distress to the person experiencing them which differs from the experiences of those just diagnosed with ASD. This can present many challenges for practitioners who are attempting to identify, disentangle, and treat behaviors using function-based treatment. This study using a single subject multi-treatment design, looked to use a portable device to measure the electrodermal activity through skin conductance responses (SCRs) of adults diagnosed with ASD and OCD. The researcher monitored, using real-time feedback (and during typical daily activities), each individual's SCRs to identify the potential stimuli evoking an obsessive or compulsive observable response (motoric or verbal). Each individual was then systematically desensitized to each evocative stimulus, until generalization was achieved and there was no longer a co-occurring biological response to the target stimuli.

 

Technological Prompting: Fading Staff Mediated Prompts Through the Use of a Vibrating Watch

KAITLIN ROSS (MECA), Jessica Zawacki (Preparing Adolescents and Adults for Life), Dan Walsh (Mission for Educating Children with Autism), Gloria Satriale (Mission for Educating Children with Autism)
Abstract:

Obtaining and maintaining employment within the community is one of the greatest challenges when working with adults with autism. Often there are false community perceptions surrounding the competence and ability of individuals with disabilities that can be exacerbated by traditional prompting and the clear presence of support staff. In the United States, individuals with disabilities make up almost one-fifth of the American population, but they are unemployed at a rate that is twice that of people without disabilities (Erickson et al., Disability statistics from the 2014 American Community Survey (ACS). Ithaca, NY: Cornell University Yang Tan Institute (YTI), 2016).When a job coach needs to deliver a clear prompt, this often requires the job coach to either provide a verbal direction from some distance (thereby increasing reliance on verbal directives) or increase their proximity to the individual (thereby encroaching on the individual's workspace and potentially coworkers). One way to reduce both the stigma associated with needing a support staff and the intrusiveness of this staff is through the use of technology. Remote tactile prompting in the form of vibrating pagers and watches has been demonstrated to be successful in increasing on-task behavior and social interactions with individuals with ASD (Finn et al., 2014; Milley & Machalicek, 2012). This study demonstrates the successful use of remote tactile prompting to increase the on-task work behavior of adults with ASD.

 
 
Symposium #213
CE Offered: BACB — 
Ethics
Diversity submission Promoting Cultural Sensitivity in Behavior Analytic Practice: Lessons Learned From Service Delivery in Africa and the Middle East
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 252B
Area: DDA; Domain: Service Delivery
Chair: Loukia Tsami (University of Houston, Clear Lake)
Discussant: Margaret Uwayo (Young Women's Christian Services (YWCA) & KABAS)
CE Instructor: Margaret Uwayo, Ph.D.
Abstract:

Increasingly, applied behavior analytic services are disseminated worldwide. While recipients of behavior analytic interventions continue to increase in diversity, there has been limited literature on the efficacy of culturally adapted services for individuals from diverse backgrounds. Additionally, for practitioners, there is minimal guidance on how to demonstrate cultural sensitivity during assessment, treatment, and staff supervision. In this symposium, presenters discuss a culturally responsive treatment model that may be utilized to promote cultural sensitivity when serving economically and ethnically diverse individuals. Presenters will highlight lessons learned using data from case studies in Liberia, Botswana, Kenya, and the United Arab Emirates (UAE). Social validity outcomes and recommendations for practitioners will be discussed.

Instruction Level: Intermediate
Keyword(s): cultural sensitivity, diversity, supervision, telehealth
Target Audience:

Intermediate (1) audience should be familiar with the ABA code of ethics, and in particular, understand the importance of scope of practice (2) audience should have a general understanding of culture as defined by B. F. Skinner (1953) and cultural awareness from existing ABA literature

Learning Objectives: At the conclusion of the presentation, participants will able able to: (1) provide at least 2 examples of culturally responsive practices in ABA; (2) discuss at least 1 way culturally responsive practice may impact treatment adherence; (3) state 2 considerations for BCBAs serving diverse populations.
 
Diversity submission Cultural Adaptations and Findings During Behavior Analytic Service Delivery to Professionals and Families in Africa
LOUKIA TSAMI (University of Houston, Clear Lake), Maleshwane Mauco (Africa Behavior Analysis Services), Dorothea C. Lerman (University of Houston-Clear Lake)
Abstract: Provision of behavior analytic services via telehealth from practitioners located in the United States to clients living in other countries has been increasing (Tsami et al, 2019). However, there is limited literature on the need and effectiveness of cultural adaptations required to promote cultural humility. In this project, supported by the Society for the Advancement of Behavior Analysis (SABA) International Development Grant, behavior analysts located in the U.S. and Middle East conducted online educational presentations to caregivers and professionals who work with individuals with disabilities in Kenya and Liberia, and selected four families to receive individualized parent training via telehealth. Furthermore, through collaboration with a Board-Certified Behavior Analyst in Botswana, 20 teachers and professionals received training both in person and via telehealth to reach Behavioral Technician (BT) competency level. During this presentation, we describe the cultural adaptations and findings needed for the informative presentations, the behavior analytic services provided to the families, and BT competency trainings. Testimonies and social validity data indicate that this cultural adaptation model can be effective in demonstrating cultural humility when services are provided to professionals and caregivers in different countries. The discussion includes recommendations to practitioners in the U.S. for clients with diverse cultural histories.
 
Diversity submission 

Cultural Considerations When Providing Behavioral Analytic Services in the United Arab Emirates

JERBOR T NELSON (Health Innovation of America (HIA))
Abstract:

According to the Behavior Analyst Certification Board (BACB), there are currently 139 active Board Certified Behavior Analysts (BCBA) in the United Arab Emirates (UAE), serving a population of over 10 million. Out of the 10 million, about 89% of the population are expatriates, representing more than 50 countries, most notably India, Pakistan, Bangladesh amongst others. With such a large variety of cultures, religions, and backgrounds, BCBAs often need to account for a variety of cultural variables when providing behavioral analytic services. Of the many variables to consider, the behavioral analyst should be mindful of the cultural conditioning as it relates to race, gender, nationality, religious affiliation, economic net worth, cultural values, and more, when providing behavioral analytic services. Furthermore, supervisors should develop a framework for organizational interactions and training that encompasses these cultural considerations. During this presentation, we will discuss the lived experiences of a behavior analyst who was born in Liberia, studied in the US, and is currently practicing in the UAE. We will analyze the cultural adaptations a practitioner should consider and provide potential concessions that should be taken in order to provide sound behavioral analytic services in the UAE.

 
 
B. F. Skinner Lecture Series Paper Session #214
CE Offered: PSY/BACB/QABA/NASP
Reimagining Solutions to the Persistence of Gun Violence in K-12 Schools
Sunday, May 29, 2022
10:00 AM–10:50 AM
Ballroom Level 3; Ballroom East/West
Area: DEV; Domain: Service Delivery
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University)
CE Instructor: Sonali Rajan, Ph.D.
Presenting Author: SONALI RAJAN (Columbia University)
Abstract:

Gun violence in the United States (U.S.) persists as a public health crisis. Over 40,000 individuals die from firearm-related injuries each year and another 60,000 are shot. Of these, nearly 8,000 are children. And gun violence specifically within K-12 schools continues. Indeed, recent data have underscored that over 250,000 children in the U.S. have been exposed to gun violence specifically in K-12 schools since the Columbine High School mass shooting tragedy in 1999, with Black children disproportionately impacted in comparison to their White peers. And rates of gun violence have increased precipitously since the onset of the Covid19 pandemic.

The impact of gun violence on children is particularly concerning as exposure to gun violence is considered an adverse childhood experience (ACE). ACEs are potentially traumatic events that occur during childhood. An extensive body of research on exposure to ACEs has been linked to dozens of negative outcomes over the life course (poor mental health, increased risk for chronic disease, asthma, poor oral health, cancer, injury, suicide, premature mortality, and even decreased school success). They’re also highly prevalent: an estimated 30% of children report experiencing at least one ACE. Thus, preventing this kind of violence is of utmost importance. Despite this urgency, meaningful responses to the prevention of gun violence in K-12 schools over the past decade have been lacking and largely not informed by evidence.

In this presentation, I draw on existing research, novel data, and a child-centric framework to present a new model that reimagines what solutions to the persistence of gun violence in K-12 schools looks like. In pursuing this work, I seek to answer the following question: what if our collective response to school gun violence did not prepare our schools for the inevitability of the next school shooting, rather treated the eradication of gun violence in schools as a genuine possibility? Knowledge, support, prevention, policy, engagement, commitment, leadership, and consistency are guiding principles we can use to reimagine how our schools can be kept safe, while ensuring that our children thrive.

Instruction Level: Intermediate
Target Audience:

Researchers (e.g. in the behavioral sciences, public health, education, school psychology), school leadership (principals, superintendents), school health professionals, K-12 teachers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify a comprehensive of "gun violence" as it pertains to child health and development; (2) describe the specific relationship between exposure to gun violence, child health, and learning outcomes; (3) identify specific and evidence-informed school safety strategies that are known to effectively reduce rates of gun violence in K-12 schools.
 
SONALI RAJAN (Columbia University)

Dr. Sonali Rajan is an Associate Professor of Health Education in the Department of Health and Behavior Studies at Teachers College, Columbia University. She also holds a secondary faculty appointment in the Department of Epidemiology at the Mailman School of Public Health. Dr. Rajan is a school violence prevention researcher, studying gun violence, school safety, and adverse childhood experiences. She holds faculty affiliations with the CDC-funded Columbia Center for Injury Science and Prevention, the Columbia Scientific Union for the Reduction of Gun Violence, and the Institute for Urban and Minority Education. She also co-produces Re(Search) for Solutions, a podcast hosted by the Media and Social Change Lab at Teachers College devoted to amplifying creative and evidence-based solutions to the persistence of gun violence. For over a decade, Dr. Rajan has conducted research in K-12 public schools across the U.S.  And for nearly 15 years, Dr. Rajan has collaborated closely with the non-profit organization Girls on the Run; she currently serves on their National Board of Directors. Dr. Rajan has published over 50 peer-reviewed journal articles in additional to multiple talks, book chapters, and other written pieces. Her work has also been featured in multiple national media outlets (including National Public Radio, the Hechinger Report, and CSPAN).

 

 
 
Symposium #215
CE Offered: BACB
Remote Instruction Meets Direct Instruction: A Perfect Pairing Amidst the COVID-19 Crisis
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 205B
Area: EDC; Domain: Basic Research
Chair: Sudha Ramaswamy (Mercy College)
Discussant: Amy J. Davies Lackey (Manhattan Childrens Center)
CE Instructor: Amy J. Davies Lackey, Ph.D.
Abstract:

The onset of the COVID-19 pandemic resulted in a paradigm shift in the delivery of services and instruction for students with autism spectrum disorders (ASD) instantaneously. The unprecedented circumstances forced educators, behavior analysts and therapists to pivot across programming, delivery of reinforcement and presentation of material with virtually little-to-no lead time. These experiments investigated the effects of Direct Instruction (DI) programming on the acquisition of spelling, language and mathematics skills when presented during remote instruction via a synchronous video platform. Results are discussed with respect to efficiency in material preparation, acquisition of the material presented and applicability to the continuity of care for students with ASD via remote instruction

Instruction Level: Intermediate
Keyword(s): Direct Instruction, remote instruction
Target Audience:

Intermediate-the audience for this symposium should have the following prerequisite repertoires: 1) Understanding of data collection and deriving measures from direct data collection 2) Understanding how the design of a study demonstrates experimental control 3) Some basic knowledge of Direct Instruction methodology would be helpful

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe various Direct Instruction Curricula and what they entail (2) Describe what features of DI make it a good fit for remote learning (3) What are some very practical limitations to doing studies in classrooms (especially during a pandemic) and how can these be addressed in future studies
 
Testing the Effects of Remote Instruction on the Acquisition of Direct Instruction Spelling Responses
AMY J. DAVIES LACKEY (Manhattan Childrens Center), Sudha Ramaswamy (Mercy College)
Abstract: This experiment investigated the effects of Direct Instruction (DI) programming on the acquisition of spelling responses when participants were presented with remote instruction via a synchronous video platform. For some participants, an ABA Reversal Design across participants demonstrated a functional relationship between remote Direct Instruction of “Spelling Mastery” and mean sessions to lesson mastery as compared to baseline and reversal conditions of in-person delivery of Direct Instruction. For other participants, we found that remote and in-person Direct Instruction produced very similar levels of responding. Results indicate that regardless of delivery mode, Direct Instruction presents educators with an optimal form of instruction. And for some participants, even better results were gained during the remote delivery of Direct Instruction condition. Results are discussed with respect to features of Direct Instruction that make it a good fit for remote instruction as well as applicability to the continuity of care for students with ASD via remote instruction.
 
Testing the Effects of Remote Instruction on Acquisition of Direct Instruction Language and Math Responses
SUDHA RAMASWAMY (Mercy College), Amy J. Davies Lackey (Manhattan Childrens Center)
Abstract: The following two experiments investigated the effects of Direct Instruction (DI) programming on the acquisition of language and math responses when participants were presented with remote instruction via a synchronous video platform. In the first experiment, an ABA Reversal Design across participants demonstrated a functional relationship between remote Direct Instruction of “Language for Learning” and mean sessions to lesson mastery as compared to baseline and reversal conditions of in-person delivery of Direct Instruction of “Language for Learning”. For other participants, we found that remote and in-person Direct Instruction produced very similar levels of responding. Results indicate that regardless of the method of delivery, Direct Instruction presents educators with an effective form of instruction. And for some participants, even better results were achieved during the remote delivery of Direct Instruction condition. Similar results were found in a second experiment where the Direct Instruction curricula, “Connecting Math Concepts” was presented to several participants.
 
 
Panel #216
CE Offered: BACB — 
Supervision
Using Organizational Behavior Management to Navigate Crisis in a Behavior Analytic Organization
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 153C
Area: OBM/EDC; Domain: Service Delivery
CE Instructor: Paul "Paulie" Gavoni, Ed.D
Chair: Pierre D. Louis (Brett DiNovi & Associates)
PAUL "PAULIE" GAVONI (Professional Crisis Management Association)
JASON GOLOWSKI (Brett DiNovi & Associates)
Abstract:

For many, a crisis may be an insurmountable challenge that results in a failed business as many individuals and organizations tend to engage in habits that allow for the sustainability of a “comfort zone,” which may be in conflict with organizational success and survival. While we all seek balance, the comfort zone is often contradictory to the optimal performance zone desired where individuals and organizations are able to realize their greatest potential. However, those equipped with Organizational Behavior Management tools are far more prepared to adapt and systematically navigate crisis. In fact, “crisis equals opportunity” can ring true as those with an OBM toolbox can pivot and leverage the occasion to improve performance and business outcomes.

Instruction Level: Intermediate
Target Audience:

Junior BCBAs Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. BCBAs and BCBA-Ds Licensed or certified individuals

Learning Objectives: 1. The participant will be able to describe various challenges related to leading during crisis 2. The participant will be able to describe critical components to increasing rapid and accurate response during crisis. 3. The participant will be able to describe 5 behavioral components for sustaining or increasing performance
Keyword(s): OBM, Performance Management, Process Improvement, Systems Analysis
 
 
Symposium #217
CE Offered: BACB
Evaluating Behavior Analytic Literature: Three Reviews
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 156C
Area: PCH/VBC; Domain: Theory
Chair: Jessica Piazza (Endicott College)
CE Instructor: Jessica Piazza, Ph.D.
Abstract: Evaluation of the extant literature is important in shaping future publications. Specifically, behavior analytic researchers should consider the methods of design and analysis as well as the verbal behavior used in past publications. Review of this information can guide researchers to identify successful research methods and topics from the past and identify gaps in the literature that may strengthen our field. The three papers disseminated in this symposium will present reviews and interpretations of some extant literature and their implications for future research.
Instruction Level: Intermediate
Target Audience: Basic understanding of single subject and group design. Familiarity with the purpose of statistical analysis and its traditional applications.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the relative prevalence of single subject design compared to group design in a behavior analytic journal; (2) list one useful application of citation analysis; (3) explain the utility of meta-analysis in behavior analysis.
 
The Progression of Experimental Design and Data Analysis in Applied Behavior Analysis
Allison Rader (The May Institute), Kevin Rader (Harvard University), JODI KATZ (Simmons University; May Institute), Justin B. Leaf (Autism Partnership Foundation)
Abstract: Single subject design and visual analysis have become the standard for conducting and interpreting research in Applied Behavior Analysis (ABA). These methods can be traced in behavioral literature from the early 1900s and were revolutionized by Skinner’s philosophy of radical behaviorism. This ultimately led to a divergence in methods between behaviorism and the rest of psychology. Skinner’s divergence from conventional methods of research (group design and statistical analysis) may have historical underpinnings. His unique methods and philosophy led to the establishment of the Experimental Analysis of Behavior (EAB), Applied Behavior Analysis (ABA) and the Journal of Applied Behavior Analysis (JABA). The prevalence of conventional methods of research in behavior analytic literature remains unknown. Therefore, the purpose of this paper is to (1) report the history of research methods and data analysis in ABA and JABA and (2) analyze trends in methods within JABA to determine whether they are progressive.
 
Building and Analyzing Citation Networks of Behavior Analytic Research Literature
JACOB SOSINE (Behavioral Health Center of Excellence)
Abstract: Science, at its heart, is a social enterprise composed of interlocking behavioral contingencies. Researchers use articles published by previous scientists to design and carry out their research, and they use feedback via science communication (e.g., peer review, conference presentations) to shape the content and context of their research. But studying the variables that influence and control the behavior of researchers can be challenging. One way we can objectively measure and analyze the interlocking behavioral contingencies of scientific efforts is through citation analyses. Citations are permanent products that connect topics and data across published research and that provide data on information exchange between authors. In this presentation, we report on the results of a citation analysis involving over 10,000 unique articles spanning five behavior analytic journals. Specifically, we built network graphs of contributions by different authors based and journals, keywords, and publication year. We also analyzed trends in topics studied and provide a visual representation of the scope of published behavior analytic research. Citation analyses can provide information on the history and advancements of scientific research within behavior analysis. Citation network graphs also can help behavior analysts explore and identify seminal publications, important citations, and underexplored topics in our scientific literature.
 
What Can Effect Sizes and Meta-Analyses do for Applied Behavior Analysis?
ART DOWDY (Temple University)
Abstract: Statistical analyses of single-case research design has made significant strides in the last decade – perhaps even statistically significant when compared to previous decades. On type of statistic that appears suitable for applied behavior analysis are effect sizes. To provide scope on these advancements, current research and approaches for using effect sizes with applied behavior analytic, single-case design research will be discussed. The talk will highlight and expand on points offered in the discussion paper named Meta-analyses and effect sizes in applied behavior analysis: A review and discussion published in the Journal of Applied Behavior Analysis. Furthermore, the utility of effect sizes and meta-analyses in applied behavior analysis will be explored from both a researcher and clinician’s lens.
 
 
Invited Panel #218
CE Offered: BACB/PSY/QABA
Diversity submission Affirming Neurodiversity Inside Applied Behavior Analysis: Evolving Toward Inclusivity and Compassion
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 253A-C
Area: PCH; Domain: Theory
Chair: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)
CE Instructor: Jonathan J. Tarbox, Ph.D.
Panelists: KRISTINE RODRIGUEZ (Autism Learning Partners), AMY GRAVINO (A.S.C.O.T Consulting), WORNER LELAND (Sex Ed Continuing Ed)
Abstract:

Neurodiversity is a concept that asserts that the idea of normal cognition is a false premise, based on the medical model of disability. Instead, neurodiversity, which was conceptualized by the neurodiverse individuals we serve, states that all humans are born with different cognitive strengths and skills and that difference in cognition is valuable and even important for human evolution and creativity. As applied to ABA, advocates in the neurodiversity movement have pushed for a more flexible, more compassionate, and less ablelist approach to ABA supports for autistic people. Some of the criticisms from the neurodiversity movement appear controversial to many in the ABA field and many behavior analysts have rejected the concerns and/or attempted to defend our field against neurodiversity. This panel discussion will engage in an honest, vulnerable, and frank discussion of the strengths and limitations of what we do in ABA and use the neurodiversity movement as an opportunity to discuss practical steps the ABA field can take to moving our field to a future of greater inclusivity, flexibility, and less ableism. The neurodiverse panel of presenters includes researchers, practitioners, family members, and advocates.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define neurodiversity; (2) define ableism; (3) describe simple strategies for centering autistic voices in ABA research and practice.
KRISTINE RODRIGUEZ (Autism Learning Partners)
AMY GRAVINO (A.S.C.O.T Consulting)
Amy Gravino, M.A., is an autism sexuality advocate and Relationship Coach in the Center for Adult Autism Services at Rutgers University. She is also the President of A.S.C.O.T Consulting, which offers autism consulting, college coaching, and mentoring services for organizations, schools, individuals on the autism spectrum, and their families. Amy is an international speaker who has given TED talks, spoken twice at the United Nations for World Autism Awareness Day, and presented worldwide to audiences on a variety of topics related to autism, with a dedicated special focus and research on the subject of autism and sexuality. Ms. Gravino obtained her Masters degree in Applied Behavior Analysis from Caldwell University in 2010 and currently serves on the Boards of Directors of Specialisterne USA, Yes She Can, Inc. and the Golden Door International Film Festival of Jersey City, as well as the Scientific Advisory Board of Simons Foundation Powering Autism Research (SPARK). She is an award-winning writer whose work has been featured in Spectrum, the leading online news source for autism research, Reader’s Digest, special education textbooks, and other outlets. Visit www.amygravino.com to learn more.
WORNER LELAND (Sex Ed Continuing Ed)
Worner Leland, MS, BCBA, is an agender, neurodivergent human, a former researcher and educator with Upswing Advocates, a current educator with Sex Ed Continuing Ed, and an organizer with the annual SexABA Conference. Their work focuses on assent and consent education, harm reduction and coercion reduction education in behavior analysis, and maximizing autonomy and access to appetitives. Worner is also a past President and past Research and Dissemination Liaison of the ABAI Sexual Behavior Research and Practice SIG.
 
 
Invited Tutorial #219
CE Offered: PSY/BACB/QABA/NASP
Autism 24/7: Promoting Functional Communication at Home and in the Community
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 256
Area: PRA; Domain: Service Delivery
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Andy Bondy, Ph.D.
Chair: Susan Wilczynski (Ball State University)
Presenting Authors: : ANDY BONDY (Pyramid Educational Consultants, Inc.)
Abstract: The Pyramid Approach to Education helps the design of effective educational environments, within school settings, as well as the home and community. This talk will address how activities and routines around the home and in the community, along with the accompanying functional materials, may involve a variety of functional communication skills. We will discuss how a set of critical communication skills can be taught by parents and caregivers independent of the learner’s modality. How to incorporate a variety of functional skills within all activities and routines will be described.
Instruction Level: Intermediate
Target Audience: Those involved with parent training
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how the Pyramid Approach can be implemented at home and in the community; (2) describe a set of critical functional communication goals; (3) describe how four distinct lessons can be built into each activity or routine.
 
ANDY BONDY (Pyramid Educational Consultants, Inc.)
Andy Bondy, Ph.D., has almost 50 years of experience working with children and adults with autism and related developmental disabilities. For more than a dozen years he served as the Director of a statewide public school program for students with autism. He and his wife, Lori Frost, pioneered the development of the Picture Exchange Communication System (PECS). He designed the Pyramid Approach to Education as a comprehensive combination of broad-spectrum behavior analysis and functional communication strategies. He is a co-founder of Pyramid Educational Consultants, Inc., an internationally based team of specialists from many fields working together to promote integration of the principles of applied behavior analysis within functional activities and an emphasis on developing functional communication skills. He currently serves as Vice-Chair of the Board of Directors for the Cambridge Center for Behavioral Studies. He was the recipient of the 2012 Society of the Advancement of Behavior Analysis (SABA) Award for International Dissemination of Behavior Analysis.
 
 
B. F. Skinner Lecture Series Paper Session #220
CE Offered: PSY/BACB
Aversive Effects of Methamphetamine as Arbiters of Risk for Use
Sunday, May 29, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 151A/B
Area: SCI; Domain: Applied Research
Chair: Suzanne H. Mitchell (Oregon Health & Science University)
CE Instructor: Tamara Phillips, Ph.D.
Presenting Author: TAMARA JEAN RICHARDS (Oregon Health & Science University)
Abstract:

This presentation will address the role of sensitivity to aversive drug effects in risk for unhealthy drug use. Considerable research has focused on drug use disorders as motivational disorders involving inherent or drug-induced reward pathway function. Human and animal research support a critical role for circuitry underlying sensitivity to rewarding and reinforcing drug effects in risk for continued use, neuroadaptation and relapse. However, less attention has been paid to the protective role of sensitivity to aversive drug effects. Dr. Phillips will present data proving that the trace amine-associated receptor 1 (TAAR1) as an arbiter of the aversive effects of methamphetamine, which when experienced, reduce methamphetamine intake. More broadly, she will discuss the importance of considering drug avoiders in clinical studies of psychostimulant addiction, which could lead to the identification of a new class of therapeutics.

Instruction Level: Intermediate
Target Audience: Basic and clinical researchers and therapists in addiction and reward-related disorders
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the importance of sensitivity to acute aversive drug effects in reducing risk for addiction; (2) describe the use of genetic models in behavioral research and criteria that meet the burden of proof; (3) explain the role of the trace amine-associated receptor 1 (Taar1) in methamphetamine intake and effects.
 
TAMARA JEAN RICHARDS (Oregon Health & Science University)

Tamara Phillips is Professor and Interim Chair of the Department of Behavioral Neuroscience at Oregon Health & Science University (OHSU), Senior Research Career Scientist at the Veterans Affairs Portland Health Care System, and Director of the National Institutes of Health (NIH), National Institute on Alcohol Abuse and Alcoholism-funded Portland Alcohol Research Center. She received her Ph.D. in Experimental Psychology from the State University of New York in Albany and completed Postdoctoral training at the Rutgers University Institute of Animal Behavior. She joined OHSU and the Portland VA in 1987, rising through the ranks to Professor in 1998. She has received several honors and awards, including teaching awards, research achievement and mentoring awards, and distinguished scientist and lectureship awards. She has served as the President of three different research societies: the International Behavioural and Neural Genetics Society; the Research Society on Alcoholism; and the International Society for Biomedical Research on Alcoholism. She currently serves as Vice-President on the Board of the non-profit local chapter of Sigma Xi, the scientific research honor society. Mentoring has been one of her passions and she directed the Behavioral Neuroscience graduate program for many years. She has published numerous peer-reviewed papers, book chapters and reviews and is funded by two NIH institutes and the Department of Veterans Affairs. Her research focusses on the genetic dissection of behavioral traits associated with risk for the development of alcohol and drug use disorders.

 
 
Symposium #221
CE Offered: BACB — 
Ethics
Consideration of Ethics and Quality Indicators in Supervision and Clinical Practice
Sunday, May 29, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 258B
Area: AUT/DDA; Domain: Applied Research
Chair: Kayla Randall (Georgia Southern University)
Discussant: Denice Rios Mojica (Georgia Southern University)
CE Instructor: Katherine Brown, Ph.D.
Abstract: Board certified behavior analysts (BCBAs) use behavior analytic principles to inform practices in clinical interventions. BCBAs may engage in other activities for which behavior analytic principles are also applied including collaboration with individuals from other disciplines (e.g., speech/language pathologists) and supervisory relationships. The experimental evaluation of the efficacy of clinical interventions and activities is often emphasized; however, a consideration of ethics and quality indicators of such interventions and activities should be pervasive. For example, a practitioner may closely examine the extent to which treatments generalize to natural settings and maintain overtime or the extent to with their treatment is socially valid. Recent changes in the Ethics Code for Behavior Analysts (BACB, 2020) may impact ethical considerations for a variety of clinical interventions, collaborations, and supervisory practices. Therefore, the inspection of ethical implications and current practices across a wide variety of areas is necessary. This symposium provides an overview of ethical, interdisciplinary, generalization and social validity considerations for the areas of the treatment of pediatric feeding disorders, severe behavior disorders, and the supervision of early-career BCBAs.
Instruction Level: Intermediate
Keyword(s): ethics, generalization, social validity, supervision
Target Audience: BCBA/Ds, intermediate
Learning Objectives: 1) Identify a variety of areas in which ethical considerations are necessary, 2) Name specific considerations during interdisciplinary collaboration, 3) State the importance of generalization and maintenance of treatment, 4) Name quality indicators as it pertains to clinical assessments
 

Generalization to Stakeholders in the Treatment of Severe Destructive Behavior

ALYSSA HURD (Utah State University), Samantha Nercesian (Utah State University), Sharelene Curry (Utah State University), Katherine Brown (Utah State University)
Abstract:

Stakeholder and generalization training are critical components in the treatment of severe destructive behavior. The Behavior Analyst Certifications Board’s Ethics Code (2020) calls for Board Certified Behavior Analysts to involve stakeholders throughout services and train interventions within contexts appropriate to the client and stakeholders. To assist practitioners, the prevalence of generalization training is needed to identify potential barriers and solutions to conducting generalization training. The purpose of this study was to conduct a consecutive case review of a university-based severe behavior program over a 10-year period to determine the prevalence of generalization training. We reviewed 268 cases for training conducted with parents and professionals, within and outside the clinic setting, and post-discharge during outpatient services. We found the majority of cases trained caregivers to implement intervention procedures whereas only a small portion trained professionals (e.g., school staff). Generalization training within the clinic using novel rooms or novel therapists occurred in less than a quarter of cases and generalization outside the clinic in home, school, or community settings occurred in just over half of cases. Post-discharge training during outpatient services occurred in about a third of cases. We discuss findings in relation to potential barriers, current ethical guidelines, and practice recommendations.

 
An Analysis of Quality Indicators During the Stimulus Avoidance Assessment
KATHERINE BROWN (Utah State University), Alyssa Hurd (Utah State University), Kayla Randall (Georgia Southern University)
Abstract: Researchers have long noted gaps in the punishment literature, one of which is the use of preassessments to aid in the identification and selection of potential punishers. To date, the stimulus avoidance assessment has guided much of the research and clinical practice on identifying and selecting punishing stimuli for severe problem behavior in applied settings. Despite this, there is limited data surrounding the use and outcomes of this assessment. Notably, there no studies have examined important quality indicators for this stimulus avoidance assessment. Some of these quality indicators include social validity, procedural integrity, and outcome correspondence (i.e., the degree to which the results inform a subsequent treatment). The current study summarizes the results of 23 published and 30 clinical cases of the stimulus avoidance assessment. Findings highlight populations who frequently partake in this assessment as well as important quality indicators. We discuss avenues for future research, ethical considerations for identifying and using punishment procedures, and clinical applications.
 
Ethical Considerations in the Assessment and Treatment of Pediatric Feeding Disorders
CAITLIN A. KIRKWOOD (Center for Pediatric Behavioral Health), Melanie H. Bachmeyer-Lee (Center for Pediatric Behavioral Health), Connor Sheehan (Center for Pediatric Behavioral Health)
Abstract: Children with feeding disorders represent a unique population of individuals that behavior analysts work with due to the wide range of presenting problems (i.e., difficulty chewing to total food refusal) and complex medication conditions that likely contributed to the feeding difficulty. Failure to treat feeding difficulties may lead to malnutrition, worsening current or developing new medical problems, developmental delays, behavior problems, social-stigma, long-term eating disorders, and increased caregiver stress (Piazza et al., 2017). Behavior analysts working with in home, clinic, or school settings are frequently encountering children with feeding concerns, especially given the high prevalence of feeding difficulties among children with autism spectrum disorder and related developmental disabilities. As a result, they may be presented with potential ethical dilemmas related to the assessment and treatment of feeding difficulties, such as boundaries of competency and the necessity for interdisciplinary care warranted by the complexity of feeding problems and co-occurring medical conditions. We discuss best practices in the assessment and treatment of feeding disorders and related ethical concerns and provide a decision-making model to help ensure ethical practice.
 
A Survey of Supervisory Practices in Junior Board Certified Behavior Analysts
KAYLA RANDALL (Georgia Southern University), Katherine Brown (Utah State University), Denice Rios Mojica (Georgia Southern University)
Abstract: Individuals seeking their board certified behavior analyst (BCBA) credential, or are either a registered behavior technician (RBT) or board certified assistant behavior analyst (BCaBA) are required to undergo ongoing supervision from a BCBA or doctoral level BCBA-D as they engage in behavior analytic activities. After becoming a BCBA/D there are no such formal requirements to receive ongoing supervision or mentorship. The extent to which junior BCBA/Ds (i.e., certified within the last five years) are receiving support in the form of supervision and mentorship is unknown. This may be concerning given that some BCBA/Ds begin their career in highly specialized areas which may require additional oversight because of safety and ethical considerations. Without this oversight, BCBA/Ds may not feel supported nor feel equipped to navigate complex situations (e.g., ethical dilemma). This study presents data on a survey given to BCBA/Ds who were early in their career about their experiences with supervision and mentorship. Specifically, we examined questions related to the current practices, perceptions of supervision, and barriers to supervision. Preliminary data suggest access to supervision following certification is extremely important. Implications for recommendations for the supervision and mentorship of junior BCBAs is discussed.
 
 
Paper Session #222
CE Offered: BACB
Improving Clinical Documentation: A Treatment Package to Improve the Quality of Session Notes
Sunday, May 29, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Basic
Chair: Leah Bean (Butterfly Effects)
CE Instructor: Bryant C. Silbaugh, Ph.D.
 

Development of a Standard Set to Measure Treatment Outcomes for Autism Spectrum Disorder

Domain: Service Delivery
ZOFIA DAS-GUPTA (International Consortium for Health Outcome Measures (ICHOM)), Ivy Chong (May Institute)
 
Abstract:

Many individuals diagnosed with autism spectrum disorder will require continuous health care and social services to address their individual changing needs, which is estimated to cost up to 2.4 M over the lifetime (Buescher, et al., 2014). While many treatment modalities exist, ABA is the only evidence-based practice in the treatment of ASD. Despite this, there is no standardization of outcome measures to determine the efficacy of treatments. Additionally, there continues to be significant disparities in access and variability in care. For this project, ICHOM brought together 21 clinical experts, researchers, and leaders from all over the world to develop the ASD Standard Set, with the aim of a comprehensive yet parsimonious set of outcomes and case-mix variables. This session will discuss the process used to develop the standard set, current barriers, and preliminary recommendations for implementation. Value-based healthcare and the importance of alignment between provider, payer, and patient will also be presented.

 

Overview of the Applied Behavior Analysis Service Delivery Quality Framework

Domain: Service Delivery
BRYANT C. SILBAUGH (Maraca Learning, Inc.), Robbie Fattal (Maraca Learning)
 
Abstract:

The quality of services in the applied behavior analysis (ABA) industry is under threat by a rapidly expanding workforce and demand for services in the absence of an empirical approach to promoting ABA service delivery quality (ASDQ). Other industries have responded to similar situations with innovations in quality tools and international standards, and we think our industry is primed and well positioned to do the same. In this paper, we provide a high-level overview of a novel ASDQ framework practitioners can use to develop systems for systematically supporting high service quality in ABA organizations. This talk includes a brief summary of growth in the industry, the need for more systematic discussions about quality, a definition of quality at the organizational level, introduction to the evidence-based practice of ABA at the organizational level, and some suggestions for using culturo-behavioral science concepts with a 6-step action plan organizations can implement now to pursue high ASDQ. Attendees will participate in activities that will help them think in new ways about quality in the ABA service delivery industry.

 

The Apprentice Model 2.0: Enhancement of the Apprentice Model to Optimize Shared Value

Domain: Service Delivery
MOLLY DUBUQUE (LittleStar ABA Therapy), Breanne K. Hartley (LittleStar ABA Therapy)
 
Abstract:

The Apprentice: An innovative approach to meet the Behavior Analysis Certification Board’s supervision standards (Hartley, 2016) was published 6 years ago. Now, enhancements have been made based on lessons learned through the implementation of this model across dozens of BCBAs and their Apprentices. Supervision of those pursuing board certification within an applied setting requires shared value to the Apprentice, the BCBA, and the organization within which they both work. The benefit for the Apprentice consists of optimal training, including competency assessments, ensuring preparation to become a successful BCBA. The benefit for the BCBA is mentorship to the next generation of BCBAs, as well as support and assistance with an assigned caseload of patients. The benefit to the organization is exceptionally trained Apprentices who will transition into future BCBA positions, at a time when BCBA positions are extremely difficult to fill. For these advantages to be experienced by all three parties, a robust and comprehensive training of Apprentices must include several components: overlap between the BCBA and Apprentice when overseeing patient treatment, identification of a maximum amount of restricted hours accumulated by the Apprentice with patients, targeted objectives for Apprentice competency, and standardization of bi-directional feedback between the Apprentice and their supervising BCBA. The objective is continuous quality improvement of the Apprentice Model with shared value to all parties involved in order to continue seeing successful outcomes throughout the field with endeavors to grow the next generation of highly skilled BCBAs from within.

 

Improving Clinical Documentation: A Treatment Package to Improve the Quality of Session Notes

Domain: Service Delivery
LEAH BEAN (Butterfly Effects), Na Nguyen Seyedain Ardabili (Butterfly Effects), Steve Woolf (Butterfly Effects)
 
Abstract:

Over the last decade, the landscape of ABA documentation and billing has drastically changed. National headlines have been made in several instances of ABA companies being found guilty for fraudulently billing for services that were never provided or inaccurately billing at higher rates, amounting to hundreds of thousands to millions of dollars. These instances have rightfully alarmed payor sources and led to more frequent and intense documentation auditing by funding sources. Accurate, comprehensive documentation requires an increased response effort and training to ensure basic requirements are met. An internal audit of session notes was completed at a large ABA company and scores were found to be insufficient. Therefore, a plan was set forth to develop a comprehensive approach to train and monitor the documentation of ABA services and the Session-Note Writing Auditing Team (SWAT) was created. This presentation will discuss issues identified within session note documentation, how SWAT was successfully implemented across a large, nationwide company, and how audit scores significantly improved to meet and exceed payor standards and best practice. These findings are socially significant as developing an effective auditing system for documentation is essential in sustaining ongoing treatment delivery for persons in need of medically necessary ABA services.

 
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define quality at the organizational level, (2) describe the evidence-based practice of ABA at the organizational level, and (3) list steps organizations can take to pursue high-quality ABA services for individuals with autism; (4) identify key components of the Apprentice Model; (5) identify ways to make bi-directional feedback meaningful to both the supervisor and supervisee; (6) identify tools that can immediately be used to enhance your supervision practices; (7) create a scorecard to internally audit staff session notes, (8) develop a comprehensive internal auditing system company wide, and (9) provide training and support for direct care staff on how to improve session note writing to meet payor and best practice requirements.
 
 
Symposium #223
CE Offered: PSY/BACB
Use of Technology to Disseminate Applied Behavior Analysis into Applied Settings
Sunday, May 29, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 252A
Area: DDA/AUT; Domain: Applied Research
Chair: Natalie Badgett (University of North Florida)
Discussant: Jennifer Nicole Haddock (University of Kansas)
CE Instructor: Rose Nevill, Ph.D.
Abstract:

While ABA is considered an evidence-based approach for skill development and challenging behavior reduction with people with autism and broader developmental disabilities, many lack access to services due to a number of barriers (e.g., distance, cost, scheduling, lack of providers, and transportation). Further, families and professionals who deliver primary supports to people with ASD/DD often do not have training in ABA. Technological advances over recent years now present a wide range of options for disseminating ABA to people with ASD/DD, and delivering coaching on behavioral techniques to support systems. This selection of presentations will provide examples of how four different technological modalities (an app, bug-in-ear speaker system, virtual reality, and the videoconferencing) can be applied to disseminate ABA knowledge to difficult-to-reach populations. Preliminary data will be shared to demonstrate the effectiveness of each approach and to conclude we will discuss implications of use of technology for furthering the reach of ABA within the disability field.

Instruction Level: Intermediate
Keyword(s): Accessibility, Dissemination, Technology, Telehealth
Target Audience:

A minimum of a masters degree in behavior analysis, psychology, education, technology, or a related degree.

Learning Objectives: At the conclusion of the presentations, participants will be able to: (1) Understand how virtual reality systems can be used as skill building tools for people with autism (2) Identify innovative tech-based strategies for disseminating ABA into applied settings (3) Explain the ECHO model and understand how it can be modified to provide behavioral consultation in new settings
 
There’s an App for That! Teaching Daily Living Skills Using Tablet-Based Technology
NATALIE BADGETT (University of North Florida), Young Hee Byun (University of Virginia), Micah Mazurek (University of Virginia), Rose Nevill (University of Virginia)
Abstract: Daily living skills include appropriate self-care skills (e.g., tooth brushing) that enable individuals to function independently across environments. Children with autism commonly struggle with daily living skills, regardless of cognitive abilities and these deficits may worsen from childhood to adulthood. Deficits in daily living skills lead to over-reliance on caregiver support and limited independence. Evidence-based behavioral strategies targeting daily living skills include chaining, prompting, and task analysis. While ABA represents a useful approach to teaching daily living and other adaptive skills, many children are unable to access high quality ABA services. Barriers to access include provider shortages, long waitlists, high costs of services, and logistical barriers. SkillSTAR represents an innovative strategy to improve access to evidence-based intervention for children with deficits in daily living skills. In this presentation, we will introduce the SkillSTAR application, which fully integrates assessment, intervention, data analysis, and user support to promote acquisition of daily living skills. We will also share data from an initial pilot study evaluating the effectiveness of the tool in teaching tooth-brushing skills.
 

Effects of Coaching Parents of Children With Autism via Telehealth

YOUJIA HUA (University of Virginia), QIAN ZHANG (Kunming LIH SkyCity Rehabilitation Hospital), Yan Liu (University of Virginia), Qing Li (Kunming LIH SkyCity Rehabilitation Hospital)
Abstract:

We designed and implemented a parent coaching program that focused on procedures used to teach three types of spontaneous verbal request skills for children with autism in China during the COVID-19 pandemic. Two parent-child dyads from a southwestern city in China participated in the study. Using the telehealth service delivery model, a Board Certified Behavior Analyst (BCBA) in China provided coaching. During the coaching sessions, the parents received BCBA’s immediate prompt and feedback from a Bluetooth earpiece. In a randomized multiple-baseline across the behaviors design, we confirmed a functional relation between the parent coaching program and their frequency of correct teaching trials. Both children also emitted more spontaneous verbal requests during the intervention.

 
Skill Building With Virtual Reality
REHAN MAIRAJUDDIN (Floreo Tech), Vijay Ravindran (Floreo, Inc.), Sinan Turnacioglu (Floreo, Inc.), Rita Solórzano (Floreo, Inc.), Stephen Donaldson (Floreo, Inc.)
Abstract: There remains a clear need for effective, accessible, and low-cost interventions that can address the diverse needs of individuals with the diagnosis of autism spectrum disorder (ASD). Virtual reality (VR) has emerged as a promising method of intervention with over two decades of research on its use for a variety of different skills. The safety, feasibility, and efficacy of a virtual reality intervention to teach skills needed to successfully navigate encounters with law enforcement officers in adolescents and adults with ASD was assessed during a funded research project. Results indicate that participants’ knowledge of appropriate encounters with police officers and comfort interacting with officers increased significantly as a result of the virtual reality intervention. Participants’ eye contact during police interactions was rated as significantly better during the post-intervention assessment compared with pre-intervention, and the appropriateness of their behavior was rated as being significantly improved after participating in the virtual reality intervention. Research suggests that a novel mobile virtual reality skill-building system designed to support children and adults with ASD through real-time coaching and feedback is safe and feasible for use by a range of autistic individuals and may be effective at improving community social problem-solving skills.
 

Use of the Videoconferencing-Based ECHO Model to Disseminate Applied Behavior Analysis to Inpatient Psychiatric Settings

ROSE NEVILL (University of Virginia), Natalie Badgett (University of North Florida), Gail Lovette (University of Virginia), Jaimee Traub (University of Virginia), Keith Page (University of Virginia)
Abstract:

Adults with intellectual and developmental disabilities (IDD) experience high rates of behavioral crises, which significantly increase their risk of emergency room or psychiatric hospital admissions. While psychiatric hospitals typically specialize in the assessment and treatment of severe mental illness and substance abuse, providers in these settings generally have little to no training on working with IDD populations. This project piloted an application of the Extensions of Community Health Outcomes (ECHO) model to disseminate behavioral knowledge to inpatient psychiatric care teams in state-funded hospitals across Virginia through a videoconferencing platform. Six providers participated in a pilot evaluation of this program and completed pre-post test measures of ABA knowledge, self-efficacy in managing challenging behavior, and program satisfaction. Results demonstrated a significant improvement in providers’ self-efficacy, knowledge of ABA, and high program satisfaction. The model design will be described, after which implications and considerations for future use of the ECHO model as a mode for disseminating behavioral knowledge and consultation will be discussed.

 
 
Symposium #224
CE Offered: BACB
Challenges to Accessing Appropriate Care for Individuals Diagnosed With Neurodevelopmental Disabilities and Their Families: Highlighting Barriers and Discussing Potential Solutions
Sunday, May 29, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Service Delivery
Chair: Adam M. Briggs (Eastern Michigan University)
Discussant: Ivy M Chong (May Institute)
CE Instructor: Ivy M Chong, Ph.D.
Abstract:

Determining successful pathways to improve accessibility to and quality of care for individuals diagnosed with neurodevelopmental disorders (e.g., autism spectrum disorder) remains a major challenge for health care providers and society at large (Waxegard & Thulesius, 2016). That is, although timely diagnosis and entry into early intervention services is recommended for these individuals (Elder et al., 2017), caregivers often experience barriers when attempting to access this initial level of care. Further, barriers to accessing appropriate care become more complex throughout the individual’s life course (Malik-Soni et al., 2021) and caregivers find themselves continually faced with navigating a variety of challenges when attempting to secure services and resources to meet the needs of their family. The presentations within this symposium will highlight several of these challenges and discuss potential solutions that families might encounter when attempting to access initial care (i.e., waitlists and caregiver training) up until when they need to access emergency or intensive services (i.e., boarding patients with severe challenging behavior in the emergency department and inpatient units). A discussant will review how understanding these barriers is crucial for developing effective solutions and will offer strategies for improving access to services.

Instruction Level: Basic
Keyword(s): Autism, Needs assessment, Service delivery, Telehealth
Target Audience:

Basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify barriers caregivers experience when attempting to access care for individuals diagnosed with neurodevelopmental disabilities 2. Discuss potential solutions for mitigating challenges associated with accessing appropriate care 3. Review future areas of research for improving access to services
 
Prevalence of Autistic Children Who Experience Delays to Behavioral Therapy in Michigan: A Summary of Survey Data Describing Caregiver Needs During This Time
ANDREA PETERSON (Eastern Michigan University), Adam M. Briggs (Eastern Michigan University), Jaimie Barr (Eastern Michigan University), Brittany Loder (Eastern Michigan University)
Abstract: Children diagnosed with autism spectrum disorder (ASD) in Michigan often face delays to applied behavior analysis (ABA) services in the form of waitlists. Using a survey distributed to caregivers throughout the state of Michigan, the current study aimed to assess the prevalence of delay to ABA services and barriers faced by caregivers of individuals with ASD when pursuing ABA services in Michigan. The results indicate that about 73% of caregivers’ children (n = 78) spent time on waitlists for ABA services, varying in duration from 1 month to over 1 year. Further, the majority of caregivers indicated they were concerned about their children’s behavior while awaiting services and would have been interested in receiving training during this time to help support them in managing behavioral concerns and teaching new skills to their children. Recommendations for addressing child and caregivers’ needs during this time are reviewed and directions for future research and practice are discussed.
 
Feasibility of Adapting RUBI Behavioral Parent Training to Telehealth
RYAN J. MARTIN (May Institute), Jaime Crowley-Zalaket (Children's Specialized Hospital), Cynthia M. Anderson (May Institute)
Abstract: Behavioral parent training, such as the Research Unit on Behavioral Interventions (RUBI) Autism Network’s parent training program, is efficacious in empowering caregivers and improving the behavior of autistic children but it is typically provided face-to-face in clinical settings. Unfortunately, barriers exist to accessing such services, including an insufficient number of trained providers and long distances to travel. A telehealth version of RUBI could alleviate such barriers. The purpose of this study was to evaluate the feasibility of adapting RUBI parent training to be delivered via telehealth (RUBI-T). We present the results from 14 parent-child dyads that participated in a feasibility study of RUBI-T. Results indicate that RUBI-T can be implemented with fidelity and is acceptable to parents. Further, RUBI-T holds promise of efficacy in reducing children’s challenging behaviors, improving adaptive skills, and reducing parent stress. Implications for both future research and clinical practice are also discussed.
 

Hospital Boarding of Patients with Autism Spectrum Disorder and Severe Problem Behavior: Issues and Barriers

ALI SCHROEDER (Western Michigan University), Lloyd D. Peterson (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Jessica Detrick (Western Michigan University), Kelsey E. Stapleton (Western Michigan University)
Abstract:

Individuals with autism spectrum disorder (ASD) who engage in severe problem behavior are often brought to the emergency department (ED) by their families when there is no other option to ensure safety. Individuals may remain in the ED for extended periods. We executed a grant with a local ED to decrease the length of stay of these individuals by arriving to the ED within 24 hours of admission to conduct functional behavior assessment, develop treatment recommendations, and train parents, caregivers, and/or staff to implement them. This presentation will describe the results and focus heavily on the barriers experienced in providing said service. We will discuss the ramifications for future projects of this nature and ways to approach removing those barriers.

 

A Treatment Model for Children Diagnosed With Neurodevelopmental Disabilities Boarded on Psychiatric Inpatient Units

MATHEW C. LUEHRING (University of Colorado), Patrick Romani (University of Colorado, Anschutz Medical Campus)
Abstract:

Boarding has been defined as “the practice in which admitted patients are held in hallways or other emergency department (ED) areas until inpatient beds become available” (U.S. Department of Health and Human Services, 2008) and represents a widespread challenge to accessing appropriate care for individuals with psychiatric needs. Several published articles (Nicks & Manthey, 2012; Nolan et al., 2015) have described the prevalence of boarding and provided guidelines related to decreasing boarding in EDs. However, less research has examined preventing and addressing a related challenge of patients boarded for extended periods of time on inpatient psychiatric units without a clear disposition plan. This presentation will describe a treatment model for individuals boarded on psychiatric inpatient units. The treatment model consists of (a) modifications to common psychiatric and behavioral treatments to enrich the patient’s time on the inpatient unit and (b) strategies to interact with external team members (e.g., Medicaid) to facilitate a timely transfer from the unit to an appropriate level of care. Initial results showed improved duration between aggressive outbursts and improved staff safety while caring for these patients for extended periods. Recommendations will be made for future research dedicated to understanding and preventing boarding on psychiatric inpatient units.

 
 
Symposium #225
CE Offered: BACB
Group Contingency Reviews: Exploring the Literature and Examining Clinical Trends
Sunday, May 29, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 205A
Area: EDC/CSS; Domain: Applied Research
Chair: P. Raymond Joslyn (Utah State University)
Discussant: Jeanne M. Donaldson (Louisiana State University)
CE Instructor: Jeanne M. Donaldson, Ph.D.
Abstract:

Group contingencies account for a wide range of interventions and have amassed a substantial literature base. In this symposium, researchers will present reviews of the group contingency literature, including reviews of randomization in group contingencies, group contingency interventions in alternative education environments, ecological and social validity components in the Good Behavior Game, and reinforcer preference assessments and contingencies in the Good Behavior Game. Presenters will discuss clinical implications and future directions for research.

Instruction Level: Intermediate
Keyword(s): group contingencies
Target Audience:

Intermediate. Attendees should have a general understanding of group contingencies.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Discuss the current clinical trends in group contingency-based interventions in schools and alternative education environments 2. Describe the prevalence of social and ecological validity measures in Good Behavior Game research. 3. Discuss trends in the use of reinforcer preference assessment and reinforcers in Good Behavior Game research.
 

More Than Just a Game: A User Guide to Randomized Group Contingencies in Schools

VERONICA ROSE DISTASI (Caldwell University), Meghan Deshais (Rutgers University), Jason C. Vladescu (Caldwell University), Ruth M. DeBar (Caldwell University)
Abstract:

Group contingencies are an evidence-based practice for producing behavior change in groups of individuals and have been widely used in educational settings. Despite the documented effectiveness of group contingencies in schools, traditional group contingencies (i.e., when components of the group contingency are known to students prior to the session) have a number of limitations. Randomized GCs (i.e., when one or more components of the group contingency are selected from a pool and are unknown to students prior to the session) are frequently used by researchers to address the limitations posed by traditional group contingencies and improve usability and contextual fit. In this presentation we will identify several of the limitations associated with traditional group contingencies and describe how randomized group contingencies can be used to overcome those limitations and improve usability or contextual fit. We will also outline recommendations, based on the existing literature, for using randomized group contingencies in educational settings.

 

Systematic Review of Group Contingencies in Alternative Education Settings With Students With Challenging Behavior

Emily Groves (University of South Wales), MILAD NAJAFICHAGHABOURI (Utah State University), Christopher Seel (University of South Wales), Sara Melanie Fischer (University of South Wales), Carys Thomas (University of South Wales), P. Raymond Joslyn (Utah State University)
Abstract:

Previous reviews show that group contingencies (GC) are an effective intervention for improving student outcomes in school settings. However, those reviews do not specifically examine the effects of GCs in alternative education settings. Given that these settings typically support individuals who are displaying severe challenging behaviors or are diagnosed with specific behavior disorders, synthesizing the evidence for GCs will be a useful contribution to the literature on how effective these procedures are in reducing problematic student behavior. In addition, this review will assess how relevant stakeholders in these settings rate the social validity of GCs. The quality of the studies included in this review were assessed using an adapted version of the Evaluative Method for Evaluating and Determining Evidence-Based Practices in Autism (Reichow et al., 2008). Twenty-one articles met final exclusion criteria and were individually coded during data extraction and quality assessment. Results suggest that GC interventions are effective in improving various student behavioral outcomes in alternative education settings. The majority of teachers assessed for social validity of GCs reported liking the intervention. Implications and future directions will be discussed.

 
The Good Behavior Game and Reinforcer Information: A Review of the Literature
KAYLA CROOK (University of Mississippi), Joel Eric Ringdahl (University of Georgia), Rosie Cooper (Louisiana State University, Shreveport), Karla Zabala-Snow (University of Georgia), Kadijah Quinland (University of Georgia)
Abstract: To date, there have been two literature reviews (Flower, McKenna, Bunuan, Muthing, & Vega, 2014; Tankersley, 1995) and two meta-analyses (Bowman-Perrott et al., 2016; Tingstrom, Sterling-Turner, & Wilczynski, 2006) of the research related to the GBG. The reviews and meta-analyses reviewed a range of variables including: (a) classroom organization, (b) when and how long to play the GBG, (c) game variations, (d) populations, (e) increasing and decreasing classroom behaviors, and (f) teacher/consumer satisfaction (i.e., social validity). The purpose of the current review was to assess the GBG literature published during the 5-year period of 2014-2018 (i.e., post Bowman-Perrott et al., 2016), with particular attention paid to two specific areas of interest: (a) inclusion of preference assessments and (b) inclusion of information regarding specific reinforcers used (i.e., magnitude of reinforcers). This review found researchers often do not include information regarding the inclusion of a preference assessment prior to implementation of the GBG. Despite the lack of preference assessments, GBG researchers do include some information regarding what types of reinforcers they used to reward students for winning the GBG. The information, when provided, regarding the reinforcers used is helpful for replication purposes, but even more information would be beneficial.
 
Examining the Social and Ecological Validity of the Good Behavior Game
DYLAN MURPHY ZIMMERMAN (Utah State University), Milad Najafichaghabouri (Utah State University), Sarah E. Pinkelman (Utah State University), P. Raymond Joslyn (Utah State University)
Abstract: The Good Behavior Game (GBG) has been established as an effective classroom behavior management strategy, but the degree to which the GBG is implemented in a socially and ecologically valid manner is relatively unknown. We conducted a systematic review of the GBG literature from 1990-2021 using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and coded each article for key components of social and ecological validity. Results indicate that 92% of studies included some assessment of social validity, yet the measure used varied significantly. The degree to which studies measured each of the key components of social validity (i.e., goals, procedures, and outcomes; Wolf, 1978) was variable. Related to ecological validity, we found that the GBG is often researched in naturally occurring settings, with natural change agents, and with behaviors relevant to participants, yet very few studies assessed generalization or maintenance. In this session, a further analysis of these data as well as participant demographics, settings, dependent variables, and stakeholder involvement in GBG studies will be described. Directions for future research and clinical application will also be discussed.
 
 
Symposium #226
CE Offered: BACB
Recent Advancements in Staff Training Interventions
Sunday, May 29, 2022
10:00 AM–11:50 AM
Meeting Level 1; Room 153B
Area: OBM; Domain: Applied Research
Chair: Grace Bartle (University of Kansas)
Discussant: Jason C. Vladescu (Caldwell University)
CE Instructor: Jason C. Vladescu, Ph.D.
Abstract: Staff and caregiver behavior impact the quality of services delivered to consumers; thus, identifying ways to effectively train staff and caregivers is a worthwhile area of study. This symposium includes four talks that address this important topic across various settings. Bartle will share findings of an experiment that evaluated the effects of a systems-wide training and incentive program on the integrity with which staff used behavioral skills training when training new staff. Cruz will share findings of an experiment that evaluated the effects of a program to teach behavior analysts how to effectively supervise therapists using discrete trial teaching. Matteucci will describe the results of an experiment that evaluated the effectiveness of remote behavioral skills training to teach dental students and professionals to implement a package of evidence-based interventions. Finally, Romero will discuss the outcomes of an experiment that remotely trained masters-level students on how to interpret results and identify behavioral function during functional analyses using ongoing-visual inspection and e-learning modules.
Instruction Level: Intermediate
Keyword(s): BST, OBM, Staff training
Target Audience: Presentations at this symposium will be delivered at an intermediate instruction level. Behavior analysts in practice and researchers are the target audience for this symposium.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the effects of a systems-wide training and incentive program on staff trainer integrity; (2) Discuss how behavioral skills training can be used to train staff remotely and in person; (3) Describe the results of a study that used e-learning modules to teach individuals how to interpret functional analyses.
 
Effects of a Systems-Wide Intervention to Improve Trainer Integrity in a Behavioral Healthcare Organization
GRACE BARTLE (University of Kansas), Abigail Blackman (University of Kansas), Sandra Alex Ruby (University of Kansas), Florence D. DiGennaro Reed (University of Kansas), Tyler Erath (University of Vermont)
Abstract: Within large behavioral health care organizations, direct support professionals often function as peer trainers of newly hired staff. To foster the highest quality services, peer trainers would ideally rely on empirically supported training procedures, such as behavioral skills training (BST). Unfortunately, teaching peer trainers how to effectively use BST is not a widely adopted practice. The current study extended previous research on pyramidal peer training and evaluated the effects of a systems-wide intervention to improve the integrity with which peer trainers implemented BST. The results of an assessment revealed that staff did not regularly receive contingent feedback or reinforcement. Thus, we implemented a systems-wide indicated, multi-year intervention involving coaching (i.e., feedback) and a monetary incentive that was adapted during the pandemic. In addition, we added a supplemental prompt given system challenges. The intervention effectively increased the percentage of trainers who used BST during peer training.
 

The Use of a Modified Behavioral Skills Training Procedure to Train Board Certified Behavior Analyst Supervisors of Discrete Trial Teaching

Yulema Cruz (Rutgers University), JONATHAN A. SCHULZ (University of Vermont)
Abstract:

This study evaluated a systematic method of training and evaluating supervisors in Applied Behavior Analysis (ABA) settings. Using a concurrent multiple-baseline across subjects’ design, this study assessed the use of a training protocol designed to teach masters’ and doctoral-level Board Certified Behavior Analysts (BCBAs/BCBA-Ds) to supervise therapists administering Discrete Trial Teaching (DTT) sessions for children on the autism spectrum. Therapists’ performances before and during training for their supervisors was also assessed. Results revealed that the implementation of supervision training improved supervisor and therapist performances when compared to baseline values.

 
Remote Training of Dental Students to Promote Cooperative Behavior in Adult Patients with Intellectual and Developmental Disabilities
MARISSA MATTEUCCI (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Loukia Tsami (University of Houston-Clear Lake)
Abstract: Many individuals with intellectual and developmental disabilities (IDD) engage in noncompliance in dental settings and receive relatively intrusive interventions (e.g., general anesthesia, restraint) during routine dental exams. Few dental schools have specialized curricula to teach dental and dental hygiene students to promote cooperative behavior in patients with IDD. In this study, we evaluated the effectiveness of remote behavioral skills training (BST) to teach dental students and professionals to implement a package of evidence-based behavioral interventions. The interventions, which dental professionals could easily deliver within the context of routine dental exams, included tell-show-do, contingent praise, noncontingent positive reinforcement (NCR), and noncontingent negative reinforcement (NCE). After the training, six of seven participants successfully implemented the intervention in-person with a simulated patient in the absence of feedback. The participants reported high satisfaction with the training. These findings suggest that dental and dental hygiene schools could incorporate this training modality to efficiently train students to implement behavioral techniques to promote cooperative behavior in patients with IDD.
 

Teaching Components of Functional Analyses Methodology and Evaluating the Effects of Generalization Using E-Learning Modules and Ongoing Visual Inspection: A Replication and Extension

ASHLEY ROMERO (University of Kansas), Jessica Foster Juanico (University of Kansas), Pamela L. Neidert (The University of Kansas)
Abstract:

Functional analyses (FAs) are empirical demonstrations of cause-effect relations between the environment and behavior (Skinner, 1953). An FA is determined to be complete when a behavior analyst has identified the function(s) maintaining the problem behavior or decides that continuing the analysis will not yield helpful information (Retzlaff et al., 2020). The current study sought to replicate and extend the findings of Retzlaff et al. (2016) by remotely training master-level students how to interpret results and identify behavioral function during FAs using ongoing-visual inspection and e-learning modules. Additionally, we evaluated the effects of generalization to FA methodological variations. Results suggested that our e-learning modules were not effective for 5/5 participants and all participants required additional feedback to meet mastery criteria. We address potential methodological changes that may have affected the lack of replication.

 
 
Symposium #227
CE Offered: BACB
Diversity submission Behavior Analytic Instruction in Higher Education
Sunday, May 29, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 203
Area: TBA/EDC; Domain: Applied Research
Chair: Nicole Hollins (Little Leaves Behavioral Services)
Discussant: Darlene E. Crone-Todd (Salem State University)
CE Instructor: Nicole Hollins, Ph.D.
Abstract: As teachers of behavior analysis, it is important to apply principles of behavior analysis to our instruction. This is important on multiple levels. It is important that we (1) analyze the variables related to effective and efficient learning for our students, (2) approach teaching college classes from a conceptually-systematic, behavioral lens, and (3) model the use of behavior analytic tactics in our teaching so students see us practicing what we preach. This symposium will consist of multiple papers that exemplify the application of behavior analytic principles in college teaching to ensure effective and efficient teaching and learning. This collection of papers will show how variations of active student responding activities can be incorporated into synchronous online learning activities and their impacts on learning in the online classroom; examples and nonexamples can be used to teach concept formation in the college classroom; peer-generated examples can be used to teach students to discriminate between examples and nonexamples of behavioral concepts; and involve college students in the generating course content to develop more student-centered, culturally-relevant content in the college classroom. These papers demonstrate behavior analytic, conceptually-systematic, and socially significant approaches to college instruction and are useful in informing effective and efficient college instruction.
Instruction Level: Advanced
Keyword(s): active responding, college teaching, concept formation, culturally-relevant teaching
Target Audience: Prerequisite skills include mastery of behavior analytic content at the doctoral level. Experience in college instruction is a helpful skill but may not be a necessary prerequisite skill.
Learning Objectives: Learners will: 1. Explain the effects of different active student responding modalities during synchronous online instruction on student engagement and test question accuracy. 2. Explain the effects of similar and dissimilar nonexamples on concept formation. 3. Explain the effects of peer-generated examples on student accuracy of identifying examples and nonexamples of behavioral concepts during interactive computerized teaching. 4. Explain Open Behavior Artifacts and student perceptions of them as an alternative to traditional semester course projects.
 
Diversity submission 

Can Everyone See My Slides? The Effects of Active Student Responding During Synchronous Online Instruction

NICOLE HOLLINS (Little Leaves Behavioral Services), Stephanie M. Peterson (Western Michigan University)
Abstract:

Active student responding and opportunities to respond are appropriately referred to as best-practice instructional strategies for in-person learning. Many have shifted from teaching primarily in-person to either a hybrid or an online format over the past decade. The global pandemic hastened further shifts from in-person to online learning for many institutions of higher education. Given this rapid shift to online instruction, it is critical to evaluate evidence-based teaching practices in online formats. There is a robust body of literature that supports the effectiveness of embedding opportunities to respond and active student responding during in-person instruction. To date, there is limited to no data that evaluates embedding best teaching practices during online synchronous courses in post-secondary settings. Using an alternating treatments design, this study evaluated the effects of two active student response modalities on response accuracy for 17 students enrolled in a synchronous online graduate course. The results suggest that students performed more accurately on post-lecture queries following conditions that required written active student responses compared to responds cards. Moreover, the accuracy of correct responding maintained across the exams and the cumulative final exam. Limitations and future implications are discussed.

 
Diversity submission Effects of Nonexamples on Concept Formation
CATHERINE WILLIAMS (Marcus Autism Center Emory University), Claire C. St. Peter (West Virginia University), Michael Perone (West Virginia University)
Abstract: Concept formation is affected by the examples and nonexamples provided during teaching, but the degree to which examples and nonexamples should differ is unknown. Two experiments compared concept formation across three teaching conditions: a) nonexamples that were relatively similar to the examples, b) nonexamples that were relatively dissimilar to the examples, and c) no nonexamples. Arbitrary concepts were taught in Experiment 1 and biological concepts were taught in Experiment 2. Before and after teaching, tests with untaught examples and nonexamples measured concept formation. In general, concept formation improved when nonexamples were used to teach the concept compared when only examples were used. The highest levels of concept formation occurred when nonexamples that were more similar to the examples were used. However, concept formation may have been influenced by condition sequence and the relation between stimulus features within and across conditions. The results of these experiments indicate that explicit consideration of these relations is necessary to promote concept formation in instructional and experimental arrangements.
 
Diversity submission Evaluating the Efficacy of and Preference for Interactive Computer Training to Teach Behavior Analytic Concepts
SYLVIA AQUINO (Marquette University), Stephanie A. Hood (Marquette University), Richard Tanis (Butterfly Effects, LLC), Tara Famie (University of Nebraska Medical Center’s Munroe Meyer Institute ), Elizabeth Goodbody (Marquette University)
Abstract: Interactive Computer Training (ICT) involves the use of video modeling and active responding to teach new skills. ICT may be a favorable teaching modality because it can be personalized, long-term cost efficient, and may be referenced throughout training and thereafter. Evaluating the effectiveness of pedagogical strategies is an important step to determine what may inform teaching practices. Nava et al. (2019) demonstrated peer-generated examples did not improve acquisition of the behavioral concepts to undergraduate students, however students preferred peer-generated compared to traditional textbook examples. In the present study, we extended Nava et al. (2019) by including peer-generated examples in ICT with embedded feedback to teach behavioral concepts. Additionally, we evaluated the relative efficacy of ICT to teach students to distinguish between examples and non-examples of the behavioral concepts. T-tests showed higher overall improvement and higher scores in the intervention condition for all questions, but significance remained for one week only in a week-by-week analysis; non-example questions demonstrated significance both overall and for four out of five weeks. In addition, students preferred ICT compared to video models with text descriptions and text descriptions alone. The implications of the study for the adoption of ICT in higher education will be discussed.
 
Diversity submission 

Student Open Content Generation as Active Responding: Promoting Access, Diversity, and Educational Equity

Veronica Howard (University of Alaska Anchorage)
Abstract:

Involving students in content generation is one strategy to promote high-quality interaction with course content. Previous studies have demonstrated that student-generated content is a socially-valid, culturally-responsive strategy to promote learning for diverse learners (e.g., Nava et al., 2019). This presentation will review progress on the Open Behavior Artifacts project, an undergraduate student-focused initiative to develop openly licensed or open access materials on topics related to behavior analysis in lieu of a traditional semester course project. Student ratings indicate that the project was perceived as a good way to assess knowledge of behavior analytic principles. Students were also likely to endorse the project for future students, and were likely to want to do a similar content-generation project in the future. Qualitative feedback highlighted great satisfaction with the project, citing meaningful contributions back to the larger learning community. Samples of student materials will be shared, and implications for promoting diverse voices in behavior analysis will be discussed.

 
 
Paper Session #228
CE Offered: BACB
Overcoming Distance Barriers: Evaluation of a Special Education School Distance Learning Model and Pre-Service Special Education Teacher Training for Small Group Instruction Delivery
Sunday, May 29, 2022
10:30 AM–10:55 AM
Meeting Level 2; Room 205C
Area: EDC
Instruction Level: Basic
Chair: Lauren Lestremau Allen (SUNY Empire State)
CE Instructor: Lauren Lestremau Allen, Ph.D.
 
Overcoming Distance Barriers: Evaluation of a Special Education School Distance Learning Model and Pre-Service Special Education Teacher Training for Small Group Instruction Delivery
Domain: Service Delivery
LAUREN LESTREMAU ALLEN (SUNY Empire State; Ivymount School), Jessica Boyle (The Ivymount School; Vanderbilt University), Brooke Hess (Ivymount School)
 
Abstract: The purpose of the session is to (a) Share the outcomes of a distance learning model employed with elementary and secondary students with developmental disabilities in a special education school (Study 1) and (b) Evaluate the effectiveness of virtual training package for special educators (Study 2). For Study 1, the independent variable included a multi-component, comprehensive distance learning package targeting student and teacher skills and supports. Dependent variables include the student variables of student responding and accuracy, daily attendance, and class participation as well as teacher variables related to learn unit implementation. Data were collected via direct observation data collected at baseline in a traditional face-to-face school setting, throughout application of the distance learning model, and then upon return to a face-to-face environment. Findings suggest the distance learning model resulted in student and teacher dependent variables that closely mirrored those during face-to-face learning. For Study 2, special educators were provided pre-service training using a combination of asynchronous virtual and synchronous virtual training, including Behavioral Skills Training, to establish instructional control and instructional delivery that included intact Learn Units and simultaneous opportunities to respond. Findings suggested that teachers implemented Learn Units with similar levels of accuracy as compared to previous school years’ in-person training.
 
Target Audience:

Basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Evaluate core components of a pilot distance learning model via a small group instructional model in a special education school serving autistic students/students with autism 2. Describe core instructional delivery components that support simultaneous active student responding in a distance learning small group instructional format 3. Describe procedures employed to support daily and class attendance in a distance learning instructional format 4. Describe procedures employed to support student motivation and social-emotional well-being during distance learning. 5. Evaluate components of a distance training package for academic teachers providing small group instructional in a special education school serving autistic students/students with autism. 6. Describe the components of the training package that support teacher’s understanding and use of instructional control, instructional delivery, and instruction design practices. 7. Describe virtual Basic Skills Training components employed to train teachers on the use of Learn Units within small group instruction. 8. Describe observational measures and methods employed to collect data and monitor performance of teachers’ use of Learn Units.
 
 
Paper Session #229
CE Offered: BACB
Supervision Practices and Predictors of Supervision Satisfaction for Clinicians Providing Behavioral Services for Individuals With Autism Spectrum Disorder
Sunday, May 29, 2022
10:30 AM–10:55 AM
Meeting Level 2; Room 204A/B
Area: TBA
Instruction Level: Advanced
Chair: Katerina Ford (PENDING)
CE Instructor: Katerina Ford, Ph.D.
 

Supervision Practices and Predictors of Supervision Satisfaction for Clinicians Providing Behavioral Services for Individuals With Autism Spectrum Disorder

Domain: Applied Research
KATERINA FORD (University of California, Santa Barbara), Mian Wang (University of California, Santa Barbara)
 
Abstract:

Despite increasing empirical support for applied behavior analysis over several decades, little attention has been paid to the ways in which supervision is implemented among service providers for individuals with autism. In this study, a cross-sectional survey was designed based on the Behavior Analyst Certification Board (BACB) supervision guidelines and research literature. 125 clinicians from California service agencies completed a survey inquiring about supervision practices and satisfaction with (1) “typical” sessions and (2) sessions delivered through videoconferencing (VC) during the COVID-19 pandemic. Exploratory factor analyses were conducted to examine factor structure of supervision practice and satisfaction resulting in a three-factor model for supervision practice (i.e., supervision activities, supervisor proficiency, and clinician evaluation processes) and supervision satisfaction (i.e., satisfaction with supervision content, satisfaction with perceived level of support, and dissatisfaction with supervisory relationship). Supervision hours and individual and group meeting frequency were significant predictors of supervision practice, while supervision practice significantly predicted supervision satisfaction. Open-ended comments provided suggestions for improving supervision sessions and supervisor behavior in each delivery format. These findings provide a preliminary foundation of correlational evidence supporting the importance of specific supervision practices and how they predict clinician satisfaction, which can help prevent burnout and turnover intention.

 
Target Audience:

Advanced: BCBA or BCBA-D, or enrolled in graduate level work while pursuing BCBA certification licensed/certified individuals experience as a supervisor or assistant supervisor

Learning Objectives: (1) Describe the tiered-system of supervision for ABA programs for individuals with ASD, including the three components of supervision practice identified through factor analysis (i.e., supervision activities, supervisor proficiency, and clinician evaluation processes) (2) Describe the three components of supervision satisfaction identified through factor analysis (i.e., satisfaction with supervision content, satisfaction with perceived level of support, and dissatisfaction with supervisory relationship). (3) Describe the relationship between supervision practice and supervision satisfaction scores in the current study, and recall at least 3 variables that significantly predicted these scores and/or moderated the relationship between these scores (e.g., delivery format, clinician level of experience, supervision frequency).
 
 
Paper Session #230
CE Offered: BACB
Replication Versus Application of the Functional Analysis: Culturally Responsive and Individualized Assessment of Behavior
Sunday, May 29, 2022
11:00 AM–11:25 AM
Meeting Level 2; Room 252B
Area: DDA
Instruction Level: Advanced
Chair: Justin Boyan Han (University of South Florida)
CE Instructor: Sarah E. Bloom, Ph.D.
 

Replication Versus Application of the Functional Analysis: Culturally Responsive and Individualized Assessment of Behavior

Domain: Service Delivery
JUSTIN BOYAN HAN (University of South Florida), Sarah E. Bloom (University of South Florida)
 
Abstract:

Recent focus on issues related to diversity, equity, and inclusion have inspired behavior analysts to review and adapt clinical practices to improve service delivery to marginalized groups. Historically, criticisms of functional analysis (FA) have been pointed towards training and feasibility concerns, and have been addressed in the literature. However, some concerns regarding FA have suggested that it is a one-size-fits-all approach that does not adequately address contextual fit. We posit that the issue lies in the understanding of the clinical practice of FA as a replication of Iwata et al. (1982/1994) versus an application of the concept of FA. Although not all behavior analysts use a rigid approach to FA protocols, this paper discusses how misconceptions regarding a standardized approach have led to a culturally insensitive behavior assessment, which is especially a concern for marginalized groups. However, the application of the FA framework to individual circumstances can be a part of a culturally responsive functional behavior assessment (FBA). We provide specific recommendations for identification of and incorporation of culturally responsive elements in the FA in order to improve behavior assessment and intervention for marginalized groups.

 
Target Audience:

Target audience is pre-service or in-service BCBAs that has completed or is completing graduate level work on assessment and treatment of problem behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe potential pitfalls of using a one-size-fits-all form of assessment especially for people who belong to marginalized groups; (2) discuss how the FA can be part of a culturally responsive approach to assessment of problem behavior; (3) list recommendations for improving culturally responsive service provision.
 
 
Symposium #232
CE Offered: BACB
Assessment and Treatment of Sleep Problems for Children With Autism Spectrum Disorder
Sunday, May 29, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 255
Area: AUT/DEV; Domain: Service Delivery
Chair: Jacqueline Mery (Kennedy Kreiger Institute, Johns Hopkins Children's Center)
Discussant: Annette Estes (University of Washington)
CE Instructor: Katerina Monlux, M.S.
Abstract:

Sleep problems affect between 45 and 86% of children with autism spectrum disorder (ASD) and occur at significantly higher rates than in other populations. Without effective intervention, these sleep problems can persist throughout childhood and into?adolescence and?adulthood?for individuals with ASD.? Children’s sleep problems also impact the sleep and general wellbeing of family members. Accordingly, there?is a critical need to identify effective?and?feasible?methods for assessment and parent-mediated intervention for sleep problems in children with ASD. This symposium will discuss practical forms of home sleep assessment and treatment for children from 2-11 years of age with ASD. The first presentation will discuss subjective and objective measures to assess sleep problems in the home across a range of domains, including actigraphy, environmental assessment, caregiver reported sleep diaries, and caregiver report questionnaires. The second presentation will discuss a tiered model for addressing sleep problems for use in parent coaching.

Instruction Level: Intermediate
Keyword(s): parent coaching, sleep
Target Audience:

This presentation is targeted toward licensed practitioners including Board Certified Behavior Analysts working with families of children with ASD.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Recognize common sleep problems that affect children with ASD; (2) Discuss common methods for home sleep assessment; (3) Identify evidence-based parent-mediated interventions for children's sleep problems
 
Assessment of Behavioral Sleep Problems
KATERINA MONLUX (University of Washington/Oslo Metropolitian), Annette Estes (University of Washington)
Abstract: Children with autism spectrum disorder (ASD) are 2-3 times more likely than typically developing children to have sleep problems. Moreover, children with ASD are likely to develop sleep problems early in development, which persists across the lifespan. Direct behavioral assessment paired with targeted behavioral intervention is an effective solution to address sleep problems such as night wakings, short nightly sleep duration, variable sleep schedules, long latency to falling asleep, and more. However, not many behavior analysts have had training or support in assessing sleep problems. This presentation will discuss common medical and behavioral sleep assessments including subjective and objective measures that can be used in your practice to assess behavioral sleep problems for children aged 2-11 with ASD in the home. Evidence-based practical tools for behaviorally assessing sleep problems will be discussed such as actigraphy, caregiver-reported sleep diaries, caregiver report questionnaires and open-ended parent interviews.
 
Parent-Mediated Behavioral Intervention for Sleep Problems
ROBIN FINLAYSON (University of Washington), Annette Estes (University of Washington)
Abstract: Sleep problems affect between 45 and 86% of children with ASD and occur at 2-3 times the rate as in typically developing populations. Without effective intervention, these sleep problems can persist throughout childhood and into adolescence and adulthood for individuals with ASD. Children’s sleep problems also impact the sleep and general well-being of family members. Accordingly, there is a critical need to identify evidence-based and feasible parent-mediated interventions for sleep problems in pre-pubescent children with ASD. Prior studies have demonstrated improved child sleep using individual and group parent coaching to teach parents to deliver behavioral sleep interventions; however, selecting and providing support on sleep interventions can be challenging in practice. This presentation will present a tiered model for addressing sleep problems in children aged 2-11 for use in parent coaching.
 
 
Symposium #233
CE Offered: BACB
Promoting Perspective-Taking Through Deictic Relational Training in Children With Autism
Sunday, May 29, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 254A
Area: AUT/VBC; Domain: Applied Research
Chair: Claire Zuch (Missouri State University)
Discussant: Caleb Stanley (Utah Valley University)
CE Instructor: Caleb Stanley, Ph.D.
Abstract:

Perspective taking and theory of mind deficits are part of the symptomatic representation of Autism Spectrum Disorder (ASD) and related disabilities. Relational Frame Theory (RFT, Hayes, Barnes-Holmes, & Roche, 2001) offers a contemporary model of simple and complex language and cognitive learning that could have immediate implications for work with children with ASD. Deictic relational responding is a relational framing process that is most closely linked to perspective taking and theory of mind where people learn to respond to contextual cues of ‘I and You,’ ‘Here and There,’ and ‘Now and Then.’ Research with ASD samples has established that these relational framing patterns in singular (e.g., I versus you), reversed (e.g., If I were you and you were me), and combined forms (e.g., I-here-now versus I-there-then, perspective of self across time) are impacted even when intelligence test scores are in the normative range. This symposium will provide an overview of clinical research showing that relational training can establish deictic relational framing patterns with implications for teaching skills necessary for perspective taking and theory of mind. The first speaker will demonstrate the acquisition of I-You relations in young children with ASD. The second speaker will demonstrate the acquisition of multiple deictic relations within a single-case experimental design across deictic skills. Finally, the discussant will provide a topical overview of this work along with implications for our field and how we approach training if complex human behavior in ABA therapeutic and educational applications.

Instruction Level: Basic
Keyword(s): Autism, Perspective taking, Relational framing, ToM
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: (1) describe the role of deictic relating in perspective taking; (2) discuss the PEAK relational training system; (3) describe deictic relating within the broader experience of empathy
 
Establishing Perspective-Taking Skills in Young Children with Autism Using the PEAK-T Curriculum Simple “I-You” Relations
XIAOHAN CHEN (Emergent Learning Clinic), Autumn N. McKeel (Emergent Learning Clinic)
Abstract: Perspective-taking skills are critical for successful social interactions and children with autism often have difficulties in this area. Due to the lack of understanding of other’s perspective, they may struggle with emphasizing with other people and separating appearance from reality. The purpose of this study is to teach beginning perspective-taking skills to young children with autism by using the PEAK-T curriculum simple “I-You” frames. Three participants aged between 4 and 6 are included. A multiple baseline design is used to evaluate their improvement on simple “I-You” relations. Preliminary data show that all of the participants had no perspective-taking skills in baseline and when introduced to intervention, they demonstrated a significant increase in scores. Furthermore, pre- and post-PCA (PEAK Comprehensive Assessment) are conducted as an extra measure of their gains on the perspective-taking skills. Implications of the findings and future research will be discussed.
 
 
Invited Paper Session #234
CE Offered: PSY/BACB
Diversity submission Extending the Reach of Applied Behavior Analysis to Health and Social Justice Domains
Sunday, May 29, 2022
11:00 AM–11:50 AM
Ballroom Level 3; Ballroom East/West
Area: BPN; Domain: Theory
Chair: August F. Holtyn (Johns Hopkins University School of Medicine)
CE Instructor: Bethany R. Raiff, Ph.D.
Presenting Author: BETHANY R. RAIFF (Rowan University)
Abstract: Applied behavior analysis has been successfully disseminated in the domains of autism and developmental disabilities. Although the science and technology of behavior analysis is relevant and is being used effectively in other domains such as health and addiction, these areas receive less attention in the field and do not have clear career pathways. I will review a wide range of applications of applied behavior analysis within these less well-known domains, such as addiction, physical activity, diabetes management, and social justice. Finally, I will discuss potential barriers to the dissemination of applied behavior analysis within these domains, along with some potential next steps.
Instruction Level: Basic
Target Audience: Anyone interested in broadening the reach of ABA
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss how applied behavior analysis has been used in areas outside of autism and developmental disabilities; (2) identify at least two reasons why applied behavior analysis is not being applied more widely in these other domains; (3) explain at least two steps that would need to occur for the successful extension of applied behavior analysis to these non-traditional domains.
 
BETHANY R. RAIFF (Rowan University)
Dr. Raiff graduated from the University of Florida in 2008 with her Ph.D. in Psychology, with an emphasis in Behavioral Pharmacology. She worked as a principal investigator for four years at the National Development and Research Institutes, Inc. in New York City before moving to the Department of Psychology at Rowan University in 2012 where she is currently a Full Professor and the Director of the Health and Behavioral Integrated Treatments (HABIT) Research Unit. Dr. Raiff's primary research interests include developing and evaluating the integration of technological innovations with behavioral economic interventions addressing a wide array of topics, including smoking, opioid use disorder, physical activity, diabetes management, and social justice. Dr. Raiff has been the recipient of numerous NIH grants to develop and evaluate smartphone and technology delivered contingency management interventions. She serves as an Associate Editor for the Journal of Applied Behavior Analysis and is the current President of the Division 25 of the American Psychological Association.
 
 
Symposium #235
CE Offered: BACB
The Application of Behavioral Science to the Betterment of Living and Health.
Sunday, May 29, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 103
Area: CBM/CSS; Domain: Applied Research
Chair: Thomas L. Zane (University of Kansas)
CE Instructor: Thomas L. Zane, Ph.D.
Abstract: Behavioral science has led to benefits in every area of human endeavor in which it has been applied. For example, autism treatment, staff performance, and educational outcomes have all improved due to the application of the science of behavior to their respective goals and issues. So it is with exercise and health. Previous studies have repeatedly shown that the variables influencing healthy behavior (i.e., exercising and eating healthy) have been identified through our behavioral science, and the application of what has been learned (regarding antecedent and consequent influences) can improve health, reduce health-related problems, and increase exercise. The research in this symposium will further emphasize different applications of behavioral science to improve aspects of exercise and health. The studies here include research focusing on all aspects of the environment, including motivating operations, antecedent control, and the influence of consequences, including the application of behavioral strategies over telehealth.
Instruction Level: Intermediate
Keyword(s): antecedent, exercise, telehealth
Target Audience: Audience should have minimal understanding and competence in basic behavioral principles, and the basic philosophy of behavior analysis
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1-describe the antecedent and consequent variables that could impact exercise behaviorp 2-orally list the advantages of telehealth coaching for promoting exercise; 3-orally describe antecedent variables that could influence the maintenance of exercise behavior;
 

A Survey: The Routines and Factors That Influence Active Runners to Continue Ongoing Running Exercise

SHREEYA DESHMUKH (University of South Florida), Jennifer L. Cook (University of South Florida), Raymond G. Miltenberger (University of South Florida), Cynthia P. Livingston (University of Nebraska Medical Center), Shreeya Deshmukh (University of South Florida), Jeremy Buttice (University of South Florida)
Abstract:

The national obesity rate has increased from 31% in 1999 to 42% in 2018 (Hales et al., 2020; CDC). Adults require 75 to 150 min of vigorous activity each week to maintain a healthy weight (CDC), and running is an exercise highly benefical for improved health outcomes (Lee et al., 2014). We conducted an online survey of active runners to identify the common behaviors and preferences that may contribute to the successful maintenance of ongoing running routines. Results were collected from 555 runners about their common habits (e.g., planning runs, use of devices, places ran) and motivational factors (e.g., preferences, barriers). Of specific interest, we found that 77% of respondents listened to music while they ran and, of those, 61% used a boost song to amplify music’s effects within their run. Moreover, 36% of all runners surveyed listened to a podcast (or other nonmusical auditory stimulation) while running. These results informed our subsequent experimental studies that evaluated the effects of these three autitory sources on running pace. Future research should use the results of this survey to (a) refine questions for other surveys and (b) inform additional experiments on examining the factors that maintain long-term running behavior.

 
The Role of Antecedent Music in the Running Routines of Experienced Runners
JENNIFER L. COOK (University of South Florida), Raymond G. Miltenberger (University of South Florida), Anthony Concepcion (University of South Florida)
Abstract: Promoting running for exercise is beneficial because it is accessible, cost-effective, and runners have a 29 to 50% lower risk of cardiovascular mortality than nonrunners (Lee et al., 2014). In a survey, we found that 77% of active runners listen to music when they run. The current literature on music’s effects on running show mixed or inconclusive results. This may be due to the overreliance on self-report measures and group designs used in extant literature. To address these issues, we implemented a series of three-component multiple schedule experiments to determine if music (or other auditory stimulation) affects performance for individual runners. Despite all participants reporting a preference for listening to music when they run, music did not have an effect on the pace for several runners; however, pace improved for a few runners under conditions of listening to music (vs. no music) or listening to a self-selected boost song (vs. a self-selected playlist). These results indicated that music’s effects on running pace are likely idiosyncratic across individuals. Future studies should consider (a) using music in a consequent arrangement to affect pace, and (b) the behavioral mechanisms that may explain the prevalence of music’s use in practical settings.
 
An Analysis of the Effects of a Remote Intervention on Exercise in Adults
SARAH ANNE VITZTUM (University of Kansas), Thomas L. Zane (University of Kansas)
Abstract: Physical activity is important for overall health. Behavioral strategies such as goal setting, feedback, and reinforcement have been used to increase levels of physical activity to health benefitting levels. The present study extended the literature by evaluating the effects of a remote multicomponent intervention (individualized activity plans, goal setting, feedback) on exercise behavior in three adults using a multiple baseline design with an embedded changing criterion design across participants. The study used the technology of wearable exercise trackers and biweekly (twice per week) mentorship meetings where goals were set and feedback was given verbally and in graphic form to increase physical exercise to a health-benefiting level recommended by various health organizations. Across participants minutes of activity increased over baseline. The study showed that the participants increased their weekly time spent exercising according to the set goals. These results suggest the efficacy of the remote multicomponent intervention to increase time spent exercising weekly.
 
 
Symposium #236
CE Offered: BACB
Diversity submission Relational Frames of Prejudice and Intersectionality: Promoting Diversity and Advocacy
Sunday, May 29, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 156B
Area: CSS/VBC; Domain: Translational
Chair: Jessica M. Hinman (University of Illinois at Chicago )
CE Instructor: Jessica M Hinman, M.S.
Abstract:

Utilizing behavioral interventions to functionally influence socially relevant topics such as discrimination and bias is what behavior analysis was always intended to do. By integrating elements of Relational Frame Theory (RFT), Relational Density Theory (RDT), and Acceptance and Commitment Theory (ACT) the field can begin to predict and influence barriers that people endure based on immutable characteristics such as gender or race. The current series of presentations will address issues of prejudice and discrimination from a behavioral lens. Implicit biases and related clusters of gender and racial discrimination will be discussed, as well as a model to describe arbitrary features associated with the biases held in gender stereotyping. Next, we will discuss biases associated with sexual orientation through a RDT procedure, as well as the potential for using ACT to improve the experience of LGBTQIA+ college students with relevant resources and supports. Lastly, we discuss the binary and nonbinary genders and how we can defuse associated biases through an ACT intervention. Results provide implications that may better guide research, clinical practitioners, and policy to understand the detrimental behaviors people engage in, as well as inspire the field to produce change lead by intention, science, and advocacy.

Instruction Level: Intermediate
Keyword(s): LGBTQIA+, Prejudice, Racism, Sexism
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: (1) describe challenges experienced by disadvantaged communities; (2) describe the role of relational frames in the development of prejudice; (3) describe the role of third wave interventions in affecting meaningful change for disadvantaged groups
 
Diversity submission 

Modelling Bias and Prejudice with Relational Density Theory: Gender, Race, and ArbitrAliens

(Applied Research)
ELANA KEISSA SICKMAN (Missouri State University), Jordan Belisle (Missouri State University)
Abstract:

Utilizing Relational Frame Theory (RFT)?models?to?analyze implicit?bias?and discrimination against disadvantaged communities?has been a growing area of interest for the field of Applied Behavior Analysis.?Implicit bias has been successful modelled using procedures like the?Implicit Relational Assessment Procedure (IRAP)?and,?Implicit Association Test?(IAT). Relational Density Theory provides another approach that may successfully?model the interrelatedness of relations that produce bias and prejudice against people. First, we will discuss our research on gender stereotyping showing that relational frames organize into binary gendered clusters that can influence how people respond to others when variables other than gender are held constant. Second, we combined stimuli from multiple IRAP and IAT studies to reveal?complex interrelations that may participate in racial prejudice. Finally, in order to?develop a model of how these relations arrive, we implemented a relational training procedure to?create biased and prejudiced relations among arbitrary features of invented aliens (arbitrAliens) to?demonstrate how prejudice may emerge around relatively arbitrary characteristics of gender and race that can disadvantage members of these communities. Prejudice was measured in a recall?test?and through participant responses across repeated scenarios. Results correspond with our density analysis and mirror results from?the prior?studies.??

 
Diversity submission Supporting LGBTQIA+ College Students: Psychological Flexibility and Promoting Verbal Behavior of Support and Inclusion
(Applied Research)
BREANNA LEE (Missouri State University), Dana Paliliunas (Missouri State University), Chynna Brianne Frizell (Missouri State University), Elana Keissa Sickman (Missouri State University)
Abstract: LGBTQIA+ youth consistently report lower levels of psychological well-being, often as a result of external stressors (Smithies & Byrom, 2018). Acceptance and Commitment Therapy (ACT) has been used in reducing self-stigma pertaining to sexual orientation. Participants in this research reported decreases in depression, anxiety, and stress, as well as improvements in quality of life and perceived social support (Yadavaia & Hayes, 2012). The degree of available social support from members of local communities, such as students and faculty on a campus, as well as implicit biases of those individuals have the potential to influence the experience of LGBTQIA+ students, positively or negatively. First, the relationship between psychological flexibility, self-compassion, and perceived social support reported by LGBTQIA+ students was explored, and implications for ACT-based interventions for this population will be discussed. Second, a Relational Density Theory framework was utilized to explore biases related to sexual orientation among college student participants and a relational task designed to defuse relations will be evaluated to examine the effectiveness of targeted interventions to reduce implicit biases regarding sexual orientation. Avenues for behavior analytic approaches to both supporting psychological well-being among LGBTQIA+ college students and reducing bias and increasing social support on campuses will be discussed.
 
Diversity submission Measuring Gender-Related Biases and Exploring Methods to Diminish Bias by Targeting Relations for Defusion
(Applied Research)
CHYNNA BRIANNE FRIZELL (Missouri State University), Breanna Lee (Missouri State University), Dana Paliliunas (Missouri State University)
Abstract: Biases related to gender are an important area of empirical attention in the United States due to social challenges related to prejudice, stereotyping, and discrimination. The purpose of this study is to evaluate potential bias related to binary and nonbinary gender using a measure of relational responding rooted in Relational Density Theory (RDT) (Belisle & Dixon, 2020). Mass and volume of networks in terms of gendered stereotypical relations are assessed to further examine binary gendered stereotypes and to examine relations regarding nonbinary genders in the context of traditionally masculine and feminine labels. Implicit biases regarding male and female genders have been examined, however less research on nonbinary gender biases and stereotypes is available. Using this approach, gender stereotypes are expected to tightly cluster, but the relations may become less dense using an Acceptance and Commitment Therapy (ACT) technique to weaken stereotypical relations that create bias. A defusion procedure was utilized to elaborate relational networks, using an approach adapted from previous research (Belisle, Palilunas, Dixon, & Speelman, 2018). An empirical investigation measuring the effects of a defusion procedure on gendered stereotypical relational responding will be reviewed and discussed in terms of avenues for intervention to diminish unhelpful bias and stereotypical responding.
 
 
Panel #237
CE Offered: BACB
Taking the Science of Behavior to School
Sunday, May 29, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 205B
Area: EDC; Domain: Translational
CE Instructor: Tracy Eileen Sinclair, Ph.D.
Chair: Heather Eisel (University of Oklahoma )
TRACY EILEEN SINCLAIR (The University of Connecticut)
R. NICOLLE NICOLLE CARR (University of Oklahoma)
SARAH HEINIGER (University of Oklahoma)
Abstract: Applying the science of behavior to school settings is increasingly necessary to meet the diverse needs of students in classrooms both with and without disabilities. Board Certified Behavior Analysts (BCBAs) are invaluable team members across domains within educational systems: (a) district-level consultations, (b) school-level supports, (c) classroom-level interventions, (d) teacher-level trainings, and (e) student-level assessments. While serving as support in autism classrooms is fairly common, helping train teaching assistants to serve in register behavior technician-like roles, writing/implementing functional behavior assessments for students with mental health diagnoses in upper grades, and overseeing school-wide data collection systems have become more commonplace. Furthermore, as more educators, particularly those in the field of special education, seek applied behavior analysis training and coursework, BCBAs are providing supervision, guidance, and mentorship in formal relationships. These various levels of interaction and support may result in ambiguous and strained relationships with teachers, support staff, and entire district administrations if conducted without appropriate experience and clear intentions guided by shared values and ethical principles rooted in the ethical code. This panel will focus on the ethics of school-based applications of the science of behavior via consultation with school personnel, supervision within school settings, and accurate dissemination of behavior analysis.
Instruction Level: Intermediate
Target Audience: Necessary skills and competencies include: (a) supervision training; (b) knowledge of the BACB ethical code specific to consultation services, dual relationships, supervision; (c) school-based services and consultation. This panel will provide practical tips and strategies to improve practices and consultation done within school-based settings.
Learning Objectives: At the conclusion of this panel presentation, participants will be able to: (1) identify the importance of delineating clear supervisory boundaries, relationships, and guidance for school-based supervisory practices; (2) understand the ethical codes related to providing school-based supervision and consultation; and (3) gain strategies to accurately disseminate behavior analysis within education settings.
Keyword(s): consultation, ethics, school-based, supervision
 
 
Invited Paper Session #238A
CE Offered: BACB — 
Supervision
Diversity submission Award for Distinguished Contributions to DEI: Equitable Supervision Practices
Sunday, May 29, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 102B
Area: DEI; Domain: Applied Research
Chair: Ramona Houmanfar (University of Nevada, Reno)
CE Instructor: Ramona Houmanfar, Ph.D.
Presenting Author: DANYELLE BEAL (Loving Hands Family Support Services)
Abstract:

Representing the Black Applied Behavior Analysts (BABA)--recipient of the 2022 Award for Distinguished Contributions to DEI--Danyelle Beal will present on equitable supervision practices.

The Behavior Analyst Certification Board (BACB) demographic data reports that approximately 40% of the certificants are Black, Indigenous, or People of Color (BIPOC) individuals. The BACB has added items to support equitable supervision practices which will come into effect in 2025 under the 6th edition task list. One of the new task list items specifies that supervisors are required to identify and implement methods that promote equity in supervision practices. BIPOC individuals are especially at risk of being affected by inequitable supervision practices given much of the behavior analytic leadership is White and may not have previously had training on appropriate strategies that will reduce these inequities for BIPOC supervisees. The mission of BABA is to create a safe community to support, encourage and uplift Black professionals in the field of Applied Behavior Analysis. Since BABA's inception, our focus has been to shed light on the inequities that have marginalized our community for far too long while creating opportunities for growth, advancement and leadership for clinicians of color. It is vital that the responsibility of cultural responsiveness is shared by the field of ABA in its entirety. Thus, the purpose of this presentation will be to discuss how current supervisor practices could contribute to inequities, identify common barriers in supervisor practices, and provide some examples of solutions which could promote equitable supervision practices.

Instruction Level: Intermediate
Target Audience:

Clinicians and supervisors who work directly with clinicians of color

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) reflect on current supervision practices; (2) identify common barriers in supervisory practices for BIPOC supervisees; (3) provide examples of how they can establish equitable supervision opportunities with BIPOC supervisees.
 
DANYELLE BEAL (Loving Hands Family Support Services)
The mission of BABA is to create a safe community to support, encourage and uplift Black professionals in the field of Applied Behavior Analysis
 
 
Symposium #240
CE Offered: BACB
Predicting and Quantifying the Effects of Behavioral Assessment and Treatment Methods
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 2; Room 258A
Area: AUT/DDA; Domain: Applied Research
Chair: Alec M Bernstein (Emory University School of Medicine; Marcus Autism Center)
Discussant: John Falligant (Kennedy Krieger Institute; Johns Hopkins University School of Medicine)
CE Instructor: Alec M Bernstein, Ph.D.
Abstract: Behavioral interventions often are individualized to the presenting issue. Such interventions, however, can be cost- and resource-intensive. The ability to predict treatment outcomes based on the presenting issue and pattern of responding could abbreviate intervention timelines. Identifying socially valid treatments that promote the durability of outcomes also can ensure services are efficient but effective. This symposium is the conglomeration of four thematically related presentations. In the first presentation, Dr. Bernstein describes the predictive validity and utility of the structured descriptive assessment through post-hoc analyses from an earlier randomized controlled trial on the assessment and treatment of challenging behavior. In the second presentation, Ms. Weber describes the use of precision medicine and behavioral markers for predicting outcomes of behavioral treatment for socially maintained destructive behavior. In the third presentation, Dr. MacNaul describes the utility of functional communication training without extinction followed by contingency-based progressive delays to increase a functional communication response and tolerance of reinforcer delays, respectively. In the fourth presentation, Ms. Fleck describes the manipulation to parameters of reinforcement within a concurrent-schedules arrangement to decrease challenging behavior during functional communication training without extinction. Dr. John Michael Falligant will conclude the symposium with a discussion on the importance and future direction of this research.
Instruction Level: Intermediate
Keyword(s): Descriptive Assessment, FCT, Nonextinction-Based Treatment, Predictive Validity
Target Audience: (1) Understand the principles of behavior and their application in identifying function and function-based interventions; (2) Understand the strengths and limitations to different functional behavioral assessment formats.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) consider the potential utility of structured descriptive assessments to inform treatment for young children with autism and behavioral markers for predicting the success of functional communication training for socially maintained severe destructive behavior; (2) better understand nonextinction-based treatments and variations of these; (3) identify methods to mitigate the re-emergence of challenging behavior.
 
The Predictive Validity and Utility of the Structured Descriptive Assessment
ALEC M BERNSTEIN (Emory University School of Medicine; Marcus Autism Center), Nathan Call (Marcus Autism Center), Matthew O'Brien (The University of Iowa), Loukia Tsami (Center for Autism and Developmental Disabilities, University of Houston – Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Kelly M. Schieltz (University of Iowa), Colin S. Muething (Marcus Autism Center), David P Wacker (The University of Iowa)
Abstract: Researchers often identify the validity of indirect and descriptive assessments by comparing their outcomes to those of a functional analysis (FA). Although reasonable considering the FA is the only experimental method to identify causal relations between behavior and environment, comparing treatment outcomes when treatment is informed by different functional behavioral assessment formats might suggest outcomes of greater social significance. After conducting a randomized controlled trial and finding that treatments informed by either a structured descriptive assessment (SDA) or an FA both resulted in at least an 88% reduction of challenging behavior from that during baseline, we further evaluated the validity of the SDA. We report on the concurrent validity of the SDA in addition to its positive and negative predictive values, sensitivity, and specificity. We discuss these outcomes relative to the utility of the SDA for young children commonly referred to early-intervention programs (e.g., those with autism, mild challenging behavior).
 
Further Extension of Precision Medicine in the Treatment of Challenging Behavior
JESSIE KAYE WEBER (University of Nebraska Medicine), Tara A. Fahmie (University of Nebraska Medical Center), Seth Walker (Munroe-Meyer Institute), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute), Thomas Freetly (University of Nebraska Medicine)
Abstract: Precision medicine has been used to identify the casual pathway of disease and identify biomarkers to predict response to treatment. Behavior analysis has begun to follow suite and identify behavioral markers that may predict response to behavior treatment (Falligant & Hagopian, 2020). Past extensions of precision medicine to have led to the identification of subtypes of automatically maintained self-injury based on the level of differentiation (LOD) in a functional analysis (FA; Hagopian et al., 2017; Hagopian et al., 2015). These findings informed research evaluating the predictive validity of various behavioral markers (Hagopian et al., 2018). The current study aimed to expand the literature related to the identification of behavioral markers for socially maintained challenging behavior by evaluating the proportion of destructive behavior when the establishing operation was present (EOP) over the total amount of destructive behavior when the EO was absent (EOA) and EOP during FA test conditions. The current data set is comprised of individuals whose FA indicated a single function and data was available on EOA and EOP destructive behavior. Current data showed moderate to high levels of proportion of EOP responding and moderate to high levels of reduction in challenging behavior during functional communication training (FCT). This is an ongoing analysis.
 

Reducing Challenging Behavior Without Extinction and Promoting Delay Tolerance Through Contingency-Based Progressive Delays

HANNAH LYNN MACNAUL (University of Texas at San Antonio), Anh Nguyen (University of Texas at San Antonio), Madison Carr (University of Texas at San Antonio)
Abstract:

Although extinction is a common component of functional communication training (FCT) procedures (Gerow et al., 2018), withholding reinforcement is not always possible or ethical with certain individuals or in particular contexts (MacNaul & Neely, 2018). Additionally, for individuals that engage in challenging behavior, delays to reinforcement are inevitable, even contingent on appropriate communication. The current study employed FCT without extinction through quality and magnitude parameter manipulations to decrease challenging behavior and teach a functional communication response (FCR) for two participants with autism. Then, contingency-based progressive delays (CBPD; Ghaemmaghami et al., 2016) were introduced to teach participants to tolerate increasing delays to reinforcement. A non-concurrent multiple baseline design was used to evaluate FCT without extinction and CPBDs, resulting in decreased challenging behavior and increased FCRs across both participants. Levels of both target responses maintained under increasing delay-to-reinforcement intervals, further supporting the utility of CBPDs to maintain appropriate behavior in the event of unpredictable or unavoidable delays to reinforcement.

 
Concurrent Schedules of Differential Reinforcement of Alternative Behavior in the Treatment of Escape-Maintained Problem Behavior without Extinction
CHELSEA R. FLECK (New England Center for Children; Western New England University), Jason C. Bourret (New England Center for Children), Emma Jehle (Western New England University & New England Center for Children)
Abstract: Recent research on treatment of problem behavior has focused on interventions that do not require extinction. Positive reinforcement for compliance delivered on an FR 1 schedule has been shown to be an effective intervention for reducing escape-maintained problem behavior without extinction. Several studies have shown that problem behavior may re-emerge when the schedule of reinforcement for compliance is thinned. In the present study, we established and reinforced multiple alternative responses during treatment to decrease the likelihood of problem behavior during a treatment challenge with four participants with autism. First, we conducted a functional analysis to identify the maintaining variable for problem behavior (e.g., vocal protesting, self-injury, or aggression). Then, we reinforced two alternative responses with both the maintaining reinforcer and an arbitrary reinforcer while problem behavior continued to produce only the maintaining reinforcer. Finally, we withdrew reinforcement for one of the alternative responses to determine whether concurrently reinforcing an additional alternative response would avoid the re-emergence of problem behavior without extinction. The addition of a concurrently available alternative response was effective at avoiding the reemergence of problem behavior during a treatment challenge. Interobserver agreement was obtained for at least 33% of sessions and ranged from 81%-100% for all responses.
 
 
Symposium #241
CE Offered: PSY/BACB/QABA/NASP
Diversity submission Multiple-Exemplar Training on Verbal Operant Experimental Analyses of Culturally/Linguistically Diverse Speakers With Autism
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 2; Room 258C
Area: AUT/VBC; Domain: Service Delivery
Chair: Lee L Mason (Cook Children's Health Care System)
Discussant: Alonzo Alfredo Andrews (The University of Texas at San Antonio)
CE Instructor: Alonzo Alfredo Andrews, Ph.D.
Abstract:

Speakers from culturally and linguistically diverse backgrounds have been disproportionately identified with communication deficits, a defining feature of Autism Spectrum Disorder. Traditional approaches to language assessment focus on the topography of a response, without regard for the context in which it was emitted. In contrast, the functional analysis of verbal behavior offers a rigorous and innovative approach to language assessment that subsumes the cultural and linguistic diversity of the speaker. Through multiple-exemplar training, we demonstrate verbal operant experimental (VOX) analyses across different children with autism from a variety of culturally and linguistically diverse backgrounds. VOX analyses are used to identify specific functional language deficits, and differences in the strength of verbal operants are examined through non-parametric analyses. Moreover, the results can be used to develop an individualized treatment plan, using a most-to-least prompt hierarchy to shape a response topography specific to each unique verbal community. In this way, functional analyses of language are shown to be a verbal-community-centered approach to observing and measuring the verbal behavior of speakers from diverse backgrounds.

Instruction Level: Intermediate
Keyword(s): cultural diversity, functional analysis, linguistic diversity, verbal behavior
Target Audience:

Practitioners (BCBAs, LSSPs, Educational Diagnosticians, etc) who work directly with children with autism from culturally and linguistically diverse backgrounds. Audience should be familiar with the concept of functional analysis and the verbal operants.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list the conditions of a verbal operant experimental analysis (2) describe the procedures for developing an individualized treatment plan based on the results of a VOX (3) explain how a VOX analysis is applicable to speakers from culturally and linguistically diverse backgrounds
 
Diversity submission 

Analyzing the Functional Language of a Child With Autism Who Speaks English

JANET SANCHEZ ENRIQUEZ (The University of North Carolina at Charlotte)
Abstract:

Functional analyses of language have been useful for measuring the strength of a speaker’s verbal repertoire, identifying verbal behavior deficits, and monitoring language development. An extension of the functional analysis methodology used to identify the variables that maintain challenging behavior, a verbal operant experimental (VOX) analysis is used to identify the variables that maintain a speaker’s verbal behavior. This presentation introduces the VOX analysis along with the procedures used to sample the speaker’s verbal repertoire. Using an English-speaking, three-year-old boy with autism as a case study, we demonstrate a pretreatment VOX analysis, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of early intensive behavioral intervention. Whereas the pretreatment VOX results demonstrated examples of stimulus overselectivity, follow-up results show the development of more proportionate levels of stimulus control. Implications of VOX analyses for English-speakers with autism are discussed, and areas of future research are highlighted.

 
Diversity submission 

Analyzing the Functional Language of a Child With Autism Who Speaks Spanish

MARIANA DE LOS SANTOS (Bloom Childrens Center)
Abstract:

While all members of a verbal community speak a common language, not all speakers of a common language are members of the same verbal community. In addition to sharing a common language, members of a verbal community also share common reinforcing practices. Mere translation of an assessment into another language fails to address these critical issues of cultural and linguistic diversity. Consequently, topography-based language assessments provide an insufficient analysis of a speaker’s verbal behavior. Here we extend the research on functional analyses of verbal behavior to include speakers of a language other than English. Using a Spanish-speaking, five-year-old girl with autism as a case study, we demonstrate the use of a pretreatment VOX analysis conducted in the speaker’s native language, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of referent-based verbal behavior instruction. Whereas the pretreatment VOX results demonstrated examples of stimulus overselectivity, follow-up results show the development of more proportionate levels of stimulus control. Implications of VOX analyses for Spanish-speakers with autism are discussed, and areas of future research are highlighted.

 
Diversity submission 

Analyzing the Functional Language of a Child with Autism Who Speaks Multiple Languages

SREEJA ATHERKODE (University of North Texas)
Abstract:

For speakers who belong to multiple verbal communities, functional analyses of verbal behavior allow for dynamic control of response topography. The simple practice of allowing the speaker the freedom to select the language of instruction minimizes cultural bias and hegemony. Here we extend the research on functional analyses of verbal behavior to include speakers of multiple languages. Using a multilingual, seven-year-old boy with autism as a case study, we demonstrate the use of a pretreatment VOX analysis, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of behavior-analytic intervention. Notably, the follow-up VOX analysis was conducted in three different languages, and we compare the results of each. The results show a clear hierarchy of strength across English, Telugu, and Tamil, with overarching patterns across the three assessments. Implications of VOX analyses for multilingual-speakers with autism are discussed, and areas of future research are highlighted.

 
Diversity submission 

Analyzing the Functional Language of a Child With Autism Who Speaks With a Speech-Generating Device

MARIA JOSE OTERO (University of North Texas)
Abstract:

Within the context of cultural and linguistic diversity, speakers who use augmentative and alternative communication are often overlooked. The selection of augmentative/alternative communication (AAC) for non-vocal speakers with autism spectrum disorder has been described as more of an art than a science for the population of children with autism who do not develop functional speech. While the decision to use one AAC modality over another is largely subjective, what limited research exists primarily focuses on mand training. Here we extend the research on functional analyses of verbal behavior to include speakers who communicate with speech-generating devices. Using a non-vocal, five-year-old girl with autism as a case study, we demonstrate the use of a pretreatment VOX analysis conducted in which the speaker uses AAC, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of early intensive behavioral intervention. Whereas the pretreatment VOX results demonstrated a functional mand repertoire, follow-up results show the development of more proportionate levels of stimulus control. Implications of VOX analyses for speakers with autism who use AAC are discussed, and areas of future research are highlighted.

 
 
Symposium #242
CE Offered: PSY/BACB
The Use of Naturalistic Developmental Behavioral Interventionsin Community Settings
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 2; Room 257B
Area: AUT/DDA; Domain: Applied Research
Chair: Diondra Straiton (Michigan State University)
Discussant: Aubyn C. Stahmer (UC Davis Health)
CE Instructor: Allison Jobin, Ph.D.
Abstract:

Naturalistic Developmental Behavioral Interventions (NDBIs) utilize natural contingencies and behavioral strategies (Schreibman et al., 2015) and are effective at increasing skills in autistic children. A recent meta-analysis of early interventions for autistic children found that NDBIs outperform other behavioral interventions (Sandbank et al., 2020). Yet most ABA providers report limited training in NDBIs. This symposium describes applied research from 13 institutions on the use of NDBIs in community settings. The first presentation reports improvements in adaptive behavior, social skills, and autism symptoms for autistic children receiving NDBIs within an inclusive preschool setting. The second and third presentations present data on practitioner perspectives on NDBIs, with presentation 2 demonstrating how ABA provider perceptions of NDBIs change over time and with consultation, and presentation 3 illustrating preschool teachers’ experience with and perceptions of NDBIs. Finally, the fourth presentation demonstrates the parent coaching practices of NDBI-trained early intervention (EI) providers, noting barriers and facilitators to parent coaching in the EI system. Dr. Amy Matthews (discussant) will draw on her expertise in the implementation of NDBIs in community settings and will provide recommendations for provider training and scale-up implementation efforts, particularly in publicly funded service systems.

Instruction Level: Basic
Keyword(s): behavioral interventions, community settings
Target Audience:

Behavior analysts and other practitioners interested in learning more about the implementation of Naturalistic Developmental Behavioral Interventions (NDBIs) in community settings

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) describe the theoretical basis of Naturalistic Developmental Behavioral Interventions (NDBIs) and the behavior analytic principles of NDBIs, 2) describe the effects of NDBIs on child outcomes in community settings across 3 domains: adaptive behavior, social skills, and autism symptoms; 3) identify ABA provider perceptions of NDBIs and how these perceptions change over time and with expert consultation; and 4) describe at least 3 barriers and 3 facilitators to providing parent coaching practices within NDBIs delivered in the early intervention system.
 

Delivery of Naturalistic Developmental Behavioral Interventions in a Community-Based Preschool Inclusion Program for Children With Autism Spectrum Disorder

ALLISON JOBIN (California State University San Marcos), Nora M Camacho (Rady Children's Hospital), Aubyn C. Stahmer (UC Davis Health), Gina May (University of Nebraska-Lincoln), Kristin Gist (Rady Children’s Hospital San Diego), Lauren I. Brookman-Frazee (UC San Diego)
Abstract:

The importance of inclusive environments for children with autism spectrum disorder (ASD) is well established, and positive outcomes have been reported for some preschool inclusion programs (e.g., Strain & Bovey, 2011). However, these studies report extensive training from researchers, and limited data are available on the effectiveness of community-based and self-sustaining preschool inclusion programs. Moreover, few studies have reported outcomes from the community-based delivery of naturalistic developmental behavioral interventions (NDBI) in group-based community care. This quasi-experimental study reports outcomes for 26 children, 3-5 years of age at entry and diagnosed with ASD, who were enrolled in a community-based inclusion preschool program delivering NDBI for at least 6 months. Paired sample t-test indicated statistically significant improvements from entry to exit on standardized measures of adaptive behavior (Figure 1), social skills (Figure 2), and autism symptoms (Figure 3). The majority of children were testing in the adequate or higher range across measures after an average of 18 months of intervention (SD=6.5 months). Implications for the effectiveness of inclusive settings for preschool-aged children, considerations in the delivery of NDBI in group inclusive settings, and future directions will be discussed.

 

The Effect of Time and Consultation on Applied Behavior Analysis Provider Perceptions of Project ImPACT

DIONDRA STRAITON (Michigan State University), Brooke Ingersoll (Michigan State University)
Abstract:

Background: Little is known about how ABA provider perceptions of Naturalistic Developmental Behavioral Interventions (NDBIs) change over time. Consultation may also affect provider perceptions of these interventions. We investigated the effect of time and consultation on perceptions of Project ImPACT, an empirically supported NDBI. Methods: We fit 9 two-level multilevel models. We report preliminary analyses from 9 providers across 4 agencies in the Medicaid system (single case design). Providers delivered Project ImPACT during baseline (randomized to 3-6 weeks) and during the 12 weeks of consultation. Providers completed the Perceived Characteristics of Intervention Scale (PCIS) weekly. Results: Perceptions of Project ImPACT were moderately high (see Figure 1). See Table 1 for model parameters. There was an effect of time on trialability and task issues; regardless of whether providers were receiving consultation, each week, providers rated Project ImPACT as easier to try out and more helpful at improving the quality of their work. The effect of time on trialability varied depending on condition. The average rating of trialability was lower during baseline than during consultation and trialability ratings increased each week during baseline, but not during consultation. Though marginal, there was an effect of time on observability; each week, providers rated client improvements from ImPACT to be more observable. There was no effect of consultation. Conclusions: Increased use of NDBIs over time results in more favorable perceptions. Consultation does not appear to change providers’ perceptions. Implications for provider training will be discussed.

 
Preschool Teacher’s Perceptions of Naturalistic Developmental Behavioral Interventions
SOPHIA R D'AGOSTINO (Utah State University)
Abstract: Naturalistic developmental behavioral interventions (NDBIs) are empirically validated interventions that are well matched for the preschool classroom context as they are designed for use in natural settings and integrate both behavioral and developmental intervention approaches. This study explored the perspectives of preschool teachers regarding common NDBI components. One hundred fifty-two preschool teachers across one Midwest state who taught at least one child with an identified disability in their classroom completed an electronic questionnaire. The questionnaire consisted of open and closed ended questions on preschool teachers’ NDBI training experience, knowledge, reported use, and perceptions of social validity. Overall, most preschool teachers received preservice and inservice training experiences in child development and early childhood teacher practices but did not receive preservice or inservice training in strategies based on applied behavior analysis. Preschool teachers agreed that NDBI components are acceptable for use within their classroom context and align with current classroom practices. Open-ended comments revealed benefits and barriers to NDBI implementation as well as specific training needs. Implications for practice and future research needs will be discussed.
 
Parent Coaching in Early Intervention for Autistic Children: What Providers Say versus What Providers Do
JORDAN ALBRIGHT (Virginia Tech; University of Pennsylvania, Center for Mental Health, Perelman School of Medicine), Liza Tomczuk (University of Pennsylvania, Center for Mental Health, Perelman School of Medicine), Aubyn C. Stahmer (University of California – Davis, Department of Psychiatry and Behavioral Sciences; University of California – Davis, MIND Institute, Sacramento), Rinad Beidas (University of Pennsylvania, Center for Mental Health, Perelman School of Medicine), David Mandell (University of Pennsylvania, Center for Mental Health, Perelman School of Medicine), Rebecca Stewart (University of Pennsylvania, Center for Mental Health, Perelman School of Medicine), Melanie Pellecchia (University of Pennsylvania, Center for Mental Health, Perelman School of Medicine)
Abstract: Background: Parent coaching in early intervention (EI) can lead to improvements in parent and child outcomes for young autistic children. Little is known about how parent coaching is implemented in publicly funded EI systems. Using a mixed-methods approach, this study aims to 1) identify barriers/facilitators to the implementation of parent coaching in EI and 2) evaluate EI provider fidelity of parent coaching. Methods: Semi-structured interviews were conducted with 36 EI providers and agency leaders to learn about barriers/facilitators to using parent coaching. Transcripts were analyzed iteratively using an integrated approach. Twenty-five EI sessions were coded for parent coaching fidelity using direct observation. Results: Several barriers and facilitators to parent coaching during EI sessions were identified (Figure 1). While EI providers reported using a variety of evidence-based parent coaching techniques, findings from provider observations indicate use of parent coaching strategies is low overall, with significant variability across providers (Figure 2). A strong correlation was observed between fidelity of collaboration and in-vivo feedback (r = .68, p = .000), providers who used collaborative coaching strategies were more likely to provide in-vivo feedback (Table 1). Conclusions: Targeted implementation supports are needed to improve the implementation of parent coaching for autistic children in publicly funded EI.
 
 
Special Event #243
CE Offered: BACB
Diversity submission Women in Behavior Science: Observations of Life Inside and Outside of the Academy: Surviving & Thriving
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 1; Room 156A
Area: CSS; Domain: Theory
Chair: Denise Ross (University of Wisconsin Milwaukee)
CE Instructor: Denise Ross, Ph.D.
Panelists: DENISE ROSS (University of Wisconsin Milwaukee), ROCIO ROSALES (University of Massachusetts Lowell), ZUILMA GABRIELA SIGURDARDOTTIR (University of Iceland), TRACI CIHON (University of North Texas)
Abstract:

Women behavior scientists advance relevant and valuable perspectives on behavior analysis as a science and practice, perspectives that facilitate high quality training, mentoring, and civic engagement. Many scientists balance their pursuits of academic success with their roles and responsibilities as mothers and family members. However, cultural-level contingencies have not always recognized the contributions of women academicians, particularly when compared to their male colleagues. Yet the discipline has historically benefited from the contributions of many female scholars over the course of the decades. The purpose of this panel is to showcase the perspectives of prominent female behavior scientists who have held successful careers in academia and are contributors to the forthcoming ABAI book: Women in Behavior Science: Observations of Life Inside and Outside of the Academy. This panel is the second of three, focused on the mid-phase of one’s academic career and addressing topics such as promotions, transitions, and working as a female scientist in the global network.

Instruction Level: Intermediate
Target Audience:

Behavior scientists (and particularly) women working in or working toward positions in academic settings.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe some of the challenges and successes experienced by the panelists, (2) describe at least one way in which these experiences have affected the panelists’ professional and personal development, and (3) identify one way in which the panelists have contributed to reframing cultural-level recognition regarding the contributions of female behavior scientists to behavior science and/or academia.
DENISE ROSS (University of Wisconsin Milwaukee)
ROCIO ROSALES (University of Massachusetts Lowell)
ZUILMA GABRIELA SIGURDARDOTTIR (University of Iceland)
TRACI CIHON (University of North Texas)
 
 
Invited Symposium #244
CE Offered: PSY/BACB
Practitioner Experiences With Telehealth Across the World
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 2; Room 256
Area: DDA; Domain: Translational
Chair: Yaniz C. Padilla Dalmau (Flamboyan Behavioral Services)
Discussant: Kelly M. Schieltz (University of Iowa)
CE Instructor: Kelly M. Schieltz, Ph.D.
Abstract:

Due to the COVID-19 pandemic, many behavior analysts who serve individuals with developmental disabilities had to transform their practice swiftly using telehealth in order to continue supporting their clients. In this international symposium, we invited practitioners from across the world who adapted their services to telehealth to share their experiences. Smita Awasthi will present a study that reports how Behavior Momentum India shifted their in-clinic services across their 10 clinics in India to in-home telehealth during the pandemic using smartphones. Guido D’Angelo will present a study conducted in Italy through their agency, Dalla Luna, in which telehealth supervision was provided to two therapists in conducting functional analysis and functional communication training. Kristín Guðmundsdóttir, from University of Akureyri, will present a study in which the authors developed and implemented a telehealth parent training protocol with 5 families in rural Iceland before the pandemic despite challenges such as low-speed internet access. Iris Heidsha Pons from Starbright Academy in Puerto Rico will share her experiences shifting to telehealth during the pandemic for a school and clinic that serves over 200 individuals. Presenters will share cultural variables they considered, barriers they faced, and will present recommendations for other professionals implementing behavior analysis through telehealth.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how smartphones can be used to teach skills typically taught in IBI programs for children with ASD; (2) describe the three models of tele-health service delivery; (3) discuss scaling up behavior analytic services beyond the horizon; (4) describe ethical challenges in transitioning services to telehealth; (5) idenitfy adaptation to therapists’s supervision via telehealth; (6) describe how to implement functional assessment and FCT via telehealth; (7)state critical components of an evidence-based telehealth behavioral caregiver training with families of young children with autism, using a low-speed internet connection; (8) state and discriminate between possible procedural, technological, ethical and cultural challenges during behavioral caregiver training; (9) state critical training components for higher and continuing education in behavioral caregiver consultation via telehealth in low-speed internet connection; (10) describe how telemedicine was used to work with children with ASD in Puerto Rico to deliver education-based ABA during the pandemic.
 

Using the Ubiquitous Smartphone to Deliver Behavior Analytic Telehealth Services: An Indian Organizations Response During the Pandemic

(Service Delivery)
SMITA AWASTHI (Behavior Momentum India), Sridhar Aravamudhan (Behavior Momentum India), Anupama Jagdish (Behavior Momentum India (BMI)), Bhavana Joshi (Behavior Momentum India (BMI)), Papiya Mukherjee (Behavior Momentum India (BMI)), Rajeshwari Kalkivaya (Behavior Momentum India (BMI)), Razia Shahzad Ali (Behavior Momentum India (BMI)), Sonika Srivastava (Behavior Momentum India (BMI)), Sreemon Edasserykkudy (Behavior Momentum India (BMI))
Abstract:

Telehealth services have been applied in the treatment of a variety of problems across geographies (Tsami et al., 2019). The COVID-19 pandemic provided such an opportunity to scale up the impact of behavior analysis for children with autism when in-clinic services stopped abruptly worldwide. This qualitative and quantitative case study details how Behavior Momentum India (BMI), an organisation with 10 clinics across India transitioned services from in clinic to telehealth using the ubiquitous smartphone. A cohort of 92 students diagnosed with autism participated in this study under a team of 51 therapists, 9 behavior supervisors, and a doctoral-level Board Certified Behavior Analyst. Smartphones were used by 78% students and 82% therapists for direct 1:1 and parent-mediated sessions with 82 students. With 10 students, behavior supervisors provided parent training to continue interventions during lockdown. The critical transition decisions, logistics, and ethical challenges were identified using qualitative methods. All students continued to acquire targeted skills, while 52% of the students acquired more skills in telehealth compared to in clinic as per curriculum modification. A social validity survey provided high ratings on our organization’s initiative, and 72% parents reported that their familiarity and confidence with the science of applied behavior analysis had increased.

Dr. Smita Awasthi is a psychologist, behavioral scientist, and a BCBA-D. She completed her Master’s in Psychology in 1986, and earned her Ph.D. from Queen’s University Belfast, Ireland, in 2017. Dr. Awasthi started her career on a UNICEF project in community-based rehabilitation of people with special needs and has devoted 36 years of her professional career working across the lifespan with individuals and families affected by autism and other developmental disabilities. Dr. Awasthi founded Behavior Momentum India in 2010 and pioneered 1:1 behavior analytic services in India. She currently serves as its Executive Director and CEO. Today BMI is the largest autism intervention center outside the United States. With eight intervention centers and a team of behavior analysts and 200+ para-professionals, the agency provides intensive behavior analytic treatment to 350 pediatric and adolescent populations with autism spectrum disorder from India and abroad.
 
Supervision of Therapists and Families via Telehealth: An Italian Experience
(Service Delivery)
GUIDO D'ANGELO (DALLA LUNA - BARI)
Abstract: The dramatic effect of COVID-19 at the beginning of 2020 in Italy has forced the educational agencies to rapidly reorganize the provision of educational services, moving from an in vivo to a telehealth modality. Although in the international context there is wide evidence of the effectiveness of this approach, only a recent handful of studies have begun to research its application in the Italian context. This study investigates the effectiveness of telehealth therapists’ supervision in the context of two functional communication training (FCT) interventions for two children with autism spectrum disorder. Telehealth supervision was provided first to the therapists and then to the families of the children. The FCT was conducted following the functional analysis implemented by therapists, who had never received specific training on this procedure before. Subsequently, the family implemented an intervention through telehealth for the generalization of the previously taught skills within the home context. In this presentation we present the findings of both our initial and subsequent analyses, and eventually discuss their implications.
Guido D'Angelo is an internationally certified behavior analyst since 2016. He has been working for over 17 years with children and teens with autism and their families. He has been invited as a speaker at 17 national and international conferences on the topics of autism and psychology. He has published 13 books and scientific articles in the psychological field, on autism and other developmental disorders.
 

Rural Behavioral Consultation in Iceland Pre-COVID-19 Pandemic: Effects of Caregiver Training Via Telehealth on Child and Family Progress and Considerations for Training and Professional Practice

(Service Delivery)
KRISTÍN GUDMUNDSDOTTIR (University of Akureyri)
Abstract:

This paper presents the development and experimental evaluation of telehealth methods in behavioral caregiver training in rural Iceland pre COVID-19 pandemic. Lessons learned from the study will be described and considerations for professional training and practice in behavioral telehealth for families of children with autism will be discussed. The study was conducted with Icelandic families of preschool-aged children with autism that did not have access to evidence-based services. The experimental design was a multiple baseline across parent and child skills, replicated across 5 families. Both quantitative and qualitative data were collected for experimental and social validity purposes. Caregivers were taught to apply the TeachingDANCE (Ala‘i-Rosales, Cermak og Guðmundsdóttir, 2013) during play interaction with their children in order to teach their children social communication skills and enhance the quality of the relationship between the parent and child. The majority of the training was conducted through telecommunication methods. The results showed measurable progress for parents and children across all skill areas. Furthermore, the caregivers valued the increased access to evidence-based intervention and expertise, despite various challenges during the intervention. The results indicated that training via telecommunication is a viable approach for rural families with low-speed internet connection. Critical training components for higher and continuing education will be highlighted and recommendations for professional training and practice will be discussed in the context of the research as well as the lessons learned. These recommendations include considerations regarding technical skills, effective training procedures, ethical and cultural considerations, and challenges when conducting data-based behavioral consultation via telecommunication.

Kristín Guðmundsdóttir is an Assistant Professor in Psychology at the University of Akureyri, Iceland. Kristín holds a Doctoral degree in psychology from the University of Iceland and a Master of Science degree in behavior analysis from the University of North Texas. She is also a Board Certified Behavior Analyst (BCBA) since 2003. Kristín has served as the President of Icelandic ABA and has been an active participant in the shaping of behavior analysis in Iceland. Kristín has worked as a therapist and case manager in early behavior intervention for young children with autism and other developmental disabilities in Iceland and the US. She also has extensive experience teaching and consulting with children and caregivers in the Icelandic school system, specifically in rural parts of Iceland. Kristín’s current research focus includes behavior intervention for families of young children with autism and other developmental disabilities via telehealth. Specific emphasis is on caregiver training for rural families that have limited access to evidence-based services.

 

Telemedicine in Puerto Rico: A New Challenge During the Pandemic to Deliver Clinical and Educational Applied Behavior Analysis to Individuals With Autism Spectrum Disorders

(Service Delivery)
IRIS HEIDSHA PONS (Starbright Academy)
Abstract:

The COVID-19 pandemic has had an impact on the education, family, and social aspects of people with autism spectrum disorders (ASD) in Puerto Rico. Starbright Academy serves 116 individuals from the ages of 2-21 years in our school program and 101 individuals with ASD and other related disorders in our clinical program (MO Therapy). The pandemic challenged us to transfer our educational and clinical system from face-to-face to a virtual one. Within 5 weeks of the initial “shut down” in 2020, Starbright had converted all of our in-person services to telehealth. We conducted academic and clinical programs through telemedicine for 76 children for 10 months. In this discussion I will share the lessons learned during this transition. Specifically, I will discuss how telemedicine has had a positive impact in educating all family members in ABA techniques, the significant improvements we have seen in the well-being of the family threw the application of telehealth in these homes, the development of independence skills and the generalization of other skills learned at school into the home setting. I will also share the obstacles that we faced in Puerto Rico for receiving ABA services, other challenges encountered during this transition to telehealth and provide recommendations for future providers.

 
 
Symposium #245
CE Offered: BACB
The New Education Crisis: Solutions to Post-Pandemic Fallout
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 1; Room 102A
Area: DEV; Domain: Applied Research
Chair: Jennifer Weber (Teachers College, Columbia University & Nicholls St. University )
Discussant: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
CE Instructor: Jennifer Weber, Ph.D.
Abstract: The COVID-19 pandemic changed the fabric of how individuals accessed a multitude of services. These services include educational and clinical ABA-based services. Over the last 2 years, behavior analysts worldwide used the science to continue to provide scientifically sound ABA services. In schools, virtual services appeared to be initially welcomed as an effective alternative to traditional schooling. As expected, there was a shelf-life to this welcome. Parents, teachers, and school administrators are now faced with having to re-analyze the current educational status of American children because the intensity and fidelity of instructional services may have been less than adequate under the pandemic restrictions. We present four papers that are a solution to the current educational crisis. The first paper focuses on the AIL environment and curricular design within the AIL classroom, resulting in increases in academics across grade levels of students during the pandemic. The second paper identifies the critical learning cusps to accelerate student learning. The third paper describes how to use the science of behavior and teacher training to develop new classrooms that utilize the AIL model. Lastly, the fourth paper describes the effect of utilizing a Supervisor’s Rate Protocol to increase teacher behavior, which in turn demonstrated effects on individual learning outcomes. Collectively, these papers provide a means of using the science of behavior, and teacher training to combat the educational losses due to the COVID-19 pandemic.
Instruction Level: Intermediate
Target Audience: Prerequisites: Introduction to a Strategic Science of Teaching, Verbal Behavior, and Verbal Behavior Developmental Theory
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the components of the AIL program, 2) identify components of the Supervisor Rate Protocol, and 3) identify learning cusps in relation to academic outcomes.
 

Classroom Environment and Curricular Design within the CABAS® Accelerated Independent Learner Model

JI YOUNG KIM (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract:

The CABAS® Accelerated Independent Learner (AIL) classroom is general education model that utilizes a strategic science of teaching across all aspects. This model includes students with and without disabilities, from preschool through fifth grade within a Title 1 public school. While the COVID-19 pandemic altered the way in which instruction could be delivered to students (i.e., such as virtual instruction and an increase in the use of technology), it also required us to reevaluate the critical components of the CABAS® AIL model. The classroom environment, coupled with an emphasis on curricular design, pedagogy, and curriculum-based measurement (learning pictures) has led to academic outcomes within out AIL general education classrooms during the pandemic. This paper aims to describe research studies relative to the classroom environment and instructional design, and class-wide student data during the COVID-19 pandemic that utilized the AIL model across virtual and in-person classroom settings.

 

Reading and Writing as Learning Cusps within the Accelerated Independent Learner Classroom

GABRIELA PEDRERO-DAVILA (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract:

Research findings within the CABAS® Accelerated Independent Learner (AIL) model has resulted in new behavior analytic advances across academic domains (i.e., reading, writing, and math) over the past twenty years within the public school system at the elementary school level. Many of these research findings are tied to the establishment of learning cusps, defined as major changes in learning that allow children to learn things that they could not learn before, such as learning to read or learning to write. We propose that these learning cusps are crucial for students to acquire and may be the solution to the current educational crisis. The present paper summarizes protocols and tactics tied to standard-based instruction that focus on both verbal developmental cusps and learning cusps that in turn, accelerate students learning within the general education classroom setting.

 

The Accelerated Independent Learner Classroom: Using the Science of Behavior to Address the New Educational Crisis

GRANT GAUTREAUX (Nicholls State University), Derek Jacob Shanman (Nicholls State University), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University)
Abstract:

If applying tactics emanating from the science of behavior to help mitigate the spread of Covid-19 was effective, then we should rely on that same science to help students catch up on any lost educational opportunities. Systematically implementing the science of behavior to teacher training, school climate, classroom set-up, instructional delivery, and measurement may position our belabored educational system to have a standing chance for success. We propose the use of a modification of the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model to achieve that. We posit that through the implementation of targeted teacher training based on behavior science, ongoing follow-up and support, establishing a decision analysis protocol, ensuring measurement and accountability for both staff and students we can achieve this goal. We report the systematic application of these components for one charter school in a hard-hit Covid-19 geographic region over the course of a school year and the relevant educational outcomes for all stakeholders.

 

A Strategic Science Application to Quality and Rate of Effective Interactions Among Mentors and Mentees

DOLLEEN-DAY KEOHANE (Nicholls State University, Touchstone), Jayven J. Encarnacion (Touchstone Center), Jenny Cronier (Tulane Center for Autism and Related Disorders), Tricia Clement (LaBAA)
Abstract:

We applied a Supervisor's Rate Protocol (Babbit, 1986) in clinical settings, to increase quality, rate and completion of mentor's tasks, levels of mastery and performance, positive interactions among mentors and mentees, and client's progress. The protocol was based on a strategic science of teaching and framed within a Personalized System of Instruction (PSI) (Keller, 1968) format. The design of each mentor's protocol included general administrative and clinical behavior analytic tasks, as well as those specific to the clinical role and client needs of each mentor and mentee. Additionally, the mentor's tasks were aligned with the CABAS's Master Teacher Rank, including mastery of the scientific literature, data based contingency shaped interactions and research based applications to solve complex instructional problems. The data showed increased rates of quality mentor-mentee interactions, completion of Teacher Performance Rate Accuracy (TPRA) observations, presentation of intact Learn Units, graphic, tactical and strategic analysis of instruction based on the Decision Protocol, opportunities to provide functional contexts related to scientific tacts, completion of components of CABAS® Teacher Assistant, Teacher 1, Teacher 2, and Master Teacher ranks, and clients' mastery of objectives.

 
 
Symposium #246
CE Offered: BACB
Recent Basic and Applied Research on Rich-Lean Transitions
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 1; Room 153A
Area: EAB/DEV; Domain: Translational
Chair: Forrest Toegel (Northern Michigan University)
Discussant: Michael Perone (West Virginia University)
CE Instructor: Forrest Toegel, Ph.D.
Abstract: Discriminable transitions from favorable to unfavorable schedules of positive reinforcement, often called rich-lean transitions, can disrupt operant behavior. The present symposium arranges four recent areas of research that further our understanding of this phenomenon. The first presentation will discuss environmental arrangements that make the schedules “rich” and “lean” and the temporal locus of pausing in research with pigeons. The second presentation investigates pharmacological methods to ameliorate the disruptions caused by rich-lean transitions with monkeys. The third presentation evaluates punitive effects of stimuli associated with lean reinforcement schedules using pigeons. The fourth presentation describes methods of incorporating the context-dependent aversive nature of rich-lean transitions to benefit individuals in the clinical environment. The symposium will conclude with a discussion led by Dr. Michael Perone. The goals of this symposium are to bring interested researchers up to speed with current research involving rich-lean transitions, highlight areas where future research could aid in our understanding of the phenomena, and describe the potential application of treatments to improve the lives of clients, their caretakers, and professionals working in clinical settings.
Instruction Level: Intermediate
Keyword(s): context-dependent aversiveness, positive reinforcement, rich-lean transitions, translational
Target Audience: Audience members should understand patterns of behavior generated by basic schedules of reinforcement and the general principle of stimulus control.
Learning Objectives: At the conclusion of this symposium, participants will be able to describe (1) aversive aspects of transitions between schedule of positive reinforcement, (2) pharmacological interventions that can affect behavioral disruptions observed in rich-lean transitions, (3) punishing effects of stimuli correlated with lean schedules of positive reinforcement, and (4) clinical implications of transitions between rich and lean reinforcement schedules.
 
Pausing Under Rich and Lean Fixed-Ratio Schedules: Where and When?
(Basic Research)
FORREST TOEGEL (Northern Michigan University), Cory Toegel (Northern Michigan University), Carson Yahrmarkt (Northern Michigan University), Michael Perone (West Virginia University)
Abstract: When transitions are arranged between discriminable fixed-ratio (FR) schedules that are relatively favorable (rich) and unfavorable (lean), the pause observed in the transition from the rich schedule to the lean schedule (i.e., the rich-lean transition) is extended beyond those observed in the other types of transitions. Although this finding has been well documented across various species and situations, some aspects of this phenomenon are not well understood. For example, the traditional measurement of pausing understates the disruptive effects of the rich-lean transition for some individuals. We sought to further our understanding of pausing in rich-lean transitions in two ways: by examining behavior in a new type of experimental arrangement with transitions between response targets that generate accurate and inaccurate responding and by investigating the temporal location of pausing in rich-lean transitions. We found that transitions from response targets that generate accurate responding to those that generate inaccurate responding can function as rich-lean transitions. We also identified the temporal locations of pausing in rich-lean transitions across pigeons that participated in several rich-lean projects, and make recommendations for measuring pausing by individuals for whom the typical measurement of pausing is insufficient.
 

Feasibility of Rich-Lean Transition Procedures With Rhesus Monkeys as an Assay for Putative Anti-Anxiety Medications

(Basic Research)
Forrest Toegel (Northern Michigan University), Cory Toegel (Northern Michigan University), James K. Rowlett (University of Mississippi Medical Center), Austin Zamarripa (Johns Hopkins University School of Medicine), SALLY L. HUSKINSON (University of Mississippi Medical Center)
Abstract:

Potential anti-anxiety medications are commonly assessed by measuring their “anti-conflict” effects. While these procedures have good predictive validity, there are practical limitations that may be alleviated using a different procedure. Transitions from favorable to unfavorable schedules of positive reinforcement (rich-lean transitions) disrupt operant behavior, are putatively aversive, and disruptions in rich-lean transitions can be reduced following benzodiazepine administration. We evaluated the suitability of a rich-lean transition procedure as an assay for potential anti-anxiety medications. Adult rhesus monkeys’ lever presses were reinforced using a two-component multiple schedule with equivalent fixed-ratio (FR) requirements. Components were differentially signaled by different colored cue lights. Completing one component, the lean component, produced one food pellet. Completing the other component, the rich component, produced four food pellets. Sessions consisted of 41 components arranged irregularly to produce 10 iterations of four kinds of transitions: rich-lean, rich-rich, lean-lean, and lean-rich. Consistent with previous findings, extended pausing was observed in rich-lean transitions. Acute administration of benzodiazepines (midazolam and alprazolam) and a benzodiazepine-type compound (TPA023B) selectively and dose-dependently reduced pausing in rich-lean transitions. In control conditions, acute administration of morphine selectively increased rich-lean pausing and (+)amphetamine had unsystematic effects. The suitability of rich-lean procedures as assays for putative anti-anxiety medications appears promising.

 

Assessing the Punishing Effects of Stimuli Associated With Rich-to-Lean Transitions

(Basic Research)
ALANNA FERGUSON (University of North Carolina Wilmington), Lillith Camp (Idaho State University), Raymond C. Pitts (University of North Carolina Wilmington), Christine E. Hughes (University of North Carolina Wilmington)
Abstract:

Pigeons had experience pecking under a multiple FR FR schedule in which ratios ended in a large/rich or small/lean amount of grain. Each of the four transitions between rich and lean was signaled by a different key light color. Pigeons paused at least twice as long during the rich-to-lean transitions than during other transitions. We then established a baseline of responding on a dependent concurrent VI 20-s VI 20-s schedule. After stability was reached, we implemented punishment probes, during which one of the transition-specific stimuli was flashed contingent on responses on one of the keys according to a random-ratio schedule. We examined potential conditioned punishment (e.g., rich-to-lean and lean-to-lean stimuli) or reinforcement (e.g., lean-to-rich and rich-to-rich) effects. Results could inform clinical practice in that it may demonstrate how advance notice or prompts that remind individuals to do work may function aversively.

 
Practical Implications of the Conceptual Understanding of Transitions
(Applied Research)
SOPHIA MA (Queens College), Joshua Jessel (Queens College)
Abstract: A child is likely to experience transitions between rich and lean reinforcement on a daily basis. These transitions could evoke problem behavior ranging from dawdling or off-task behavior to severe aggression or self-injurious behavior, especially for those diagnosed with autism. On the other hand, transitions can also be systematically arranged by clinicians as a form of intervention for improving targeted repertoires. In this talk we will discuss these juxtaposed practical implications of rich-to-lean transitions being the problem in need of solving to transitions being the solution. Our research in transitions has been designed to support service delivery by developing (a) assessments that can be conducted to determine level of difficulty with rich-to-lean transitions, (b) interventions including unpredictable and probabilistic reinforcement for reducing problem behavior evoked by transitions, and (c) error-correction procedures that utilize transitions to improve performance with discrete-trial instructions. We intend for this talk to be an intervention-driven activity for audience members working with children diagnosed with autism or other related developmental disabilities.
 
 
Symposium #247
CE Offered: BACB
Assessment Modifications and Antecedent Interventions in the Treatment of Pediatric Feeding Disorders
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 1; Room 152
Area: EAB/AUT; Domain: Applied Research
Chair: Nicole C Demchuk (UNMC Munroe-Meyer Institute)
Discussant: Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine)
CE Instructor: Valerie M. Volkert, Ph.D.
Abstract:

Recent research in the assessment and treatment of pediatric feeding disorders (PFDs) has focused on increasing efficiency, decreasing opportunities for prolonged maintenance of inappropriate mealtime behavior (IMB), and promoting the likelihood for generalization outside of highly controlled clinic settings. The present symposium aims to disseminate novel research in assessment modifications, as well as treatment through the implementation of antecedent interventions. The first presentation will show the potential utility for brief functional analyses in the assessment of PFDs for increasing efficiency and decreasing the time to onset of treatment. The following presentation will introduce a means for systematically identifying optimal bolus size in the treatment of PFDs—a measure currently chosen arbitrarily in most treatment programs. The third presentation will evaluate an individualized treatment plan consisting of antecedent interventions, a reinforcement system, and escape prevention; as well as assessment of choice throughout the intervention to determine how clinicians may best program for generalization and enhance treatment through preference. The final presentation will display a replication of a choice-based intervention, in combination with stimuli to program for generalization to a home setting in the treatment of change-resistant feeding behavior.

Instruction Level: Intermediate
Keyword(s): antecedent interventions, feeding disorders, functional analysis, generalization
Target Audience:

Attendees should be Master's or Ph.D. level students and individuals currently holding or seeking a BCBA or BCaBA credential.

Learning Objectives: At the conclusion of the presentation, (1) Attendees will be able to understand the utility of novel assessments for increasing efficiency in the treatment of pediatric feeding disorders; (2) Attendees will be able to identify antecedent interventions to reduce rates of inappropriate mealtime behavior; (3) Attendees will be able to state methods for improving generalization outcomes in the treatment of pediatric feeding disorders.
 
Comparison of Brief and Extended Functional Analyses of Inappropriate Mealtime Behavior in Pediatric Feeding Disorders
CONNOR SHEEHAN (Center for Pediatric Behavioral Health), Melanie H. Bachmeyer-Lee (Center for Pediatric Behavioral Health), Caitlin A. Kirkwood (Center for Pediatric Behavioral Health)
Abstract: Functional analyses are the predominant assessment used to identify environmental variables maintaining inappropriate mealtime behavior in children with feeding disorders (Bachmeyer et al., 2009; Piazza et al., 2003). Despite the utility of functional analyses in determining function, concerns regarding the time required to conduct the assessment have been raised (Iwata & Dozier, 2008). Prolonged assessments can extend the time spent reinforcing problem behavior and delay the onset of treatment. A brief functional analysis is a methodological variation that compares the occurrence of the target behavior during shorter periods of test and control conditions, resulting in reduced assessment time (Northrup et al. 1991). We conducted brief and extended functional analyses of inappropriate mealtime behavior with 9 children with feeding difficulties, and results indicated high levels of correspondence (89%) between the two analyses. With 3 participants, we implemented function-based treatments based on the results of the functional analyses, and results indicated that treatments matched to each identified function resulted in clinically acceptable changes in acceptance and inappropriate mealtime behavior. We discuss implications for using a brief functional analysis to develop the most specific, effective, and efficient interventions for children with feeding difficulties.
 
An Individualized Treatment Package to Increase Food Consumption and Promote Generalization
ASHLEY ANDERSEN (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz, Stanford University School of Medicine)
Abstract: Children with avoidant/restrictive food intake disorder may consume an insufficient variety of foods which can lead to medical complications. Interventions to increase consumption of a variety of foods may include differential reinforcement, demand fading, and escape prevention (i.e., escape extinction). However, interventions to increase food consumption may not have a plan for generalizing consumption to unstructured meals or take into account the child’s preferences. In this study, we evaluated the effects of a treatment package including demand fading with escape prevention accompanied by a self-monitoring and reinforcement system on consumption of three foods. We assessed the child’s preferences across foods the child frequently consumed, foods the child previously consumed, and novel foods. The treatment package was individualized and developed as part of a larger system to promote generalization to unstructured meals. We found target step compliance increased rapidly during treatment and was faded successfully to consumption of the target foods without evoking inappropriate mealtime behaviors or negative vocalizations. Although consumption of novel foods increased, preference did not shift across treatment. The impact of initial foods selected for intervention, how clinicians can be flexible to account for child preferences, and the development of systems to promote generalization will be discussed.
 
What Would Goldilocks Choose? Determining the “Just Right” Bolus Size in Treatment of Feeding Disorders
LAURA E PHIPPS (University of Nebraska Medical Center, Munroe-Meyer Institute,), Bethany Hansen (Munroe Meyer Institute)
Abstract: Nonremoval of the spoon (Piazza et al., 2015) may be necessary to rapidly increase acceptance and decrease inappropriate mealtime behavior for children with avoidant/restrictive food intake disorder (Volkert & Piazza, 2012). However, with nonremoval of the spoon comes the potential for temporary increases in rates of inappropriate mealtime behavior that could warrant additional components (i.e., blocking, safe seating, increased need for staff). Bolus fading, an antecedent intervention, theoretically decreases the feeding demand (Hodges et al., 2020), such that a child may engage in lower rates of inappropriate mealtime behavior when combined with nonremoval of the spoon. Anecdotally, the initial bolus size presented in baseline is often age-typical or selected arbitrarily across providers. In the current presentation, we review an assessment used to determine the ideal initial bolus size for children with avoidant/restrictive food intake disorder receiving treatment in an intensive day treatment program. Then, we will review how the results of the bolus size assessment informed treatment using an ABAB design with terminal probes. We will discuss if results indicate a benefit to starting with an individualized bolus size when nonremoval of the spoon is an indicated treatment.
 

Recent Advancements in the Treatment of Change-Resistant Feeding Behavior

BRITTANY JEAN MARTINO (Childrens Specialized Hospital), Kathryn Peterson (Children's Specialized Hospital, Rutgers University), Vivian Ibanez (University of Florida), Lisa Guerrero (Little Leaves), Christopher Engler (Children's Specialized Hosptial), Jaime Crowley-Zalaket (Children's Specialized Hospital), Cathleen Piazza (Children's Specialized Hospital, Rutgers University)
Abstract:

Resistance to change is a core symptom of autism spectrum disorder (ASD) characterized by extreme emotional outbursts in response to small environmental changes (Turner, 1999). Food selectivity is a change-resistant behavior that occurs frequently in children with ASD, characterized by insistence on eating the same few foods, in the same, specific conditions. Change-resistant feeding behavior leads to nutrient-poor diets, which can cause impairments in cognitive and behavioral functioning, serious and irreversible effects on the brain, and increases the risk for severe health problems (Sullivan et al., 2002). Crowley et al. (2020) determined that differential reinforcement and nonremoval of the spoon, implemented within a concurrent-operants arrangement, were effective at reducing change-resistant feeding behavior with young children with ASD. In the current study, we replicated Crowley et al. by evaluating a similar choice-based intervention to reduce the change-resistant feeding behavior of a child with ASD and scurvy, by increasing the number of alternative foods and programming stimuli to generalize responding to the home setting. Results showed that treatment effects generalized from the clinic with a therapist to the home with the caregiver. These results have implications for examining methods that produce faster consumption of a wider variety of healthy foods at home.

 
 
Symposium #248
CE Offered: BACB
Art as Behavior: There's No Escaping It
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 1; Room 156C
Area: PCH/CSS; Domain: Translational
Chair: Robin Kuhn (University of Kansas)
Discussant: Per Holth (OsloMet -- Oslo Metropolitan University)
CE Instructor: Robin Kuhn, Ph.D.
Abstract:

As the title reads, art may be conceptualized by the responses that produce it. Increased discussion of the contingencies maintaining art at multiple levels, from perspectives of the maker and the viewer, could improve understanding of art as behavior. The purpose of this symposium is to contribute to the ongoing discussion about art as a subject within behavior analysis, and ideally catalyze research by illuminating multiple areas of art as behavior ripe for study. The first presentation in this symposium will discuss art in terms of the cultural practices that sustain it by examining three different art movements across three unique domains. The second presentation will explore the environmental contingencies thought to promote artistic expression at various levels of analysis. The third presentation will discuss fluctuations in the demand for a major American portrait artist from a perspective a culturo-behavioral selection and complexity of the contexts where the artist lived. The fourth and final presentation will describe research aiming to prevent unwanted touching of art, providing one example of the use of single-case design to investigate audience behavior. The presentations will be discussed in the context of current art-related literature within behavior analysis and with consideration towards its expansion.

Instruction Level: Intermediate
Target Audience:

Behavior analysts

Learning Objectives: At the conclusion of the symposium, attendees will: (1) describe the impact of culture on art; (2) state the role of the audience in art; (3) discuss art as behavior and the contingencies that support art making.
 
Influence of Cultural Selection Processes in the Definition of Artistic Movements
(Theory)
AECIO DE BORBA VASCONCELOS NETO (Universidade Federal do Para), Alexandre Sequeira (Universidade Federal do Pará (UFPA)/Brazil)
Abstract: Every culture has developed practices that could be called art. A behavior analyst may address that topic by describing what variables are relevant when that verbal response is emitted. These variables depend on cultural practices, and may vary according to a particular artistic movement. This conceptual talk will discuss that art can be described as behavior and its products that are emitted, taught, and transmitted. Thus, we describe art as defined in a set of cultural practices that are present in cultures, and artistic movements can be described in terms of metacontingencies. By examining three different art movements in different domains – romanticism in literature, impressionism in painting, and the punk movement in music – we address the context where these movements rose, reinforcing practices in the community, and cultural consequences that selected these movements. We conclude by describing that, while different in topographies, the three can all be understood as cultural practices that were selected by an environment receiving artists’ novel behaviors, that brings to discussion topics of that time, and presents forms of counter-control of practices of previous movements. Thus, we offer a starting point for discussion of how art can be understood.
 

Not a Gift! Learning to be an Artist

(Theory)
MARILU MICHELLY CRUZ DE BORBA (Iluminar), Robin Kuhn (University of Kansas), Alexandre Sequeira (Universidade Federal do Pará)
Abstract:

While it is commonly accepted that complex behaviors can be understood, when we talk about artists, mentalistic explanations are accepted. However, an artist's operant behavior can be explained, even if the controlling variables are not readily available to the observer. This conceptual paper aims to discuss, through artists’ talks and works, the variables that control those behaviors. Those variables include antecedent variables where artists learn to respond to parts of the world. They also learn responses, not only technically, but ways to behave relevant to an artistic community. In these communities, contingencies are presented in such a way also to reinforce some behaviors and its variations, in novel and original ways. Finally, we discuss the consequences of artistic behavior, pointing they are not only social and financial, but may include the automatic reinforcers present in producing art, where the creation process itself is the reinforcer, and that art may be controlled by negative reinforcers, as a socially accepted way to express emotions and ideas that otherwise wouldn’t be. The interplay of those elements, in unique and new ways, in an environment that selects for artistic expression, may help to understand the behavior of the artist.

 

The Rise and Rise Again of Sargent's Figure Painting

(Theory)
MARIA E. MALOTT (Association for Behavior Analysis International)
Abstract:

John Singer Sargent (1856 –1925) was the most prolific and renowned American figure painter of the 19th century. Painting was his love: “To work is to pray” (“Laborare est orare,”in Latin) is the inscription of his tombstone. He painted over 900 portraits and today he is recognized internationally with unequaled distinction. Though, during his lifetime and even following his death, he reached both fame and disgrace with his figure painting several times over. At the height of his career, he was highly praised and was inundated with international demand for his portraits. At the bottom, he was subject to scandal, his commissions curtailed, and he felt forced to move out of Paris. He said, “Every time I paint a portrait, I lose a friend”; and by 1907 he resolved to stop portrait paintings all together, especially of the upper classes. He devoted himself to other branches of painting, producing over 1800 watercolors, large paintings, and murals. This presentation attempts to explain the fluctuations in the demand for Sargent’s portraiture from a perspective a culturo-behavioral selection and complexity of the contexts where he lived. The analysis is relevant to the site of the 2022 ABAI convention: He was prominent in Boston—a city that houses some of his most significant paintings.

 
The Effects of Signs on Unwanted Touching of Museum Displays
(Applied Research)
REILLY FULLERTON (University of Kansas), Thomas L. Zane (University of Kansas), E. Scott Geller (Virginia Polytechnic Institute and State University), Vincent T. Francisco (University of Kansas)
Abstract: When exploring a museum, visitors often reach out and touch the art. This unwanted touching has serious consequences – art can be damaged, with millions of dollars spent annually on restoration. Museums employ interventions such as stanchions, plexiglass, and signs to discourage touching, but no formal data have been collected regarding effectiveness of these interventions. The purpose of this study was to investigate the influence of antecedent procedures on unwanted touching of museum art. Using an alternating treatment design, three different signs were posted within a few feet of a targeted piece of art. The signs were constructed to evoke an observing response – the front of each sign read, “Please look at the back of this sign!” On the back of each sign was a directive, rationale, or rationale and graphic message. Data were collected on the percentage of visitors who touched the art, the percentage of visitors who made the observing response, and percentage of visitors who made the observing response and then touched the art. The results of this study could increase protection of priceless art and potentially save the institution money for years to come.
 
 
Invited Symposium #249
CE Offered: PSY/BACB/QABA/NASP
Diversity submission Dismantling Ableism From Your Practice
Sunday, May 29, 2022
11:00 AM–12:50 PM
Meeting Level 2; Room 253A-C
Area: PCH; Domain: Theory
Chair: Kaston Dariel Anderson-Carpenter (Michigan State University)
Discussant: Cailey M M Rodgers (Integrated Therapy Solutions)
CE Instructor: Cailey M Rodgers, Ph.D.
Abstract:

Ableism involves stereotypes (biased verbal behavior) and discriminatory actions against disabled people. Ableism results from the assumption that there is a normative way of living that is superior and that being disabled reflects deficits in need of “fixing,” and are thus, inferior. The Practice Board of ABAI developed a “Beginner’s Guide to Dismantling Ableism in Your Practice” in recognition of the fact that ableism is ubiquitous in helping professions, and behavior analysis is no exception. Behavior analysts have a particularly heavy responsibility for dismantling ableism given the large number of contact hours they have with Autistic clients and the immediate and long-term problems resulting from this form of discrimination. This symposium will include the perspective of four behavior analysts contributing to the development of the “Beginner’s Guide” and will reflect their perspectives and barriers they have experienced as activists--including that of an Autistic, a doctoral student, a professor, and a Board Coordinator. The symposium will conclude with discussion from a neurodivergent behavior analyst who has not been involved in the development of the “Beginner’s Guide;” she will reflect on ways this and additional work is needed to actualize a paradigm shift in ABA.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define ableism; (2) explain why dismantling ableism is important in ABA; (3) describe how ableism powerfully impacts the roles of students, professors, and Autistics.
 
Diversity submission 

Ableism and ABA: I Have Caused Harm

SHAWNNA SUNDBERG (Ball State University)
Abstract:

Studying behavior analysis involves a love for the science as well as a drive to support others. With the growing awareness of ableism and applied behavior analysis (ABA) as abuse, students are faced with challenging information and are required to navigate through the controversy in the field. It is critically important to inform these future practitioners and leaders in the field what ableism is and how to actively dismantle it in their practice. Ableist beliefs are present in everyone due to our society’s continuous reinforcement whether in the media (i.e. infantilizing, dehumanization) or in or taught in educational settings. The Beginner’s Guide to Dismantling Ableism in Your Practice is an introduction to these issues and a way to listen to Autistic voices. Listening to Autistic voices is essential to dismantling ableism in ABA. Learning that you have discriminated and caused harm can be an overwhelming realization. Students must learn how to move forward and practice using true client centered care and make the changes in the field that the people we support so desperately need from us.

Shawnna received a B.A. in Psychology from Purdue University in 2008, and a M.A. in Special Education with Certifications in ABA and Autism from Ball State University in 2015. Shawnna is a board certified behavior analyst (BCBA) with over 13 years of experience working in the mental health and ABA/VB field. Shawnna is currently a Ph.D. student in special education at Ball State University where she will be completing her dissertation on prompting methods to reduce ableism used to support Autistic students. She focuses both her clinical and research efforts on dismantling ableism and ABA reform as well as training other behavior analysts and parents on issues of social justice-diversity, equity, and inclusion in the field of ABA. She has a special interest in sexuality education for Autistics. Previously in her career, Shawnna was a parent training coordinator focusing supporting families in home. In addition, Shawnna was the 2018-2019 Hoosier Association for Behavior Analysis Secretary assisting with licensure for BCBAs in the state of Indiana. She has published two chapters on using interventions with Autistic children and three peer-reviewed chapters accepted for publication that focus on sexuality education, self-management, and college alternatives for transition-aged Autistic students.
 
Diversity submission 

Considerations for Academic Training Programs

JENNIFER J. MCCOMAS (University of Minnesota)
Abstract:

Applied behavior analysts possess deep knowledge and strong skills in teaching desired behavior and addressing interfering behavior of individuals with a wide variety of needs. However, at least two issues interfere with practitioners’ ability to engage effectively with the people they aim to support. First, individual practitioners bring their own beliefs, values, and attitudes to their practice, yet their beliefs, values, and attitudes will inevitably vary from those of the people they serve. Second, applied behavior analytic practitioners have historically approached their work in a very technocratic manner – as elite technical experts. Behavior analytic practitioners must attend to these two issues and adjust their approach if they wish to achieve their aim of providing effective supports. Actively working to dismantle ableism is one approach to addressing these two issues, and training programs bear responsibility to teach aspiring behavior analysts how to think, talk about, and treat the people they serve and support in anti-ableist ways. I will discuss infusing a training program with instruction and practice in the use of anti-ableist attitudes, language, and practice.

Jennifer J. McComas, Ph.D., is Professor of Special Education and holds the Rodney S. Wallace Professor for the Advancement of Teaching and Learning Endowed Chair at the University of Minnesota and faculty lead of the Collaborative Action for Radical Equity in Applied Behavior Analysis (CARE ABA) lab. Her research focuses on systematic and individualized analysis and intervention for academic and social behavior. She co-coordinates the University of Minnesota Master’s program in special education with an emphasis in applied behavior analysis, recently co-authored a chapter titled, “Beyond Cultural Responsivity: Applied Behavior Analysis Through a Lens of Cultural Humility,” and co-authored ABAI Practice Guidelines, “Beginner’s Guide to Dismantling Ableism in ABA Practice: Where Do We Go From Here?”
 
Diversity submission 

Activism and Life-Long Learning

SUSAN WILCZYNSKI (Ball State University)
Abstract:

The Practice Board redefined our mission in 2020 as, “The mission of Task Force for Quality and Values-Based ABA is to recommend systemic changes to ABAI and leaders in the field of applied behavior analysis regarding how best to meet the needs of the people we serve. We maintain that anti-ableist, person-centered services that promote meaningful outcomes through socially valid and effective intervention is the means to achieving this mission. We further recommend reflection, honesty, and effective communication regarding the strengths and limitations of evidence regarding the utility and adverse side effects of all interventions applied by behavior analysts.” The Beginner’s Guide to Dismantling Ableism in Your Practice is consistent with that mission and collaborating on this work with Practice Board members learning from Autistics who are outside the field of ABA led to growth opportunities. For example, I had learned that White people need to do the heavy lifting for producing systems change with respect to social justice and race because they (we) had created the structures that produce marginalization. I incorrectly generalized this thinking to the development of The Beginner’s Guide by having only one Autistic person on the original group writing the document. However, this decision violated the trust of the Autistic community by not sufficiently addressing the need for representation. This presentation will focus on lessons learned and the need for self-reflection and reconsideration of our positions as we all consider how to dismantle ableism in our practice and field.

 
 
Paper Session #250
CE Offered: BACB
From Baselines to Phase Lines: The State of Behavior Analysis in Florida's Agency for Persons With Disabilities 2022
Sunday, May 29, 2022
11:30 AM–11:55 AM
Meeting Level 2; Room 252B
Area: DDA
Instruction Level: Intermediate
Chair: Kristin J. Korinko (APD-Agency for Persons with Disabilities)
CE Instructor: Kristin J. Korinko, Ph.D.
 

From Baselines to Phase Lines: The State of Behavior Analysis in Florida's Agency for Persons with Disabilities 2022

Domain: Service Delivery
KRISTIN J. KORINKO (APD-Agency for Persons with Disabilities Walden University)
 
Abstract:

This paper presentation will review this year’s progress made in one state agency across several projects of interest. A disproportionately small number of consumers engage in target behaviors that have the greatest intensity and resultant consequences such as admission to Crisis Stabilization Units (CSUs), emergency room visits, and incarceration. The Agency for Persons with Disabilities (APD) is a government agency who is tasked with funding and overseeing behavioral and medical supports for these high watch consumers. By creating a High Watch List of qualifying aberrant behaviors and/or acute medical episodes, APD can provide additional resources for these individuals in the form of more frequent oversight and technical assistance on individualized recommendations. In this way, a larger allocation of time and resources can be more focused to effect long term outcomes. Additionally, proactive recommendations to prevent future episodes can result in more stabilized living settings, consistent service delivery, and potential higher indices of satisfaction of services received by consumers. The results of this project has the potential for applicable state agencies to develop similar processes to serve consumers that have a disproportionately higher level of impactful behaviors that addressed successfully, can improve the quality-of-service provision while lowering long term costs.

 
Target Audience:

The target audience should include Behavior Analysts within their first 5 years of practice, including practitioners, supervisors and/or who are currently enrolled in/recently completed graduate-level work.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) list and describe the intervention strategies that one state agency has implemented in response to the changing needs of our consumers (i.e., pandemic assessments and the promotion of least restrictive strategies); 2) compile and describe one particular application implemented in the Florida known as the "High Watch Project." 3) identify at least one key "lesson learned" during this implementation.
 
 
Paper Session #251
CE Offered: BACB
Efficacy and Effectiveness of Different Models of Early Childhood Developmental Behavioral Interventions: Possible Hope for Low- and Mid-Income Countries
Sunday, May 29, 2022
12:00 PM–12:25 PM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Nirvana Pistoljevic (EDUS-Education for All; CABAS)
CE Instructor: Nirvana Pistoljevic, Ph.D.
 
Efficacy and Effectiveness of Different Models of Early Childhood Developmental Behavioral Interventions: Possible Hope for Low- and Mid-Income Countries
Domain: Applied Research
NIRVANA PISTOLJEVIC (EDUS-Education for All; CABAS)
 
Abstract: EDUS- Education for All is a not-for-profit organization trying to introduce the science of teaching, create novel developmental-behavioral approaches and conduct research in the fields of early detection, diagnostics, intervention, and inclusion of children with developmental disorders in low- and mid-income countries (LMIC). For a decade now, EDUS has been creating systematic developmental-behavioral approaches and transdisciplinary teams of service providers using behavioral principles to advance health, education, and social care systems in low-resource countries. In partnership with global non-for-profits (UNICEF, USAID, KHANE FOUNDATION) and relevant ministries in countries, EDUS was able to work on developing Early Detection and Intervention concepts for the countries and provide services based on a behavioral but transdisciplinary approach for thousands of children through different models. Applied behavior analysis intervention services for children with autism spectrum disorder (ASD) and other Developmental Disorders (DD) are mostly unknown and not affordable for most LMIC such as Bosnia and Herzegovina (B&H). EDUS, an NGO in B&H is the only high-intensity behavioral intervention provider in the country. For the past several years we have developed different intensity programs across the country for and with the health and education systems and completed several studies comparing their effectiveness. In order to provide insight for decision-makers, we conducted a matched-pairs pre-post intervention study by comparing effects of three different intervention models during a five months period: Early Intensive behavioral intervention (n=24; 25 hours weekly), Eclectic models in combination with low-intensity behavioral interventions used in public institutions (n=24; 4-25 hours weekly), and a control group of children without any intervention (n=27), on waiting lists for the programs. In addition, during the pandemic, we have developed and tested additional low-intensity programs focusing on parents delivering the services. I will discuss each model in detail and variables of interest for each separately in this paper. We hope these data will help us work with the government and further develop effective and efficient models of intervention and professional training for different parts of the country.
 
Target Audience:

Understanding the transdisciplinary approach to intervention Practicing or managing intervention services Understanding the research on efficacy and efficiency of different models Understanding evidence-based models of intervention

Learning Objectives: 1, Understand possible differences of models of early intervention 2. Learn how to possibly evaluate the effectiveness and efficacy of an intervention 3. Understand barriers and challenges in LMIC for service providing
 
 
Panel #252
CE Offered: BACB/QABA — 
Ethics
Compassion-Focused Applied Behavior Analysis
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 258B
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Jonathan J. Tarbox, Ph.D.
Chair: Kristine Rodriguez (Autism Learning Partners and Endicott College)
GREGORY P. HANLEY (FTF Behavioral Consulting)
NASIAH CIRINCIONE-ULEZI (ULEZI, LLC; Pivot 2 Inclusion; Capella University)
JONATHAN J. TARBOX (University of Southern California; FirstSteps for Kids)
Abstract: Recent literature has called our profession toward a re-focus of expanded social validity and more robust compassion repertoires. This work poises professionals working in Applied Behavior Analysis to become increasingly effective in serving the world, across populations and areas of emphasis. This is particularly necessary work for behavior analysts who serve in healthcare/helping profession sectors, such as those who work within autism services, but expanding compassion focused-ABA beyond client and caregiver to compassion repertoires toward colleagues and ourselves makes this emphasis universally applicable for addressing problems of great social significance. This panel will explore committed actions behavior analysts can adopt today to infuse compassionate practices into our interactions with clients, caregivers, colleagues, and with ourselves. Panelists will highlight existing tools and resources within the literature, as well as new directions for compassion-focused ABA. In particular, panelists will discuss more compassionate procedures for functional analysis of challenging behavior, extinction, avoiding behavioral escalation, and procedures for honoring assent in treatment.
Instruction Level: Intermediate
Target Audience: Practicing behavior analysts
Learning Objectives: Attendees will be able to define compassion behavior analytically Attendees will be able to describe common ABA procedures that are often not perceived as compassionate Attendees will be able to describe simple changes to make our everyday procedures more compassionate
Keyword(s): assent, compassion, ethics, extinction
 
 
Symposium #253
CE Offered: BACB
An Attorney and a BCBA Walked Into a Symposium: Clinical Best Practices and the Law
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 254A
Area: AUT; Domain: Service Delivery
Chair: Amanda Kelly (Behaviorbabe)
Discussant: Daniel Unumb (Autism Legal Resource Center (ALRC); National Autism Law Center)
CE Instructor: William Courtney, Ph.D.
Abstract:

In this symposium we will explore the relevant laws and implications on best practices in medically necessary ABA. We will also discuss clinical decision making that is in accordance with the law. We will also identify strategies for coordinating care with diagnosticians, and the importance of integrating the information garnered in the diagnostic report. Lastly, we have identified the need for data around authorizations and operations that will help with advocacy and public policy analysis.

Instruction Level: Basic
Keyword(s): Insurance, Law, Medical Necessity
Target Audience:

This information is relevant for all levels, no prerequisite knowledge necessary.

Learning Objectives: 1. Identify two ways to use legal information to justify medical necessity. 2. Implement strategies for coordinating care with diagnosticians. 3. Describe key data points as related to areas of medical necessity
 

The Many Hats BCBAs Wear While Navigating Medical Necessity

William Courtney (Autism Legal Resource Center; BrightKyte; OneHorizon Health), HANNAH STAUFFER (Kadiant)
Abstract:

A BCBA has a pivotal role in providing medically necessary care to individuals with autism. The BCBA has to advocate for the appropriate intensity of services and succinctly justify the medical necessity of care. The BCBA also has to coordinate services with other professionals providing care. One key area of coordination is with the diagnostician. In this symposium we will discuss strategies for coordination and the necessity for integrating the diagnostic report. We will also explore strategies for navigating potential pitfalls around medical necessity.

 

A BCBA, an Attorney, and a Statistician Walk into a Symposium…

DANIEL UNUMB (Autism Legal Resource Center; National Autism Law Center)
Abstract:

In this symposium we will explore the relevant laws governing delivery and coverage of ABA services and their implications on best practices. We will discuss integrating clinical decision making with legal analysis to improve ensure access to medically necessary care. We will also discuss processes for capturing and analyzing insurance authorization outcomes data as a tool for improving care and practice operations and enhancing public policy advocacy and regulatory enforcement.

 
 
Panel #254
CE Offered: BACB
PDS: Starting a Psychotherapy Clinic and Finding Supervision in a Global Scenario
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 103
Area: CBM/TBA; Domain: Service Delivery
CE Instructor: Kozue Matsuda, Ph.D.
Chair: Rodrigo Vianna de Almeida (Ulster University)
KOZUE MATSUDA (Children Center Inc)
JOAO HENRIQUE DE ALMEIDA (Londrina State University)
JESÚS ALONSO-VEGA (Universidad Autónoma de Madrid)
Abstract:

Current global events, such as the COVID-19 pandemic and several lockdowns, have enhanced widespread motivation for using the web as the official environment for activities previously considered marginally appropriate for online delivery. One of them was psychotherapy service and supervision. This opens the possibility of blurring borders. Namely, clients can reach out to therapists in different countries. The same happens with therapists looking for clinical supervisors. The aim of this PDS is to invite clinical behavior analysts to discuss these new possibilities, and, more specifically, how their theoretical-practical approach to behavior-analytic psychotherapy can adapt into the digital, global context. For this talk, the invited and confirmed speakers are: Dr Kozue Matsuda (Pepperdine University and Children Center Inc., Tokyo), Dr João Henrique de Almeida (State University of Londrina, Brazil), and doctoral candidate Jesús Alonso-Vega (Autonomous University of Madrid). The speakers will be asked to cover some –or all– of the 4 following topics: 1. What are the qualifications and documents required to perform psychotherapy as a licensed practitioner in the speakers' jurisdiction (i.e., Japan, Brazil, or Spain)? 2. For the starter of a clinic, what would be the current supply-and-demand market balance and how is that modulated by the current online possibilities? 3. What has recent behavior-analytic literature on online therapy sessions and supervision, regarding current possibilities? 4. How are theoretical-practical approaches to behavior-analytic psychotherapy influenced by online, international possibilities? This PDS will be endorsed as a BACB continuing education general credits module by BCBA-D Kozue Matsuda.

Instruction Level: Intermediate
Target Audience:

The target audiance are graduate students about to complete their degree and move on to pursue a licensed practice as behavioural therapists. This implies that participants of this PDS will need to be acquainted with the basics of behavioural analysis (basic principles and behavioural processes) and with concepts related to clinical behavioural analysis and its main perspectives, such as reinforcement contingency therapy, functional-analytic therapy, acceptance and commitment therapy, process-based beavioural therapy, and applied behaviour analysis for developmental issues.

Learning Objectives: At the conclusion of the presentation, participants will be able to know the answer to: 1. According to the professional regulations in some particular jurisdiction (countries, namely: Spain, Japan, and USA), what are the qualifications and documents required to perform psychotherapy as a licensed practitioner? 2. What are some tips to someone who wants to start a psychotherapy clinic in those jurisdictions: what is the current supply-and-demand market balance, how is it modulated by the current online possibilities, and how much venture capital should be required to start with? 3. What some views on online therapy sessions and supervision, regarding current possibilities? The answer to this question can go to several different scopes: legal constraints and permissions, cultural constraints and permissions, you opinion on online sessions etc. 4. What are some theoretical-practical approach to behaviour-analytic psychotherapy and how are these approaches influenced by online, international possibilities of performing therapy?
Keyword(s): Clinic, Online therapy, Psychotherapy, Supervision
 
 
B. F. Skinner Lecture Series Paper Session #255
CE Offered: PSY/BACB/QABA/NASP
Diversity submission Power and Empowerment: Honoring by Decision and Design
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 151A/B
Area: CSS; Domain: Service Delivery
Chair: Sarah M. Richling (Auburn University)
CE Instructor: Sarah M. Richling, Ph.D.
Presenting Author: ANDRATESHA FRITZGERALD (Building Blocks of Brilliance)
Abstract:

Equitable and inclusive learning environments are built on the choices of individuals. This session will explore the notions of power and empowerment that are made evident in our decisions, our designs, and our outcomes. With antiracism and Universal Design for Learning we can begin inviting every voice to powerful positions by honoring identity, culture, and learning needs.

Instruction Level: Intermediate
Target Audience:

Anyone interested in deepening and solidifying the partnership toward creating equitable learning environments.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define honor and power; (2) evaluate power-filled choices and examine the implications of power in equitable access to learning; (3) co-create a community of educators who are conscious of how to use power to honor learners.
 
ANDRATESHA FRITZGERALD (Building Blocks of Brilliance)
Andratesha Fritzgerald is the author of Antiracism and Universal Design for Learning: Building Expressways to Success (CAST, 2020), winner of a Benjamin Franklin Award from the Independent Book Publishers Association. She has worked as a teacher, curriculum specialist, administrator, and director. As an international speaker, presenter, and facilitator, Fritzgerald exhibits an audacious perseverance that calls organizations to evolve into inclusive antiracist safe zones for all learners. As a book nerd, Jeopardy enthusiast, and imagination expert, she loves writing and dreaming out loud with her husband, two children, and committed educators who believe in academic success for all. She is the founder of Building Blocks of Brilliance Educational Consulting Firm. For more information, go to www.buildingblocksofbrilliance.com. Twitter: @FritzTesha
 
 
Symposium #256
CE Offered: BACB
Practical Skills for Clinicians and Caregivers to Enhance the Functional Analysis and Treatment of Problem Behavior
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 251
Area: DDA/CBM; Domain: Applied Research
Chair: Craig Strohmeier (Kennedy Krieger Institute and Johns Hopkins University School of Medicine )
CE Instructor: Craig Strohmeier, Psy.D.
Abstract:

Successful functional analysis and treatment of problem behavior requires that both clinicians and caregivers develop and implement several practical skills. For clinicians, accurate visual inspection of data is necessary for interpreting functional analysis results and deriving effective treatments. Clinicians must also be equipped with skills to analyze caregiver-child interactions, and apply conceptually systematic strategies to increase desirable (treatment-consistent) caregiver behaviors. Finally, long-term effectiveness of a behavior plan centers on teaching caregivers generalizable skills that will help them maintain adherence to the plan, particularly when approaching contexts that have historically evoked problem behavior. This symposium includes three presentations that describe clinician and caregiver skills that are critical for effective assessment and treatment of problem behavior. The first presentation reviews results from an investigation of the reliability of visual inspection for multielement functional analysis graphs. The second presentation describes a revised contingency analysis of desirable and undesirable caregiver behavior as it relates to child problem behavior. The third presentation describes contextual behavioral strategies to decrease the likelihood that caregivers will reinforce problem behavior and increase the likelihood of adherence with behavior plans.

Instruction Level: Intermediate
Keyword(s): Caregiver behavior, Functional analysis, Treatment adherence, Visual inspection
Target Audience:

Behavior analysts who conduct functional analysis of problem behavior, use visual inspection to identify function of problem behavior, implement treatments for problem behavior, and work with caregivers to help them implement treatments for problem behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the importance of visual analysis when interpreting single-subject design data for clinical and research purposes; (2) describe four variables that might contribute to agreement or disagreement on the presence of experimental control within a data set; (3) describe the contingencies that support desirable and undesirable caregiver behavior; (4) describe 2-3 potential solutions for increasing desirable caregiver behavior during the treatment of problem behavior; and (5) describe at least two contextual behavioral strategies to decrease accommodation of problem behavior and shape caregiver behavior related to treatment adherence.
 
Consistent Visual Analysis of Multielement Data
MARGARET RACHEL GIFFORD (Louisiana State University Shreveport), Jeffrey H. Tiger (Marquette University), Mike Harman (Briar Cliff University), Kendall Mae Kastner (Marquette University)
Abstract: Experts in visual analysis were given 33 graphical displays of hypothetical data depicted in a multielement experimental design and asked to indicate (a) the presence or absence of experimental control and (b) the degree of experimental control displayed on a 1-100 scale. Each depicted figure systematically varied the number of data paths, the number of data paths elevated above the control, the mean difference between affected test and control conditions, and variability within conditions. The dichotomous indicator of the presence or absence of experimental control corresponded across all permutations of data examined. Rater’s indicated degree of experimental control on a 1-100 scale also correlated across all data sets. Thus, we observed a high degree of correspondence not only in respondents’ identification of experimental control in these figures, but also in their identification of relatively strong and weak demonstrations of experimental control. This supports the reliability of visual analysis as an evaluative tool for these designs amongst expert raters.
 
Negative Reinforcement of Caregiver Behavior: A Contingency Analysis and Function-Based Solutions
JACQUELINE ROGALSKI (New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children)
Abstract: Problem behavior can function as an aversive event that establishes escape from problem behavior as a reinforcer for caregiver behavior. Often, negatively reinforced caregiver behavior is countertherapeutic in that it reinforces problem behavior. For example, caregivers can quickly escape from attention-maintained aggression by delivering contingent attention. This cycle of reinforcement poses a concerning barrier to the effective treatment of problem behavior. The purpose of this talk is threefold. First, we extend existing literature in this area by discussing how contingencies of negative reinforcement affect desirable caregiver behavior (treatment adherence), and how that contingency interacts with the variables supporting undesirable caregiver behavior. Second, implications of this revised contingency analysis as it relates to caregiver treatment of problem behavior are discussed. And finally, we use the contingency analysis as a guide to propose and discuss conceptually systematic treatments for undesirable caregiver behavior. Solutions are informed by three main areas of research: function-based treatments for negatively reinforced problem behavior, research on treatments using concurrent operant schedules without extinction, and research on mitigating resurgence.
 

Contextual Behavioral Informed Strategies to Reduce Accommodation of Severe Problem Behavior and Increase Caregiver Adherence With Behavior Plans

CRAIG STROHMEIER (Kennedy Krieger Institute and Johns Hopkins University School of Medicine)
Abstract:

Conducting a functional analysis and implementing derived treatments can produce effective behavior plans for severe problem behavior such as self-injury, aggression, and disruptive behavior. Nonetheless, skills training and an effective plan may not be sufficient to produce caregiver adherence. Low levels of treatment adherence may persist because caregiver responses that reinforce problem behavior also produce negative reinforcement for the caregiver response through immediate problem behavior cessation. This presentation describes a contextual behavioral informed approach to a) target the negative maintaining contingencies supporting caregiver reinforcement of problem behavior (accommodation) and, b) increase adherence with behavior plans. First, the presentation reviews the borrowed concept of family accommodation as a useful way to discuss, and conceptualize, the maladaptive pattern of interactions across caregivers and children who demonstrate persistent severe problem behavior. Second, a description of the intervention components highlights the mechanisms aimed at undermining the contingencies that maintain accommodation while providing caregivers with new treatment-related committed actions that are sensitive to positive changes in caregiver-child interactions. Finally, a multiple baseline evaluation demonstrates the effectiveness of this intervention strategy across two parents of a child with severe problem behavior.

 
 
B. F. Skinner Lecture Series Paper Session #257
CE Offered: PSY/BACB
Laboratory to Clinic: Dysfunctional Behaviors Cannot be Erased From the Behavioral Repertoire, but a Growing Stable of Modification Techniques Collectively can Reduce Such Behaviors and Impede Relapse
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 102B
Area: EAB; Domain: Theory
Chair: Karen M. Lionello-DeNolf (Assumption University)
CE Instructor: Ralph R. Miller, Ph.D.
Presenting Author: RALPH R. MILLER (State University of New York at Binghamton)
Abstract:

A number of behavioral pathologies arise in part from aversive associations (e.g., anxiety disorders) and cue-drug reward associations. Enormous efforts have been made over several decades trying to identify procedures to decrease these behaviors, including extinction-like exposure therapy, counterconditioning, and related techniques. Most these treatments are initially of some effect, but relapse, with long retention intervals, change in context (i.e., renewal), and re-exposure to the initial affective experience, is frequently observed. Newer treatments such as presenting the target cue some minutes before starting a session of massed exposure/extinction trials (i.e., so-called disruption of reconsolidation) have proven no more effective in eliminating dysfunctional behaviors or preventing relapse when some initial benefit of treatment is observed. The observed recovery of the dysfunctional behaviors, in conjunction with experimental laboratory data concerning associative interference, suggest that irrevocably erasing memories is difficult if not impossible. Improved behavioral outcomes appear to reflect impaired retrieval of the problematic memories. Rather than seeking erasure of these associations, more realistically, we should be seeking to impede their retrieval, using conjointly as many different techniques as possible to impair subsequent retrieval (i.e., a “kitchen-sink” approach).

Instruction Level: Intermediate
Target Audience:

Behavior analysts, clinical psychologists, behavior analysis students, graduate students in clinical psychology programs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) reduce dysfunctional acquired behaviors by combining small-to-moderate effect-size training manipulations, rather than using any one silver-bullet technique; (2) delay and reduce relapse following behavior modification by both properly combining manipulations in initial treatment and, when necessary, in periodic refresher treatments; (3) design treatments that allow shorter behavior modification sessions by increasing trial frequency while more-than-comparably reducing trial duration.
 
RALPH R. MILLER (State University of New York at Binghamton)
Miller's specific area of specialization is elementary information processing in humans and nonhuman animals, including learning, memory, and decision making. Although his research team in recent years has worked in the framework of Pavlovian conditioning, integration with both the physiological and human cognitive literature is sought at the theoretical level. His research is concerned with dissociating processes impacting perception, acquisition, retention, retrieval, and response generation, using impediments to performance such as contingency manipulations, stimulus competition, and associative interference (including extinction). His laboratory has found that training and test contexts (i.e., background stimuli) play central roles in modulating the expression of acquired information. Present research examines how retrieval processes can explain phenomena that are traditionally attributed to differences in acquisition. Experiments are being conducted to determine whether the retrieval rule that they have formalized based on a modified form of contingency theory (the Extended Comparator Hypothesis) can explain sufficient behavioral variation to allow simplification of contemporary theories of conditioning. For example, with this retrieval rule, behavior indicative of conditioned inhibition can be explained in terms of a decrease in US likelihood as opposed to associations to the absence of a US per se, i.e., negative associations. A second avenue of research is concerned with the role of temporal relationships between events in elementary learning. Their data indicate that temporal proximity not only fosters the formation of associations, but is invariably part of what gets encoded within the association. Moreover, this temporal information is a critical determinant of how the association will later be expressed in behavior. Their work in this area is summarized in what they call the Temporal Coding Hypothesis. With the intent of informing practitioners of exposure therapy in clinical situations, other studies are examining the variables that influence relapse following exposure therapy, as modeled by extinction of conditioned fear. Additional research focuses on similarities and differences in Pavlovian conditioning, contingency judgment, and causal attribution by animals and humans. Professor Miller has served as editor-in-chief of the two leading journals in his field, chaired NIH study sections, lectured extensively on five continents, and has been widely cited in the professional literature (over 20,500 citations, h-index of 71, and i10-index of 286). His current research is collaborative with laboratories in England and France and his own laboratory is staffed by postdoctoral fellows and undergraduate research assistants.
 
 
Panel #258
CE Offered: BACB/QABA — 
Supervision
Scaling Up of Behavioral Professionals in the Philippines: Challenges and Opportunities During the Pandemic
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 205B
Area: EDC/TBA; Domain: Service Delivery
CE Instructor: Maribel Castillo Stikeleather, M.A.
Chair: Maribel Castillo Stikeleather (BTS: Behavioral Teaching Solutions)
JENNIFER DELOS REYES SILAO (Don Bosco College)
ANNA MARIE LORENZO GALAY (Behavior Analysis Intervention Services)
ROBERT MAPANDO GOMEZ (Little Professors Learning Center - Davao City; Satit Bilingual School of Rangsit University - Thailand)
Abstract:

The Philippines ranks as the 13th most populated country globally, with more than 111 million people. The country’s prevalence of disability is estimated to be more than 12% of the current population. As of October 2021, there are 6 Board Certified Behavior Analysts (BCBAs), 6 Board Certified Assistant Behavior Analysts (BCaBAs), and 71 Registered Behavior Technicians (RBTs) in the Philippines. These numbers highlight the staggering need for more certified practitioners to serve not only individuals with autism but also in other areas where this science of behavior can be utilized. When the pandemic happened, individuals pursuing their coursework faced hardships in meeting the supervision requirements. This effort led Filipino BCBAs abroad to assist and support 14 BCBA and BCaBA students. This initiative also led to the establishment and development of the first bachelor’s degree in Applied Behavior Analysis (ABA) that received approval from the Philippine Commission in Higher Education Development.

Instruction Level: Advanced
Target Audience:

BCBAs, BCaBAs, BCBA-Ds, QBA, QASP-S, ABATs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the importance of cultural competence when providing supervision and mentorship. (2) Understand and transform barriers to opportunities in disseminating behavioral science in developing countries. (3) Strengthening collaboration amongst international and local practitioners in embedding behavior analysis in the educational system.
Keyword(s): Course development, Cultural competence, International dissemination, Supervision
 
 
Symposium #259
CE Offered: BACB
Examining Bribery, Reinforcement, and Choice in Behavior-Analytic Teaching and Skill-Acquisition Programs
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 205A
Area: EDC; Domain: Applied Research
Chair: Ryan C. Speelman (Pittsburg State University)
Discussant: Karl Fannar Gunnarsson (The National University Hospital of Iceland)
CE Instructor: Ryan C. Speelman, Ph.D.
Abstract:

In a teaching or skill-acquisition environments, educators and behavior analysts must utilize strategies to promote the best possible outcomes, such as individualizing procedures, providing choices, and reinforcement-based teaching. However, when teaching larger groups, such as a class of students, individualization and choice may be difficult to accomplish. Similarly, reinforcement procedures may be misconstrued as bribery by consumers. The present series of studies examines barriers to adoption of behavior-analytic teaching strategies and methods to overcome them. Study 1 used a multi-element design to compare college students’ attendance in optional, supplementary class sessions with pre-determined content versus sessions with content chosen and voted on by students using online polls. When students voted and chose content to discuss, attendance increased by 15%. In Study 2, 34 adults viewed recorded teaching trials featuring different antecedent components, learner behaviors, or consequences and rated whether each trial included bribery or reinforcement. Results revealed higher ratings of bribery were associated with several antecedent components (e.g., Premack rules) and several consequence components (e.g., edible reinforcement), which practitioners or teachers should more fully explain to consumers and fade out, if possible. Together, these studies provide support for practitioners and teachers to include behavior-analytic strategies and improve outcomes in teaching.

Instruction Level: Intermediate
Target Audience:

BCBA and BCBA-D

Learning Objectives: 1) Attendees will be able to state differences between bribery and reinforcement 2) Attendees will be able to incorporate choice components into teaching trials to improve outcomes 3) Attendees will identify components of teaching trials which consumers identify as problematic and beneficial
 

Increasing Optional Class Session Attendance in an Online Course With a Brief, Low-Effort Choice Intervention

RYAN C. SPEELMAN (Pittsburg State University), Seth W. Whiting (Louisiana State University Shreveport)
Abstract:

Student-faculty interaction and attendance have been demonstrated to positively influence a student’s overall course satisfaction and grade outcomes. Still, students often fail to participate in supplementary classes, study sessions, or office hours offered by instructors. The present study evaluated a brief, low-effort choice intervention designed to improve attendance in weekly supplementary class sessions. In a graduate-level online course, the teacher’s assistant (TA) conducted weekly, optional class sessions and recorded student attendance. The instructors randomly alternated weekly sessions to include class-as-usual or a choice intervention consisting of presenting anonymous online polls with which students could vote for topics for the TA to specifically address in the next session. During class-as-usual the TA presented discussion topics, provided prompts to evoke relevant responses, and answered questions regarding weekly topics. Choice conditions consisted of the TA tailoring discussion around the most voted topics such as: overview of projects, examples of concepts, exam review and practice, tips on exam preparation, discussion of journal articles or book chapters, and discussion of a topic anticipated as difficult. Results showed an average attendance increase of 15% in the choice condition compared to class-as-usual, supporting the use of student choice to increase student engagement in supplementary learning experiences.

 
An Analysis of Teaching Trial Components Which Evoke the Terms "Bribery" and "Reinforcement"
SETH W. WHITING (Louisiana State University Shreveport), Ryan C. Speelman (Pittsburg State University)
Abstract: Consumers, teachers, and clients may misconstrue reinforcement and operations observed in reinforcement procedures as bribery regardless of any definitional differences between the concepts, hindering acceptance and adoption of behavior-analytic procedures. The purpose of the present study was to identify components of behavior-analytic teaching trials which individuals recognize as bribery. To date, 34 adults viewed videos featuring a model behavior analyst implementing discrete trial teaching procedures with a young learner and rated each on whether the procedure demonstrated reinforcement and whether the procedure demonstrated bribery using Likert-type scales. Thirty-six videos were created in pairs, such that one video portrayed a teaching trial and response according to standard procedures and a second video portrayed that same trial but with an aspect of the antecedent, learner behavior, or consequence manipulated. Results suggested that offering choices, initiating trials with a simple rule (e.g., “We’re working”), and intermittent schedules of reinforcement produced the highest ratings of reinforcement, whereas using Premack rules, providing edible reinforcers, and continuous schedules of reinforcement produced the highest ratings of bribery. When implementing procedures which consumers may identify as bribery, practitioners must increase attempts to educate and fade out undesirable components to increase acceptance and consumer satisfaction of behavior-analytic procedures.
 
 
B. F. Skinner Lecture Series Paper Session #261
CE Offered: PSY/BACB
Embedding Behavior into an Organization: A Blueprint for Success
Sunday, May 29, 2022
12:00 PM–12:50 PM
Ballroom Level 3; Ballroom East/West
Area: OBM; Domain: Theory
Chair: Nicole Gravina (University of Florida)
CE Instructor: Nicole Gravina, Ph.D.
Presenting Authors: ALAN CHEUNG (Costain), CLAIRE FRYER (Costain)
Abstract:

Alan and Claire will share Costain’s behavioural journey over the last 15 years. They will talk about the importance and challenges of keeping on the path and share how Costain has successfully managed to roll out and embed a truly sustainable behavioural safety programme, which has been designed to address the specific issues of a continually changing workforce, with multiple business sites and varying project durations. They will speak about the importance of the programme achieving Platinum Accreditation Status with the Cambridge Center for Behavioral Studies and how one of the keys to success has been to ensure that the programme is and remains a leadership focused programme that looks at making things simple, getting the simple things right, and providing outreach to their supply chain and clients. Alan and Claire will share real examples of the tools they use, how they apply it to all aspects of Costain, including wellbeing, carbon, IT security, quality and change management, where they are going next, and how the programme has moved from behavioural safety to behavioural management and more importantly to behavioural leadership.

Instruction Level: Intermediate
Target Audience:

OBM researchers, practitioners, business owners, safety professionals. 

Learning Objectives: At the conclusion of the presentation participants will be able to: (1) describe the key components of a practical behavioural management programme; (2) apply behaviorally sound approaches for workplaces with transient workforces; (3) utilize simple and effective behavioural management tools and techniques in the workplace.
 
ALAN CHEUNG (Costain)
Alan is operationally responsible for the Safety, Health and Environmental (SHE) performance of Costain, this includes responsibility for a team of 160 SHE Professionals and a team of 12 Behavioural Management Professionals. Alan has been instrumental in the development and implementation of the Costain Behavioural Safety (CBS) Programme, which began in 2006. In 2011 he successfully took the CBS Programme through third party accreditation with the Cambridge Center for Behavioral Studies, making CBS the first third party accredited behavioural safety programme in the UK. In 2018 CBS was re-accredited for the third time and became one of only two programmes to achieve Platinum Status. In 2010 he developed a Behavioural Management Consultancy for Costain which helps clients apply the principles of behavioural science to improve all aspects of their business. Costain is a smart infrastructure solutions company, based in the United Kingdom, whose purpose is to improve people's lives by deploying technology-based solutions to meet urgent national needs across the UK's energy, water and transportation infrastructures. The company turns over c£1.0Bn per year delivering integrated consulting, complex project delivery, technological solutions and operations and maintenance services to major blue-chip customers in targeted market sectors such as highways, rail, water, power, nuclear and oil and gas. Alan has a degree in Civil Engineering from Loughborough University, is a Chartered Civil Engineer and Member of the Institution of Civil Engineers and has over 30 years’ experience of working in the UK Construction Industry.
CLAIRE FRYER (Costain)

Claire Fryer is the Director of Behavioural Management and leads the team of Behavioural Management Team of consultants, practitioners, coaches, and advisers. She also leads the external consultancy, working closely with clients and specialises in the design and delivery of behaviourally sound programmes using accelerated learning techniques. She has over 20 years’ experience in the practical application of behavioural science and coaching principles to improve business and individual performance. Claire regularly presents at conferences, including Highways UK with Highways England Social Research and Behavioural Change Team, and in 2019 the UK Project Controls Expo, which focussed on leadership behaviours, exploring aspects such as the culture created during project revies and the impact of behaviour on programme delivery. She has played a key role in how the Costain behavioural programme has moved from Safety through to Management and through to Leadership. She has been an executive coach since 2004, blending traditional coaching techniques with applied behavioural science.

 
 
Symposium #262
CE Offered: BACB
Applications of Signal Detection Theory to Visual Analysis of Functional Analyses
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 156B
Area: PCH/AUT; Domain: Translational
Chair: Lisa Tereshko (Endicott College)
Discussant: David J. Cox (Behavioral Health Center of Excellence; Endicott College)
CE Instructor: Allison Rader, Ph.D.
Abstract:

Using statistics within behavior analysis is a topic that has been visited and revisited but has yet to become a regular part of practice in the applied setting. In some circles, it remains a topic of contention, especially when suggested that statistics be used in lieu of visual analysis to interpret behavioral data. We agree with others who have proposed that statistics and other quantitative judgement tools can be used in conjunction with visual analysis. Application of statistics might be of special interest when early detection of functional relations is critical. Such is the case when making decisions regarding results of functional analyses. Therefore, the purpose of the current investigation was to explore (1) to what extent PhD level behavior analysts agree with each other on visual analysis of FA graphs (2) and to determine the effect of teaching practicing and novice behavior analysts to apply statistical analysis to the evaluation of FA graphs. We then propose some directions for further investigation that may promote best practices in the future.

Instruction Level: Advanced
Target Audience:

Basic and applied researchers, practitioners

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify shortcomings of visual analysis; (2) list at least one advantage of a signal detection theory approach to evaluating reliability, accuracy or bias; (3) name one quantitative method that may be used to supplement visual analysis.
 
A Quantitative Analysis of Accuracy, Reliability and Bias in Judgements of Functional Analyses
(Basic Research)
Allison Rader (The May Institute), MICHAEL YOUNG (Kansas State University), Justin B. Leaf (Autism Partnership Foundation)
Abstract: Functional analysis can be considered a diagnostic assessment that behavior analysts use to determine behavioral function. Such a diagnosis ultimately requires a yes or no decision (i.e., a variable maintains a behavior, or it does not) that is determined by both subjective (clinical judgement) and objective (data) variables. Accurate and reliable identification of function is essential for successful treatment, yet behavior analysts’ interpretation of data relies on their ability to detect visual differences in graphed data. Some research indicates that behavior analysts have questionable reliability in their visual analysis. To further examine the reliability, accuracy, and bias in visual analysis of functional analysis graphs, we simulated functional analysis results and surveyed 121 BCBA-Ds experienced in visual analysis. We then examined reliability of responses and used a signal detection theory approach to analyze accuracy and bias. Findings suggest that reliability and accuracy of judgements are questionable, and exploration of decision aids is warranted.
 
Use of Confidence Intervals to Supplemental Visual Analysis in Interpretation of Functional Analyses
(Applied Research)
ALLISON RADER (The May Institute), Michael Young (Kansas State University), Mary Jane Weiss (Endicott College), Justin B. Leaf (Autism Partnership Foundation)
Abstract: Use of statistics within behavior analysis has been visited and revisited but has yet to become a regular part of practice in applied settings. In some circles, the topic is contentious, especially when it is suggested that statistics be used in lieu of visual analysis. We agree with others who have proposed that statistics and other quantitative judgement tools can be used in conjunction with visual analysis. This application might be of special interest when early detection of causal relationships is critical. Therefore, the purpose of this investigation was to determine the effect of teaching practitioners to integrate confidence intervals into their evaluation of functional analyses. We then propose some directions for further investigation that may promote future best practices.
 
 
Symposium #264
CE Offered: BACB
Moving our Science Forward: Understanding and Correcting Misconceptions of Behavior Analysis
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 203
Area: TBA/EDC; Domain: Applied Research
Chair: James W. Diller (Eastern Connecticut State University)
Discussant: Kelly M. Banna (Millersville University of Pennsylvania)
CE Instructor: Christopher A Krebs, Ph.D.
Abstract:

Behavior analysis is unfamiliar to most people outside of autism and even those who have heard about behavior analysis often have beliefs that run contrary to known evidence. Misconceptions in science are not unique to behavior analysis, but they do limit the ability of our field to address issues of social significance and become more mainstream. The overarching goal of this symposium is to generate insight and discussion on strategies that can be used to improve dissemination, training, and support of current and future behavior analysts for the many current and future challenges to our field. The first presentation describes a study that evaluated perceptions of behavior analysis by undergraduate students by comparing their ideas and interest about the discipline at the beginning and end of an introductory principles of learning course. The second presentation describes a study that examined the qualitative experiences of behavior analysts before, during, and after their training in effort to identify practitioner-endorsed and actionable behaviors analysts can engage in when facing misconceptions in the field.

Instruction Level: Basic
Target Audience:

Basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify some common misconceptions of behavior analysis; (2) Describe the 5 main behaviors associated with addressing misconceptions (e.g., Listen, Ask questions, Determine misconceptions, Engage, and Reflect and evaluate); (3) Identify effective strategies for engaging an audience to counter misconceptions in real-time.
 
Perceptions of Behavior Analysis by Undergraduate Students
CHRISTOPHER A KREBS (Eastern Connecticut State University), James W. Diller (Eastern Connecticut State University), Christina A. Alligood (The Chicago School of Professional Psychology)
Abstract: Introductory undergraduate courses are often the first point of contact a student has with an area of inquiry. Perceptions about a field can influence the likelihood that students will pursue additional education or a career in that area and undergraduate psychology students are more likely to have misconceptions of behavior analysis compared to master’s students and teachers in university colleges (Arntzen et al., 2010). This presentation describes a study that evaluated perceptions of behavior analysis by undergraduate students at two different universities by comparing their ideas and interest about the discipline at the beginning and at the end of an introductory principles of learning course. The introductory course corrected several misconceptions and increased interest in behavior analysis. Discussion of these results will focus on identifying strategies that instructors can use to improve instruction and better market behavior analysis.
 
Using the Experiences of Current Analysts to Support Addressing Common Misconceptions in Applied Behavior Analysis
JUSTIN N COY (University of Pittsburgh), Olivia Grace Enders (University of Pittsburgh), Douglas E. Kostewicz (University of Pittsburgh)
Abstract: Misconceptions have impacted the field of Applied Behavior Analysis (ABA) since its inception. In conference presentations and manuscripts, researchers have focused on highlighting such misconceptions and their potential sources. However, very little empirical work has surveyed and allowed the on-the-ground professionals to offer their professional input regarding how best to disseminate our science in the face of these fallacies. We present a process tool designed to support the effective communication of ABA based on the reported lived experiences of behavior analysts. LADER (Listen, Ask Questions, Determine misconception, Engage, and Reflect and evaluate) provides a scaffolded approach to support behavior analytic professionals navigating the potential challenges of addressing others’ misconceptions of ABA in real-time. Engaging analysts to address misconceptions is a professional skill taught, developed, and shaped over time. The LADER tool can thus inform training of both students and practitioners.
 
 
Symposium #265
CE Offered: BACB/QABA
Influences on Acquisition and Outcomes of Foreign-Language Tact Instruction
Sunday, May 29, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 255
Area: VBC/EDC; Domain: Applied Research
Chair: Anabela Santos (Caldwell University)
CE Instructor: Danielle LaFrance, Ph.D.
Abstract: Around the world, many people receive compulsory foreign-language instruction or choose to study foreign languages for reasons that include employment prospects, mobility, cultural awareness, and desire to maintain connection with their ancestral cultures. Learning a new language, however, is a monumental task. In terms of vocabulary alone, students need to master thousands of words to communicate in everyday situations (see e.g., Nation & Waring, 1997). This symposium reports the results of three studies on teaching foreign-language vocabulary words in the form of tacting to students of various ages from various linguistic backgrounds. Anabela Santos presents on the effects of mastery criterion stringency on acquisition, generalization, and maintenance of foreign-language tacts. Elma Dögg Birgisdóttir presents an evaluation of the role of response contingencies in tact acquisition, intraverbal emergence, and maintenance in a comparison of a pair-test procedure with discrete-trial instruction. Finally, Danielle LaFrance presents on the effects of stimulus preference on tact acquisition and intraverbal emergence. Together, the three studies provide insights into the use of behavior-analytic concepts and tools to solve problems in foreign-language teaching and learning.
Instruction Level: Intermediate
Keyword(s): acquisition, foreign language, intraverbal, tact
Target Audience: Researchers, educators, BCBAs, graduate students
Learning Objectives: At the conclusion of the presentation, participants will be able to 1. describe how mastery criteria, response contingencies, and stimulus preference were found to affect the acquisition of foreign-language tacts. 2. define two types of intraverbal responding that may emerge as a result of foreign-language tact instruction. 3. identify maintenance as an important outcome to evaluate in research on foreign-language instruction.
 
Effects of Mastery Criteria on Skill Maintenance of Foreign-Language Tacts
ANABELA SANTOS (Caldwell University), Ruth M. DeBar (Caldwell University), Kenneth F. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University)
Abstract: There is minimal evidence to guide practitioners on selecting mastery criteria based on its effects on acquisition and maintenance across skills and populations. Although strategies for teaching foreign language skills have been investigated, the implications of mastery criteria on foreign language targets have not been explored. The purpose of this study was to assess the efficacy and efficiency of acquisition and maintenance of 67%, 89%, and 100% mastery criteria of foreign language tacts by four adults of typical development. Stimulus generalization of tacts, maintenance at one- and three-weeks post-mastery, and the social validity of goals, procedures, and outcomes were assessed. Findings suggest that each mastery criterion effectively led to the acquisition of target responses and that responding generalized across untrained targets. Three of four participants demonstrated low responding across targets and untrained stimuli during the three-week maintenance probe. Goals, procedures, and outcomes were rated socially significant by practitioners. Although our results contribute recommendations for selection of mastery criteria by clinicians based on values that are both efficacious and efficient, our findings are limited by the points in time in which maintenance was assessed and warrant both intra- and inter-subject replication.
 

Evaluation of a Pair-Test Procedure in Computerized Foreign Language Vocabulary Instruction

ANNA PETURSDOTTIR (Texas Christian University; Reykjavik University), Juliana Sequeira Cesar de Oliveira (Texas Christian University), Elma Birgisdóttir (Reykjavik University)
Abstract:

Stimulus pairing procedures without contingencies on active student responding can result in the emergence of both conditional discriminations and topography-based verbal operants. However, dense student response contingencies have been found to improve outcomes of computerized programmed instruction. The present study compared two approaches to teaching foreign-language (FL) vocabulary words: discrete-trial (DT) instruction with a response contingency in every trial, and pair-test (PT) instruction with intermittent response contingencies. Participants were eight adults whose native language was Icelandic. Each participant was exposed to DT tact instruction with one set of Arabic words, and PT tact instruction with another set. A multielement design was used to compare tact acquisition in the two conditions. A within-subjects design was used to compare performance on an immediate post-test and a one-week follow-up test that assessed FL tacts and emergent intraverbal responding. PT instruction was found to produce highly similar outcomes to DT instruction on all measures, and three of five participants reported preferring PT to DT instruction.

 
Effects of Stimulus Preference on the Acquisition of a Small Foreign Language Vocabulary
Mariele Cortez (Universidade Federal de Sao Carlos; Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE) ), Maira Costa (Universidade Federal de São Carlos, Brazil), DANIELLE LAFRANCE (Elemy Autism Care; Hunter College - City University of New York), Mayara Ferreira (Universidade Federal de São Carlos, Brazil), Caio F. Miguel (California State University, Sacramento)
Abstract: There is a growing body of literature examining the effectiveness of teaching a foreign language using behavior-analytic procedures. This study compared the acquisition of foreign tact responding as a function of stimulus preference and assessed the emergence of bidirectional intraverbal responses (Native-Foreign and Foreign-Native). Three typically developing Brazilian children participated. Sessions were conducted remotely using a platform for video and audio communications. First, the experimenter conducted a preference assessment to select the target stimuli for each participant based on their preference. During tact instruction, the experimenter presented a visual stimulus and asked for its foreign name. A progressive prompt delay was used. Emergent intraverbal responses were evaluated across Native-Foreign and Foreign-Native directions before and after instruction. Results showed that all participants met the learning and the emergence criteria for the high preferred stimulus set in fewer trial blocks than for the low preferred stimulus set. Also, the high-preferred set yielded greater emergence of all intraverbal relations. Results confirmed those of previous studies, showing that tact instruction is effective in producing emergent intraverbal responding, and suggesting that stimulus preference is an important variable when teaching a foreign language.
 
 
Paper Session #266
CE Offered: BACB
Early Intensive Behavioral Intervention: Predicting Outcome and Examining Relations between Intensity, Quality and Treatment Acceptability
Sunday, May 29, 2022
12:30 PM–12:55 PM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Svein Eikeseth (Oslo Metropolitan University )
CE Instructor: Svein Eikeseth, Ph.D.
 

Early Intensive Behavioral Intervention: Predicting Outcome and Examining Relations Between Intensity, Quality, and Treatment Acceptability

Domain: Applied Research
SVEIN EIKESETH (Oslo Metropolitan University), Marita Andreassen (1Oslo Metropolitan University), Sigmund Eldevik (Oslo Metropolitan University)
 
Abstract:

This prospective study was designed to examine predictors of outcome after 12 months of community-based Early Intensive Behavioral Intervention (EIBI) in 171 children with autism spectrum disorders (ASD). Predictors included Age at Intake, Intake Adaptive Behavior (Vineland-II), Treatment Intensity, Treatment Quality and Treatment Acceptability. In order to evaluate predictors of outcome, Pearson correlations and hierarchical multiple regressions (MR) was conducted for each outcome measure. Non-parametric tests (?2) were used for variables that did not meet normal distribution. For Vineland ABC and all Vineland subscales (Communication, Social Skills, Daily Living Skills, Motor Skills and Maladaptive Behavior), higher intake scores predicted significantly higher outcome scores. Furthermore, younger intake age and higher treatment quality was associated with improved outcome. Treatment quality improved over time, but children who received lower treatment quality initially tended to receive overall lower treatment quality. Children who received higher number of treatment hours also tended to receive better treatment quality. Parents and therapists scored treatment acceptability as very high, and treatment acceptability score was independent of the children’s outcome. These findings add to our knowledge of potential predictors of outcome for children receiving EIBI and about relations between treatment intensity, treatment quality and treatment acceptability.

 
Target Audience:

Practitioners working with children with ASD

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe predictor variables of outcome of EIBI; (2) explain possible relations between treatment hours and treatment quality; and (3) know how parents and therapist report EIBI treatment acceptability.
 
 
Invited Paper Session #292
CE Offered: PSY/BACB
Feeding Two Birds With One Scone: Connecting Animal Welfare Concepts With Behaviour Analysis
Sunday, May 29, 2022
3:00 PM–3:50 PM
Ballroom Level 3; Ballroom East/West
Area: AAB; Domain: Service Delivery
Chair: Erica N. Feuerbacher (Virginia Tech)
CE Instructor: Alexandra Protopopova, Ph.D.
Presenting Author: ALEXANDRA PROTOPOPOVA (The University of British Columbia)
Abstract: Scientists and practitioners in applied animal behaviour analysis frequently work in animal welfare, management, and protection fields. Yet, the verbal behaviour within the scientific discipline of animal welfare science is often at odds with the verbal behaviour of behaviour analysts. In this talk, I draw from my own experiences from working with colleagues in animal welfare science as well as working in animal shelter settings to outline some commonalities and differences in verbal behaviour and recommend some ways to reconcile the differences to allow for effective communication across disciplines. I will outline how different disciplines place different emphasis on the importance of various concepts, such as affective states, consent, choice, cognition, etc., and propose possible solutions to reconcile these differing emphases. I will also argue that a clearer distinction between “procedure” and “behavioural process” will allow for easier communication to not only scientists but also practitioners of animal welfare. After this talk, I hope that listeners will be able to more easily connect verbal behaviour of the discipline of animal welfare science to their own work; likewise, I hope that listeners will improve their own verbal behaviour to not only aid interdisciplinary communication but to also allow for the inclusion of novel concepts to guide our work in improving animal lives.
Instruction Level: Basic
Target Audience:

Scientists and practitioners working with non-human animals in applied settings.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify which features of behaviour are important to scientists and practitioners of animal welfare; (2) list common assessments of animal welfare, and how these assessments relate to behaviour analysis; (3) identify why differentiating between “procedure” and “process” is additionally important in reconciling the two disciplines; (4) consider the utility of incorporating verbal behaviour from other disciplines to aid in their research and/or practice with non-human animals.
 
ALEXANDRA PROTOPOPOVA (The University of British Columbia)
Dr. Alexandra (Sasha) Protopopova, Ph.D., is an assistant professor in the Animal Welfare Program at the University of British Columbia and the NSERC/ BC SPCA Industrial Research Chair in Animal Welfare. Sasha’s research aims are to learn more about dogs, improve animal shelter practices, improve companion animal welfare in shelters, pet homes, and in assistance roles--all within a One Welfare framework. Recently, Sasha has been shifting her research focus on connecting climate change and other societal issues to companion animal welfare. Sasha earned an MSc and a Ph.D. in Behavior Analysis from the University of Florida with Drs. Clive Wynne and Brian Iwata. She spends her days conducting research, teaching university classes in animal learning and animal sheltering, going on hiking trails, and cuddling dogs.
 
 
Symposium #293
CE Offered: BACB
Generalization of Functional Analyses to Assist in Treatment Development Beyond the Clinical Setting
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 255
Area: AUT/DDA; Domain: Applied Research
Chair: Allison Rader (The May Institute)
CE Instructor: Lisa Tereshko, Ph.D.
Abstract:

The use of functional analyses has been well researched in the literature to demonstrate its effectiveness to identify functions of challenging behaviors. Many variations to the traditional functional analysis have evolved to further assist clinicians while minimizing various limitations to the traditional methods. One variation is the trial-based functional analysis that has demonstrated effectiveness in the classroom setting. This symposium will review the literature on the generalization of treatments based on findings from various functional analysis methods as well as on the generalization of the trial-based functional analysis to novel settings.

Instruction Level: Intermediate
Keyword(s): Functional Analysis, Functional Assessment, Generalization
Target Audience:

Basic understanding and implementation of functional analyses in practice is required.

Learning Objectives: (1) Participants will gather knowledge to apply various functional analysis technology across settings (2) Participants will acquire on the generalization of functional analyses in by their methodology (3) Participants will generalize their functional analysis implementation across participants, settings, treatments, and methods.
 
Generality of Treatment Based Function of Severe Challenging Behavior: A Systematic Review
BRITTANY TOMASI (Endicott College), Lesley A. Shawler (Southern Illinois University), Jessica L Becraft (Kennedy Krieger Institute)
Abstract: The assessment and treatment of severe challenging behavior is prevalent in the current empirical literature within applied behavior analysis. However, despite robust demonstrations of treatment effectiveness, the efficacy of treatment generalization and durability of treatment outcomes is not widely represented in the literature. Incorporating generalization within treatment outcomes may improve the acceptability and social significance of behavior analytic interventions in natural settings and contexts. Thus, the purpose of this review is to investigate the relationship between treatment generality and the functions of severe challenging behavior identified by various functional behavior assessments. Specifically, we explored the most prevalent type of function(s) of challenging behavior and their impact on programming and testing for generalization. Results and implications for assessment, treatment, and generalization will be discussed.
 
Conducting a Trial-Based Functional Analysis in a Community Setting
SARAH KRISTIANSEN (Trumpet Behavioral Health; Endicott College)
Abstract: This presentation will discuss a trial-based functional analysis, adapted from Bloom et. al, 2011, conducted in a grocery store to determine the function of inappropriate vocalizations when interacting with strangers. The presentation will review ethical considerations that were made when creating the protocol as well as the family’s role in the protocol implementation. Following the assessment’s completion, a function-based intervention was implemented and the intervention team’s role in the intervention was faded.
 

Comparison of Descriptive Assessment and Trial-Based Functional Analysis as the Basis of Treatment in Homes

LISA TERESHKO (Endicott College), Mary Jane Weiss (Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Thomas Marsh (Beacon ABA Services, Inc.), George McClure (Beacon ABA Services)
Abstract:

For effective treatment implementation to reduce the occurrence of problem behavior and increase the occurrence of adaptive behavior, one must identify the maintaining contingencies of the behavior of concern. Many studies have identified the use of narrative antecedent behavior consequence (ABC) data collection, but few have examined its ability to effectively identify the function of the problem behavior. Research has supported the use of the trial-based functional analysis (TBFA), as the results correlate with the traditional experimental functional analyses, but few studies examine its effectiveness in the home setting. The current study evaluated the effectiveness of narrative ABC data compared to a TBFA in the home setting, as it impacts the outcomes of function-based treatment. Control of the problem behavior through the use of functional communication training was demonstrated across participants and within participants across assessments. Results suggest the TBFA identified the primary function of the behavior as demonstrated by independent responding to a functionally equivalent response.

 
 
Symposium #294
CE Offered: BACB — 
Ethics
Analyzing Scope of Competence in a Rapidly Evolving Landscape: Ethical Considerations for Practicing Behavior Analysts
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 257B
Area: AUT; Domain: Service Delivery
Chair: Erick M. Dubuque (The Council of Autism Service Providers)
CE Instructor: Erick M. Dubuque, Ph.D.
Abstract: In contrast to scope of practice, which refers to the range of activities in which members of a profession are authorized to engage, by virtue of holding a credential or license, scope of competence encompasses the range of professional activities of the individual practitioner that are performed with proficiency (Brodhead, et al., 2018). In a field that is growing at a rapid pace, ABA organizations must position themselves to respond not only to market demand, but also to evolving standards related to ethics, quality, clinical practice guidelines, patient outcomes measurement and reporting, and insurance coverage criteria. Failure to adapt to these changes – by providing the organizational supports individual practitioners require to continuously build and maintain new proficiencies – may increase the risk of poor outcomes, harm to patients, or damage to the field. In this symposium, we will discuss current assessment and treatment trends within the field and response strategies to ensure responsible and ethical service delivery in the face of industry change.
Instruction Level: Intermediate
Keyword(s): Assessment, Ethics, Outcome Measures, Punishment
Target Audience: Behavior analysts within their first 5 years of practice, practitioners, supervisors, and senior leaders.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) differentiate scope of practice from scope of competence; (2) identify ethical codes relevant in the administration of clinical assessments; (3) identify strategies to mitigate risk of practicing beyond the boundaries of competence.
 
Current State of Training on Clinical Assessment Measures: A Survey
KRISTIN M. HUSTYI (LittleStar ABA Therapy), S. Shanun Kunnavatana (Easterseals UCP North Carolina & Virginia)
Abstract: Obtaining a credential or license as a board-certified behavior analyst (BCBA) can be thought of as an entry-level requirement for practicing in the field of applied behavior analysis (ABA). Ongoing professional development is necessary to meet increasingly complex public, payor, and patient needs and standards. Survey research has documented the variability in staff and supervisory training opportunities offered to BCBAs working in applied settings (Reed and Henley, 2015; Columbo, Taylor, and Hammond, 2020; Padilla, 2020). In this study, we partially replicated and extended this line of research by surveying BCBAs working at several unaffiliated ABA organizations on their training experience with clinical assessment measures recommended within the field of ABA, including criterion-referenced assessments, norm-referenced assessments, and functional assessment methodologies. Respondents reported their experience with formal training that met the minimum assessor qualifications to ethically administer, score, interpret, and use the results of each measure as defined by the test publisher and whether they used each measure in their clinical practice irrespective of formal training. Implications regarding boundaries of competence and future directions for research will be discussed.
 
Recommended Strategies to Promote Ethical Administration of Treatment Outcomes Measures
LAURYN TOBY (LittleStar ABA Therapy)
Abstract: Reporting on treatment outcomes is quickly becoming the expectation by insurance providers and patients worldwide. With a focus on improving clinical standards, several organizations have published recommendations on assessment measures that may be used for evaluating treatment outcomes in applied behavior analytic treatment for individuals with autism (e.g., Behavioral Health Center of Excellence [BHCOE], International Consortium for Health Outcomes Measurement [ICHOM]). In addition, insurance providers have begun to request increasingly diverse sets of data to demonstrate patient progress. Given the scope of the recommended measurement sets, important concerns are raised about practice limitations for behavior analysts. Many of the recommended measures are those traditionally administered by psychologists who may be offered a breadth of training in testing and measurement that is uncommon in behavior analysis. Indeed, research suggests that behavior analysts have limited training and exposure to the some of the measures recommended (Padilla, 2020). Recommendations for building internal infrastructure and clinician training to ensure responsible adoption of new outcome measures will be discussed.
 
The Punishment Review Panel as a Practical Safeguard in the Treatment of Severe Challenging Behavior
JESSE LOGUE (LittleStar ABA Therapy)
Abstract: Punishment should only be used under rare circumstances, such as when behavior must be suppressed rapidly to prevent serious physical harm or when reinforcement-based strategies have been exhausted, and punishment should never be used in isolation. While these guidelines exist, it is estimated that up to 50% of behavior analytic research published on punishment procedures failed to report prior treatment approaches or indicated punishment as the sole component of treatment (Lydon, et. al. 2015). Concerns about the use of punishment are further complicated by the rapid expansion of our field and the need to report significant reductions to continue treatment. Research indicates that new BCBAs are sometimes assigned severe behavior cases without receiving initial training or ongoing supports (i.e., 43% did not receive training; Columbo, Taylor, and Hammond, 2020). The development of a Punishment Review Panel (PRP) is a practical safeguard for evaluating the merit of punishment in practice. The PRP process provides a critical support to BCBAs by identifying alternatives to punishment and ensuring comprehensive assessment prior to treatment, thereby reflecting ethical best practices. Sample data will be discussed, which include only 15% of proposals being accepted.
 
 
Symposium #295
CE Offered: BACB
A Behavioral-Developmental Approach to Autism Assessment, Data Collection, Intervention, and Curriculum
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 258B
Area: AUT/DEV; Domain: Theory
Chair: Michael Lamport Commons (Harvard Medical School)
CE Instructor: Michael Lamport Commons, Ph.D.
Abstract:

Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, nonverbal communication, and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people. They may, however, communicate, interact, behave, and learn in ways that are different from most other people. Because there is no definitive medical test, diagnosing ASD can be difficult. Research has shown that intervention can improve a child’s overall development and the earlier it occurs, the more effective it may be. In this symposium, we introduce a diagnostic tool designed to improve a very early diagnosis of autism. The tool is informed by extensive research on the Model of Hierarchical Complexity, a behavioral developmental model of tasks. The Model allows for the scaling of behaviors, tasks, reinforcers, stimuli, etc. in terms of their Hierarchical Complexity, a form of difficulty. This kind of scaling explains developmental sequences. The symposium first describes the Behavioral Developmental Autism Instrument, including how it was devised, how the data is being collected, and comparison to other assessments. The second paper illustrates how the Model of Hierarchical Complexity can be used to generate a developmental sequence of reinforcers. The third paper applies the model to curriculum development.

Instruction Level: Basic
Keyword(s): Early diagnosis, Early intervention
Target Audience:

People who are interested in knowing more about how a Developmental approach can be added to a Behavior Analytic Approach, including how to find out with what behavior(s) to begin an intervention, what behavioral stage a child is behaving at, how to select developmentally appropriate reinforcers and other related topics.

Learning Objectives: Participants will be able to: (1) assess children from infancy on up in terms of 12 domains of behavior (2) develop an intervention based on behavioral developmental criteria, including how to select developmentally appropriate reinforcers; (3) implement two aspects of interventions: what behaviors need intervention and how to more successfully carry out the interventions.
 
Behavioral Developmental Autism Instrument
PATRICE MARIE MILLER (Salem State University)
Abstract: The purpose of the study was to generate a behavioral-developmental instrument and see how well it predicted performance in participants diagnosed with Autism Spectrum Disorders. Some items were created from our experience with children with an ASD diagnosis, some based on experience with the development with “normal” children. Some items were adapted from existing developmental scales. Each item consists of a task that the child is asked to perform. It starts with behaviors that occur in very early infancy. Currently, several organizations are testing the instrument and are providing feedback. The aim is to allow for possible earlier diagnoses of autism and also to provide a basis for intervention. The items in the instrument are developmentally ordered, based on the Model of Hierarchical Complexity. If a child is shown to successfully perform these items, the instrument moves to more complex items. Because it assesses specific behaviors it is easier to use, providing face valid results. A brief comparison of this assessment to two others that are commonly used will be included.
 

Testing of an Instrument Measuring Reinforcer Preferences in Children

PATRICE MARIE MILLER (Salem State University)
Abstract:

Operant conditioning procedures are used to investigate various developmental emotional and socialization processes (e.g., Gewirtz & Pelaez-Nogueras, 1992). The choice of what reinforcers to use has been conducted in somewhat of an ad hoc manner. This presentation introduces a way to scale reinforcers in terms of their likely effectiveness for children at different behavioral stages of development. Reinforcers are scaled in terms of their complexity using the Model of Hierarchical Complexity. This model applies a mathematically based scale to different tasks and behaviors (including reinforcing events). A brief example would be that for some children perhaps only a food-based reinforcer would work. For another saying “Good job” would work. Testing this model, we have generated an ordered list of reinforcers. This can be used with individual children to ascertain which specific reinforcers are effective for each particular child. Ultimately it will provide a list of a large number of reinforcing events that may be effective when working with a wide range of children. We are in the process of testing it out and are looking for collaborators who can help us shortlist the reinforcers.

 
Mapping a Teaching Curriculum Based on the Autism Developmental Instrument
MICHAEL LAMPORT COMMONS (Harvard Medical School)
Abstract: A teaching curriculum is described that is based on the Behavioral Developmental Autism Instrument. Each item in the instrument is both a behavior that is assessed and behavior that can then be trained if the child does not pass the item. Children with developmental delays or with Autism Spectrum disorders are trained bottom up, starting with items of less difficulty and moving to those with higher difficulty. Currently, there are 121 items in the curriculum. Creating teaching curricula from the instrument will facilitate interventions since the child will be placed at the right level of difficulty to learn. That is, the item will not be too easy and will also not be too difficult. More items may also be added at each level of difficulty (called the Order of Hierarchical Complexity of the task). This curriculum can be beneficial for both typically developing children and children with developmental disabilities across a variety of cultural settings.
 
 
Symposium #296
CE Offered: BACB
Applications of Public Health: Teaching Infant and Child Safety to Caregivers and Community Members
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 156B
Area: CSS/EDC; Domain: Applied Research
Chair: Lauren K. Schnell (Hunter College)
CE Instructor: Lauren K. Schnell, Ph.D.
Abstract: Infant and child hazards, due to unsafe environmental arrangements, are a leading cause of death in children in the United States. Hazards such as, unsafe sleep environments and accessible dangerous items can result in unintentional injuries and accidental death. Behavioral interventions, such as, behavior skills training, is a way to teach parents and community members how to keep their children safe by arranging the environment in a way that potentially decreases the likelihood of tragic outcomes. This symposium will evaluate training methods to teach parents, caregivers, and community members how to arrange safe sleep environments for infants and to identify safety hazards for young children.
Instruction Level: Intermediate
Target Audience: Audience members should be familiar with the behavioral skills training literature.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Use behavioral skills training to teach caregivers and community members safe child care practices 2. Extend the research on safe infant sleep across participants 3. Be familiar with the Project 12-Ways/Safe Care Home Accident Prevention Inventory Revised Protocol and the ays in which it can be used
 
Teaching Substitute Caregivers to Identify Safety Hazards for Young Children
CARLOS ABARCA (University of South Florida), Rocky Haynes (Sageway Behavioral Health), Kayla Rogover (Sageway Behavioral Health), Asha Fuller (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: The leading cause of death for children across the world is unintentional injuries (UNICEF 2001). Hazards such as accessible pools, poisons, and small ingestible items are the leading causes of unintentional injuries. Behavioral interventions such as Project 12-Ways/Safe Care have been used to teach parents how to be proactive in structuring a home free of accessible hazards by teaching the parents to identify and remove hazards in their home. Though the Project 12-Ways/Safe Care model has over 30 years of literature supporting its efficacy, the model has not been tested with substitute caregivers who often play a critical role in keeping children safe. Therefore, this study evaluated the degree to which substitute caregivers could identify and remove hazards after being trained on the Project 12-Ways/Safe Care Home Accident Prevention Inventory Revised Protocol. Results suggest participants required both Behavioral Skills Training and in-vivo feedback to learn to discriminate between hazardous and non-hazardous items. Limitations and future research will be discussed.
 
Safe to Sleep: Community-Based Caregiver Training
JESSICA DAY-WATKINS (Drexel University), Jason C. Vladescu (Caldwell University), Lauren K. Schnell (Hunter College), Jacqueline Mery (Caldwell University)
Abstract: Annually, thousands of infant deaths are classified as sudden unexpected infant deaths (SUIDs). In an effort to reduce the risk of SUIDs, the American Academy of Pediatrics has made a number of recommendations to educate caregivers, childcare providers, and healthcare professionals on safe infant sleep practices. The purpose of the current study was to extend the literature on safe infant sleep practices by teaching caregivers to arrange safe infant sleep environments using a mannequin and common infant items. We partnered with community-based agencies to evaluate the effectiveness of behavioral skills training delivered in a single-training session as part of the ongoing pre- or post- natal care these agencies provided. Following training, all participants demonstrated a substantial change in responding and returned favorable social validity ratings. We discuss these outcomes in light of previous studies, limitations, and future directions.
 
Training Medical Students to Teach Safe Infant Sleep Environments Using Pyramidal Behavioral Skills Training
JACQUELINE MERY (Caldwell University), Jason C. Vladescu (Caldwell University), Tina Sidener (Caldwell University), Kenneth F. Reeve (Caldwell University), Jessica Day-Watkins (Drexel University), Lauren K. Schnell (Hunter College)
Abstract: Medical personnel play a critical role in caregiver safe infant sleep education; however, training outcomes in the safe infant sleep training literature have been mixed. Promising approaches that warrant further investigation are the use of behavioral skills training and pyramidal training. The current study consisted of two experiments. Experiment 1 extended Carrow et al. (2020) and Vladescu et al. (2020) by teaching medical students safe infant sleep practices using behavioral skills training. Differential responding was examined across trained and untrained environmental arrangements using a multiple baseline design. All participants arranged safe sleep environments following behavioral skills training in posttraining. In Experiment 2, using pyramidal BST, medical students were trained to teach others safe sleep practices. Results indicated high procedural integrity scores following training and generalization of skills.
 
 
Symposium #297
CE Offered: BACB
Human Development in Psychological Perspective
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 102A
Area: DEV/PCH; Domain: Theory
Chair: Laura Barcelos Nomicos (University of Nevada, Reno)
Discussant: Genevieve M DeBernardis (University of Nevada, Reno)
CE Instructor: Mitch Fryling, Ph.D.
Abstract: This symposium focuses on the broad topic of human development. The first presentation focuses on the study of human development, generally speaking, and considers on how behavior analysts have contributed to work in this area. Behavior analytic contributions will be considered in the context of other developmental work, and the distinguishing features of behavior analytic work will be highlighted. The second half of this presentation provides an overview of the interbehavioral distinctions between biological, psychological, and cultural development, with implications for strengthening both disciplinary and interdisciplinary work. The second presentation focuses on the topic of aging in particular, describing biological, psychological, and cultural aspects of the aging process. The author will consider particular topics pertinent to aging (e.g., memory), and how psychological processes associated with these topics develop as we age. Finally, the discussant of the symposium will provide comments on each of the presentations. In particular, drawing upon their expertise in child development, the discussant will relate the presentations to larger themes within the developmental literature.
Instruction Level: Intermediate
Keyword(s): development, interbehavioral
Target Audience: Intermediate audience - pre-requisite skills involve general understanding of basic behavioral principles, radical behaviorism, and an interest in conceptual analysis.
Learning Objectives: 1) Describe challenges associated with the study of human development 2) Distinguish between biological, psychological, and cultural development 3) Explain two behavioral processes associated with aging
 
Human Development in Behavior Analysis
MITCH FRYLING (California State University, Los Angeles)
Abstract: Understanding human development is fundamental to many disciplines and fields of work, including psychology, biology, education, medicine, and more. Indeed, in applied settings developmental knowledge may help to identify appropriate goals for intervention, understand what to expect and when, and more. While all of this work may be similar in the focus on studying sequences of events, or how one thing leads to another, the study of human development is broad and may focus on distinct areas. This presentation considers how behavior analysts have contributed to the study of human development, including both conceptual analyses and empirical research. Strengths of this work will be highlighted, and opportunities for further behavior analytic work in this area will be described. Finally, drawing upon interbehavioral psychology, the presentation will review the distinction between biological, behavioral, and cultural development, and provide examples related to everyday life. Distinguishing between these different types of development may strengthen the work in each of the respective areas as well as facilitate interdisciplinary efforts.
 
The Unbecoming of Age
LINDA J. PARROTT HAYES (University of Nevada, Reno)
Abstract: Along with changes of a biological sort, and in keeping with them, as individual’s psychological repertoire deteriorates with advancing age. Some changes of the biological sort, such as failing eyesight or hearing loss, may be remediated by eyeglasses or a hearing aid. Bones and joints may be fortified or replaced, and so on. So valuable is the property of youth in culture that the deterioration of biological characteristics is resisted, an intention facilitated by the partially implicit character of perception. And the tendency to resist aging becomes even more pronounced for women who, by virtue of the additional value attached to beauty, aspire to maintain this property in themselves beyond the natural course of its demise. By contrast, the deterioration of the psychological repertoire, as observed in memorial and intellectual difficulties, is not so readily corrected. For the most part, these changes are failures of responding with respect to verbally attributed and substitutive properties of stimuli, coupled with the disruptions to other activities produced by them. This presentation is focused on the psychological aspects of aging including the nature and implications of the repertorial decline, as well as the reasons and means by which it resisted and disguised.
 
 
Panel #298
CE Offered: BACB
Improving the Collective Efficacy of School-Based Behavior Analysts
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 205B
Area: EDC; Domain: Service Delivery
CE Instructor: Selena J Layden, Ph.D.
Chair: Selena J Layden (Old Dominion University)
DANIEL J. IRWIN (Virginia Department of Education)
DARIA LORIO-BARSTEN (William & Mary Training and Technical Assistance Center)
HAYLEY FLYNN MULLINS (Winchester Public Schools)
Abstract:

As behavior analysts continue to work in public schools, these professionals are serving a broadening role to support students and other educators. Despite the growth and diversity of the school-based behavior analyst’s roles and the variety of needs of students and other professionals with whom they work, school-based behavior analysts often function with limited resources and support. This panel presentation will focus on the needs of school-based behavior analysts and provide methods to improve their capacity and effectiveness through identifying means to build self-efficacy and contribute to collective impact. During this panel presentation, participants will hear from panelists who have and are working in public schools in differing capacities to provide considerations and their lessons learned. Additionally, the panelists will discuss examples of how a statewide professional network has grown to support school-based behavior analysts across school districts and how that network is being leveraged to build collective efficacy. Finally, we will discuss the reciprocal relationship and how our professional network has both influenced and been influenced by state policy.

Instruction Level: Intermediate
Target Audience:

Practicing BCBAs who are or wish to work in school settings or supervisors who support these BCBAs.

Learning Objectives: 1. Describe and define their own roles within their school district. 2. Identify at least three strategies for building capacity as a school-based behavior analyst. 3. Describe how a professional network can benefit practitioners, students, and other professionals, as well as influence division leadership and policy.
Keyword(s): collective efficacy, professional network, public schools
 
 
Invited Panel #299
CE Offered: PSY/BACB/QABA/NASP
Diversity submission Ableism and the Social Model of Disability: What Does it Have to do With Behavior Analysts?
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 253A-C
Area: PCH; Domain: Theory
Chair: Summer Bottini (May Institute)
CE Instructor: Summer Bottini, Ph.D.
Panelists: DOROTHEA C. LERMAN (University of Houston-Clear Lake), STEPHANIE PETERSON (Western Michigan University), ANDREW HALL (Pyles and Associates)
Abstract:

Recipients of behavior analytic services have traditionally been viewed through a medical model lens that treats deficits. Alternatively, a social model of disability views societal barriers and systemic biases as limiting people with disabilities’ ability to thrive and meet their own needs/wants. Some disciplines have increasingly acknowledged this social conceptualization of disability and begun to adopt more equitable language and practices across research and practice. In both research and practice, behavior analysts have generally have not ascribed to a social model of disability, perhaps contributing to ongoing negative perceptions of applied behavior analysis (ABA) in some communities. This panel will begin with a brief overview of terms and concepts relevant to equity in behavior analysis and disability research. Our panel will then discuss these concepts as they relate to ethical research and practice in ABA. Namely, the panel will (1) discuss the importance of considering these concepts as diversity issues in practice, (2) identify indicators of ableism in ABA research and discourse, and (3) consider how subtle ableism may influence behavior analytic interventions. Last, the panel will discuss initial steps behavior analysts may take to challenge their own assumptions and support equity for people with disabilities in our field.

Instruction Level: Intermediate
Target Audience:

Trainees, direct-care therapists, and active certified behavior analysts at the masters or doctoral level. Individuals that provide/supervise clinical services, consume research, and/or contribute to the empirical literature may benefit from this session.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define ableism and the social model of disability as it relates to research and practice in behavior analysis; (2) identify behaviors and permanent products that reflect ableism in behavior analytic research; (3) state at least two behaviors that behavior analysts should engage in to promote ethical and equitable care of disabled people or those with developmental delays
DOROTHEA C. LERMAN (University of Houston-Clear Lake)
Dorothea Lerman is currently a Professor of Behavior Analysis at the University of Houston - Clear Lake, where she chairs the master’s program in behavior analysis and serves as Director of the UHCL Center for Autism and Developmental Disabilities (CADD). She received her doctoral degree in Psychology from the University of Florida, specializing in behavior analysis. Her areas of expertise include autism, developmental disabilities, early intervention, functional analysis, teacher and parent training, and treatment of severe behavior disorders. She currently oversees several programs at CADD, including a focused intervention program for children with autism, a vocational program for adults with disabilities, a student support program for college students with autism, and a teacher training program for local school districts. Dr. Lerman has published more than 100 research articles and chapters, served as Editor-in-Chief for The Journal of Applied Behavior Analysis and Behavior Analysis in Practice and has secured more than $2 million in grants and contracts to support her work. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B.F. Skinner Award for New Researchers, awarded by Division 25 of the American Psychological Association. She also was named a Fellow of the Association for Behavior Analysis-International in 2008. Dr. Lerman is a Licensed Behavior Analyst and a Board Certified Behavior Analyst.
STEPHANIE PETERSON (Western Michigan University)
Stephanie M. Peterson, Ph.D. is Associate Dean of the College of Arts and Sciences at Western Michigan University. She earned her doctorate in Special Education at The University of Iowa in 1994. She is also Professor of Psychology and the previous chair of the Department of Psychology. Previously, she taught at Gonzaga University, Utah State University, The Ohio State University, and Idaho State University. Her primary research interests are helping to decrease chronic severe behavior problems in children with developmental disabilities. Specifically, she studies choice making in the treatment of problem behavior, functional communication training, reinforcement-based interventions for children with problem behavior, concurrent schedules of reinforcement in the treatment of severe problem behavior, functional analysis of problem behavior, and teleconsultation. She also has interests in applications of behavior analysis to educational interventions and teacher/behavior analyst training. She has served on a variety of editorial boards, including the Journal of Applied Behavior Analysis and Behavior Analysis in Practice and is currently the editor of Behavior Analysis in Practice. She also served as a Senior Editor for Education and Treatment of Children for many years. She served two 3-year terms on the Board of Directors for the Behavior Analyst Certification Board and was appointed by the Governor of Michigan to the Michigan Board of Behavior Analysts, Michigan’s licensing board for behavior analysts. She served as the President of the Board for two years.
ANDREW HALL (Pyles and Associates)
 
 
B. F. Skinner Lecture Series Paper Session #300
CE Offered: PSY/BACB
I Looked But I Did Not See: The Science of Missing What is Right in Front of Your Eyes
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 151A/B
Area: SCI; Domain: Applied Research
Chair: Suzanne H. Mitchell (Oregon Health & Science University)
CE Instructor: Jeremy Wolfe, Ph.D.
Presenting Author: JEREMY M WOLFE (Brigham and Women's Hospital / Harvard Med School)
Abstract:

"Looked but failed to see" errors are a real-world problem with psychological roots. When someone hits a pedestrian in the crosswalk or misses a tumor in a mammogram, it is often clear that the critical stimulus was clearly visible. It may be clear that it was fixated by the eyes. Why, then, did the driver or the radiologist fail to respond appropriately? The answers are found in fundamental limits on human perception and cognition. We cannot simultaneously recognize every object in our field of view. As a result, we deploy attention from object to object or place to place, searching for what we need. This is true whether we are watching a movie or driving downtown. Fortunately, we do not need to search at random. Our attention is guided by the features of the targets we seek and by the structure of the scenes in which those targets are embedded. Unfortunately, our search engine does not work perfectly and so our eyes can be pointed at or near an item of interest and we can fail to recognize its presence. When those missed targets are such things as tumors or bombs, these errors are socially significant. The problem is worth understanding and, if possible, worth correcting. In this talk, I will illustrate some of the basic principles of human visual attention and I can promise that you will fail to see some things that you would think you should have seen.

Instruction Level: Basic
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the basic organization of the human "search engine;" (2) explain how a clearly visible, important stimulus could be missed, (3) discuss possible interventions to address the problem of "looked but failed to see" errors.
 
JEREMY M WOLFE (Brigham and Women's Hospital / Harvard Med School)

Jeremy Wolfe is Professor of Ophthalmology and Professor of Radiology at Harvard Medical School. He is Director of the Visual Attention Lab at Brigham and Women's Hospital. Wolfe received an AB in Psychology in 1977 from Princeton and his PhD in Psychology in 1981 from MIT. His research focuses on visual search and visual attention with a particular interest in socially important search tasks in areas such as medical image perception (e.g. cancer screening), security (e.g. baggage screening), and intelligence. His lab has been funded since 1982 by NIH (NEI, NIMH, NCI), NSF, AFOSR (Air Force), ONR (Navy), ARO (Army), Homeland Security, and the Nat. Geospatial Agency as well as by IBM, Google, Toshiba, Hewlett-Packard, & GE. Wolfe taught Intro. Psychology and other courses for 25 years, mostly at MIT. Leadership: Past President or Chair: Federation of Associations in Behavioral and Brain Sciences (FABBS), Psychonomic Soc, APA Division 3, Eastern Psychological Assoc, NAS Panel on Soldier Systems. Boards: Vision Sciences Society, APA Div 1, 6. Founding Editor-in-Chief of Cognitive Research: Principles and Implications (CRPI). Past-Editor of Attention, Perception, and Psychophysics. Wolfe also serves on the Oversight Committee of the North American Board of the Union for Reform Judaism. He was elected to American Academy of Arts and Sciences in 2019.

 
 
B. F. Skinner Lecture Series Paper Session #301A
CE Offered: PSY/BACB — 
Ethics
Diversity submission Healing the Wounds of Racial Trauma: Moving Toward Liberation
Sunday, May 29, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 102B
Area: DEI; Domain: Applied Research
Chair: Elizabeth Hughes Fong (Pepperdine University)
CE Instructor: Thema Bryant Davis, Ph.D.
Presenting Author: THEMA BRYANT DAVIS (Pepperdine)
Abstract:

This presentation will illuminate ways the field of psychology and student services can serve communities who live with the psychological effects of racism. Insights from liberation psychology, decolonial psychology, Black psychology, and womanist psychology will be presented. This 90-minute training is for beginner and advanced clinicians, educators, and administrators, as most training programs have not offered training in addressing racial trauma. The training will encompass both theory and practical application of anti-racism therapy, teaching, and student service. The training also touches on sustainability, self-care, and community-care as clinicians may be affected by vicarious trauma when working with students/clients in the aftermath or continued exposure to racial trauma. Topics discussed will include: • The need for anti-racism therapeutic practice as an ethical mandate given the prevalence of racism-related stress and trauma • The overlapping theoretical frameworks of liberation psychology, decolonial psychology, and anti-racism psychology • Anti-racism in assessment and treatment, as well as education and administration.

Instruction Level: Basic
Target Audience:

Clinicians, educators, and administrators, as most training programs have not offered training in addressing racial trauma.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) List at least three potential mental health consequences of racism; (2) apply decolonial, trauma-informed principles to assessing racial trauma; (3) describe an appropriate liberation, trauma-informed framework to racial trauma intervention.
 
THEMA BRYANT DAVIS (Pepperdine)

Thema Bryant is a professor of psychology at Pepperdine University and director of the Culture and Trauma Research Lab.  She is a past president of the Society for the Psychology of Women and past psychology representative to the United Nations.  The California Psychological Association honored her as Scholar of the Year for her work in the cultural context of trauma recovery and the Institute of Violence, Abuse, and Trauma honored her for mentorship in the field of trauma psychology.  She published one of the first frameworks and models for the treatment of racial trauma and has provided trainings for associations, Universities, counseling centers, and non-profit organizations nationally and internationally.  The APA division of International Psychology honored her in 2020 for contributions to international psychology for her global work on women.  She also gave an invited address at the APA 2020 convention on racial trauma. 

 
 
Symposium #302
CE Offered: BACB
Toward a More Compassionate Implementation of Behavior Analysis
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 258A
Area: AUT/CBM; Domain: Service Delivery
Chair: Britany Melton (Endicott College; Journeys Autism Center)
Discussant: Mary Jane Weiss (Endicott College)
CE Instructor: Mary Jane Weiss, Ph.D.
Abstract:

Compassionate care has been highlighted as vital to the service delivery provided in behavior analysis in recent years, and there has been a call to action issued for the field to increase its effort in defining, measuring, and training practitioners in this vital set of skills. Taylor et al., 2018 highlighted that service recipients have found fault with the compassionate care skills of behavior analysts and have suggested that there is an urgent need for behavior analysts to operationalize and teach compassionate care skills to behavior analysts. The papers presented in this symposium represent a behavior analytic approach to defining and measuring compassionate care skills. Included here is a literature review of compassionate care in behavior analysis, an assessment tool that was developed to support parent-practitioner collaboration in clinical practice, the results of behavior skills training in teaching compassionate care skills via telehealth, and the use of a questionnaire to better define compassionate care as it relates to first responders and victims of trauma. Implications of the presented research are provided, along with suggested future directions for research and for clinical practice.

Instruction Level: Intermediate
Keyword(s): Compassionate Care, Empathy, Telehealth
Target Audience:

Practicing Behavior Analysts; graduate students with knowledge of implementation

Learning Objectives: (1): Better define compassionate care behavior(s) (2): Identify how to use BST to teach compassionate care skills via telethealth (3): Identify barriers to teaching compassionate care skills
 
Compassionate Care in Applied Behavior Analysis: How Our Past Can Inform Our Future as Leaders in Compassionate Care
AMY RACHEL BUKSZPAN (Endicott College, Butterfly Effects)
Abstract: A great scholar and Buddhist monk, stated, “compassion is a verb” an action of the heart. He conceptualized compassion not as a quality to possess, but the sum of an individual’s behaviors towards improving the lives of others. As the call for compassionate care in today’s healthcare and medical fields reverberates through the ears of practitioners, what field is better suited than applied behavior analysis to lead the way? ABA is well equipped to be at the forefront in addressing and engaging in compassionate care. Yet compassionate care is subjective and poorly defined. Recently, a renewed emphasis on how compassionate care is delivered in applied behavior analysis, what it looks like in practice, and how behavior analysts obtain those skills has come increasingly under scrutiny. Taylor et al. 's 2018 seminal article defined compassionate care in ABA and suggested substantial pre-service training for practitioners in relationship building skills. This presentation will first review the history of compassionate care in the development of ABA as a field, then highlight some recent arguments for compassionate care in applied behavior analysis, and finally determine how those factors influenced the current state of ABA and some future recommendations.
 

Supporting Behavior Analysts in Providing Compassionate Care: The Development of the Parent Partnership Questionnaire

NANCY MARCHESE (Breakthrough Autism), Mary Jane Weiss (Endicott College)
Abstract:

The demonstration of compassionate care skills by behavior analysts may be integral to establishing successful parent-professional relationships in the delivery of interventions for autism spectrum disorder (ASD; Taylor et al., 2018). The Parent Partnership Questionnaire (PPQ) is an assessment tool that was developed to support parent-practitioner collaboration in clinical practice. The systematic development process involved multiple phases including collecting descriptive data from families, qualitatively analyzing those data, integrating the findings into an assessment tool (PPQ), soliciting feedback on the PPQ and testing the reliability of the PPQ. Average intercoder agreement on the coding of the qualitative interviews was 89%. During testing of administration of the PPQ, clinicians were able to administer the tool with good intercoder reliability and procedural fidelity (98.2% across both measures). This study offers a resource to support clinicians’ work with families and potentially advance the integration of compassionate care into services provided by behavior analysts.

 
Compassionate Care in First Responders
JERIDITH ANN LORD (Endicott College)
Abstract: Although first responders have extensive training in their specific area of response, they are often called upon to provide compassionate care to survivors of trauma without training in these soft skills. This section will highlight the disparities in understanding of compassionate care by comparing the components of the “12 Item Schwartz Center Compassionate Care Scale” and the surveyed responses from various first responders at the RAF Mildenhall Air Force Base. The first responders surveyed include firefighters, police officers, emergency room technicians, domestic abuse victim advocates, and sexual assault volunteer victim advocates. The survey asked individuals in these professions to provide key words to describe what they believe would be included in the definition of compassionate care. Their answers were then compared with the 12 items Schwartze Center Compassionate Care Scale for uniformity. Although this is a relatively small population size, each of these units of first responders represent a different education, culture, and population. In addition, the environment for each unit is unique in its approach to trauma.
 
Teaching Compassion Skills to Students of Behavior Analysis via Telehealth
JESSICA ROHRER (Center for Children with Special Needs; Endicott College)
Abstract: Socially valid practices are at the heart of Applied Behavior Analysis (ABA) and can influence how interventions are experienced by families. However, the training of practitioners of ABA is primarily focused on the implementation of technical procedures with little focus on therapeutic approaches. Skills that seem ancillary to practice such as empathic interpersonal interactions can in fact be integral to the effective dissemination of our science. Empathy and therapeutic rapport have been associated with improved outcomes in allied professions (Beach et al., 2006; Hojat et al., 2011; Horst et al., 2000) but minimally studied within the field of behavior analysis. In the present study, several sources were utilized to identify and define empathic and compassionate care skills. These skills were divided into three skill areas and taught to ABA masters students using Behavioral Skills Training (BST) via a telehealth platform. All four participants significantly improved their engagement in compassionate care skills following training and maintained these skills in follow up probes and with a different experimenter. Several post-study measures of outcome were taken, including social validity measures from participants, ratings of compassion from consumer and professional experts, as well as comparison measures on the Jefferson Scale of Physician Empathy (JSPE). Participant reports of social validity were high, as were consumer and professional ratings of compassionate behaviors. Improvements on the JSPE were also observed. Implications for training practitioners and for expanding this focus within the field are explored.
 
 
Symposium #303
CE Offered: BACB
Diversity submission Culturally Responsive Behavior Analytic Practice: Conceptualization, Training, and Impact
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 258C
Area: AUT; Domain: Translational
Chair: Kimberly Marshall (University of Oregon; Endicott College)
Discussant: Rocio Rosales (University of Massachusetts Lowell)
CE Instructor: Rocio Rosales, Ph.D.
Abstract:

In an increasingly diverse world, it is imperative that practitioners of applied behavior analysis reflect on what it means to be culturally responsive, identify best practices for serving diverse and, particularly, marginalized clients and families, and evaluate methods for training staff to be culturally responsive in their interactions with clients. Across the papers within this symposium, the importance of recognizing client demographics as a meaningful variable in behavior analytic practice and research will be highlighted. In addition, a competency checklist for identifying practitioners’ strengths and areas of need with regard to culturally responsive services for individuals on the autism spectrum will be introduced. Finally, a study evaluating the use of behavioral skills training to teach cultural competence will show that components of the complex skill set of cultural responsiveness can be operationalized and successfully trained. Behavior analysis has been effectively applied across many populations, this symposium will emphasize the work that continues to be needed in ensuring that behavior analytic technology can be effectively applied across diverse and marginalized populations in a respectful and responsive manner.

Instruction Level: Basic
Target Audience:

Basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe how ABA service hours were disrupted during the COVID-19 pandemic, across children of diverse racial and socioeconomic backgrounds. (2) Describe simple values and present moment interventions that can be used for supporting immigrant parents. (3) Identify behaviors toward a more culturally responsive practice with clients, caregivers, colleagues, and/or local communities. (4) Through a self-assessment, identify potential areas in which to acquire mentorship and ongoing education. (5) Identify skill repertoires which RBTs can be trained on in relation to Cultural Humility and Cultural Competence. (6) Identify methods for identifying and operationally defining soft skills repertoires associated with session feedback.
 
Diversity submission 

The Impacts of the COVID-19 Pandemic on Therapy Utilization Among Racially/Ethnically and Socio-Economically Diverse Children With Autism Spectrum

(Applied Research)
CASSIN GONZALES (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids), Steven Lopez (University of Southern California), Jennifer Simmonell (University of Southern California), Claudia Rodriguez Gallegos (University of Southern California; FirstSteps for Kids)
Abstract:

Early research on the impacts of the COVID-19 pandemic on children with autism spectrum disorder (ASD) provides evidence of service disruption and worsening behavioral outcomes. The current study evaluates change in hours of ABA therapy before and through the COVID-19 pandemic and disruption differed based on the race/ethnicity and socio-economic status of the child. Retrospective clinical data on client therapy utilization was collected from 5 ABA clinics in California (N=203). Using repeated measures ANOVA, we evaluated change in therapy hours through time and the moderating effects of child’s race/ethnicity and child’s primary therapy funder. We found that there was a significant effect of time on hours of ABA therapy so that there was a reduction in hours between pre COVID-19 and the beginning of COVID-19 with no significant changes in hours of ABA therapy between the beginning of COVID-19 and 6 months into the pandemic. Analysis of moderators revealed no significant effect of race or race x payer on the relationship between time and hours of ABA therapy. Children who receive funding from school districts had a more severe drop in ABA therapy hours during the pandemic compared to others. These findings indicate that ABA therapy hours may have been disrupted for longer periods than anticipated and implications for access to ABA for children during historical moments of healthcare disruption are discussed.

 
Diversity submission 

Evaluation of a Zoom-Based, Bilingual Acceptance and Commitment Training Parent Training Program for Supporting Parents in the Undocumented Immigrant Community

(Applied Research)
CLAUDIA RODRIGUEZ GALLEGOS (University of Southern California; FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)
Abstract:

Research supports behavioral approaches to parent training but applied behavior analytic (ABA) research, and the social sciences in general, have neglected to include diverse populations in research. One population that has received little or no ABA research is undocumented immigrants. Parents who are undocumented often face multiple layers of adversity, especially regarding accessibility of resources for their children. Barriers often include limited host-language knowledge and fear of contacting authority figures to access services. Parenting can be stressful for all parents and this stress may be exacerbated by the additional stressors that undocumented parents face. Acceptance and commitment training (ACT) is an empirically validated behavior analytic approach to empowering socially meaningful overt behavior change in typically developing adults, but very little research has evaluated ACT training for diverse families, let alone parents without legal immigration status. This multiple baseline study evaluated bilingual, culturally adapted ACT training, delivered over Zoom, for immigrant parents. Target behaviors were self-selected by participants, based on their chosen values. Data collection for one participant is complete and is ongoing for two more. Initial data suggest the program is effective and social validity data suggest a good cultural fit.

 
Diversity submission 

Cultural Responsiveness in Applied Behavior Analysis-Based Autism Services

(Theory)
KRISTINE RODRIGUEZ (Autism Learning Partners; Endicott College), Sneha Kohli Mathur (University of Southern California)
Abstract:

Clients of applied behavior analysis (ABA), specifically Black, Indigenous, and People of Color (BIPOC) receiving treatment for autism spectrum disorder (ASD), regularly experience the effects of systemic racism via biases (implicit and explicit) in the healthcare system. Examples include delayed diagnosis, missed diagnosis, delayed access to services, culturally inappropriate programming, etc. ABA as a science and practice offers the necessary tools to support immediate, concrete actions toward social justice, including the work of improving timeliness of diagnosis, access to services, and appropriate programming. This paper offers a brief conceptual discussion of cultural responsiveness and humility within autism services. A framework for cultural responsiveness will be offered as a tool to measure a behavior analyst’s skill set across domains of practice and across multiple areas of professional development, with a focus on driving more responsive ABA-based autism services to marginalized communities. While the professional development competency checklist was designed to be applied across settings (e.g., education, community engagement, within a provider organization), this talk will focus especially on applications within an agency/provider organization.

 
Diversity submission Providing Culturally Competent Session Feedback in Applied Behavior Analysis
(Applied Research)
BRITANY MELTON (Endicott College; Journeys Autism Center), Nicholas Vincent Orland (Dubai Autism Center/Endicott College)
Abstract: Dubai, United Arab Emirates is composed of 90% expats who hail from various parts of the world (such as the United Kingdom, India, and Philippines amongst many other). As Registered Behavior Technicians (RBT) provide session feedback to these parents from various parts of the world, miscommunications can occur which can potentially cause a variety of challenges (which can range from the therapist being viewed as “rude” by the parent to the parent discontinuing the service due to a miscommunication). A multiple baseline study across participants was employed at the Dubai Autism Center (a state-of-the-art treatment environment located in the Dubai, United Arab Emirates) with 5 RBTs. The RBTs were trained on core competence skills associated with providing culturally sensitive session feedback. Behavior Skills Training (BST) was utilized as the training intervention. Results indicated mastery criteria within 3 to 5 teaching sessions and maintained over time across maintenance and generalization probes. Keywords: Staff training, cultural competence, behavioral skills training
 
 
Symposium #304
CE Offered: BACB
Applications of Contingency Management to Support Healthy Behaviors
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 154
Area: BPN/CBM; Domain: Applied Research
Chair: Matthew Novak (Johns Hopkins University School of Medicine)
Discussant: Bethany R. Raiff (Rowan University)
CE Instructor: Matthew Novak, Ph.D.
Abstract: More than half of adults in the United States are living with a chronic health condition. Many chronic diseases can be prevented, delayed, or alleviated with healthy behavior changes, such as increased physical activity or treatment engagement. Unfortunately, consequences for these healthy behaviors are often delayed and uncertain, whereas consequences for competing behaviors (e.g., sedentary behavior) are often immediate and probable. Contingency management interventions, which arrange for the direct and immediate reinforcement of therapeutically important target behaviors, have been highly effective in promoting a wide range of health behaviors in diverse populations. This symposium will cover recent applications of contingency management in the prevention and treatment of chronic health conditions. Specific topics include sedentary behavior reduction, cardiac rehabilitation treatment engagement, self-management of type 1 diabetes, and HIV viral load suppression. Taken together, this symposium will offer an overview of applications of behavior analysis to address a variety of chronic health conditions.
Instruction Level: Intermediate
Keyword(s): contingency management, health, incentives, technology
Target Audience: Intermediate: Audience members should have a basic understanding of behavioral principles and research methodology
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify and define health promoting behaviors and outcomes; (2) discuss key features of contingency management interventions; and (3) discuss recent applications of contingency management to promote healthy behavior change.
 
Technology-Based Contingency Management for Walking to Prevent Prolonged Periods of Workday Sitting
TYLER ERATH (University of Vermont), Florence D. DiGennaro Reed (University of Kansas)
Abstract: Sedentary behavior is an emerging public health issue. Frequent, brief bouts of walking are recommended by experts to reduce the health risks correlated with physical inactivity and prolonged sedentary periods. The purpose of the current study was to extend the literature by evaluating a technology-based contingency management intervention that reinforced frequent, brief bouts of walking to decrease prolonged periods of sitting during the workday. The packaged intervention was implemented with individuals with primarily sedentary job responsibilities and consisted of a contingency contract with monetary incentives, goal setting, textual prompts, and performance feedback. The intervention was effective in increasing the number of physically active hourly intervals (i.e., hours with > 249 steps) to the preset goal for four participants, thereby disrupting prolonged periods of sedentary time. For two participants, the intervention did not meaningfully increase bouts of walking. Implications of these findings will be discussed along with directions for future research.
 

Contingency Management to Promote Cardiac Rehabilitation Participation Among Patients With Medicaid

DIANN GAALEMA (University of Vermont)
Abstract:

Cardiac rehabilitation (CR) is a secondary prevention program available to those who have suffered a serious cardiac event or have certain chronic cardiovascular conditions. CR has the highest level of evidence of efficacy (1A), as participation in CR is associated with significant reductions in morbidity and mortality. However, not all eligible patients attend CR, and participation is particularly low among patients with lower socio-economic status, such as those insured through Medicaid. In a series of studies, we have examined whether the provision of incentives (cash or gift cards) following successful completion of CR sessions, improves CR attendance among those with Medicaid. In the current study the efficacy of incentives is being compared to providing a case-manager, to help facilitate entry into and adherence to CR. 136 patients (of a goal of 200) have been randomized 1:2:2:2 to usual care or to one of the three intervention conditions: incentives alone, case-management alone, or incentives combined with case management. The primary outcome is number of CR sessions completed out of a possible 36. Mean numbers of sessions completed thus far by condition is: usual care 15, case management only 13, incentives only 20, case management and incentives 24.

 
Contingency Management to Improve Self-Management of Type 1 Diabetes
MOLLY A ANDERSON (Geisel School of Medicine), Catherine Stanger (Giesel School of Medicine at Dartmouth College)
Abstract: Individuals who have type 1 diabetes (T1D) often struggle with adherence to the complex daily behavior regimen. A study using contingency management (CM) to reinforce blood glucose monitoring for adolescents (ages 13–17) with T1D found the intervention resulted in improved A1c levels that sustained 6 months following intervention (Stanger et al., 2018). The current analysis characterizes the patterns of response to CM. N = 26 participants completed all 25 intervention weeks. The daily goal was to check blood glucose >5 times/day. Phases were: Baseline (2 weeks) — $10 weekly for uploading glucometer; Shaping (5 weeks) — escalating schedule from $10 to $30 for meeting goal +1 day from previous week/$5 bonus for exceeding goal; Maintenance (4 weeks) — $30 weekly for meeting goal >5 days/$5 bonus for >5 days; Fading (14 weeks) — same as maintenance with delays to incentive delivery (paid in weeks 13, 16, 20, and 25). Most participants consistently met weekly goals in all phases (n = 12). Other patterns: loss of gains during fading (n = 9), improved performance after shaping (n = 2), and never consistently met goals (n = 3). Overall, youth responded well to CM, and some may benefit from a slower incentive fading period.
 
Financial Incentives for Suppression of Viral Load in People Living With HIV
MATTHEW NOVAK (Johns Hopkins University School of Medicine), August F. Holtyn (Johns Hopkins University School of Medicine), Forrest Toegel (Northern Michigan University), Andrew Rodewald (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University)
Abstract: Consistent use of antiretroviral medications by adults living with HIV can suppress plasma HIV-1 RNA (viral load) to undetectable levels (<200 copies/mL), which is essential for ending the HIV/AIDS epidemic. This study assessed long-term maintenance and post-intervention effects of financial incentives for suppressing HIV viral load. Adults with detectable viral loads (N=102) were randomly assigned to Usual Care Control or Incentive groups. Incentive participants earned up to $10 per day for 2 years for providing blood samples that showed either reduced or undetectable viral loads. Viral loads for all participants were assessed from blood samples collected every 3 months during the 2-year intervention evaluation period. During the intervention, Incentive participants provided a significantly higher percentage of blood samples with undetectable viral loads than Usual Care Control participants (70.4% vs. 42.5%, respectively). Post-intervention effects on viral load were assessed from blood samples collected 6 and 12 months after the intervention was discontinued. Post intervention, the difference in viral load between Incentive and Usual Care Control groups was not statistically significant (53.8% vs. 45.0%). These findings suggest that financial incentives can produce large and sustained improvements in viral load in people living with HIV, but only while the intervention is in effect.
 
 
Symposium #305
CE Offered: BACB — 
Ethics
Prioritizing Safety: A Review of Safety, Restraint, and Seclusion Procedures in Clinical Settings
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 103
Area: CBM/AUT; Domain: Applied Research
Chair: Amanda Mae Morris (University of Nebraska Medical Center, Munroe-Meyer Institute)
Discussant: Alison M. Betz (Children's Hospital Colorado, Pediatric Mental Health Institute)
CE Instructor: Alison M. Betz, M.A.
Abstract:

Reinforcement-based interventions that are informed from a functional behavior assessment have been shown to significantly reduce severe destructive behavior in individuals with neurodevelopmental disabilities. These procedures are highly effective and empirically supported; however, additional behavior management strategies, such as restraint and seclusion procedures, may be warranted during emergent situations or when severe destructive behaviors prove resistant to reinforcement-based procedures alone (i.e., programmed as a punishment procedure). In this symposium, DeBrine and colleagues provide a concise review of the Applied Behavior Analysis International best-practice guidelines on the use of restraint and seclusion (2010). Salvatore and colleagues will discuss the use of function-based training to decrease the use of restraint procedures within a hospital setting. Moretti and colleagues review survey results examining behavioral practitioners’ (RBT, BCaBA, BCBA/BCBA-D) experiences with the use of restraint and physical intervention when working with neurodiverse populations. Romani and colleagues review data from an improvement project aimed at reducing staff injuries within a severe behavior program. Lastly, Dr. Alison Betz will provide comments related to best-practice pertaining to the contexts warranting inclusion of punishment, restraint, and/or seclusion practices.

Instruction Level: Intermediate
Keyword(s): Crisis Management, Physical Intervention, Restraint, Staff Training
Target Audience:

This symposium is targeted at practitioners who specialize in severe destructive behavior disorders and/or neurodevelopmental disabilities within clinical and medical settings. In addition, this presentation is relevant for any RBT, BCaBA, BCBA, or BCBA-D that regularly encounters crisis situations involving restraint, seclusion, and/or physical interventions.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) evaluate and critically analyze the extent to which published literature on the use of restraint and seclusion procedures during the assessment and treatment of severe destructive behavior aligns with Applied Behavior Analysis International best-practice guidelines on the use of restraint and seclusion (2010), (2) understand the potential adverse responses experienced by patients and practitioners using restraint, seclusion, and physical intervention procedures, (3) identify one way to evaluate and modify crisis procedures to promote staff and patient safety.
 
Restraint and Seclusion Practices in the Assessment and Treatment of Severe Challenging Behavior
JORDAN DEBRINE (University of Nebraska Medical Center), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute), Aaron Christopher White (University of Nebraska Medical Center)
Abstract: Severe challenging behavior can be effectively treated using reinforcement-based intervention. In rare occurrences, severe challenging behaviors are resistant to reinforcement-based intervention and pose an imminent risk of harm to the individual or others, warranting the addition of restraint and/or seclusion procedures. In 2010, Applied Behavior Analysis International (ABAI) published best practice guidelines to advise practitioners and researchers electing to use restraint and seclusion practices within clinical or research practices. The current systematic review aims to analyze behavior change in relation to restraint and seclusion practices documented in the Journal of Applied Behavior Analysis before and after the dissemination of the 2010 ABAI position statement. Specifically, we 1) examined trends in reported use of restraint and/or seclusion procedures in the assessment and treatment of severe challenging behavior, 2) provided an in-depth analysis of alignment with ABAI (2010) best-practice guidelines for selected articles, and 3) provided purposeful action and advocacy steps for practitioners and researchers when considering the use of restraint and seclusion practices within their clinical practice or research.
 

Physician Perspectives on Severe Behavior and Restraint in a Hospital Setting for Patients With Autism

GIOVANNA SALVATORE (Rowan University), Christina Simmons (Rowan University)
Abstract:

Physicians in hospital settings are treating an increasing number of patients with autism spectrum disorder (ASD) who also engage in severe behavior. Function-based treatments are widely studied and are documented as more effective in producing improved behavioral outcomes than non-function-based treatments. Although the behavioral literature has examined function-based treatment for increasing medical compliance, restraint is commonly used by physicians as a behavior management strategy when severe behavior occurs in hospital settings. Twenty-five physicians and medical trainees from an urban teaching hospital participated in discussions about experiences managing severe behavior in patients with ASD across the lifespan. Thematic analysis of participant transcripts indicated the critical need for physician training in function-based management of severe behavior. Despite moderate knowledge of ASD, participants identified a gap in knowledge specific to behavioral function and practical skills treating patients with ASD who engage in severe behavior, as evidenced by participants attributing severe behavior to internal (e.g., maintaining inner peace) and external (e.g., physical environment) factors and recommending restraint as a management strategy. We will discuss how principles of applied behavior analysis and function-based training may be incorporated into medical curriculum to decrease restraint implementation and promote effective behavior management for neurodiverse patients in hospital settings.

 

Behavioral Practitioners' Experiences With Restraint and Physical Guidance for Managing Challenging Behavior

ABIGAIL MORETTI (Rowan University), Christina Simmons (Rowan University), Olivia Scattergood (Rowan University), Taylor Pankiewicz (Rowan University)
Abstract:

Restraint is often considered a last resort behavior management strategy to manage severe behaviors. The use of restraint is controversial, with research demonstrating that clients who had been restrained report feeling overpowered and helpless, and consider restraint a form of punishment and humiliation (Hawsawi et al., 2020). This study examines behavioral practitioners’ (RBT, BCaBA, BCBA/BCBA-D) experiences with and feelings about the use of restraint and physical interventions in their work with clients with autism. Participants completed a survey with open and closed-ended response on their experiences with physical and mechanical restraint and with physical guidance, including perceived clients’ reactions. Preliminary results with 94 participants indicate that 58.82% had implemented and 84.72% had observed a physical restraint within the past year. Of these participants, 71.88% managed challenging behavior at least weekly and 48.44% daily. A smaller percentage had implemented (27.69%) or observed (33.82%) mechanical restraint. The majority (88.52%) reported adverse responses from their clients to physical restraint, most commonly physical resistance (25%), vocal responses (23%), and emotional responses (20%). Most participants (71.15%) reported regularly implementing physical guidance, with 81.03% experiencing a client that disliked physical guidance. These results suggest the need for alternative behavior management strategies for clients with challenging behavior.

 

An Evaluation of Variables Contributing to Behavior Technician Injury on a Psychiatric Inpatient Program for Children With Neurodevelopmental Disabilities

PATRICK ROMANI (University of Colorado, Anschutz Medical Campus), Merlin Ariefdjohan (University of Colorado School of Medicine), Lyndsay Gaffey (Children's Hospital Colorado), Maria Torres Dominguez (University of Colorado at Denver), Jada Lister (University of Colorado at Denver)
Abstract:

Youth diagnosed with neurodevelopmental disabilities are more likely to engage in aggressive behavior than their typically developing peers. Behavior technicians responsible for the management of these youth are often placed in risky situations that result in personal injury. This presentation will highlight research conducted on technician injury occurring on a psychiatric inpatient unit. To address technician injury, unit leadership supported implementation of a sweeping quality improvement project that affected staff-to-patient ratio, evidence-based staff training procedures on applied behavior analytic assessment/treatment, and use of behavioral personal protective equipment (B-PPE; e.g., Kevlar arm sleeves). The effect of training and addition of B-PPE resulted in a decrease in injuries reportable to the Occupational Health and Safety Administration from 6.6 per 1,000 patient days to 0.4 per 1,000 patient days. During a retrospective analysis of these data, we compared variables including technician-to-patient ratio and use of restraint and/or seclusion to technician injuries occurring from 2016 – 2018. Results showed significant relations between use of restraint/seclusion and injury and not significant relations between staff-to-patient ratio and injury. These data will be used to discuss both ongoing evaluation of and intervention for technician injury within severe behavior programs.

 
 
Symposium #306
CE Offered: PSY/BACB
Diversity submission Partnering to Empower Staff in the Trenches: Strategies for Dealing With Trauma Underlying Challenging Behavior
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 156A
Area: CSS/CBM; Domain: Service Delivery
Chair: Jeannie A. Golden (East Carolina University)
Discussant: Gabrielle Morgan (Bay Path University)
CE Instructor: Gabrielle Morgan, Ph.D.
Abstract:

Behavior analysts frequently encounter staff such as teachers, administrators, and youth counselors who deal with youth exhibiting challenging behaviors that may be related to the trauma these youth are experiencing. Moreover, the youth who are experiencing this trauma are often youth of color who may be retraumatized by the traditional means of dealing with challenging behavior. Unfortunately, behavior analysts may lack the skills for dealing with these challenging behaviors and the related trauma and thus are unable to assist staff in their efforts. A partnership developed among the leadership of Together Helping Reduce Youth Violence for Equity (ThrYve), a program for youth at the University of Kansas, a private provider of services to youth in schools, and a university professor and doctoral student at East Carolina University. The goal of this partnership was to provide information, training, and support to staff working with youth in the ThrYve program as well as other community programs. Presenters in this symposium will provide information about the ThrYve program, the structure and resources provided in the training that took place, effective strategies for dealing with traumatized youth and their challenging behaviors, and lessons learned about empowering staff to implement these strategies.

Instruction Level: Intermediate
Target Audience:

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

Learning Objectives: At the completion of this symposium, participants will be able to: 1. Describe the structure and goals of ThrYve, a community-based intervention to address youth violence 2. Describe the structure and goals of START ANU Behavior, a training program for staff who work with traumatized youth exhibiting challenging behaviors 3. Describe several trauma-based strategies that consist of changing staff verbal behavior when dealing with challenging behavior of traumatized youth 4. Describe lessons that were learned from a pilot study that represented a collaboration among programs and universities with the goal of empowering staff to implement trauma-based strategies
 
Diversity submission 

ThrYve: Addressing Youth Violence Using a Trauma-Informed, Behavioral-Community Approach

Jomella Watson-Thompson (University of Kansas), Malika N. Pritchett (University of Kansas)
Abstract:

The consequences of youth violence are long-term, causing adverse health effects and negative impacts on life outcomes, including trauma. In Kansas City, Kansas (KCK), 28% of homicides in 2016 involved youth, 92% of victims were racial and ethnic minorities. Using the Institute of Medicine’s (IOM) Framework for Collaborative Action in Communities, this study examines Together Helping Reduce Youth Violence for Equity (ThrYve), a community-based intervention to address youth violence. ThrYve engages more than 40 community partners across 16 sectors through a Systems Advisory Board (SAB). The SAB coalition supports implementation of cross-sector, collaborative strategies by facilitating systems changes across socioecological levels to address factors that contribute to youth violence and prevent trauma. ThrYve supported the implementation of 87 system changes to address youth violence. As a result, the SAB facilitated more than 90 community action and community change activities. Implementation results demonstrate a marked increase in services and systems changes addressing factors impacting youth violence. The project provides social validity for addressing disparities in youth violence and trauma prevention by implementing and sustaining systems-level approaches. Factors that influenced collaboration will be explored including developing and using a strategic plan, data-informed decision-making, and building staff capacity to implement trauma-informed interventions.

 
Diversity submission 

START ANU Behavior: Providing Staff With Skills to Support Traumatized Youth Exhibiting Challenging Behaviors

PAULA Y FLANDERS (rethinked.com), Danielle Webb (East Carolina University)
Abstract:

Sensitive to Trauma Assessment and Relationship Training to Alter Negativity Underlying Behavior (START ANU Behavior) is a manualized training program especially designed to provide staff with the skills to support youth, many of whom are youth of color, who have experienced trauma and are exhibiting violent, aggressive, and other challenging behaviors. The START ANU Behavior program was provided online by three facilitators who conducted workshops over the course of four mornings. The first two mornings consisted of content and information sharing and the second two mornings involved modeling, role-play, feedback, and practice of specific strategies. These training days were followed by five online consultation sessions over several weeks. These consultation sessions were used to assist staff who were trying to implement new strategies with youth that they worked with. Staff were also provided with a training manual to use as a reference guide with written scenarios, sample behavioral intervention plans, and checklists providing steps for the various strategies.

 
Diversity submission Trauma-Based Responses to Challenging Behavior of Traumatized Youth: Changing Verbal Behavior of Staff
DANIELLE WEBB (East Carolina University), paula y flanders (rethinked.com)
Abstract: The verbal behavior of staff toward youth can serve as motivating operations that can either encourage (establishing) or discourage (abolishing) aggressive, violent, oppositional, or defiant behavior. When strong emotional reactions and physiological responses are brought about by underlying trauma, techniques such as reflective listening, reframing, empathy, paradoxical intention, reinforcement, validating, and debriefing can serve as abolishing operations for these challenging behaviors. However, when staff are constantly the target of many of these behaviors, it is very difficult to respond using these strategies. Staff need both the skills and the motivation to respond to challenging behaviors in these in trauma-sensitive ways. Presenters will describe and demonstrate how to provide staff with the skills and motivation to use these techniques with traumatized youth.
 
Diversity submission 

START ANU Behavior: Lessons Learned About Empowering Staff to Implement Trauma-Sensitive Strategies

JOMELLA WATSON-THOMPSON (University of Kansas), Malika N. Pritchett (University of Kansas)
Abstract:

Changing staff behavior has long been recognized as a difficult endeavor. Particularly when staff are being subjected to violent, aggressive, oppositional, and defiant behavior from youth, it is difficult to maintain a calm demeanor and provide therapeutic responses to their behaviors. Research has indicated that providing staff with didactic information alone does not change staff behavior. Behavior skills training has been demonstrated to be efficacious in training staff (Little &Tarbox, 2019). In our staff training program, staff were provided with two days (two-and-a- half hours each) of didactic information and then two days (two-and-a- half hours each) of modeling, role-play, and practice of the techniques that were taught. Follow-up was provided where staff received further practice and support of these techniques during five sessions over several months. Pre and post role-play videos, written scenarios, and surveys assessing opinions, attitudes, and beliefs were used to evaluate this training program. Much was learned about how to effectively facilitate change in staff who are on the front lines dealing with youth who have experienced trauma and are exhibiting challenging behavior.

 
 
Symposium #307
CE Offered: BACB — 
Supervision
Technology for Teaching and Training: Virtual Reality Applications Across Populations
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Applied Research
Chair: Casey J. Clay (Children's Hospital of Orange County)
Discussant: Richard W. Serna (University of Massachusetts Lowell)
CE Instructor: Richard W. Serna, Ph.D.
Abstract:

To be effective behavior analysts must adapt to an ever changing world. This involves using the latest technology to progress our science and practice across all domains. In this symposium four data-based studies will be presented that span multiple areas of behavior analysis. All studies include a cutting-edge tool for teaching and training: virtual reality. Virtual reality is a tool that can be used across populations and settings and offers advantages that behavior analysts can leverage when applying our science. Discussion of how behavior science can be integrated into powerful technology including virtual reality will be included.

Instruction Level: Intermediate
Keyword(s): skills training, teaching, technology, virtual reality
Target Audience:

The target audience is broad and will include researchers, practitioners, and those interested in technological applications of behavioral science.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify novel and effective practices in skills training; (2) Describe how skills training can be accomplished via the use of technology including video modeling and virtual reality; (3) Participants will be able to plan for how to incorporate technology in their supervision and training of students and practitioners to be more effective and efficient.
 
Exploring Teacher’s Preferences for Learning Behavioral Skills in Simulated Learning Environments
AARON J. FISCHER (University of Utah), Chathuri Illapperuma (University of Utah), Matt Roberts (University of Utah), Haylee Heller (University of Utah)
Abstract: Teachers require ongoing professional development and support on behavior management to best educate their students. Typically this work is completed in-service and in an experiential format with students. Simulating training opportunities for teachers, through virtual reality, provides a chance to learn skills and practice is a safe environment. As our team develops this training platform, we conducted a study exploring pre-service teachers preference for learning behavioral skills in a simulated learning environment (virtual reality). We conducted a mixed method study assessing acceptability for training in VR (pre/post) a brief experience in a virtual reality headset. Further, we conducted semi-structed interviews to asses preferences for training and social validity of elements to include. A total of 15 participants are enrolled in this study. The specific aim of our semi-structured aspect of the study is to identify: (a) the user’s task language, used to describe concepts, (b) the design tool’s input language, used to articulate the task to the tool, (c) the design tool’s output language, used by the tool to present changes to the user, and (d) the user’s environmental representation of the task, updated by observing the tool’s output.
 

Comparing the Effects of a Lecture and Feedback and Virtual Reality and Feedback on Teacher Performance and Generalization of Discrete Trial Training Skills

Lára Borg Bolladóttir (Reykjavík University and Klettaskóli), ASA INGIMARSDOTTIR (Klettaskóli), Berglind Sveinbjornsdottir (Reykjavik University)
Abstract:

Discrete Trial Training (DTT) methods are beneficial for teaching new skills set to children with autism spectrum disorder (ASD). The current study aims to replicate and modify Sveinbjo¨rnsdo´ttir et al. (2019), who examined the effects of VR in training DTT skills, with two sets of studies. In the first study we examined how long participants reached mastery criteria in DTT after a lecture on how to implement DTT. In the second study a multiple baseline design across participants was used to examine how fast participants reached mastery criteria in DTT after VR training. In addition, we examined if the skills acquired in Study 1 and 2 generalized when implementing DTT with students. Participants in Study 1 acquired the DTT skills after on average 18 sessions. Participants in Study 2 acquired the DTT skills after four VR sessions on average, and the skills generalized to a regular teaching environment with ASD students and across different teaching tasks. In addition, the VR training produced fewer errors in the natural teaching environment compared to the lecture format. These results suggest that VR training might be a beneficial training method since it can minimize the time required in training and produce higher performance accuracy.

 

Technology-Based Interventions for Increasing Social Skills of Children With Autism Spectrum Disorder

CANNON OUSLEY (University of Missouri), Casey J. Clay (Children's Hospital of Orange County), Chad Rose (University of Missouri), Janine Stichter (University of Missouri)
Abstract:

Social skills deficits are a defining characteristic of autism spectrum disorders (ASD). In this literature review researchers examined articles that specifically focused on technology-based interventions for teaching social skills to children with ASD. Researchers extracted content related to format of technology, specific social skills taught, and effectiveness of intervention. Researchers also conducted a quality assessment of all included studies using What Works Clearinghouse standards. Researchers found positive effects in 12 of the 13 studies reviewed. Video modeling was the most prevalent format of technology used. Virtual reality interventions are increasing and made up 38% of the studies reviewed. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for future research is discussed.

 

Working Through: Using Virtual Reality to Teach Social Skills for Employment to Individuals With Autism

HELENA LYDON (National University of Ireland Galway), Jennifer Holloway (National University of Ireland, Galway)
Abstract:

: Individuals with Autism face challenges with securing and maintain meaningful employment. Deficits in social skills are often considered the primary barrier for individuals with Autism in accessing this sector. Working Through used virtual reality to deliver a social skills intervention aimed at teaching 6 core social skills related to employment. The target skills included emotional recognition, initiating a conversation with a colleague, meeting friends/stranger, negotiating with a salesperson, working with a co-worker and managing conflict, and a job interview. Applied Behaviour Analysis was embedded in the pedagogical framework used to design the learning scenarios for each social skill. Participants included individuals with Autism across four countries: Ireland, Denmark, Cyprus, and Greece. Tests of knowledge and skill were taken as pre and post measures. In addition, performance within the virtual reality scenarios was also recorded. Social validity data was also gathered for participants and trainers. The results showed an increase in knowledge and skill following the intervention. Social validity data highlight the acceptability of virtual reality for both the participants and the trainers. The clinical outcomes and utility of virtual reality are discussed in the context of the current findings.

 
 
Symposium #308
CE Offered: BACB
Toward Self-Determination of Adults With Intellectual and Developmental Disabilities
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 252A
Area: DDA/EDC; Domain: Applied Research
Chair: Rebecca Kolb (University of Minnesota )
Discussant: Rebecca Renee Eldridge (Children's Autism Center)
CE Instructor: Rebecca Renee Eldridge, Ph.D.
Abstract:

There is an urgent need to teach and facilitate use of self-determination skills for adults with intellectual and developmental disabilities (IDD). Self-determination and autonomy are linked to a variety of long-term outcomes including quality of life. In many cases caregivers and staff are the individuals tasked to teach these skills. In this symposium, presenters will describe research related to incorporating aspects of self-determination in skill-building interventions, training caregivers/staff to implement these procedures, and interventionist factors that support self-determination for adults. The symposium highlights a variety of different ways autonomy and self-determination can be evaluated and incorporated in adults with IDD’s lives and discusses the important future research needed in this area.

Instruction Level: Intermediate
Keyword(s): Adults, Self Determination, Skill Acquisition, Staff/Caregiver Training
Target Audience:

BCBA & BCBA-D; Prerequisite skills needed include: some experience implementing direct assessments and interventions with individuals with intellectual and developmental disabilities (IDD) and intermediate knowledge of behavior analytic principles and applied behavior analytic intervention procedures.

Learning Objectives: At the conclusion of the symposium, participants will be able to: (1) define self-determination and provide examples of ways it can be incorporated into intervention targets; (2) describe how behavior analysts might operationalize skills related to self-determination; (3) describe some important factors and/or behaviors of direct support professionals that impact engaging in behaviors supportive of self-determination.
 

Using Behavior Skills Training to Promote Caregivers' Generalized Skill Instruction With Adults With Intellectual and Developmental Disorders

SHAWN NICOLE GIRTLER (University of Minnesota), Jennifer J. McComas (University of Minnesota)
Abstract:

The presence of independent and functional living skills increases autonomy and predicts better outcomes for adults with intellectual and developmental disabilities (IDD). Teaching caregivers to successfully teach functional living skills is an indirect way to positively impact the lives of adults with IDD. Behavior skills training (BST) is an evidenced-based approach to train caregivers and provides a blueprint for systematic skills training. This study uses a multiple probe design across caregivers to evaluate the effectiveness of BST delivered via telehealth on caregiver use of teaching procedures, generalization of caregiver teaching skills, and improvement in functional living skills of adults as a result of the skill instruction they receive. Additionally, the adult with IDD participants in this study selected the functional life skills they learned. The use of person-centered practices, such as including participant interest and preference, can assist caregivers in selecting goals related to functional living skills that are important to and important for the learner. Initial results demonstrate this approach is effective for teaching self-selected functional skills to adults with IDD and caregiver use of teaching procedures.

 

Using Total Task Chaining to Teach Job Readiness Skills an to an Adult With a Developmental Disability

EMILY KATRINA UNHOLZ-BOWDEN (University of Minnesota), Jennifer J. McComas (University of Minnesota), Rebecca Kolb (University of Minnesota)
Abstract:

Limited literature exists investigating the acquisition of daily living skills that can lead to autonomy and agency in adults with developmental disabilities. The purpose of the current study is to test the effects of total task chaining with least to most prompting to teach one 18-year-old with autism spectrum disorder (ASD) to 1) ask for help, 2) ask for a break, and 3) complete an activity schedule independently in the context of using his augmentative and alternative communication (AAC) device during housework and job-related tasks. Using a multiple probe design across behavior chains, we measured the percentage of steps completed independently and accurately. We implemented intervention across at least two settings and two interventionists. Upon mastery of each skill, we probed for use of skills across novel settings and interventionists. Across three behavior chains, the participant mastered asking for help and asking for a break in two settings and with at least two interventionists. The participant also used this skill in a novel setting, with a third, novel interventionist. Further acquisition of completing an activity schedule is to be determined. Teaching skills related to independently completing tasks and self-advocating can help in preparing individuals with developmental disabilities for job readiness.

 

Trends in Self-Determination Behaviors of Individuals With Intellectual Disabilities and Their Direct Support Professionals in Residential Settings

RENATA TICHA (University of Minnesota), Brian H. Abery (University of Minnesota - Institute on Community Integration)
Abstract:

The purpose of this presentation is to highlight findings from a longitudinal randomized control trial investigating the impact of an intervention designed to facilitate Direct Support Professionals (DSP) to more effectively support self-determination (SD) of adults with intellectual disabilities (ID) living in community-based residential settings. The results of behavior observations of study participants will be presented as they relate to the exercise of SD in their environment. Implications for future DSP training will be discussed. Research on the self-determination (SD) of individuals with intellectual disabilities (ID) has traditionally relied on self-report assessments or proxy evaluations (e.g., surveys and interviews). Given the developing communication skills and low levels of SD of many individuals with ID as well as limitations in the knowledge of DSPs about individuals they serve, there is a need for an assessment technique that does not require self-report or proxy responses based on recollections of the past, but rather, provides more objective data based upon direct behavioral observation. Drs. Abery, Tichá and their colleagues at the University of Minnesota have developed and validated an observation system SD-CORES (Self-Determination and Control Opportunity and Response Evaluation System) that provides information about behaviors related to SD for people of any level of ID. Study participants included individuals with ID, their direct support staff and supervisors living in 21 group homes. Observations of DSPs suggest that their support of consumer SD is both infrequent and short in duration. Although DSPs are almost always present, they are socially engaged with consumers only 25% of the time. Extremely low levels of consumer-consumer interaction were also observed across all homes and agencies. Staff (opportunities & support) and consumer SD behaviors (assessed using the SD-CORES) were found to be significantly related to each other in a positive manner. A significant positive relationship was found between consumer SD Index Scores and the degree to which DSPs provided opportunities and support for SD (SD-CORES). In addition, the consumer SD Index Score was significantly positively related to consumer SD behaviors as observed by SD-CORES.

 

Factors Associated With the Self-Determination of People With Intellectual Disabilities in Community-Based Residential Settings: The Importance of Direct Support Professionals Attitudes and Behaviors

BRIAN H. ABERY (University of Minnesota - Institute on Community Integration), Renata Ticha (University of Minnesota)
Abstract:

Self-determination (SD) refers to the degree to which people exercise the degree of control they desire over those aspects of life viewed as important. It is not an internal attribute but rather embedded within relationships. Research indicates that people with intellectual disabilities (PWID) exercise lower levels of SD in comparison to peers. Traditional approaches to enhancing SD have centered on supporting the development of personal capacities. An alternative is to focus on changing the behavior of those who support PWIDs. The purpose of this presentation is to highlight findings relevant to factors associated with Direct Support Professionals (DSP) engaging in behaviors supportive of SD. Participants included PWIDs and their DSPs living in 21 group homes managed by multiple agencies. Data was collected via both direct observation using SD-CORES (Self-Determination and Control Opportunity and Response Evaluation System) and interviews with staff. Perceived DSP roles, consumer maladaptive behavior, and house culture all significantly predicted DSP behavior supportive of SD. DSPs who viewed their role as supporting SD rather than as care-taking were significantly more likely to engage in behavior facilitative of SD which predicted frequency of decision -making among PWIDs as measured by direct observation. Lower levels of internalized maladaptive behavior was associated with PWIDs exercising higher levels of SD. Differences between residences contributed a large amount to the total variance explained over and above PWID and DSP characteristics. Implications of findings for PWIDs and providers will be discussed.

 
 
Symposium #309
CE Offered: BACB
Durability of Treatment Effects: Assessing Variables Contributing to Relapse in the Lab and Clinic
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 152
Area: EAB; Domain: Translational
Chair: Charlene Nicole Agnew (SUNY Upstate Medical University)
Discussant: Andrew R. Craig (SUNY Upstate Medical University)
CE Instructor: Daniel R. Mitteer, Ph.D.
Abstract: Analyses of relapse in basic, translational, and clinical settings enables us to better understand factors that promote durability of treatment and those that contribute to reemergence of behavior. The focus of this symposium is to highlight research on relapse designed to 1) synthesize existing experimental and clinical data and 2) evaluate the impact of novel variables. First, we will explore the procedures and analyses used in laboratory investigations of resurgence over the past 5 decades. We will also review relapse during treatments of severe problem behavior during reinforcement thinning and context change in clinical settings. Then, we will examine variables in current investigations of relapse. These include 1) the use of cues during reinforcement thinning and their influence on resurgence and 2) antecedent and response variables that impact clinical cases of relapse resurgence. Attendees will deepen their understanding of relapse, the variables that affect it, and potential methods to prevent it. Dr. Andrew Craig will provide a discussion.
Instruction Level: Intermediate
Keyword(s): Alternative reinforcement, Reoccurrence, Resurgence, Treatment relapse
Target Audience: The target audience for this talk should have some basic understanding of the paradigms used to study resurgence and familiarity with applications of these paradigms within basic and applied settings. Both practitioners and researchers are welcomed.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify variations of the study of relapse in the lab and clinic; (2) understand the value of studying relapse in both lab and clinical settings; (3) describe methods to analyze relapse in lab or clinical settings.
 
A Systematic Review of Procedures and Analyses Used in Studies of Resurgence, 1970-2020
(Basic Research)
CHRISTOPHER A. PODLESNIK (Auburn University), Carolyn Ritchey (Auburn University), Jodie Waits (Louisiana State University), Shawn Patrick Gilroy (Louisiana State University)
Abstract: Despite basic research conducted on resurgence for over 50 years, there have been no published systematic reviews of the resurgence literature to provide organization to the range of procedures and analyses employed in this research. A systematic review of this area was performed consistent with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and representative works were classified across various dimensions, including participant characteristics, design, procedural features, criteria defining resurgence, and analytic strategies. The review included 120 articles and 200 experiments. Over three-fourths of all articles on resurgence were published in the last 10 years with 13 different nonhuman and human populations comprising the participants. Therefore, resurgence as a behavioral phenomenon is general across species and populations, but rats, pigeons, and university students make up the majority (88.5%) of participants. Overall, 149 experiments (74.5%) included nonhumans as participants. Of the 51 experiments (25.5% overall) including human participants, ten included individuals diagnosed with a disability. Only 12 experiments (6.0%) included a quantitative theoretical analysis of resurgence effects, indicating an area needing further development to organize and understand the behavioral processes involved in resurgence.
 

An Evaluation of Variables Across the Contingency on the Resurgence of Problem Behavior Following Functional Communication Therapy

(Applied Research)
KARLA ZABALA-SNOW (University of Georgia), Joel Eric Ringdahl (University of Georgia), Kayla Crook (University of Mississippi), Kelly M. Schieltz (University of Iowa), Matthew O'Brien (The University of Iowa), Wendy K. Berg (The University of Iowa), Rose Morlino (University of Georgia), Courtney Mauzy (University of Georgia)
Abstract:

Resurgence, or the return of previously extinguished problem behavior when intervention is challenged, represents an important clinical problem for researchers and implementers to address. Understanding the conditions that bring about and mitigate resurgence can lead to improved long-term implementation of DRA-based intervention such as functional communication training (FCT). We evaluated response and consequence variables as part of a large research project related to response persistence in the context of FCT. Our research approach allowed for us to evaluate how these variables impacted resurgence of problem behavior for a subset of participants. For one subset of individuals, we evaluated the relation between communication modality included in FCT and subsequent resurgence. Results indicated that resurgence was greater during the disruption component associated with a low preferred FCT modality, relative to resurgence in a disruption component associated with a high preferred FCT modality. For another subset of individuals, we evaluated the relation between reinforcement history and subsequent resurgence. Results were more equivocal with this group. One individual displayed greater resurgence in the context associated with dense reinforcement, one individual displayed less resurgence in the context associated with dense reinforcement, and one individual displayed no resurgence. The results of the current study suggested that the level of resurgence observed might differ as a function of response-related variables, such as preference for communication modality. Results related to the impact of reinforcement history on resurgence were less consistent.

 
On the Scope and Characteristics of Relapse When Treating Severe Destructive Behavior
(Applied Research)
DANIEL R. MITTEER (Rutgers University - Children's Specialized Hospital Center for Autism Research, Education, and Services), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Kayla Randall (Georgia Southern University), Sarah D Haney (Kennedy Krieger Institute)
Abstract: Prior studies on treatment relapse have typically examined the prevalence of resurgence or renewal of target behavior (e.g., destructive behavior) in isolation. In this study, we analyzed relapse during 25 consecutive treatments involving functional communication training with discriminative stimuli during worsening in reinforcement conditions for alternative behavior or following context changes. We also examined disruption of alternative behavior (i.e., functional communication requests, compliance). Resurgence and renewal of destructive behavior occurred in 76% and 69% of treatments, respectively, and in approximately a third of changes in reinforcement or context. Relapse of destructive behavior predicted alternative-response disruption and vice versa; the co-occurrence of these two events always exceeded the background probabilities of either event occurring in isolation. General reductions in treatment efficacy occurred across changes in reinforcement or context with no apparent decrease in likelihood with later transitions. We discuss implications of our findings with respect to future studies examining treatment durability.
 

Cues Associated With Alternative Reinforcement and their Effects on Resurgence

(Basic Research)
Carlos Javier Flores Aguirre (Universidad de Guadalajara), L. Rebeca Mateos Morfin (Universidad de Guadalajara), CARLOS DANIEL EVERARDO RIVERA (Universidad de Guadalajara)
Abstract:

The mitigation of the resurgence effect has implications both theoretical and practical. In doing so, we add to the comprehension of variables that control resurgence as well as generate ideas that can potentially be applied to clinical situations. In the resurgence procedure, a target response (TR) is established during an initial phase, then extinguished in a second phase, while an alternative response (AR) is reinforced. Finally, during a test phase, both responses are extinguished. The TR usually resurges during the test. A cue associated with the extinction of the TR during alternative reinforcement can mitigate the resurgence effect. This study assessed the effects of varying the presentation of a cue during the alternative reinforcement phase on resurgence. Human participants were exposed to a resurgence procedure varying the presentation of the cue during alternative reinforcement in a continuous, contingent, or a random manner. Results indicated that resurgence can be reduced by presenting a cue associated with alternative reinforcement, although the continuous presentation seems to be the most effective to mitigate relapse.

 
 
Symposium #311
CE Offered: BACB
Promoting Real-World Application After Instruction: Cognitive Strategy Instruction, Think-Alouds, and Delayed Prompting
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 205A
Area: EDC/PCH; Domain: Translational
Chair: Allaina Douglas (University of Oregon )
CE Instructor: Kent Johnson, Ph.D.
Abstract:

Successful people engage in behaviors they were previously taught under a vastly wider variety of contexts than those presented in during initial instruction. After instruction, some learners need only a few models to successfully apply the skills that they have been taught. However, even if they performed well during instruction, many learners require explicit instruction in knowing both how and when to apply their instructed skills. At Morningside Academy we have developed a Generative Instruction model for teaching learners to engage in application as well as novel behavior. First, Kent Johnson will describe that Generative Instruction model, and urge behavioral educators to broaden their focus beyond knowledge and skill acquisition to meet the demands of our current technology and information society. Second, Andrew Kieta will define and illustrate how orient instruction toward application by using Cognitive Strategy Instruction (CSI) with teacher think-alouds, and using think-alouds during opportunities for application. Third, Bailee Scheuffele will provide data to illustrate how application of initially taught vocabulary words can be increased with CSI and think-alouds. Finally, Leah Herzog will provide data to illustrate how to use think-alouds and delayed prompting procedures to promote application of initially taught sentence writing skills to many novel contexts.

Instruction Level: Intermediate
Keyword(s): Application, Generative Responding, Instruction, Language
Target Audience:

Teachers, school psychologists, behavioral educators

Learning Objectives: 1. At the conclusion of the presentation, participants will be able to define, describe, and illustrate simple generative responding. 2. At the conclusion of the presentation, participants will be able to define, describe, and illustrate cognitive strategy instruction. 3. At the conclusion of the presentation, participants will be able to define, describe, and illustrate delayed prompting.
 

Promoting Application With Generative Instruction

(Theory)
KENT JOHNSON (Morningside Academy), Andrew Robert Kieta (Morningside Academy)
Abstract:

Effective people engage in behaviors they were previously taught under a vastly wider variety of contexts than those presented in classrooms. We call applying the same behavior we were taught in a new context or circumstance simple generative responding. To promote simple generative responding, most teachers provide suggestions or wisdom to students about applying the behaviors elsewhere. However, a fully functional analysis must include more than hope for application. How do we promote simple generative responding? For example, how do we guarantee that students will apply newly learned decoding skills to read a magazine or newspaper article? Apply column addition & subtraction skills while grocery shopping? Apply persuasive writing skills to write a letter to a newspaper editor? Watch videos, and read articles and books related to the social studies and science that we teach? Questions like these pertain to the sustainability of behavior. Many students require direct instruction in both knowing how and knowing when to apply what they have learned. We have designed two procedures to facilitate application: Cognitive Strategy Instruction with teacher think-alouds to broaden the context in which a skill is initially taught, and delayed prompting to guide application of the skill in new contexts.

 
Using Teacher Think-Alouds During Cognitive Strategy Instruction and to Facilitate Simple Generative Responding of Previously Taught Concepts, Principles, and Strategies to Novel Contexts.
(Theory)
ANDREW ROBERT KIETA (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: Teacher Think-Alouds refer to the instructional practice wherein the teacher vocalizes his or her thought process in order to go beyond simple modeling. Think-Alouds are effective because they prompt empathetic listening; they invite the learner into the thinking process rather than telling the learner what to do. One area where Think-Alouds are particularly effective is during Cognitive Strategy Instruction (CSI). Instead of focusing on explicit steps or algorithms, students learn a series of heuristics, guidelines, or “procedural facilitators” to support problem solving. Learning the cognitive strategy is just the first step, as successful learners apply the behaviors they were previously taught to a vastly wider variety of contexts than those presented in classrooms, a process called Simple Generative Responding. While the broad nature of cognitive strategies make them particularly useful in engineering for Simple Generative Responding, teachers must do more than hope for application. The second important function of teacher Think Alouds is to facilitate simple generative responding by modeling the thinking of an expert as they apply a concept, rule, or strategy to a new context. This presentation will describe CSI, the role of Think-Alouds during instruction of cognitive strategies, and how to Think-Aloud to encourage Simple Generative Responding.
 
Simple Generativity of Language Using a Targeted Vocabulary Intervention and Cognitive Strategy Instruction
(Applied Research)
BAILEE SCHEUFFELE (Morningside Academy), Andrew Robert Kieta (Morningside Academy)
Abstract: Adolescents already show an aptitude for generating language learned in one context while engaged in another. For instance, internet gaming slang terms such as “sus” and “yeet” occur repeatedly throughout a school day. How can we tap this propensity for application, or simple generative responding, to increase learners’ application of targeted vocabulary objectives? Using the Story Champs multi-tiered Direct Instruction language program—specifically the Blitz Vocabulary and Spot the Sparkle tracks—we monitored a group of 4th-7th grade students’ application of vocabulary words taught in the program. Generativity probes for vocabulary application were conducted during other periods of the instructional day: group story reading, Monday morning “weekend retells,” and written work samples. Data revealed that adding cognitive strategy instruction with think-alouds to the teacher routines in Story Champs substantially increased generative responding with the vocabulary words taught in the program. Language expansion via simple generative responding is applicable, accessible, and achievable.
 
Using Teacher Think-Alouds and Delayed Prompting Procedures to Facilitate Simple Generative Responding of Sentence Writing
(Applied Research)
LEAH HERZOG (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: In a mixed-age reading and language arts class, the Strategic Instruction Model’s (SIM) Sentence Writing Strategy curriculum was used to teach Tier 2 elementary and middle school students cognitive strategies for writing four types of sentences: simple, compound, complex, and compound-complex. Once students learned the cognitive strategies, we probed for the occurrence of application, or simple generative responding in other contexts. One context was writing sentences in the Reading Mastery: Language Arts curriculum, which teaches paragraph writing in a variety of genres (i.e., narrative, informative, opinion, persuasive, and poetry). Another context was writing answers to comprehension questions in the Reading Mastery: Reading program. Generative responding was also probed in less structured contexts, such as writing in math classes and writing outside of the school environment. Teacher led think-alouds were used to initially teach the cognitive strategies, and to show students how to apply those strategies in novel contexts. Delayed prompting procedures were also used to facilitate application. Data will show the substantial effects of teacher led think-alouds and delayed prompting on simple generative responding.
 
 
Symposium #312
CE Offered: BACB
Training and Supporting Staff Working in Settings Serving Adults With Disabilities
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 153B
Area: OBM/DDA; Domain: Applied Research
Chair: Sandra Alex Ruby (University of Kansas)
Discussant: Tiffany Kodak (Marquette University)
CE Instructor: Marren Marie Leon-Barajas, M.A.
Abstract:

Staff behavior impacts the quality of services delivered to consumers; thus, identifying ways to effectively train and support staff is a worthwhile area of study. This symposium includes four presentations that address this important topic in settings serving adults with disabilities. Delapp will share findings of an experiment evaluating the effects of video-aided training on staff’s implementation integrity of a skill acquisition procedure. Iannaccone will describe results of an experiment examining a video-aided training package consisting of written coaching skills, models, video critiques, and live practice sessions on staff’s ability to collect data and coach other staff. In addition to initial training, staff need ongoing support to provide quality services. Ruby will share results of an experiment evaluating the effects of a technology-based self-monitoring procedure on staff–consumer positive interactions as research has shown that positive interactions increase leisure, self-help, and community integration skills. Finally, Leon-Barajas will summarize the results of an experiment that evaluated the effects of an indicated (i.e., function-based) intervention on appropriate mask wearing by staff serving adults with disabilities.

Instruction Level: Basic
Keyword(s): BST, group homes, staff support, Staff training
Target Audience:

Practitioners and researchers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe recent research-based staff training components; (2) discuss a self-monitoring and feedback procedure; and (3) describe the effects of an indicated intervention on staff’s appropriate mask-wearing.
 
Effects of a Video-Aided Training on the Integrity of Skill Acquisition Interventions in an Adult Service Setting
Sarah Weddle (May Institute), Julia Iannaccone (May Institute), CHRISTINA MARIE DELAPP (May Institute), Jennifer R. Zarcone (May Institute)
Abstract: Quality of services for adults with intellectual and developmental disabilities is impacted by many systemic barriers one of which is training employees to competently implement functionally meaningful, behavior analytic interventions. Behavior skills training (BST), an empirically supported training procedure, is time consuming and requires an adequate number of competent trainers. In large human service settings, training all employees presents as an insurmountable system-level initiative. Therefore, it is critical to explore innovative approaches aimed toward standardization and efficiency. The present study evaluated the efficacy of a video-aided BST package to train employees to implement essential skill acquisition interventions commonly identified on client care plans in an adult day program. Interventions included mand, listener responding, chaining, and task tolerance procedures. Results of a multiple baseline design demonstrated an improvement in procedural integrity from baseline on the targeted intervention procedures. Limitations and future directions such as evaluating efficiency in this setting will be discussed.
 
Preparing Non-Behavior Analytic Administrators to Become Effective Trainers in an Adult Service Setting
JULIA IANNACCONE (May Institute), Sarah Weddle (May Institute), Christina Marie DeLapp (May Institute), Jennifer R. Zarcone (May Institute)
Abstract: Behavior skills training (BST) is considered best practice for teaching a variety of skills; however, of practical concern is the expertise required to teach behavior analytic procedures. Many studies demonstrating the effectiveness of BST utilize experienced trainers including behavior analysts and graduate students studying behavior analysis. Human service organizations serving adults with intellectual and development disabilities represents a setting in which qualitied trainers are limited or absent. The purpose of the present study was to prepare non-behavior analytic administrators to: (1) evaluate trainee progress using treatment integrity measures, and (2) demonstrate coaching skills in role play and in-vivo sessions when training a variety of mand, listener responding, chaining, and task tolerance procedures. Administrators received a video-aided training package consisting of descriptions of the coaching skill, models, video critiques (i.e., exemplars with varying levels of treatment integrity), and live practice sessions. Results suggest that the current training package increased levels of accurate treatment integrity data collection from baseline, and increased levels of effective coaching skills demonstrated by non-behavior analytic administrators. Implications are suggested for all settings with limited behavior analytic resources.
 
Evaluating the Effects of Technology-Based Self-Monitoring on Positive Staff–Consumer Interactions in Group Homes
SANDRA ALEX RUBY (University of Kansas), Florence D. DiGennaro Reed (University of Kansas)
Abstract: The quality and frequency of positive interactions between staff and consumers are related to reductions in consumer problem behavior and increases in other desired outcomes, such as leisure and self-help skills. Unfortunately, the frequency with which group home staff positively interact with consumers is often low and regularly requires intervention. We evaluated the effects of technology-based self-monitoring on positive interactions between staff and consumers during consumer leisure time. Participant data were collected off-site through video recordings from cameras already present in the group homes. During baseline, participant interactions were low. Upon introduction of an intervention containing self-monitoring completed via a tablet device, staff interactions increased and maintained when the intervention was in effect. Supplemental feedback via text message was provided to two of the three participants to reach criterion. These findings demonstrate the utility of technology-based self-monitoring for some individuals to increase positive staff–consumer interactions in group homes.
 

Improving Mask-Wearing by Group Home Staff

MARREN MARIE LEON-BARAJAS (The University of Kansas), Florence D. DiGennaro Reed (University of Kansas), Sandra Alex Ruby (University of Kansas), Abigail Blackman (University of Kansas)
Abstract:

Mask wearing is among the most recommended prevention strategies to slow the spread of Coronavirus 2019 (Covid-19) as recommended by the Centers for Disease Control and Prevention (CDC). Mask wearing is especially important in settings where vulnerable populations (e.g., older adults, individuals with certain pre-existing conditions [e.g., type 2 diabetes], people living in congregate settings) reside and work. Despite mask wearing being a behavior amenable to change, there are no behavior-analytic studies addressing mask wearing in the workplace to date. Thus, the purpose of the present study was to examine the effects of a Performance Diagnostic Checklist-Human Services (PDC-HS) -indicated intervention to determine barriers to mask wearing. Using a multiple baseline across staff design with an embedded withdrawal, results of the present study suggest that the indicated intervention (i.e., feedback) may be an effective treatment to improve mask wearing by staff while some staff may require supplemental monetary incentives to meet mastery criterion. This study contributes to a sparse, but important, literature base to address safety in the workplace as it relates to Covid-19 and recommended practices.

 
 
Symposium #314
CE Offered: BACB — 
Ethics
Diversity submission Applying the New Ethics Code for Behavior Analysts Across a Variety of Service Locations: Addressing Cultural Needs and Institutional Challenges
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 204A/B
Area: TBA; Domain: Service Delivery
Chair: Melissa L. Olive (Cultivate Behavioral Health & Education)
Discussant: Joseph H. Cihon (Autism Partnership Foundation)
CE Instructor: Melissa L. Olive, Ph.D.
Abstract:

This session will focus on numerous ethical challenges encountered when providing ABA therapy in a variety of service locations. Each paper will use a case study approach to highlight challenges when working with racially, linguistically, financially, and regionally diverse clients. Presenters will highlight the challenges, present the problem-solving solutions, and discuss strategies for prevention of future ethical dilemmas. ABA teams cannot prepare for every possible ethics scenario, however, using a problem-solving strategy and practicing ethical fitness regularly will help ABA providers be better equipped to respond in the moment to ethical dilemmas.

Instruction Level: Intermediate
Keyword(s): Ethically Fit, Ethics, Multicultural, Organizational Ethics
Target Audience:

This is intermediate content. This is not for beginner BCBAs. This is for business owners or very seasoned behavior analysts.

Learning Objectives: 1. Participants will be able to describe key changes in the New Ethics Code for Behavior Analysts. 2. Participants will be able to describe how ethical fitness can be developed in their own ABA practice. 3. Participants will be able to identify the problem-solving process for resolving ethical dilemmas.
 
Diversity submission The 2020 Ethics Code for Behavior Analysts
MELISSA L. OLIVE (Cultivate Behavioral Health & Education)
Abstract: This paper will review the changes from the 2016 BACB Professional and Ethical Compliance Code to the 2020 Ethics Code for Behavior Analysts. This paper will introduce the term ethically fit (Rosenberg & Schwartz, 2019). This paper will also discuss the role of collaboration and and Coordination of care. Finally, this paper will review the use of the problem solving approach for resolving ethical dilemmas.
 
Diversity submission 

Providing Applied Behavior Analysis Services Internationally: Ethical Considerations, Challenges and Solutions

PAMELA PEREZ (PBS Powered by Cultivate Behavioral Health and Education), Maria Arizmendi (Cultivate Behavioral Health and Education)
Abstract:

Using the case study method, this paper will highlight some of the challenges and creative solutions to providing ABA services internationally. Given that 85% of the world’s population with autism resides in the developing world, there is a great need to provide services and train new clinicians in the developing world. Clinicians serving the developing world may encounter unique considerations and challenges in providing effective and ethical services abroad. This paper will explore how clinicians can best serve and support individuals, families and communities throughout the world to provide services with populations with the greatest needs.

 
Diversity submission 

Providing Applied Behavior Analysis Services in a Diverse Region: Ethical Challenges and Solutions

AMANDA BLOOM (PBS Powered by Cultivate Behavioral Health & Education), Maria Arizmendi (Cultivate Behavioral Health and Education)
Abstract:

This paper will also utilize a case study approach to highlight the ethical challenges of providing ABA therapy in the Miami area. Clinicians working in this part of Florida may encounter racially and linguistically diverse families and their children and this diversity requires that clinicians be well-informed of the populations with whom they serve. The presenters will also discuss common ethical dilemmas associated with fraudulent activities within the field, specifically in South Florida. This paper will highlight how Clinical Directors and Clinical Managers can better support their BCBAs and Technicians in the delivery of ABA services with diverse clients.

 
Diversity submission 

Providing Applied Behavior Analysis in a Large Applied Behavior Analysis Company: Ethical Considerations Across 12 States and 1,000+ Employees

STEPHEN WOOD (Cultivate Behavior Management Corporation), Melissa L. Olive (Cultivate Behavioral Health & Education)
Abstract:

This paper will highlight specific ethical challenges encountered by large scale ABA organizations. With over 1000 employees in 12 states, we have experienced a unique set of ethical dilemmas that have required both timely and thoughtful consideration. The presenter will highlight how the problem-solving strategy may be used to help clinicians manage ethical challenges within large scale organizations, across a wide variety of culturally, linguistically, and financially diverse families and children. Strategies for incorporating ethical decision making into daily practice are considered with the goal of increasing both organizational and clinician ethical fitness.

 
 
Symposium #315
CE Offered: BACB
Behavior Analysis in Higher Education
Sunday, May 29, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 203
Area: TBA/EDC; Domain: Applied Research
Chair: Rebecca Anne Receveur (The Chicago School of Professional Psychology)
Discussant: Anthony Concepcion (University of South Florida)
CE Instructor: Rachel García, Ph.D.
Abstract:

Higher education is a rapidly changing landscape with increasingly diverse students and faculty who are using a wide range of technologies to foster learning (Blankenberger & Williams, 2020). This is especially true as we consider short- and long-term implications from the COVID-19 pandemic. As a field, behavior analysis has the opportunity to drive innovative approaches to improve student academic outcomes and instructor effectiveness leveraging the science of behavior. This symposium addresses a range of topics within higher education, including strategies to recruit a more diverse pool of graduate school applicants, a review of instructional strategies used in online courses, increasing student engagement in online discussion boards, and the development of an assessment tool to improve instructor behavior. Though focused on higher education, there are applications beyond this environment to all those in positions of teaching, mentoring, and supervision. All presentations will discuss implications for practice and areas for future research.

Instruction Level: Basic
Keyword(s): higher education, online learning, online teaching
Target Audience:

Instructors in higher education; Mentors and supervisors of students

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe a recruitment strategy for diverse students; (2) identify at least two strategies to improve student learning outcomes; (3) evaluate instructor teaching behaviors
 
An Evaluation of Video Modules to Train First-Generation Students to Apply to Graduate School
MOLLY PRIMERO DEMAYO (California State University, Stanislaus), Shrinidhi Subramaniam (California State University, Stanislaus)
Abstract: Professional organizations publish and distribute videos, written instructions, and advice columns designed to help students understand how to apply to graduate school. Although they are widely available, it is unclear whether these resources are effective in improving knowledge about the application process, especially for first-generation college students-- those whose parent(s) have not completed a Bachelor’s degree at a 4-year college or university. This study evaluated a computer-based training program consisting of guided worksheets and videos from the American Psychological Association’s (APA) series on preparing and applying to graduate school in psychology. Participants were first-generation college students pursuing an undergraduate degree in Psychology at California State University, Stanislaus. We evaluated the program’s effectiveness using a multiple probe design in which participants completed the same cumulative test before and after modules on identifying compatible graduate programs, writing personal statements, and securing letters of recommendation. We expected scores on module-related items within the cumulative test to increase only after participants completed the relevant modules. If effective at improving knowledge, academic advisors might be confident in recommending APA’s resources to first-generation student advisees.
 
A Review of Behavior Analytic Instructional Strategies in Online Higher Education
RACHEL GARCÍA (The Chicago School of Professional Psychology), ZOE I HAY (ABA Solutions)
Abstract: Online learning has grown exponentially in recent years, particularly given circumstance associated with the COVID-19 pandemic (Ali, 2020; Kentnor, 2015). However, students report online instruction as being of lower quality than face-to-face learning (Bustamante, 2011). Given the need for online instruction alongside the limitations of the online learning environment, instructors are looking for ways in which to enhance the quality of instruction and optimize student engagement to improve academic outcomes. As such, a systematic review of behavior analytic instructional strategies in online higher education was conducted. Studies were summarized based on student, instructor, and course characteristics, academic outcomes, treatment integrity, social validity, and conclusiveness of evidence. Results indicated behavior analytic instructional strategies in the online environment, such as interteaching, are moderately effective in improving student academic outcomes and student engagement. Few studies evaluated social validity, however those that did identified mixed results. Implications for instructors and areas for future research will be discussed.
 

Evaluation of Response Modality in Online Discussion Boards

TATIYANNA DUNN (University of South Florida), Anthony Concepcion (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract:

Over the past decade online enrollments have steadily increased year-over-year with current estimates suggesting 35% of all students are enrolled in online courses (NCES, 2020). One challenge in distant learning is fostering student engagement. Student engagement is a broad construct that refers to increasing contact between three pillars of education. Students, teachers, and course material. Past research has shown increasing engagement leads to improved student performance and instructor evaluations. Unsurprisingly, promoting student engagement is desirable for both students and instructors (Cobb, 2009). An online discussion board is a common and well-researched (c.f. Douglas et al., 2020) form of assessment used in online courses. Discussion boards allow student engagement between themselves and Instructors while knowledge can still be tested. Few studies have evaluated the modality of student responses (e.g., text, picture, video) and potential effects on student engagement. The present study evaluated the effects of the structure of discussion boards and further assessed student preference for response modalities.

 
Development and Testing of the Performance Diagnostic Checklist for Instructors
JESSE DEPAOLO (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: Behavior analysts have been studying behavior related to academic instruction for decades (Dunlap et al., 2001). Instruction has focused primarily on K-12 teachers with much less emphasis on college level instructors (Baum & McPherson, 2019). Additionally, studies related to improving instruction often lack information related to why a particular intervention was chosen. Creating an assessment tool to assist in determining interventions that would be most effective for improving classroom or virtual instruction could be beneficial. Therefore, the purpose of study one was to develop the Performance Diagnostic Checklist for Instructors (PDC-I) which will help guide supervisors of college instructors into choosing the most effective and efficient type of intervention(s) to improve at least one aspect of their teaching behavior. The purpose of study two was to evaluate the use of the PDC-I with three instructors teaching online courses at the graduate level. Results suggest that the interventions developed based on the results of the PDC-I improved each instructors performance of responding appropriately to student discussion board posts.
 
 
Paper Session #317
CE Offered: BACB
The Role of Neurodiversity in Applied Behavior Analysis: Past, Present, and Future
Sunday, May 29, 2022
4:00 PM–4:25 PM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Basic
Chair: Emily Wade (Tropical Behavioral Services/Positive Behavior Supports)
CE Instructor: Emily Wade, M.A.
 

The Role of Neurodiversity in Applied Behavior Analysis: Past, Present, and Future

Domain: Theory
EMILY WADE (Tropical Behavioral Services/Positive Behavior Supports)
 
Abstract:

The neurodiversity movement encompasses the majority of the clients we serve and is notoriously critical of the field of Applied Behavior Analysis. However, it is possible to bridge this gap by understanding what neurodiversity is and incorporating this concept into our practice. Doing so will enable us to provide services which are truly meaningful and impactful for the people we serve while still preserving the principles of our science. Mending this rift will help maintain the sustainability of our field by aligning with the movement toward compassionate and trauma-informed care.

 
Target Audience:

The target audience is anyone practicing in the field of ABA. Practitioners and educators at all levels should be well-informed on this topic in order to incorporate it into their work.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Define the term neurodiversity and identify conditions which fall under this umbrella; (2) Identify at least 3 harmful constructs and assumptions within our society regarding neurodiversity; (3) Identify at least 3 ways the concept of neurodiversity can be incorporated into clinical practices.
 
 
Symposium #319
CE Offered: BACB
A Series of Comparative Analysis of Evidence-Based Practices: An Evaluation of Assessment, Treatment, and Supervision Practices.
Sunday, May 29, 2022
4:00 PM–4:50 PM
Meeting Level 2; Room 255
Area: AUT/EAB; Domain: Applied Research
Chair: Cayenne Shpall (Assistant Professor, St. Edwards University )
CE Instructor: Cayenne Shpall, Ph.D.
Abstract:

The current symposium centers around using comparative research methods to evaluate behavior analytic evidence based practices in assessment, treatment, and supervision. The first presenter will discuss the use of a concurrent schedule of reinforcement design to examine response allocation between fixed and mixed delays to reinforcement. The second presentation will describe the use of a pilot randomized controlled trial to examine and compare the effects of a traditional behavior intervention (TBI) and a naturalistic developmental behavioral intervention (NDBI) on generalized motor imitation for young children with autism spectrum disorder. The third presenter will discuss the use of a multiple baseline design across participants with an embedded multielement design to evaluate the use of performance feedback provided through teleconferencing solutions including live streaming and video conferencing with screen sharing on the acquisition and maintenance of preference assessment procedures on masters' students in the field of special education pursuing their BCBA certification.

Instruction Level: Advanced
Keyword(s): Comparison, Delays, Imitation, Supervision
Target Audience:

BCBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify different delay to reinforcement procedures (2) identify multiple modalities for supervising students within their clinical placement; (3) identify key components to implementing an imitation intervention program with children with autism spectrum disorder.
 

An Evaluation of Preference of Delays to Reinforcement on Choice Responding: A Translational Study

CAYENNE SHPALL (Assistant Professor (University of Texas, Austin; St. Edwards University))
Abstract:

Delays to reinforcement are often a necessary component during treatments of challenging behavior (e.g., Functional Communication Training; FCT). In the absence of programmed delay or tolerance to delay training, the utility and generality of FCT progress may be limited. Despite the importance of delays to reinforcement during FCT, few studies have empirically isolated and investigated the parameters pertaining to the implementation of delays to reinforcement. Results from basic empirical studies on choice among delays to reinforcement have shown that variable delays, or bi-valued mixed delays to reinforcement, are preferred in humans and nonhuman studies. The current research examined response allocation between fixed and mixed delays to reinforcement using a concurrent schedule of reinforcement. Results showed preference for mixed delays to reinforcement with 4 out of 4 participants. Potential avenues of future research on the use of mixed delays to reinforcement, such as the application within FCT and maintenance of socially appropriate behaviors, are discussed.

 

A Comparison of Feedback Provided through Live Video Streaming and Post-Video Conferencing on the Treatment Integrity of Individuals Pursuing a Board Certification in Behavior Analysis

NICOLETTE SAMMARCO CALDWELL (The University of Arkansas)
Abstract:

There is an increased need for certified service providers in Applied Behavior Analysis (Benevides, Carretta, Lane, 2016). With this, comes challenges in the appropriate training and supervision of providers. This decreases occurrences of the use of evidence based practices (Kabot, Mase, & Segal, 2003). Growing technology may assist in supervision, as it has been successfully used for this purpose in other fields (Rousmaniere et al., 2014; Panos et al., 2002). This study evaluated the use of performance feedback provided through teleconferencing solutions including live streaming and video conferencing with screen sharing on the acquisition and maintenance of preference assessment procedures on masters' students pursuing their Board Certification in Behavior Analysis. A simulated client was used in the training of students. A multiple baseline design across participants with an embedded multielement design was utilized to evaluate the effects of feedback based on the percentage of preference assessment procedures implemented correctly. Results indicated feedback provided through both live streaming and post session videoconference were effective methods for training individuals. Results generalized to working with individuals with Autism Spectrum Disorder and maintained at four and six weeks post intervention. Each participant rated the use of all teleconferencing strategies, feedback procedures, and outcomes positively.

 

A Pilot Randomized Controlled Trial of Imitation Intervention on Generalized Imitation in Young Children With Autism Spectrum Disorder

NICOLETTE SAMMARCO CALDWELL (The University of Arkansas; University of Texas, Austin)
Abstract:

Many children with autism spectrum disorder (ASD) have difficulty imitating others. Tested interventions for targeting imitation can mostly be classified as either traditional behavior interventions (TBI) or naturalistic developmental behavioral interventions (NDBI, Schreibman, et. al., 2015). While both TBIs and NDBIs have successfully been used to teach specific imitative behaviors to children with ASD, the broader goal of intervention is to teach generalized imitation — that is, imitation that is exhibited flexibly and spontaneously, across a variety of contexts and interaction partners. This study sought to examine and compare the effects of these two types of interventions on generalized imitation for children ages 2-6 with ASD. A pilot randomized controlled trial compared a TBI (Discrete Trial Training) and a NDBI (Reciprocal Imitation Training) in teaching imitation to young children with ASD in their homes. This study is novel in its approach to measuring generalized imitation during a parent-child free play session to evaluate the extent to which each intervention increased generalized motor imitation skills with untrained partners, in natural environments, and with untrained imitation targets. Results indicated Reciprocal Imitation Training facilitated increases in generalized imitation relative to Discrete Trial Training.

 
 
Symposium #320
CE Offered: BACB
Evaluating Social Interactions and Preferences of Individuals With Intellectual and Developmental Disabilities
Sunday, May 29, 2022
4:00 PM–4:50 PM
Meeting Level 2; Room 257B
Area: AUT/EDC; Domain: Applied Research
Chair: Claudia Campos (Simmons University)
CE Instructor: Claudia Campos, Ph.D.
Abstract:

The following presentations assess the extent to which social contexts and different types of praise affect skill acquisition, social behaviors, and preference of children with autism spectrum disorder and other developmental and intellectual disabilities. The first presentation assessed playing with the same toys and engaging in the same activities within social and nonsocial contexts and evaluated children’s social behaviors and preferences. The presenter will discuss ways to utilize preferences to arrange antecedent interventions to increase social behaviors of children with autism spectrum disorder. The second and third presentations evaluate the use of different types of praise (e.g., enthusiastic, neutral, and no praise) within the context of skill acquisition targets (e.g., verbal behavior; receptive identification) and the extent to which the participants’ preferences may not always be predicted by the rate of skill acquisition. Presenters will discuss the clinical benefits of understanding how different variables such as social interaction and praise may affect social preferences of children with ASD.

Instruction Level: Basic
Keyword(s): praise, preference, social interaction
Target Audience:

Basic

Learning Objectives: learn about variables that affect social preferences of children with ASD learn how to use preferences to arrange antecedent interventions to increase social behaviors of children with ASD learn how different types of praise may affect skill acquisition in children with ASD
 

Incorporating Measures of Social Behavior into Preference Assessments for Children With Autism Spectrum Disorder

BRIANNA LAUREANO (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Iser Guillermo DeLeon (University of Florida)
Abstract:

In a recent study, Goldberg et al. (2017) observed that children with autism spectrum disorder (ASD) valued playing in a social context more than playing with the same activities in isolation. The current study aimed to extend Goldberg et al. (2017) by utilizing preference assessment methodology to evaluate whether the type of toy or activity available affects social preferences and social behaviors of children with ASD. Overall, some participants’ preferences for activities shifted as a function of whether those activities were accessed in social or nonsocial contexts. Participants whose preference remained consistent across nonsocial or social contexts engaged in significantly fewer social behaviors when accessing their highest preferred activity relative to a moderately preferred activity. The results of this study demonstrates ways to utilize preferences to arrange antecedent interventions to increase social behaviors of children with ASD. The clinical benefits of understanding variables that affect social preferences of children with ASD are discussed.

 

Individual Treatment Evaluation to Determine Effective Praise Types for Two Learners With Autism

SARAH LOSOWYJ (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group; The Chicago School of Professional Psychology), Bridget A. Taylor (Alpine Learning Group)
Abstract:

We used an adapted alternating treatments design to evaluate the effects of neutral praise, enthusiastic praise, and no praise on the acquisition of intraverbals. We also evaluated preference for each of the praise types. Contrary to our hypothesis that enthusiastic praise would be more effective and preferred for Participant 1, the participant acquired the target intraverbals faster in the neutral praise condition and indicated a slight preference for neutral praise. For Participant 2, we wanted praise statements to be more age appropriate as the learner would soon be graduating to an adult program; also, enthusiastic praise often served as an antecedent to non-contextual vocalizations. For Participant 2, the neutral praise condition yielded the highest and most sustained level of correct responding. Interestingly, the preference assessment revealed that the learner preferred enthusiastic to neutral praise. These results informed our decision to slowly shift from enthusiastic to neutral praise with other instructional programs for Participant 2. Overall, results demonstrated that brief experimental evaluations could provide useful evidence for individualized behavior change programs in applied settings and that relative preference for reinforcement is not always predictive of relative effectiveness of reinforcement.

 

Further Evaluation on the Effects of Different Types of Praise on Skill Acquisition and Preference of Children With Autism

CLAUDIA CAMPOS (Simmons University), Yanerys Leon (University of Miami), Rahma Ismail (Florida Institute of Technology), Mary Gilhuly (Florida Institute of Technology), Haneen Sabbagh (Florida Institute of Technology)
Abstract:

Praise is a social stimulus typically provided contingent on socially appropriate responses or as a treatment component to increase appropriate behavior in behavioral interventions. However, the effects of different variables (e.g., quality, tone, magnitude, content) that may influence the effectiveness and efficiency of praise have not received much attention in the literature. An exception is Weyman and Sy (2018)’s evaluation of enthusiastic praise, neutral praise, and no praise on skill acquisition targets in individuals with developmental disabilities. Their results suggest that all individuals learned in all conditions. However, enthusiactic praise resulted in faster acquisition of the targets. The purpose of the current study was to systematically replicate Weyman and Sy (2018) on the effects of neutral, enthusiactic, and no praise on skill acquisition in children with autism spectrum disorder. A second purpose was to determine participants’ preferences. Our preliminary results suggest that all participants learned in all praise conditions, including no praise. In addition, rate of skill acquisition did not predict participants’ preferences.

 
 
Symposium #322
CE Offered: BACB
Turns, Flips, and Lifts: Applications of Behavior Analysis to Increase Sport Performance
Sunday, May 29, 2022
4:00 PM–4:50 PM
Meeting Level 1; Room 102A
Area: DEV; Domain: Applied Research
Chair: Arezu Alami (Brock University)
CE Instructor: Arezu Alami, M.A.
Abstract:

Participation in sports allows children, youth, and adults to access the numerous physical, physiological, and psychological benefits of physical activity (Riera & Moragas, 2021). However, globally, 81% of children and youth and 28% of adults do not meet the recommended daily amount of physical activity (World Health Organization, 2020). This symposium includes three diverse empirical papers that explore the application of behavior analysis to improve sport performance among children, youth, and adults. Cochrane and colleagues will present a study evaluating the effectiveness of a peer-implemented video feedback intervention to increase proper deadlifting form with three adults. Bajcar and Zonneveld will present a study evaluating the effectiveness of a modified TAGteach intervention package to improve the accurate and fluent performance of gymnastics skills to children via synchronous videoconferencing. Finally, Giambrone & Miltenberger will present a study evaluating the use of video self-evaluation to improve the correct performance of dance movements with adolescents on a competitive dance team. The results of each will be discussed within the context of limitations and implications for future research.

Instruction Level: Intermediate
Keyword(s): Exercise, Feedback, Sports, Videoconferencing
Target Audience:

Intermediate: Attendees should have a familiarity of behaviour analytic terminology and an understanding of single-subject experimental research designs.

Learning Objectives: At the conclusion of the presentation, participant will be able to: (1) Identify and explain behavioral strategies (e.g., antecedent- and consequence-based strategies) to improve sport performance; (2) Describe various factors to consider when designing and delivering interventions via synchronous videoconferencing; and (3) Explain the general procedure for video feedback and video self-evaluation.
 

Evaluating Peer-Implemented Video Feedback to Improve Weightlifting Form

Raymond G. Miltenberger (University of South Florida), Anthony Concepcion (University of South Florida)
Abstract:

This study evaluated the effectiveness of behavioral skills training (BST) to teach peer-trainers to implement video feedback (Study 1) and evaluated the effectiveness of peer-implemented video feedback to increase proper deadlifting form across three participants (Study 2). A non-concurrent, multiple baseline across participants design was employed to evaluate BST and peer implemented video feedback. Results demonstrate BST was effective for teaching peer-trainers to implement video feedback and video-feedback led to improvement of deadlifting form across all participants.

 

Assessing a Modified TAGteach® Procedure to Increase Accurate and Fluent Gymnastics Skills in Children via Videoconferencing

NICOLE BAJCAR (Brock University), Kimberley L. M. Zonneveld (Brock University)
Abstract:

Sports offer children and youth opportunities to experience the physiological, physical, and psychological benefits of physical activity; however, in sports like gymnastics, injuries are quite common (Caine, 2003). Therefore, it is essential for coaches to teach athletes proper technique to prevent injury. TAGteach® is an intervention package that uses an audible stimulus to provide immediate feedback following the correct performance of a skill (Quinn et al., 2017). To date, no study has (a) evaluated the effectiveness of TAGteach® to enhance the fluency of dynamic sports skills or (b) conducted TAGteach® remotely via a synchronous videoconferencing platform. We used a concurrent multiple baseline across skills design to evaluate the effectiveness of a modified TAGteach® procedure to improve the accuracy and fluency of three dynamic gymnastics skills through synchronous videoconferencing with four participants between the ages of 6–11 years. For all participants, the modified TAGteach® intervention package increased the accurate and fluent performance of all gymnastics skills, and these skills maintained for one month. Results will be discussed within the context of intervention implications and suggestions for future research.

 
Using Video Self-Evaluation to Enhance Performance in Competitive Dancers
JESENIA GIAMBRONE (ABA Solutions, Inc.), Raymond G. Miltenberger (University of South Florida)
Abstract: This study used a multiple baseline across behaviors design to evaluate the use of video self-evaluation on the performance of three dance movements. The procedure improved all three dance moves for three adolescents on a competitive dance team. Video self-evaluation was shown to be an efficient, accessible, and socially valid procedure to increase performance of competitive dance movements.
 
 
B. F. Skinner Lecture Series Paper Session #325
CE Offered: PSY/BACB/QABA/NASP
The Case of the Disengaged Learner
Sunday, May 29, 2022
4:00 PM–4:50 PM
Ballroom Level 3; Ballroom East/West
Area: TBA; Domain: Theory
Chair: Daniel Mark Fienup (Teachers College, Columbia University)
CE Instructor: Karl Kapp, Ed.D.
Presenting Author: KARL KAPP (Bloomsburg University)
Abstract:

Engaging learners is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls learners into the content and helps them gain the knowledge required to be successful? How do we grab and hold a learner's attention? How do we motivate them to engage with the content we are teaching? There are techniques and factors that can be borrowed from games which are shown to influence the behavior of individuals. Incorporating these techniques and factors from games into learning is often called “gamification.” This decidedly unacademic presentation will model using those technique to engage and educate the learners. Attendees will discover firsthand how research-based practices and game-thinking are used to engage learners, increase learning, and lead to performance driven results.

Instruction Level: Intermediate
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students.
Learning Objectives: Engaging learners is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls learners into the content and helps them gain the knowledge required to be successful? How do we grab and hold a learner's attention? How do we motivate them to engage with the content we are teaching? There are techniques and factors that can be borrowed from games which are shown to influence the behavior of individuals. Incorporating these techniques and factors from games into learning is often called “gamification.” This decidedly unacademic presentation will model using those technique to engage and educate the learners. Attendees will discover firsthand how research-based practices and game-thinking are used to engage learners, increase learning, and lead to performance driven results.
 
KARL KAPP (Bloomsburg University)

Karl M. Kapp, Ed.D., is an award-winning professor of Instructional Technology at Bloomsburg University in Bloomsburg, PA. where he teaches instructional game design, gamification classes and online learning design.  He is the Director of Bloomsburg’s Institute for Interactive Technologies and is recognized internationally as an expert in the application of games, game-thinking and gamification to learning.  Karl earned his doctoral degree from the University of Pittsburgh.

He is currently a senior researcher on a grant sponsored by the National Institutes of Health (NIH) which involves the application of microlearning and gamification to help childcare workers identify child abuse. Karl has co-founder of Enterprise Game Stack, a company that has created a digital card game tool for instructional designers. He is also the creator of the popular web video series, “The Unauthorized, Unofficial History of Learning Game.”

Karl has authored or co-authored eight books including The Gamification of Learning and Instruction, its accompanying fieldbook and the widely popular, Play to Learn. His latest co-authored book with Robyn Defelice is Microlearning: Short and Sweet. Karl is author of ten LinkedIn Learning courses including Learning How to Increase Learner Engagement and has been a TEDx speaker. In 2019, he received the ATD Distinguished Contribution to Talent Development Award. The award is presented in recognition of an exceptional contribution that has had a sustained impact on field of the talent development.

Karl’s academic and practitioner work explores the research, theoretical foundations and practical application of gamification, game-thinking and activity-based learning to organizational performance issues. His goal is to help organizations create engaging learning experiences through intelligent, research-based application of instructional strategies and techniques. He shares his expertise and knowledge through consulting, workshops and one-on-one mentoring with start-up firms, Fortune 100 companies and various governmental agencies. Follow him on Twitter @kkapp or check out his website at www.karlkapp.com

 
 
Invited Symposium #326
CE Offered: PSY/BACB/QABA/NASP
Diversity submission Ableism, Professional Growth, and the Task Force for Quality and Values-Based Applied Behavior Analysis
Sunday, May 29, 2022
4:00 PM–5:50 PM
Meeting Level 2; Room 253A-C
Area: PCH; Domain: Theory
Chair: Ruth Anne Rehfeldt (The Chicago School of Professional Psychology, Chicago)
CE Instructor: Ruth Anne Rehfeldt, Ph.D.
Abstract:

In the summer of 2021, ABAI pulled together a team of professionals and created the Task Force for Quality and Values-Based ABA. This symposium begins with an overview of the Task Force and then brings together three members of the Task Force to discuss the topic of ableism and how that connects to the mission of the Task Force. This symposium discusses the importance of behavior analysts with different views about social justice--diversity, equity, and inclusion convening to discuss the topic of ableism so that we can all begin making substantive changes to the practice of ABA without sacrificing the technical precision that supports skill development in areas identified as important by Autistic clients. Each presenter will address how involvement with the Task Force has changed their views on ableism, their role in the field, or pivotal growth opportunities that have helped them evolve as behavior analysts. Reconsideration of the ways social validity should influence professional decision-making, an emphasis on compassionate care, the need to provide person-centered behavior analytic services, and the myriad ways behavior analysts should challenge their own assumptions as providers will be discussed.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define the purpose of the Task Force for Quality and Values-Based ABA; (2) explain why each behavior analyst needs to collaborate with others to gain insights and grow around the topic of ableism; (3) describe at least one form of ableism in their practice that they can begin discussing with behavior analytic colleagues.
 
Diversity submission 

Ableism: From the Journey Without to the Journey Within

AMY GRAVINO (A.S.C.O.T Consulting)
Abstract:

As an Autistic adult and member of the ABAI Task Force for Quality and Values-Based ABA, I have had the opportunity to bring a unique perspective to the Task Force’s work. My journey as a professional working in the field of ABA has dovetailed with my journey as a person on the autism spectrum understanding my own internalized ableism, and mention will be made of how each of these spheres work to inform the other. Emphasis will also be placed on the challenges faced as a member of the Task Force in overcoming the idea of my presence as an “other” in the group and the difficulties I experienced based on my own learning history. Engagement with and attitudes toward Autistic people influence the willingness of BCBAs to confront ableism and ultimately make changes to the culture of the field at large will be discussed. Examples of efforts that have been made to encourage dialogue between BCBAs and Autistic advocates will also be discussed, as well as the successes and limitations of these efforts.

 
Diversity submission 

Ableism: What's That Have to Do With Me? Some Reflections on a 50-year Journey as a Behavior Analyst

GORDON BOURLAND (Trinity Behavioral Associates)
Abstract:

As a person identifying as a behavior analyst for over 50 years, I have observed from a behavior analytic perspective many changes in my behavior, the scope and sophistication of behavior analysis, and in society in the United States during the time of that journey. Sometimes those changes are obvious and recognition of them unavoidable; at other times, they are noticed after comments by others or after times of personal reflection. Mention will be made of some relevant substantial changes in behavior analysis and in society at large as will changes in my personal perspective and practice as a behavior analyst during this 50-year journey. Particular emphasis will be given to changes in my personal and professional perspectives regarding persons said to have disabilities as well as persons whose behavior varies from what is commonly expected in society in the United States. One group of people regarding whom I have experienced and continue to experience changes in my perspective is the very homogeneous group of people identifying or identified as Autistic. As a member of the ABAI Task Force for Quality and Values-Based ABA, my thinking and behavior regarding the latter people, including regarding ableism, have changed and continue to change at an accelerated rate. Instances of the latter set of changes will be discussed.

Gordon Bourland completed his Ph.D. in General-Experimental Psychology at the University of Texas Arlington. Subsequently he was a Postdoctoral Fellow in Behavioral Psychology at the John F. Kennedy Institute (now Kennedy-Krieger Institute) of the Johns Hopkins University School of Medicine. He is a Board Certified Behavior Analyst-Doctoral and a Licensed Behavior Analyst in Texas. For over 40 years he has held a variety of clinical and administrative positions involving services for persons with a variety of needs in public and private settings, published a number of papers in behavior analytic journals, and participated in the editorial process for several professional journals. Currently, he is the owner and principal in Trinity Behavioral Associates, providing behavior analytic services to persons across the age span with a variety of needs and diagnoses and in a variety of settings. He has been an active member of the Texas Association for Behavior Analysis (TxABA) for over 30 years. He has been a member of the organization's Executive Council and twice elected President of the TxABA. Dr. Bourland has been the initial President of the TxABA Public Policy Group, Past President of the group, and now is a member of the Advisory Committee. He has been actively involved in activities promoting public policies related to behavior analysis in Texas, primarily licensure of behavior analysts. Following establishment of behavior analyst licensure in Texas in 2017, Dr. Bourland was appointed and continues as Presiding Officer of the Texas Behavior Analysis Advisory Board. In addition, Dr. Bourland has been active in the Association for Behavior Analysis International (ABAI). In 1975, he attended the first convention of the Midwestern Association for Behavior Analysis that evolved into ABAI, with membership in the organization spanning over 40 years. His roles in ABAI include: Coordinator of the ABAI Affiliate Chapters Board from 2010-2016 and 2020-present; membership on the ABAI SIG Task Force; and Chair of the ABAI Licensing Committee that consults with ABAI Affiliate Chapters regarding licensure of behavior analysts.
 
Diversity submission 

Coordinating, Collaborating, Leading, and Learning

SUSAN WILCZYNSKI (Ball State University)
Abstract:

Given the purpose of applied behavior analysis is to use our technology and principles to lead to socially meaningful improvements in quality of life, we should all be concerned with how ableism influences the way we interact with disabled people. According to the BACB, most behavior analysts serve Autistic clients, and Autistic clients often receive a large number of service hours. The Task Force for Quality and Values-Based ABA was convened, in large part, to identify and address some of the concerns raised about ableism in the practice of ABA. The need to coordinate and collaborate with others with whom you share differences of opinion have served as a growth opportunity for all Task Force members. But growth is always accompanied by some level of pain, and my role in the Task Force is no exception. For example, my effort to lead gave me insights into the differences between impact and intention that can cause pain based on the point of view of Autistics and neurotypical behavior analysts. Learning more about professional actions, I have historically taken that I have caused harm when I thought I was creating good, has also been painful. Balancing the need to regularly dedicate time to examine our own ableist thinking and actions with the self-care that is needed to maintain a long-term commitment to changing ableism in our practice, is challenging but critical for our success as a field.

 
 
Paper Session #327
CE Offered: BACB
Improving the Conversational Skills of Adolescents With Autism Using Individualized Peer-Mediated Strategies
Sunday, May 29, 2022
4:30 PM–4:55 PM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Linda Bambara (Lehigh University)
CE Instructor: Linda Bambara, Ed.D.
 

Improving the Conversational Skills of Adolescents With Autism Using Individualized Peer-Mediated Strategies

Domain: Theory
LINDA BAMBARA (Lehigh University), Christine L. Cole (Lehigh University), Amanda Thomas (Lehigh University)
 
Abstract:

Adolescents with autism commonly experience an array of pragmatic language difficulties that can interfere with peer social conversation and relationships. Yet, there are few demonstrations of effective conversation interventions conducted in high school settings. Based on our accumulated research of six single case studies involving 19 adolescents with autism and over 120 neurotypical peers, this session will illustrate how peer-mediated interventions, implemented in natural high school contexts, can be used to address different profiles of conversational learners. This session will describe a conversational taxonomy for classifying conversational difficulties and identifying relevant intervention goals, essential components of our peer-mediated approach that involves direct peer and focus student instruction, and effective intervention strategies to address different conversational profiles of the reluctant, passive, and overly talkative communicator, including those who engage in inappropriate communication acts such as perseveration. Strategies for intervention will be illustrated and the procedures, findings and implications of our research will be shared. Peer-mediated interventions in high school is relatively new. We hope that is session will motivate both practitioners and researchers to further individualize and advance the effectiveness of the intervention to enhance the social conversations between adolescents with autism and their peers.

 
Target Audience:

School practitioners

Learning Objectives: Participants will be able to: (1) describe a taxonomy for classifying conversational difficulties for adolescents with autism; (2) identify essential components of peer-mediated interventions (PMI) for improving the social conversation skills of adolescents with autism in high school settings based on our research; (3) identify effective individualized PMI strategies for improving the conversational skills of learners with different conversational profiles.
 
 
Paper Session #329
CE Offered: BACB
QUICK Responses for Reducing Misbehavior in Schools: An Organizational Behavior Management Toolbox for Behavior Analysts
Sunday, May 29, 2022
5:00 PM–5:25 PM
Meeting Level 1; Room 153C
Area: OBM
Instruction Level: Intermediate
Chair: Anika Costa (PENDING)
CE Instructor: Anika Costa, M.S.
 

QUICK Responses for Reducing Misbehavior in Schools: An Organizational Behavior Management Toolbox for Behavior Analysts

Domain: Service Delivery
ANIKA COSTA (The Operant Teacher, LLC; National University), Paul "Paulie" Gavoni (Professional Crisis Management Association)
 
Abstract:

Many teachers and school leaders are entering the classroom and schools with visions of making a large and positive difference. They have the best intentions and want to make a positive difference. But if you check back in 5 years, you’ll find these folks exhausted, disillusioned, and oftentimes seeking greener pastures in another school, or even another field. Because of the complicated nature of an education system, Behavior Analysts regularly struggle to support the complex needs of students and educators. Even schools that have systems of Positive Behavior Supports and Interventions in place routinely face behavioral challenges, especially in Title I schools or special needs classrooms. When there is a breakdown in even one part of the system, it impacts the rest. While sometimes the impact is small, other times it can have a large ripple effect that builds momentum like a behavioral avalanche resulting in a devastating impact across every aspect of a school. As such, when behavioral issues are widespread, Behavior Analysts can’t really consider reducing misbehavior, at least not at the classroom or school level, without making the connection between what happens inside of the classroom to what happens outside of it. This session will address root causes of performance issues in schools as they relate to behavior management at the classroom and school level; moreover, it will focus on how Behavior Analysts can provide the most effective support using solutions rooted in Organizational Behavior Management to increase collaborative and systematic approaches to bring out the best in both educators and the students they serve.

 
Target Audience:

Intermediate Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. Currently enrolled in or recently completed graduate-level work

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. List at least three common root causes of performance issues in schools 2. Describe the link between critical student, behavior technician, teacher, and school leader behavior and how it connects to student achievement 3. State at least two OBM solutions to improving behavior at the classroom or school level
 
 
Symposium #331
CE Offered: BACB
Applications of Behavior Analysis for Modifying Equine Behavior
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 154
Area: AAB; Domain: Translational
Chair: Erica N. Feuerbacher (Virginia Tech)
CE Instructor: Erica N. Feuerbacher, Ph.D.
Abstract: The principles of behavior analysis apply across species, however little research has been conducted in equines using behavior analytic techniques or addressing questions pertinent to our field. Horses offer a fertile area for behavior analytic research, including how to use systematic observations to understand and predict factors that are associated with behavioral or medical issues; identifying and utilizing positive reinforcers in training; and how we can use our behavioral principles to change equine behavior, such as reducing stereotypies, improving human-horse interactions, and changing stall or pasture behavior. Our symposium highlights three different applications of behavior analysis for equine behavior: first, we discuss the utility of systematic behavioral observations to predict colic, a severe medical issue and frequent cause of death in horses; second, we look at basic research in which we assess reinforcer efficacy of different feed for training; and finally whether using remote feeders can change pasture usage by horses, such that horse owners could improve the quality of their pasture without having to fence horses from certain areas. The work points to the fruitful research and application area that equine behavior offers to behavior analysis.
Instruction Level: Basic
Keyword(s): colic, equine behavior, reinforcer efficacy, remote feeder
Target Audience: Any experimental or applied behavior analyst
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Learn how behavior can predict medical issues such as colic in horses; 2. Identify effective reinforcers for horses; 3. Assess the utility of using remote feeders to change pasture behavior in horses.
 
Graphing Biobehavioral Data in an Equine: Identification of Colic Episodes
(Applied Research)
CATHERINE KISHEL (The University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: In large animal medicine, colic is a general term referring to abdominal distress that can be caused by a variety of factors (Tinker et al., 1997). In horses located in the Southeastern United States, consumption of coastal hay is a risk factor for a type of colic known as an impaction (Hanson et al., 1996). Impaction colic episodes range in severity from mild to fatal; early identification and treatment by a veterinarian is essential to promoting survival (Furr, Lessard, & White, 1995). The present talk details a data collection system piloted with an adult draft horse mare living in north central Florida with a history of coastal hay impaction colic. Daily data were collected on hay consumption, water intake, and manure output in order to rapidly identify the onset of a colic episode and seek veterinary care as quickly as possible. Results demonstrate the utility of this approach as a colic episode was identified immediately, veterinary care sought promptly, and the horse returned to health. Extensions include the application of this data collection system to other species and medical issues.
 

Using Remote Feeders to Change Pasture Usage by Horses

(Applied Research)
REBECCA THOMPSON (Virginia Tech), Erica N. Feuerbacher (Virginia Tech)
Abstract:

Horses often graze certain areas of a pasture leaving some areas ungrazed. Changing grazing patterns without having to erect fencing would have benefits to prevent overgrazing. The objective of our study was to determine if the placement of automatic feeders could change the most frequently used grazing area of a three-horse herd. Prior to the intervention, the geldings were fed twice daily. Each horse’s location was monitored by direct observation and also a GPS sensor. The GPS sensors collected six data points per second and the data was used to create a heat map of the horse most frequently grazed locations. For direct observation, the three-acre field was divided into quadrants and observers recorded the quadrant location of each horse every minute. We then mounted three automatic feeders on the fence line in the least used quadrant of the field and trained the horses to eat off mats placed below the automatic feeder. The automatic feeders cycled at 8 am, 10 am, noon, 2 pm, 4 pm, 6 pm, and 8 pm. We continued to monitor the horses’ pasture usage through direct observation and GPS tracking. We also measured rate of inter-horse aggression before and after the feeders were introduced.

 

Assessing Reinforcer Efficacy of SixDifferent Grains for Horses

(Basic Research)
JOANNA PLATZER (Virginia Tech), Erica N. Feuerbacher (Virginia Tech)
Abstract:

Humans have trained horses for centuries, and training techniques are constantly being refined. Positive reinforcement training, including “clicker training,” is growing in popularity in the equine world. The aim of the study was to determine the reinforcer efficacy of six commercially available grains that could be used in positive reinforcement training. The grains differed in texture, macronutrients, and calories. We trained four thoroughbred geldings to touch their nose to a target, after which we implemented a progressive ratio schedule of reinforcement, and delivered different grains as the consequence. We measured break points (highest schedule completed in each session) as a way to assess the relative reinforcer efficacy of each grain. We also converted break points to unit price (per kcal) to determine if caloric value of the grains impacted reinforcer efficacy. Our results showed overall little difference in reinforcer efficacy of the different grains, but found that all grains tested were reinforcing to the horses. Our results did not find support for the hypothesis that horses selectively choose feed based on caloric content.

 
 
Symposium #332
CE Offered: BACB
Early Identification and Treatment of Autism Symptomatology in Infant Siblings
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 254A
Area: AUT/DDA; Domain: Applied Research
Chair: Rebecca P. F. MacDonald (New England Center for Children)
CE Instructor: Rebecca P. F. MacDonald, Ph.D.
Abstract:

While there is a growing body of research examining early symptoms of ASD, the point at which this pattern of atypical social responding begins to deviate in children who are later diagnosed with autism is unclear. The first paper in this session describes data obtained using a newly developed research tool, the Early Markers of Autism, on infants under 6 months of age. Assessment data using the EMA reveal the presence of five key early markers in infant siblings and the accurate assessment of each using this tool. The second paper in this session describes the assessment and treatment of stereotypy in a 10-month-old infant who was at risk of ASD. Using a multiple baseline design, two topographies of stereotypy were measured and then treated using a toy manipulation procedure. The third paper in this session describes a case study of an infant who was identified to be at risk for autism at 8 weeks old and the treatment that was provide across 2 years, resulting in a loss of symptoms by 24 months. Findings from these studies have implications for the early identification and treatment of autism in infants, leading to long term positive outcomes for infants and families.

Instruction Level: Intermediate
Keyword(s): autism, assessment
Target Audience:

intermediate

Learning Objectives: 1. The participant will be able to describe the research on early identification of symptomatology in infant siblings. 2. The participant will be able to describe the early social deficits in children with autism. 3. The participant will be able to describe treatment for stereotypy in infants
 
Early Markers of Autism in Infant Siblings
KATHRYN COUGER (William James College), Rebecca P. F. MacDonald (New England Center for Children)
Abstract: While a preponderance of evidence indicates that autism symptomatology emerges at 6 to 12 months of age (Zwaigenbaum et. al, 2005), a recent study by Graupner and Sallows (2017) suggests that symptoms of autism can emerge in infants as early as 3 months of age. The purpose of our current investigation is to document the early emergence of autism symptomatology in high-risk infant siblings, younger than 6 months of age. The second purpose is to pilot the Early Markers of Autism (EMA) assessment tool for young infants, developed by the authors. Currently 50 high-risk siblings and 30 low-risk babies under 6 months of age are participating in this study They receive bi-weekly developmental screenings in addition to the EMA. IOA on the EMA for the high-risk participants (33.5% of sessions) is 95% agreement and for the low risk group (44.5% of sessions) IOA is 96% agreement. Data to date reveal that there are five key early markers of autism in infants, and each can be effectively assessed using the EMA. Data will be presented on the presence of these markers and the specific behavioral profile configuration of these infants. These findings have implications for the early identification of autism in infants, leading to long term positive outcomes for infants and families.
 

Assessment and Treatment of Stereotypy in Infants at Risk of Autism Spectrum Disorders

MORGAN SCULLY (The New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children)
Abstract:

Stereotypy can be one of the most persistent and difficult to treat topographies of challenging behavior exhibited by children with autism spectrum disorder (ASD). Although stereotypy is often not physically dangerous, decreasing stereotypy is a common target for clinicians and researchers for a variety of reasons. Stereotypy can interfere with skill acquisition and long-term treatment outcomes, decrease the likelihood of positive social interactions, and is often viewed as socially stigmatizing. The purpose of this study was to identify and treat motor stereotypy in an infant at risk of ASD. Although several studies have investigated the prevalence and topographies of stereotypy in young children, none have identified the age at which it emerges and demonstrated the efficacy of an intervention strategy with individuals under one year of age. Non-physical redirection of stereotypy to toy play and reinforcement for toy engagement was implemented in a multiple baseline design across topographies of stereotypy. Results indicate decreases in all topographies of stereotypy to near-zero levels across the course of the study. These findings are discussed as they relate to the implications of identifying stereotypy in infancy and developing the treatment strategies needed to intervene as soon as it is identified.

 
Treatment Outcomes for a Sibling Identified as Symptomatic for Autism at Eight Weeks Old
VICTORIA WEISSER (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children)
Abstract: Infant siblings of children diagnosed with Autism Spectrum Disorder (ASD) have an 18% recurrence risk at 3 years old (Osnoff et al., 2011). Graupner and Sallows (2017) reported symptoms in children under 3 months of age. The purpose of the current investigation was to document early emergence of symptomatology in a sibling and the outcomes of early treatment. Early markers were first noted at eight weeks and included: flat affect, no response to sound out of sight, no response to name/voice, eye contact avoidance, and inconsistent tracking of visual stimuli. At three months, parent-implemented treatment was initiated with little change in symptoms. At six months, 15 hours of Applied Behavior Analysis (ABA) began with greater gains in skills. However, the participant continued to perform below age level by 12 months of age. At 12 months, 30 hours of ABA began and at 22 months, the participant no longer met the requirements for an ASD diagnosis. The participant has continued to not meet requirements for an ASD diagnosis at 38 months. Interobserver agreement was assessed with an average of 82.9% across sessions. The attached graph shows the participant’s age equivalent scores on the Mullen Scales of Early Learning Assessment over time.
 
 
Symposium #333
CE Offered: BACB — 
Ethics
Diversity submission Behavior Analysis and Cultural Competence: Bridging Knowledge and Practice
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 258C
Area: AUT/EDC; Domain: Applied Research
Chair: Dorothy Xuan Zhang (The Chicago School of Professional Psychology; George Mason University; ABA Professional Committee of China Association of Rehabilitation of Disabled Persons (ABA-CARDP))
CE Instructor: Dorothy Xuan Zhang, Ph.D.
Abstract:

Over the past few years, there has been a growth of discussion about cultural, diversity, and inclusion (DEI) issues within the field of behavior analysis (Conner, 2019; Fong et al., 2017; Wright, 2019). It is commonly agreed upon that behavior analysts should practice with cultural awareness and humility. However, more research is needed to support such an implementation effort. This symposium contains three presentations that address DEI from the knowledge level leading to two examples of how we can turn the discussion into research-based actions to create behavior analysts who are culturally aware and competent from the lens of supervision and early intervention model development overseas.

Instruction Level: Intermediate
Keyword(s): China, Cultural competence, Ethics, Supervision
Target Audience:

The target audience should have knowledge about the ethics code within the field of behavior analysis.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Come up with examples relating to the ethical and practical considerations required for effective cultural competence within behavior analytic services. 2. State the essential component of a training model that promotes effective and ethical supervision. 3. State the essential component of an ethical early intervention model that can be implemented across various cultures.
 
Diversity submission Cultural Competence Among Behavior Analysts
HENRY SESSANGA (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Dorothy Xuan Zhang (The Chicago School of Professional Psychology; George Mason University; ABA Professional Committee of China Association of Rehabilitation of Disabled Persons (ABA-CARDP), Kasey Bedard (The Chicago School of Professional Psychology)
Abstract: The United States of America is an increasingly diverse society with a minority-majority predicted by 2044 (Colby & Ortman, 2017). These changing demographics increase the likelihood that health services providers will need to work with clients who differ from themselves, across a variety of areas including ethnicity, religion, gender, and socioeconomic status, among others. As such it will be important that behavior analysts equip themselves with appropriate skills to learn about and appreciate the culture and diversity of their clients, to ensure equitable and efficient services for all. To address this important issue, the Behavior Analysts Certification Board, through the Ethics Code for Behavior Analysts (2022), emphasizes the need for behavior analysts to engage in professional development activities related to cultural responsiveness and diversity, to evaluate the biases of themselves and their trainees, and to do so while working within their scope of practice. Related to this effort, many questions may arise on how to do this effectively. The current presentation will review the literature to discuss the ethical and practical considerations required for effective cultural competence within behavior analytic services, while emphasizing attention on the importance of practicing within our scope of competence.
 
Diversity submission 

From Conceptualization to Empirical Support: A Training Method for Culturally Sensitive Supervision

MELISSA HUNSINGER-HARRIS (Bay Path University), Dorothy Xuan Zhang (The Chicago School of Professional Psychology; George Mason University; ABA Professional Committee of China Association of Rehabilitation of Disabled Persons (ABA-CARDP), Chrystal Jansz Rieken (The Chicago School of Professional Psychology), Walter Chung (Eastern University)
Abstract:

Quantitative research on the manipulation of variables to increase culturally aware conversations within the field of behavior analysis, including in supervision, is emerging. The current research seeks to add data to the under-researched area of teaching culturally aware verbal behavior to supervisors. Two participants completed a self-paced online training program focusing on the use of culturally sensitive verbal behavior in supervision sessions while their verbal behavior was monitored in baseline and intervention conditions. Results were evaluated using a multiple-baseline design and showed an increase in the use of culturally sensitive verbal behavior across baseline levels to intervention levels. Additionally, social validity measures indicate the behavior acquired was important, methods were easy to use, and all participants felt they could accurately perform the skill in the absence of additional training.

 
 
Symposium #334
CE Offered: BACB
Evaluations of Emerging Verbal Skills in Children With or at Risk of Autism Spectrum Disorder
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 257B
Area: AUT/VBC; Domain: Applied Research
Chair: Kerri P. Peters (University of Florida)
CE Instructor: Kerri P. Peters, Ph.D.
Abstract:

The current symposium will focus on recent methodological developments in the area of emerging verbal behavior in children with or at risk of autism spectrum disorders (ASD). The first presenter will discuss an evaluation of procedures teaching an 8-month infant to sign for “help” when preferred items were inaccessible. The second presenter will discuss research extending the literature on the various treatment components used to train the use of speech-generating devices (SGDs), an alternative communication modality for individuals who exhibit minimal speech. Finally, the third presenter will present research aimed at evaluating generative instruction for SGD users by evaluating procedures that can facilitate tact acquisition and evaluate the emergence of untaught associated tacts.

Instruction Level: Intermediate
Keyword(s): Autism, Infant, Sign language, Speech-Generating Devices
Target Audience:

Junior BCBAs, Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. Currently enrolled in or recently completed graduate-level work

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the delayed prompting and reinforcement procedure; (2) describe the treatment components involved in SGD training and whether they are all necessary, (3) describe procedures that can facilitate tact acquisition and evaluate the emergence of novel tacts.
 
Teaching an Infant to Mand for Help
CIOBHA A. MCKEOWN (University of Florida), Carley Smith (University of Florida; Florida Autism Center), Domenic Inskip (University of Florida; Florida Autism Center), Lindsay Lloveras (University of Florida), Timothy R. Vollmer (University of Florida), Kerri P. Peters (University of Florida)
Abstract: Teaching infants sign language is beneficial as it promotes early communication, improves socialization, and decreases interfering behaviors like crying and whining. Improving early communication may also reduce the probability of an infant engaging in dangerous behaviors like climbing. According to the CDC, falls are the leading cause of nonfatal injury for young children and account for about 8,000 emergency room visits daily. As such, we sought to extend the current literature by teaching an 8-month infant to sign for “help” when preferred items were inaccessible. Using a reversal design, we evaluated the efficacy of the treatment package (i.e., delayed prompting and reinforcement) used by Thompson et al. (2007) in teaching signs for “help.” The teaching package resulted in acquisition of the targeted sign, reduced inaccurate signs for “more,” and generalized to dangerous situations that previously promoted climbing. However, we observed undesirable generalization of requests for help when the infant could independently access the items. We discuss strategies to reduce undesirable generalization of sign language with infants.
 

Further Evaluations of Icon Discrimination During Use of Speech-Generating Devices

JANELLE KIRSTIE BACOTTI (University of Florida), Audrey Milam (University of Florida), Yanelle Soto (Florida Autism Center), Brandon C. Perez (Trinity Christian College), Ciobha A. McKeown (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Speech-generating devices (SGDs) provide an alternative communication modality for individuals who exhibit minimal speech (Lorah et al., 2015; Tincani et al., 2020). SGDs permit individuals to select icons on a screen that produces vocal output, which allows a listener to respond effectively to the speaker's communication responses. Establishing icon discrimination during mand training has yielded successful outcomes in controlled and naturalistic settings when using a fixed progression through screen and prompting manipulations (Lorah et al., 2014, 2018). The current study extended the preparation of Lorah et al. (2014, 2018) by (a) evaluating the necessity for progressing through all icon manipulations and prompting procedures, (b) completing training during play, (c) probing the maintenance of icon discrimination in a larger array, (d) assessing skill performance before and after SGD training, and (e) completing within-session analyses that further characterize learner's differential performance during participation. To date, participants (i.e., children receiving early intervention services) have varied in their necessity for treatment or all treatment components described by Lorah et al. (2014, 2018) to acquire and maintain icon discrimination in a large array. We discuss our findings with relation to other analyses that further characterize behavior-change that occurred within the scope of participation.

 

Emergence of Untrained Language in Children With Autism Who Use Speech Generating Devices

VIDESHA MARYA (Endicott College; Village Autism Center), Alicia Seng (The May Institute), Haley Blake (Village Autism Center), Samuel Shvarts (The May Institute), Dominic Padgett (Village Autism Center), John Patrick Pruett (The May Institute), Caitlin H. Delfs (Village Autism Center), Alice Shillingsburg (May Institute)
Abstract:

Many individuals with autism remain non vocal and their lack of vocal speech is often supported with speech generating devices (SGDs). Majority of existing SGD studies focus on teaching mands and fewer studies evaluate more complex communicative repertoires involving other verbal operants. Furthermore, unlike the literature evaluating language for vocal individuals with ASD where several strategies are aimed at producing generative language and examining efficient learning practices, the SGD literature is focused on evaluating the effects of direct teaching strategies on the acquisition of target skills. The present study aimed to evaluate generative instruction for SGD users by evaluating procedures that can facilitate tact acquisition and evaluate the emergence of untaught associated tacts that received no direct instruction. Four categories with four items belonging to each category were chosen for each participant. At the start of the study neither participant emitted correct responses to any of the tact targets included in the study. Prompting and reinforcement strategies were used to teach two items from each category as tacts. Results showed that once the participants were taught to tact items from a category, correct tact responses to other associated items that belonged to the same category emerged without any direct training.

 
 
Symposium #335
CE Offered: BACB
Supporting Meaningful Outcomes for Families Through Intervention on the Concept of Privacy
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 258B
Area: AUT; Domain: Translational
CE Instructor: Leah Hirschfeld, M.Ed.
Abstract:

As the goal of applied behavior analysis is socially significant outcomes, an intervention is incomplete without a consideration of social validity from the consumers themselves. When working with autistic individuals/individuals with autism and their families, it is insufficient to assume that meaningful outcomes automatically follow instruction. For minors, involvement of caregivers before the start of intervention, and throughout the process, is a critical component to ensure the intervention has a positive impact on the child and family as a whole. To provide an example of the application of family involvement at all stages of the planning and intervention processes, a study to teach the concept of privacy to three autistic children/children with autism will be shared. First, the importance of identifying caregiver priorities and setting a plan to meet those needs will be discussed, along with examples. Then, results of the study will be shared, along with explanation of the procedural modifications that were made and the involvement of caregivers in that process. Lastly, a description of social validity measures will be provided, along with examples as it relates to teaching the concept of privacy.

Instruction Level: Basic
Keyword(s): Caregivers, Privacy, Social Validity, Treatment Modifications
Target Audience:

BCBAs, BCaBAs, and those working towards national certification

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify two ways of identifying caregiver priorities; (2) identify how to involve caregivers in identifying appropriate modifications; (3) identify three different aspects of social validity to include in assessments.
 
Identifying Caregiver Priorities and Planning to Meet Their Needs
(Service Delivery)
KAREN NOHELTY (Center for Autism and Related Disorders-CARD®), Jennifer Yakos (Center for Autism and Related Disorders), Leah Hirschfeld (Center for Autism and Related Disorders – CARD®), Cecilia Knight (Center for Autism and Related Disorders)
Abstract: Studies examining caregivers’ experiences and involvement in ABA and special education programs have commonly revealed that caregivers feel ignored, that their knowledge is not valued, and that they must fight to have their voices heard (Lundeby & Tossebro, 2008). Research suggests clinicians take a humbler approach with caregivers (Lundeby & Tossebro, 2008). Specifically, studies suggest clinicians have open conversations with caregivers about timelines for expected change with their child, establish mutually agreed upon goals, and share planning and decision-making (Keen, 2007; Edwards et al., 2018). Recommendations for clinicians is to see the family as the ‘patient’ rather than just the individual with the disability as the patient (Keen, 2007). To aid the process of identifying goals, clinicians must understand the values important to caregivers. During this talk, we will first review studies that explore caregivers’ experiences and involvement. Then, we will share concrete strategies to engage caregivers, specifically in identifying their priorities and goals and how to translate that information into treatment goals. To ensure caregiver voices are heard, thoughtful planning must occur.
 

Using Discrete Trial Training to Teach Autistic Individuals/Individuals With Autism the Difference Between Public and Private Behaviors

(Applied Research)
CASEY BRADFORD (Center for Autism and Related Disorders), Karen Nohelty (Center for Autism and Related Disorders-CARD®), Esther Hong (Center for Autism and Related Disorders (CARD)), Elizabeth Meshes (The Chicago School of Professional Psychology at Los Angeles)
Abstract:

Autistic individuals/individuals with autism spectrum disorder (ASD) often have difficulty discriminating which behaviors are appropriate in different contexts. Additionally, inhibiting actions in public locations that are only appropriate in a private context is a foundational and essential safety skill for children. The current study used discrete trial training (DTT) to teach discrimination of public and private locations and actions. Three participants, ages 8, 9, and 14, with a primary diagnosis of ASD were included in the study. The training targeted different skills, including discriminating whether an action or location is public or private, naming public and private actions and locations, identifying an appropriate location in which a specific public or private action may be performed, and identifying an appropriate action that may be performed in a specific public or private location. This study used a nonconcurrent multiple baseline design across participants to evaluate the effectiveness of the intervention, with additional probes to assess for generalization. Modifications were made to accommodate each participant, with input from caregivers, with all participants demonstrating progress in their understanding of the concept of privacy. Results suggest that DTT is effective for teaching discrimination of public and private behaviors, with modifications, to autistic individuals/individuals with ASD.

 
Social Validity Measures Applied to Teaching Privacy
(Applied Research)
CHRISTOPHER MIYAKE (Center for Autism and Related Disorders (CARD)), Casey Bradford (Center for Autism and Related Disorders (CARD)), Karen Nohelty (Center for Autism and Related Disorders-CARD®), Esther Hong (Center for Autism and Related Disorders (CARD))
Abstract: Social validity is an important component of any treatment package and refers to the significance of intervention goals and the impact upon its consumers. Social validity focuses on three primary assessments: the social importance or impact, acceptability, and the importance of the treatment effects (Wolf, 1978). For the public and private behavior study, two surveys were given to caregivers. The first was a 5-item survey to assess the acceptability, social impact, and effectiveness of the study procedures administered post-treatment. The second was a 15-item survey to assess real-life effects of the treatment which was administered both pre- and post-treatment. The potential scores could range from 15-75 with a higher score indicating more frequent display of private behaviors in public. At pre-treatment, the scores for the three participants were 34, 45, and 48 indicating the occurrence of these behaviors and the need for an intervention. As another social validity measure, experimenters also completed a 5-item survey to assess the acceptability and social impact of the study procedures which was administered post treatment. Application of both caregiver and experimenter validity measures and their effect on treatment recommendations from this study will be discussed.
 
 
Panel #336
CE Offered: BACB — 
Ethics
There Is No Right Way to Say Goodbye: An Overview of Training and Resources to Support Clinician's in the Discharge Process
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 258A
Area: AUT/OBM; Domain: Service Delivery
CE Instructor: Candice Colón, Ph.D.
Chair: Candice Colón (LEARN )
ADRIANA (ADIE) ANDERSON (LEARN Behavioral)
ASHLEY WILLIAMS (LEARN/BCI)
JACOB KENNETH DAPONTE (Behavioral Health Works)
Abstract:

The Behavior Analyst Certification Board ® and the Council of Autism Service Providers™ provide discharge and documentation guidelines for Applied Behavior Analytic services, however, guidance regarding the discharge planning process (e.g., discharge fade plans, discussions with the family, evaluating responsiveness to treatment) is often gained through experience which can vary across clinicians. Therefore, continual training and support to help behavior analysts with the medical necessity of services and the discharge process are often necessary. This panel will outline steps that can be taken to close the gap between discharge criterion recommendations and the training and support necessary to execute the discharge process. The use of a decision-making model, training and planning resources, as well as an individualized peer-review process, will be discussed. The tools and trained discussed include taking into consideration the client's individual needs, the clinician’s experience (Kornack et al., 2017), the family’s perspective (Beier, 2018), and managed care requirements and recommendations (Papatola & Lustig, 2016).

Instruction Level: Intermediate
Target Audience:

Audience members should have an active BCBA certification, be currently supervising Applied Behavior Analytic services, and knowledge of the updated BACB 2020 ethics code and medical necessity criteria.

Learning Objectives: Objective #1: Describe the components of the discharge planning process and how they relate to the discharge guidelines provided in the Ethics Code for Behavior Analysts (2022) and the Applied Behavior Analysis Treatment of Autism Spectrum Disorder: Practice Guidelines for Healthcare Funders and Managers (2014, 2020). Objective #2: Describe common barriers related to the discharge process, and identify behavior analytic resources to help resolve such barriers. Objective #3: Outline training procedures and resources that can be provided to support clinicians in the discharge process at a supervisory and/or organizational level.
Keyword(s): BCBA Training, Discharge, Insurance, Medical Necessity
 
 
Symposium #337
CE Offered: BACB
We Are in this Together: Applications of Applied Behavior Strategies in Collaboration of Adults With Acquired Brain Injury
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 103
Area: CBM; Domain: Service Delivery
Chair: Nichole D. Collins (CCSN Behavioral Health)
CE Instructor: Nichole D. Collins, M.S.
Abstract:

Collaboration is key when utilizing applied behavior analysis (ABA) and other behavioral strategies to improve the quality of life for adults living with a brain injury. Adults with a brain injury often have experiences of a lifestyle that was interrupted by this event. In turn, this may result in a change to their perspective and experience of quality of life. They may not feel that they have the control to make their own life decisions that they once did and may have difficulty reaching their goals of self-advocacy and physical activities that once was easier for them. Practitioners must consider both pre and post injury lifestyles and how to support the values of the individual in a way that promotes individual choices. In this discussion, presenters will share their application of these strategies through active service delivery methods. They will share successes and barriers in practice, as well as exemplifying the importance of the collaborative nature of their work. Through use of a transparent and collaborative process, behavior assessment and behavior changes strategies can be implemented with the person in each step, in turn, potentially creating better person-centered models and future success.

Instruction Level: Advanced
Keyword(s): Brain Injury, FBA, Person-Centered, Self-Advocacy
Target Audience:

Participants should have a basic understanding of the applications of behavior change strategies and behavior assessment as well as an interest in application of these toward the population of people with acquired brain injury (ABI).

Learning Objectives: At the conclusion of this presentation, participants will be able to: 1) apply functional behavior assessment strategies with a focus on collaboration, 2) understand the role of collaboration in supporting people with brain injury to improve their skills of advocating for themselves, 3) learn to utilize behavior change strategies to incorporate checklist and self-monitoring to improve the outcomes for individuals with brain injury.
 

Listen to Me: Using Functional Behavior Assessment to Understand the Behavior of Adults With Brain Injury

PAIGE ALANA IVERSON (CCSN Behavioral Health; Southern Connecticut State University), Nichole D. Collins (CCSN Behavioral Health), Mark J. Palmieri (The Center for Children with Speical Needs), Kristen Powers (The Center for Children with Special Needs), Kaitlin Rose Scanlon Crowe (CCSN Behavioral Health)
Abstract:

It is crucial to have buy-in from the beginning stages of understanding behavioral functions to inform treatment for adults with a brain injury. Participants should be incorporated in every step of the journey toward understanding and treatment of undesirable behaviors in order to develop effective behavior support plans. This presentation will travel through 2 case studies that utilized validated tools in full collaboration with participants in order to find functional hypotheses. The presenter will outline how the process was approached, outlined, and designed with the participant in order to promote a person centered approach and a multi-disciplinary decision making process. The presenter will also discuss how the assessment was implemented with an eye toward collaboration. The presentation will wrap with ideas of how to approach the sharing of the report with the individual as well as with other members of the individuals’ multidisciplinary teams and families and then, how that is translated into a function based support plan build with compassion and care.

 

This is My Life: Learning to Speak up for Yourself Again

KRISTEN POWERS (The Center for Children with Special Needs), Nichole D. Collins (CCSN Behavioral Health), Paige Alana Iverson (CCSN Behavioral Health; Southern Connecticut State University), Mark J. Palmieri (The Center for Children with Speical Needs), Kaitlin Rose Scanlon Crowe (CCSN Behavioral Health; University of Kansas)
Abstract:

There are many notable long-term impairments associated with an acquired brain injury (ABI), including cognitive, physical, social, and psychological functioning. These impairments can further impact an individual’s sense of self and ability to self-advocate for themselves as they feel they may not have control and/or capacity to make their own decisions. In this discussion, the presenter will outline strategies to facilitate a client’s self-advocacy skills for more active participation in the client’s ABI team meeting using coaching, modeling, rehearsal, motivation, reinforcement, and caregiver education. Through case studies, the presenter will share tools that have been successful in fostering a sense of self-worth and accomplishment and barriers to success. Applications to extend the benefits of self-advocacy beyond the individual’s team meeting will be discussed for greater carryover across meaningful life events for the individual with ABI and their family. This topic is of utmost importance to the healthcare field to the creation of more effective person-centered models as well as improving overall quality of life.

 

Improving Outcomes for People With a Brain Injury Using Structured Treatment Sessions

KAITLIN ROSE SCANLON CROWE (CCSN Behavioral Health), Nichole D. Collins (CCSN Behavioral Health), Paige Alana Iverson (CCSN Behavioral Health; Southern Connecticut State University), Mark J. Palmieri (The Center for Children with Speical Needs), Kristen Powers (The Center for Children with Special Needs)
Abstract:

Adults with acquired brain injury may benefit from the use of basic behavior change strategies to meet their individual goals in structured treatment sessions. Through the interview and assessment process, the practitioner will partner with the individual to select meaningful goals that are important to them and match their values. These may include goals to regain aspects of their lifestyle that was lost due to the injury or achieve a new goal. Based on these individual values and personal goals, a practitioner should match age appropriate and person preferred methods in the design phase of intervention to allow for choice and increased participation in treatment. Three case studies will be reviewed to outline the use of such strategies including checklists, self-monitoring, and motivation. These case studies will demonstrate successful implementation leading to improved individual quality of life through attainment of their goals in physical activity, daily living, and making healthy choices.

 
 
Symposium #338
CE Offered: BACB
Diversity submission It’s Getting Hot in Here: Individual Behavior Change Related to Climate
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 156A
Area: CSS/VBC; Domain: Applied Research
Chair: Albert Malkin (Southern Illinois University / Western University)
Discussant: Albert Malkin (Southern Illinois University / Western University)
CE Instructor: Albert Malkin, M.S.
Abstract:

Throughout the last decade we have been experiencing the unprecedented effects of climate change, and although a systemic change is undisputedly necessary, individual behavior change has proven to be meaningful and is essential to prevent further depletion of natural resources and expansional increases in anthropogenic emissions. The first speaker will discuss a series of three studies analyzing the relational frames surrounding climate related purchasing using arbitrary symbols and a relational training task and was later visually depicted using the Multidimensional Scaling (MDS) procedure. The results of these studies illustrate consistency regarding an individual's climate related purchasing. Finally, using ecofeedback, the speaker will unpack the results of incentivization and climate related behaviors. The second speaker will discuss two studies, the first will analyze the results from a principal analysis of a 20-item list that identifies pro-environmental behaviors that significantly contribute to emission contributions. In the second study, the speaker will discuss the results from a correlational analysis that assessed the relationships between climate anxiety, psychological flexibility, and pro-environmental behavior. Climate change is a complex problem that requires innovative and complex solutions, and these studies together illustrate behavior analysts’ role in combating the climate crisis.

Instruction Level: Intermediate
Keyword(s): Climate anxiety, Climate change, Consumer behavior, Sustainability
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: (1) describe the role of human action in changing earth's climate; (2) discuss the interplay of climate anxiety and psychological flexibility in climate action; (3) discuss relational and contingency strategy to promote green consumption
 
Diversity submission Things are Heating Up: Influencing Consumer Behavior to Combat Global Warming
MEREDITH MATTHEWS (Missouri State University), Jordan Belisle (Missouri State University), Lauren Rose Hutchison (Missouri State University)
Abstract: Consumer behavior plays a centralized role in anthropogenic (i.e., human) factors that are causing accelerating rates of global warming. Moreover, consumer behavior selects practices of organizations that contribute the greatest emissions in the developed world. We developed a series of three experiments to evaluate relational verbal factors and contingency factors that could influence consumer behavior. The first study evaluated environmental purchasing following a relational training task used to establish arbitrary symbols as pro or anti-environmental. Participants completed a purchasing task before and after the relational training, and 6 out of the 7 participants significantly increased spending on the pro-environmental products as denoted by the arbitrary symbols. In the second study, we graphed these relational frames using a Multidimensional Scaling (MDS) procedure generating results consistent with predictions based in Relational Density Theory. Thus, there appear to be orderly patterns in participants’ relational responding around pro-climate purchasing. Finally, in the third study we evaluated a combined intervention that included self-monitoring of anti-climate and pro-climate behavior using a commercially available application to track consumption. Extra credit was provided contingent on improved performance in a changing-criterion design across participants. Results suggest that contingencies, in addition to relational verbal behavior, can effectively influence consumer behavior to impact earth’s climate.
 
Diversity submission 

Flight or Fight? Exploring the Relationship Between Pro-Climate Behavior, Climate Anxiety, and Psychological Flexibility

LAUREN ROSE HUTCHISON (Missouri State University), Meredith Matthews (Missouri State University), Jordan Belisle (Missouri State University)
Abstract:

As our climate continues to warm due to anthropogenic (i.e., human) causes, natural disasters continue to increase in magnitude and intensity while climate migration and justice issues become increasingly salient. Human action is needed; however, experiential avoidance of climate action may occur along with high rates of anxiety about climate change. Climate anxiety can become maladaptive when it impacts an individual's quality of life, and arguably when it hinders their ability to engage in pro-climate behavior. In a first study, we developed a 20-item climate checklist from an initial list of 100 items. The results of a principal component analysis identified three factors where consumer behavior was most predictive of high emissions in our sample. In a second study, we evaluated the relationships between climate anxiety (Climate Anxiety Scale) , psychological flexibility (AAQ-II), and engagement in pro-climate behavior as indexed on the climate behavior checklist. Results support a psychological flexibility model of climate anxiety wherein promoting greater flexibility around issues of climate change could influence pro-climate behavior.

 
 
Symposium #339
CE Offered: BACB
Assessment and Treatment Considerations for Children With Developmental Disabilities Who Are Candidates for Augmentative and Alternative Communication Systems
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 251
Area: DDA/VBC; Domain: Applied Research
Chair: Sarah Grace Hansen (30306)
Discussant: Einar T. Ingvarsson (Virginia Institute of Autism)
CE Instructor: Amarie Carnett, Ph.D.
Abstract:

Individuals with complex communication needs are often candidates for augmentative and alternative communication (AAC) systems. However, there is a need for assessment as well as a range of considerations that may affect an individual’s use of AAC system, as well as collateral effect of acquisition. This symposium will present data from two empirical studies. For the first study, data will be presented on the use of an assessment framework that identifies an optimal modality, while including stakeholder participation and evaluating individual preferences throughout the assessment process. The second study will examine the literature and evaluate the collateral effect of AAC use across participant characteristics. Implications and future directions will be discussed by the discussant, Einar Ingvarsson.

Instruction Level: Intermediate
Keyword(s): AAC, developmental disabilities, SGD, verbal behavior
Target Audience:

Attendees should have a working knowledge of augmentative and alternative communication systems.

Learning Objectives: 1. Learn about methodology for assessment of AAC systems. 2. Learn procedures for engaging stakeholders (families, caregivers, service providers) in the assessment process and how to evaluate learner preference of AAC systems. 3. Learn about the empirical research on the collateral effects of AAC use.
 

A Preliminary Decision-Making Framework and Assessment for Selecting an Augmentative and Alternative Communication Modality

AMARIE CARNETT (Victoria University of Wellington), Leslie Neely (The University of Texas at San Antonio)
Abstract:

Children with autism spectrum disorder who have limited speech are often candidates for augmentative and alternative communication (AAC) modalities to teach basic mands. However, few studies have evaluated the assessment of various AAC modalities. We report on the results a preliminary assessment framework aimed to evaluate a decision-making model and modality comparison for teaching seven children with autism spectrum disorder. Assessment procedures involved the use of a decision-making model that evaluated environments, and caregiver’s preference as a listener. This decision-making framework was then used to inform an assessment of modalities across the learner’s acquisition and preference. Preliminary findings indicate the utility of creating an assessment process that could be viable for practitioners to use and highlight the need to account for the social validity of a modality, by including caregivers within the decision making. Results point to a potentially useful approach for assessing AAC modalities for young children with autism spectrum disorder.

 

Augmented and Alternative Communication Modalities and Spontaneous Vocal Speech: A Systematic Review and Analysis

JESSICA DEMARCO (Georgia State University), Sarah Grace Hansen (30306), Daniel E Conine (Georgia State University)
Abstract:

Augmented and Alternative Communication (AAC) Modalities are effective components of interventions to improve communicative ability for individuals who did not develop vocal speech. Increasing communication via AAC modality has documented collateral effects including reduced challenging behavior, increased skill acquisition, and for some populations, emergence of vocal speech. While certain intervention components (e.g., reinforcement, prompting, differential reinforcement, stimulus- stimulus pairing) have been used successfully to increase AAC use and spontaneous vocal speech alike, there is little evidence as to the AAC intervention elements or participant characteristics best associated with spontaneous vocal speech. This systematic review of the literature on AAC interventions that recorded incidence of spontaneous vocal speech reports the participant and intervention characteristics and the relative increase in vocal speech in participants. Future directions and limitations are discussed.

 
 
Panel #340
CE Offered: BACB
Bridging Transitions Gaps: Best Practice Model to Ensure Health, Independence, and Happiness for Adults With Intellectual and Developmental Disabilities
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 252A
Area: DDA/CSS; Domain: Service Delivery
CE Instructor: Amanda P. Laprime, Ph.D.
Chair: Amanda P. Laprime (University of Rochester Medical Center )
JOSEPH D. DRACOBLY (University of North Texas)
JENNIFER MORRISON-DIALLO (Kings County Hospital Center)
JULIE ROBYN RUSSELL (Brooklyn Autism Center)
Abstract:

Adults with Intellectual and Developmental Disabilities (I/DD) are vulnerable to “falling off the cliff” when they transition from childhood to adulthood. Although pediatric services systems (medical, mental and behavioral health, and educational) have been developed to be highly integrated, interprofessional, and supportive, adult service systems are often criticized as being disconnected, insufficiently funded, poorly resourced, and given secondary prioritization in terms relative to pediatric systems. With the sheer number of children with autism and I/DD turning 18/21 in the next few years, it is essential that behavior analysts utilize their science to operationalize evidence based approaches, and consider how to advocate for, establish roles in, analyze the effects of, and substantially expand clinical programs for adults with I/DD. In this panel, behavior analytic leaders in integrated healthcare, vocation, education, and behavioral and mental health will discuss the current barriers in achieving success in each of these areas for transition-aged adolescents and adults with I/DD. Each panelist will identify key elements of successful models, and describe how behavior analysts can partner with the individuals themselves, their families, advocates, and service systems, to ensure health, happiness, and independence for those we have the privilege of supporting in their adult lives.

Instruction Level: Intermediate
Target Audience:

This is for clinicians and practitioners who service transition aged youth and adults across educational, vocational, residential, or medical/behavioral health settings. Clinicians must have an advanced skill set in applying behavior analytic interventions.

Learning Objectives: Participants will identify barriers to adequate transition-related services across areas identified in the discussion Participants will define and describe the key components of adequate adult service models across vocational, medical, and behavioral health systems Participants will equate observable and operationalized behaviors to the qualities of health, happiness, and independence
Keyword(s): behavioral health, independence, vocation, medical
 
 
Symposium #341
CE Offered: BACB
What You See Is Not All There Is: History Effects in Learning, Relapse, and Choice
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 152
Area: EAB/PCH; Domain: Basic Research
Chair: Matthew Lewon (University of Nevada, Reno)
CE Instructor: Matthew Lewon, Ph.D.
Abstract: Psychological events are unique among the events under scientific study because they are historical and cumulative in nature. How organisms respond to present contextual circumstances depends in part upon what they have experienced in the past. The fact that organismic history is not always observed/known but affects behavior in the present moment adds a layer of complexity to the study of psychological phenomena that is not present in many other sciences. The purpose of this symposium is to share recent empirical research demonstrating the importance of history in three different domains of investigation with different species. The first paper will describe research on the partial reinforcement extinction effect in the persistence of conditioned taste aversion in rats. The second presentation will address the induction of successive incentive contrast in risky decision-making in humans. The final paper will describe research examining the respective roles of discriminative and motivational factors in the renewal and reinstatement of operant behavior following extinction in mice. Each will address the importance of studying and acknowledging the ubiquitous influence of antecedent events and behavioral history to enhance our understanding and interpretation of behavior.
Instruction Level: Intermediate
Keyword(s): extinction, relapse, risky choice, taste aversion
Target Audience: Participants should have some experience interpreting and evaluating experimental data/methodology.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Describe the partical extinction effect and the conditions under which it is observed in taste aversion learning. 2) Distinguish between gain and loss avoidance contingencies and the role of sequence of experimental conditions on choice between these. 3) Describe some discriminative and motivational variables in relapse and the respective contribution of each.
 
A Partial Reinforcement Extinction Effect in Conditioned Taste Aversion Learning in Rats
NOELLE MICHAUD (University of Vermont), Mark E. Bouton (University of Vermont)
Abstract: Extinction of a conditioned response can be slowed by partial reinforcement, where only a percentage of the CSs or responses are followed by a reinforcer during conditioning. The phenomenon is clinically relevant, because the partial reinforcement extinction effect (PREE) suggests that partial reinforcement can generate behavioral persistence. Conditioned taste aversions (CTAs) are learned when a flavor is paired with illness typically induced by injection of LiCl . CTA is often considered a unique form of learning, and perhaps consistent with this, there is no evidence of the PREE in CTA. In four experiments with rats, continuous reinforcement (CRF) groups always received a taste CS followed by LiCl injection during conditioning. PRF groups received these reinforced (R) trials with interspersed nonreinforced (N) trials. The experiments did not produce strong evidence of a PREE until we used more conditioning trials than is typically used in this method. The result is consistent with sequential theory (e.g., Capaldi, 1967), and suggests that CTAs do follow familiar laws of learning. Resistance to extinction in taste aversion learning can be engaged by partial reinforcement provided there are many R trials and N trials.
 
Successive Incentive Contrast Influences Loss Aversion
ERIC A. THRAILKILL (University of Vermont), Julian Kafka (University of Vermont)
Abstract: Loss aversion is a behavioral economic bias wherein individuals prefer avoiding losses over obtaining equivalent gains. We examined how exposure to gains and losses influences loss aversion in a within-subject design. Two groups received three tests consisting of 64 hypothetical 50-50 gambles that presented a potential gain and a potential loss. Participants chose to accept or reject each gamble. For a control group, gains were twice as large as losses, on average, in all three sets of gambles. An experimental group received gambles with the 2-to-1 gain-loss disparity in tests 1 and 3, but the reverse in test 2 (where losses were twice as large as gains). Throughout, choices to accept gambles were sensitive to the gains and losses offered and demonstrated two specific effects. First, although we observed loss aversion in test 1, we observed a reversal of loss aversion when the gain-loss ratio was reversed in test 2. Second, in test 3, which was a repeat of test 1, the experimental group accepted more gambles than the control group. We connect the results to the influence of experience on incentive motivation. Overall, the findings provide new data to connect behavioral economics and the psychology of learning and motivation.
 
Motivational and Discriminative Factors in Relapse
MATTHEW LEWON (University of Nevada, Reno)
Abstract: Two classes of antecedent variables influence the probability of operant behavior: discriminative stimuli and motivating operations (MOs). Discriminative stimuli are those that affect behavior due to their association with particular response-outcome contingencies, while MOs are events that alter the probability of operant behavior in the presence of these stimuli. Interactions between the various discriminative and motivational features of context present/operating at any given moment determine the operant behavior that occurs. Research on the recovery of extinguished operant behavior following extinction (i.e., “relapse phenomena” such as renewal, reinstatement, resurgence, etc.) has primarily focused on the role of exteroceptive discriminative features of context in occasioning relapse. Less research has been conducted on the role of MOs in relapse. I present data from a series of studies using both interoceptive and exteroceptive stimuli as discriminative cues for renewal and reinstatement that suggest that relatively little relapse can be expected even in non-extinction contexts in the absence of a relevant MO. The translational implications of these findings and their relevance to conceptual understandings of interactions between discriminative and motivational features of context will be discussed.
 
 
Symposium #343
CE Offered: BACB — 
Ethics
Diversity submission Organizational Cultural Change Begins With Partnership: Lessons Learned in Building Diverse, Inclusive, and Equitable Higher Education Programs
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 205B
Area: EDC/CSS; Domain: Service Delivery
Chair: Elizabeth Hughes Fong (Pepperdine University)
CE Instructor: Noor Younus Syed, Ph.D.
Abstract:

Much discussion has occurred over the last few years regarding the importance of diversity, equity, and inclusion (DEI) in behavior analytic research and practice, particularly surrounding the need to engage in sustainable organizational change towards these initiatives. It has become apparent that listening, learning, and responding in partnership are critical tenets in this work and that, to build inclusive organizational environments, we must begin to shape major cultural changes. These presentations will focus on actions taken by higher education programs for equitable cultural shift within their institutions. The first talk will center on DEI initiatives undertaken in an applied behavior analysis (ABA) graduate program, including climate survey dissemination and analysis, required DEI training for faculty, and revising curricula to promote an increased worldview. The second presentation will describe actions taken in shifting higher education climate culture towards the creation of a nuerodiversive inclusive college, and on forming an autistic and behavior analytic partnership to lead this work. Attendees will engage in discussion surrounding actions taken to promote cultural evolution and sustainable DEI movement at organizational levels.

Instruction Level: Basic
Keyword(s): cultural evolution, DEI, higher education, partnership
Target Audience:

N/A, basic level

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe actions towards building sustainable organizational environments towards DEI in higher education. (2) discuss the importance of partnership and collaboration in addressing challenging behavior analytic issues, such as anti-ABA controversy (3) identify methods to increase DEI through individual and group contingencies, leading to broader cultural change
 
Diversity submission 

Initiatives to Address Diversity, Equity, and Inclusion Within a Higher Education Applied Behavior Analysis Department

JENNIFER LYNN HILTON (Endicott College), Noor Younus Syed (SUNY Empire State College; Anderson Center International; Endicott College), Mary Jane Weiss (Endicott College), Lisa Tereshko (Endicott College), Videsha Marya (Endicott College), Kimberly Marshall (University of Oregon; Endicott College), Ksenia Gatzunis (Endicott College), Christen Russell (Endicott College)
Abstract:

Recent events have highlighted the need for behavior analysis to address issues of diversity, equity, and inclusion in service provision and in higher education. There has been a call to action issued, noting the need for cultural humility and cultural responsiveness. An opportunity exists within training programs to ensure that students of behavior analysis are instructed in ways that promote cultural responsiveness and that equip them to serve diverse populations. Additionally, more needs to be done to engineer environments where students of behavior analysis are treated with respect and compassion, and that educational environments promote the comfort and success of all students. This manuscript outlines the initiatives of an ABA department to gather information about DEI on the local level, identify goals, implement change, and evaluate progress toward these goals.

 
Diversity submission Building a Neurodiverse Inclusive College: An Autistic and Behavior Analytic Partnership
NOOR YOUNUS SYED (SUNY Empire State College; Anderson Center International; Endicott College), Lauren Lestremau Allen (SUNY Empire State)
Abstract: The need for diversification within higher education institutions is paramount, and neurodiversity, including autism, is no exception. Most higher education institutions within the United States have traditionally served primarily neurotypical students, with only 84 colleges and universities in the contiguous United States reporting specific supports for autistic students (McDermott et al., 2021). To increase inclusivity and accessibility of resources, SUNY Empire State College is holistically implementing universal and tiered behavioral supports across its 80 campuses and robust online learning platforms through multi-tiered systems of support (MTSS) frameworks (Benner et al., 2013). While research has demonstrated that these frameworks (Benner et al., 2013), such as schoolwide positive behavior interventions and supports (SWPBIS) (Sugai & Horner, 2006,) can be successful in improving behavioral and academic outcomes for primary and secondary school students, it has not yet been implemented or investigated in a higher education setting to support students with a variety of needs, including autistic students. Our goal in this initiative is to increase equitability and inclusivity throughout the College by modifying our practices as a whole to be supportive of students with any support needs, and by obtaining continuous stakeholder feedback. Of strongest importance, creation and implementation of this project is guided by an implementation team of behavior analysts working alongside autistic advocates and caregivers in the autism community. This presentation will describe actions taken to date in sustainable organizational development towards diversity, equity, and inclusion through the building of an inclusive college via behavior analytic and autistic partnership. We will share data collected on these initiatives, and describe next steps.
 
 
Panel #344
CE Offered: BACB
Achieving Profitability With Clinical Quality in the Challenging World of Applied Behavior Analysis Services
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 153B
Area: OBM; Domain: Service Delivery
CE Instructor: Coby Lund, Ph.D.
Chair: Coby Lund (BehaviorLive)
DOUGLAS MOES (STAR of CA, a Stepping Stones Group Company)
ROHIT VERMA (Kadiant)
Abstract:

The industry for providing Applied Behavior Analysis (ABA) services to individuals with disabilities has traditionally been challenging, but even more so recently due to COVID-related exposure risk. Even prior to the COVID pandemic and its related constraints on behavioral healthcare, the intricate variables related to providing ABA services (e.g., reimbursement rates, credentialing requirements, individualized programming and training) have required very thoughtful processes and implementation. For most providers, achieving a healthy level of profitability through operational efficiency has become a critical component in maintaining viability. To that end, direct therapy services have a significant impact on achieving sustainable contribution margin targets for an organization. Direct therapy reimbursement rates relative to behavior technician wage rates, along with behavior technician productivity, need to be maintained at high levels to ensure sustainable gross margins. Additionally, supervisor productivity needs to be high, while costs to manage supervisors are optimized. Such considerations are all crucial operational considerations—though not clinical—of an effective ABA practice. The panel will discuss variables contributing to the financial success and viability of ABA companies, as well as recommended considerations to achieving profitability in the challenging world of ABA services.

Instruction Level: Advanced
Target Audience:

ABA practitioners involved in the operational decision-making of their organizations.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify key metrics related to the financial health of an organization, such as gross margin, contribution margin, and operating expenses; (2) identify key considerations to achieving profitability, such as supervisor and technician productivity; and (3) identify recommendations for maintaining clinical quality and outcomes while operating with sustainable financial health.
Keyword(s): Contribution Margin, Gross Margin, Productivity, Profitability
 
 
Invited Paper Session #345
CE Offered: BACB/QABA — 
Ethics
Using Organizational Behavior Management to Develop Ethical and Effective Leaders and Supervisors
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 151A/B
Area: OBM; Domain: Service Delivery
Chair: Byron J. Wine (The Faison Center; University of Virginia)
CE Instructor: Alicia M. Alvero, Please Select...
Presenting Author: ALICIA ALVERO (Queens College, CUNY)
Abstract:

“ABA techniques can be used to improve and target specific behavior.” Most would agree that this is a common statement among ABA practitioners. It often triggers thoughts of therapists and clients or classrooms and teachers—but the same exact statement can be used to describe the practice of OBM in organizations including the human service industry. This presentation will explore ways in which ABA techniques can improve ethical and effective leadership behaviors. It will also explore why it is critical for leaders and OBM practitioners to practice what they preach. Topics such as feedback, performance evaluation, training and creating an ethical culture will be explored.

Instruction Level: Intermediate
Target Audience: OBM students, practitioners, ABA supervisors, executive leadership of ABA agencies, BACBs serving as supervisors
Learning Objectives: PENDING
 
ALICIA ALVERO (Queens College, CUNY)
Alicia M. Alvero is the Associate Provost for Academic and Faculty Affairs at Queens College, The City University of New York. She began her academic career at Queens College in 2003 as a professor of Organizational Behavior Management and she helped streamline workflow within the Department of Psychology to increase the efficiency and effectiveness of processes affecting students, staff and faculty. She received her B.A. in Psychology from Florida International University, her M.A. in Industrial-Organizational Psychology and her Ph.D. in Applied Behavior Analysis from Western Michigan University (WMU). Dr. Alvero was awarded the prestigious Ford Foundation Fellowship while at WMU for her research in behavioral safety and the effects of safety observations. She has extensive experience teaching leaders across a number of domains, including human service agencies and higher education, how to utilize OBM to help solve organizational challenges and strengthen their leadership skills. She has published in various journals including the Journal of Applied Behavior Analysis, Journal of Organizational Behavior Management, Journal of the Experimental Analysis of Behavior, Behavior Analysis in Practice, Journal of Autism and Developmental Disorders, and Assessment & Evaluation in Higher Education and has served on several editorial boards. Dr. Alvero has been an invited speaker across the country and also serves as an organizational consultant in the areas of training, leadership, and performance management.
 
 
Invited Paper Session #346
CE Offered: PSY/BACB/NASP
Don Baer Lecture: The Current Future of Behavior Analysis in Educational Settings
Sunday, May 29, 2022
5:00 PM–5:50 PM
Ballroom Level 3; Ballroom East/West
Area: PRA; Domain: Theory
Chair: Jennifer J. McComas (University of Minnesota)
CE Instructor: Janet S. Twyman, Ph.D.
Presenting Author: JANET S. TWYMAN (blast)
Abstract:

In his 1988 chapter of a similar name, Don Baer described the then-current accomplishments of behavior-analytic approaches to public education. These included the ability to transform student and teacher behavior and refine curriculum; however rather than offer a laundry list of the ways behavior analysis has and could improve education, he instead reiterated the question he and Don Bushell asked seven years earlier: “Why hasn't behavior analysis done more?” Despite their incisive analysis of the school as an organization and the environment and cultural implications of change, almost 40 years later behavior analysts continue to lament a lack of widespread acceptance and use of behavior analysis in education. Perhaps our collective lamenting is misplaced. Perhaps behavior analysis is more pervasive in schools than we recognize. Perhaps we could do more by analyzing a network of contingencies--not just of education systems but of our own approaches. By fusing contingency analyses, education, and technologies (tools and processes), the current and future opportunities for behavior analysts are limitless.

Instruction Level: Intermediate
Target Audience:

Behavior Analysts, educators, psychologists, school personnel, students

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) characterize how contingency analyses (such as Baer and Bushell's 1981 analysis of systems) might be relevant to the impact of behavior analysis in schools today; (2) describe a current educational trend (e.g., competency-based education, embedded data-based decision making, artificial intelligence, machine learning) and how it relates to behavior analysis; (3) identify current and future opportunities for behavior analysis in the context of teaching and learning.
 
JANET S. TWYMAN (blast)
Dr. Janet Twyman is an educator, instructional designer, and founder of blast: A Learning Sciences Company. Always passionate about education, Janet has been a pre-school and public school teacher, administrator, researcher, and university professor. She currently holds a faculty appointment as Associate Professor of Pediatrics at the University of Massachusetts Medical School, and formerly served as Director of Innovation and Technology for the U.S. Dept of Education funded Center on Innovations in Learning, and as Vice President of Instructional Development, Research, & Implementation at Headsprout. Her numerous articles, book chapters, and presentations address behavior analysis, instructional design, technology, and educational systems, and include co-editing books on educational innovation, personalized learning, and equity. She has presented to and worked with education systems, organizations, and institutions over 60 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. In 2007-08 she served as the President of the Association for Behavior Analysis and in 2014 was named an ABAI Fellow. For her distinguished contributions to educational research and practice she received the 2015 Wing Award for Evidence-based Education and the 2017 American Psychological Association Division 25 Fred S. Keller Behavioral Education Award.
 
 
Symposium #347
CE Offered: BACB — 
Ethics
Ethical Behavior Analysis: A Guide to Being an Evidence Based Practitioner
Sunday, May 29, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 203
Area: TBA/PCH; Domain: Theory
Chair: Audrey N. Hoffmann (Utah Behavior Services)
CE Instructor: Audrey N. Hoffmann, Ph.D.
Abstract: Evidence-based practice (EBP) is a commonly used term in the field of applied behavior analysis (ABA); however, disagreement or misunderstanding regarding what EBP is and how to engage in evidence-based decision making persist. In this symposium, we will attempt to clarify the definition of EBP in ABA and we will discuss the role that EBP plays in different domains of ABA. First, Dr. Bethany Contreras will discuss the definition of EBP and will offer specific suggestions on how practitioners can use EBP to guide ethical decision making. Next, Dr. Audrey Hoffmann will discuss how EBP provides a framework for embedding evidence-based decision-making in coursework and supervision in order to improve ethical decision-making in novice behavior analysts. Finally, Dr. Shanun Kunnavatana will discuss challenges to EBP in clinical practice, and potential solutions to promote EBP.
Instruction Level: Intermediate
Keyword(s): Ethics, Evidence-Based Practice
Target Audience: Practitioners, Supervisors, University Educators
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) Define Evidence Based Practice (EBP) of Applied Behavior Analysis (ABA) and describe the three components comprising EBP of ABA; (2) Identify ethical codes aligned with the EBP of ABA; (3) Identify general strategies for engaging in EBP as part of ethical behavior analytic practice; (4) Identify strategies for including EBP in teaching and training of novice behavior analysts; (5) Identify barriers and potential solutions for engaging in EBP in clinical practice.
 
An Introduction to Engaging in Evidence-Based Practice
BETHANY P. CONTRERAS YOUNG (University of Nevada, Reno), Audrey N. Hoffmann (Utah Behavior Services), Timothy A. Slocum (Utah State University)
Abstract: Evidence-based practice of ABA has been defined as “…a decision-making process that integrates (a) the best available evidence with (b) clinical expertise and (c) client values and context” (Slocum et al., 2014; p. 44). While several articles and books discuss the importance of EBP for ABA, there is limited information on how a practicing behavior analyst can purposefully engage in EBP. In this presentation, we will discuss the definition of EBP for ABA and will offer suggestions as to behaviors practitioners can engage in to ensure that they are engaging in EBP. We will present specific suggestions for how behavior analysts can ensure that they are using the best available evidence to guide decisions, how to build and maintain clinical expertise, and how to incorporate client values and context into the decision-making process that is EBP.
 

Evidence-Based Practice as a Framework for Training Novice Behavior Analysts

AUDREY N. HOFFMANN (Utah Behavior Services)
Abstract:

Evidence Based Practice (EBP) provides a useful framework for teaching decision-making skills and ethical practice to novice behavior analysts. This presentation will provide a brief introduction to EBP and go over the importance of including EBP within training programs for behavior analysts (both in higher education and in supervised practice). Suggestions for embedding EBP into course sequences and supervision practices will be provided as well as discussing potential barriers to training a complex behavioral repertoire such as evidence-based decision-making. The presentation will highlight the importance of novice behavior analysts basing decisions on the best available research evidence, considering the client values and context, and improving and appropriately utilizing their clinical expertise as ethical behavior analysts.

 

Challenges of Evidence-Based Practice in Clinical Practice

S. SHANUN KUNNAVATANA (Easterseals UCP North Carolina & Virginia)
Abstract:

Effective practice requires behavior analysts to be able to make complex decisions that evaluate not only the evidence for certain interventions but also determine whether critical components of the intervention will be possible given an individual’s context and values, as well as those of other stakeholders involved. This approach requires behavior analysts to be both analytical and flexible in their decision making. Although, Evidence Based Practice (EBP) provides a framework for navigating these decisions, the process is often perceived as daunting and not utilized to its full potential. This presentation discusses the potential reasons why EBP is not yet common in clinical practice and how individuals and organizations may overcome some of the challenges to move toward EBP and better clinical decision making.

 
 
Symposium #349
CE Offered: BACB
Advances in Skill Acquisition Research
Sunday, May 29, 2022
5:00 PM–6:50 PM
Meeting Level 2; Room 256
Area: AUT/EDC; Domain: Applied Research
Chair: Aparna Naresh (Teachers College, Columbia University)
Discussant: Jeanne M. Donaldson (Louisiana State University)
CE Instructor: Jeanne M. Donaldson, Ph.D.
Abstract:

The acquisition of novel behavior is an important goal in Applied Behavior Analysis. In this symposium, researchers will present on different topics to illuminate how to improve skill acquisition, with a focus on the effectiveness and efficiency of intervention strategies. In the first talk, researchers compared fixed and repetitive models during an object imitation program. Two talks incorporate instructional feedback. In one, instructive feedback was incorporated to teach tacts and play behavior for children. In the other, instructive feedback and descriptive praise conditions were compared to a condition without differential outcomes. In the last talk, researchers compared acquisition criteria, applied to individual operants v. sets of operants, and their effects on acquisition and maintenance.

Instruction Level: Intermediate
Keyword(s): instructional feedback, mastery criterion, object imitation, skill acquisition
Target Audience:

Graduate students and professions seeking to learn intermediate skill acquisition tactics

Learning Objectives: 1. Choose among different strategies to implement object imitation programming 2. Choose appropriate applications of instructional feedback 3. Apply acquisition criteria to promote acquisition and maintenance of skills
 

A Comparison of Fixed and Repetitive Models to Teach Object Imitation to Children With Autism

ELIZABETH J. PREAS (UNMC), Mary Halbur (University of Nebraska Medical Center's Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute), Madison Judkins (University of Nebraska-Medical Center), Catalina Rey (University of Nebraska Medical Center's Munroe-Meyer Institute), Mikayla Crawford (University of Nebraska Medical Center, Munroe-Meyer Institute)
Abstract:

Imitative behavior is a foundational skill that is critical to the development of a wide variety of behaviors. A well-established imitative repertoire can facilitate the acquisition of functional communication, social behaviors, and observational learning. Although early intensive behavioral intervention programs for young children with autism incorporate imitation training, learners with autism may exhibit difficulties in acquiring an imitative repertoire. Few studies have evaluated the types of models responsible for acquisition when teaching imitation to children with autism. However, a preliminary evaluation of teaching object imitation with fixed and repetitive model targets suggested that children with autism may acquire imitation more rapidly when taught with repetitive models (Deshais & Vollmer, 2019). The purpose of the current study was to extend and compare the rates of acquisition when teaching with repetitive and fixed models within a conditional discrimination arrangement using evidence-based teaching procedures. We compared the acquisition of targets taught with repetitive and fixed imitative models for three participants with autism. The current results suggest that fixed models resulted in rapid acquisition for one participant across sets; whereas, the fixed model was acquired more quickly in one set for the second participant. Results for additional participants will also be discussed.

 

Promoting Play Skills in Children With Autism Spectrum Disorder Using Instructive Feedback via Telehealth

SOFIA MORTON (Caldwell University), Alexandra Marie Campanaro (May Institute), Jason C. Vladescu (Caldwell University), Tina Sidener (Caldwell University), Craig H. Domanski (DATA Group Central)
Abstract:

Play provides children learning opportunities in the natural environment to acquire communication skills. Due to deficits in social communication skills and increased rates of stereotypic behavior (i.e., non-contextual repetitive behavior), children diagnosed with autism spectrum disorder (ASD) have difficulties acquiring both functional and symbolic play skills. To further close the gap between the skill level of children with ASD and their typically developing peers, procedures need to be both effective and efficient. One way to increase efficiency of teaching is through the use of instructive feedback. Therefore, the purpose of the current study is to systematically replicate and extend previous research by examining if play behaviors emerge when using IF to teach conceptually related primary (i.e., tacts) and secondary targets (i.e., play skills). We predict the results of the present study will demonstrate the effectiveness and efficiency of using instructive feedback to teach secondary targets consisting of play skills

 
An Evaluation of Antecedent-Specific Consequences in Early Intervention Procedures
DELANIE FETZNER (University of North Carolina Wilmington), Tom Cariveau (University of North Carolina Wilmington)
Abstract: Children with developmental disabilities often exhibit slower rates of learning, which require highly individualized interventions to rapidly teach daily living and academic skills. Previous research on the differential outcomes effect (DOE) suggests that presenting a unique consequence stimulus matched to a target stimulus may produce more rapid acquisition of the target relation. Two skill acquisition procedures may be consistent with differential outcomes procedures, instructive feedback (IF) and descriptive praise (DP). The current study evaluated the effectiveness and efficiency of antecedent-specific consequences in IF and DP procedures with 11 undergraduate students and one child diagnosed with autism spectrum disorder. The IF and DP conditions were compared to a nondifferential (ND) outcomes condition and a no-treatment control condition. All of the treatment conditions were effective. Moreover, the differential outcomes arrangements (i.e., IF and DP conditions) required fewer sessions to mastery for five undergraduate participants and the child participant. These findings suggest that the use of IF and DP procedures may produce more rapid acquisition, although more nuanced measures of efficiency (e.g., per target measures) sometimes favored the ND condition over the differential outcomes conditions. Considerations for future research are discussed.
 
Units of Analysis in Acquisition-Performance Criteria for “Mastery”: A Systematic Replication
KRISTINA WONG (Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: This study compared two units of analysis for assessing acquisition mastery during sight word instruction for three participants. The unit of analysis refers to the specific performances that criteria are applied to, either sets of stimuli or individual operants. In the Set Analysis condition, we applied the acquisition-performance criterion to the aggregated accuracy of a set of 4 target operants. In the Operant Analysis (OA) condition, we assessed the criterion for individual operants and replaced targets as they met the acquisition criterion. All participants acquired novel textual responses to sight words faster under the OA condition and response maintenance was similar between conditions. This study extended previous research by showing enhanced response maintenance in the OA condition by increasing the performance criterion from one replication of 100% accuracy to two. This study also suggests a unique contribution of OA to quickening learning.
 
 
Symposium #351
CE Offered: BACB
Complex Overt and Covert Behavior
Sunday, May 29, 2022
5:00 PM–6:50 PM
Meeting Level 2; Room 255
Area: VBC/PCH; Domain: Applied Research
Chair: Julie M. Dunbar (New England Center for Children)
Discussant: David C. Palmer (Smith College)
CE Instructor: Julie M. Dunbar, M.S.
Abstract: Skinner’s conceptualization of verbal behavior including both overt (i.e., observable) and covert (i.e., unobservable to all but the behaving individual) responses are explored in this symposium. A behavior analytic definition of gestures as non-vocal verbal behavior with both listener and speaker functions is explored with suggestions for training, programming for maintenance, and future research. The role of bidirectional naming is evaluated with typically developing children on a tact-training procedure to identify pictures as same or different, and followed by an assessment of responding on an analogical reasoning task. A visual imagining training procedure is evaluated with children and adolescents with autism to teach intraverbal responses and intraverbal categorization; a review of the results from this study includes an analysis of evidence of covert behavior. Then, empirical research methods are reviewed with consideration for application to the study and further understanding of covert behavior and processes with recommendations for future research.
Instruction Level: Intermediate
Keyword(s): Problem solving, Verbal behavior
Target Audience: This symposium is recommended for practitioners, researchers, and graduate students. Attendees should have an introductory understanding of Skinner's conceptualization of verbal behavior.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) state a behavior-analytic definition of gestures; (2) identify prerequisite skills necessary for children to solve analytical problems; (3) define visual imagining training as a problem-solving strategy for intraverbal categorization; and (4) describe methods for conducting research on covert events.
 
Gestures: The Forgotten Verbal Behavior
GANNA BARTASHEVA (Hunter College City University of New York), April N. Kisamore (Hunter College), Lauren K. Schnell (Hunter College), Sharon A. Reeve (Caldwell University)
Abstract: Although gestures are essential in effective verbal behavior, they have received little attention in behavior-analytic research; specifically in interventions targeting acquisition of gestures by individuals with autism spectrum disorder. One likely reason for this is that there does not appear to be a clear behavior analytic conceptualization of gestures that is consistent with a behavior analytic account. To address this limitation, we propose a definition of gestures that is consistent with the science of behavior analysis. Using Skinner’s conceptual paradigm of verbal behavior, we also propose a definition of gestures as forms of non-vocal verbal behavior that are effective in (a) altering the behavior of and reinforced through the mediation of the listener, (b) culturally determined and indispensable for effective communication in a given verbal community, and (c) that can perform some of the same functions as vocal verbal operants (i.e., can serve as tacts, mands, intraverbals, and autoclitics). We further distinguish between speaker and listener gestures. Using these proposed definitions, we present an overview of research on teaching speaker and listener gestures to individuals with ASD with an emphasis on the methods used to teach these skills, procedures used to program for and assess generalization and maintenance, and strategies for assessing social validity of these interventions. We also suggest areas for future research.
 
The Role of Bidirectional Naming in the Emergence of Analogical Relations in Children
TATIANA ZHIRNOVA (California State University, Sacramento), Vanessa N Lee (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento)
Abstract: We investigated the role of bidirectional naming in the emergence of analogical reasoning in typically developing children. Following training procedures to tact categories and relationally tact presented stimuli as either “same” or “different,” we tested whether four typically developing children between the ages 5 and 7 years could match pairs of pictures based on same and different categories. Tact training procedures produced derived analogical responding in two out of the four participants. The remaining two participants required additional, direct training to teach strategies to solve analogy tests. The results of this study confirm that typically developing children under 9 years of age can solve analogy-type problems once they have learned needed prerequisite skills including category and relational tacting. Results of this study further suggest that tact training is sufficient to produce both speaker behavior and listener behavior, as well as responding consistent with analogical reasoning. Areas for future research are discussed.
 

Effects of Visual Imagining Training and Visual Prompts on Intraverbal Categorization With Children With Autism

MELANIE MCCARTHY-PEPIN (Simmons University/Behavioral Connections), Judah B. Axe (Simmons University)
Abstract:

Children with autism exhibit delays in the communication skill of intraverbal categorization, defined as responding to category names with several items from that category (e.g., responding to “tell me some animals,” “tell me some vehicles”). Kisamore et al. (2011) increased these responses with typically developing preschoolers using visual imagining training, conceptualized as a problem-solving strategy. The training consisted of showing the participants scenes (e.g., farm, table) with items relevant to each category and asking the participant to close their eyes, imagine the scene, and say what they see. We extended this procedure to four students diagnosed with autism, ages 5-15, using a multiple probe design across behaviors. One participant increased intraverbal responses with visual imagining training alone. The other three participants increased intraverbal responses with visual imagining training and visual prompts that were the trained scenes without the embedded items. Additional data indicated that when the participants emitted many (e.g., 12) intraverbal responses, they grouped their responses by scene, suggesting use of the covert visual imagining strategy. This visual imagining strategy may be effective with some students with autism, and future researchers should identify methods for establishing intraverbal responses free from visual stimulus control.

 
Review of Methods for Conducting Research on Covert Events
JULIE M. DUNBAR (New England Center for Children), Jason C. Bourret (New England Center for Children)
Abstract: Radical behaviorists deem covert behavior to be sensitive to the same processes as overt behavior, yet there is a paucity of research evaluating private events due to challenges around the observation, reinforcement, and measurement of these responses. This review summarizes existing empirical methodologies that can be utilized to further explore and expand our understanding of covert behavior. For example, it is possible to teach conditional discriminations to evaluate how covert behavior is established, measure the byproducts of overt behavior that occurs covertly, and measure response latencies. One may evaluate the byproducts of behavior chains, shape overt responses and infer the occurrence of covert behavior, teach covert responses (e.g., visual imagining), and compare vocal self-reports with overt measures of behavior. Additionally, advancements in technology offer a means of capturing behavior unobservable to participants (e.g., brain imaging). Science must address the problem of privacy (Skinner, 1963) to further understand complex human behavior and behavior analysis has the empirical framework to meet that challenge.
 
 
Paper Session #353
CE Offered: BACB
Analysis of the Acquisition of Cultural Biases and Cultural Humility
Sunday, May 29, 2022
6:00 PM–6:25 PM
Meeting Level 1; Room 156B
Area: PCH
Instruction Level: Basic
Chair: Somchart Sakulkoo (The Chicago School of Professional Psychology)
CE Instructor: Somchart Sakulkoo, M.S.
 

Analysis of the Acquisition of Cultural Biases and Cultural Humility

Domain: Service Delivery
SOMCHART SAKULKOO (The Chicago School of Professional Psychology)
 
Abstract:

Many researchers pointed out that behavior-analytic principles can promote our society to be fair and just (Biglan, 2015; Levy et al., 2021; Skinner, 1953). The promotion of cultural awareness, competence, sensitivity, and humility and minimizing cultural biases and prejudice give us promising outcome to make world a better place. This notion has been supported by scholarly recommendations, recent concepts and principles, and a growing body of empirical research. This presentation includes the analysis of the acquisition of cultural biases and cultural humility. Cultural biases can be conceptualized through respondent conditioning (i.e., stimulus-stimulus pairing; Matusda et al., 2020) and operant conditioning (e.g., manipulation of motivating operations [MOs], stimulus control, consequence, and verbal behavior [e.g., rules]; Critchfield et al., 2018). Moreover, this presentation offers the summaries of how cultural humility and cultural sensitivity can be promoted in applied settings (workplace and fieldwork supervision). Although several scholars recommended many strategies for promoting cultural sensitivity and cultural competence in workplace and fieldwork supervision, empirical support is still needed to offer the most effective outcomes (Matsuda et al., 2020; Levy et al., 2021). Future studies may evaluate the long-term effectiveness of existing interventions.

 
Target Audience:

Any practitioners who are interested in minimizing cultural biases and promoting cultural humility in workplace and fieldwork supervision

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain how cultural biases and cultural humility can be conceptualized through respondent and operant conditioning; (2) identify behavior analytic strategies that can promote cultural sensitivity and cultural humility in applied settings; (3) identify future directions of studying the acquisition of cultural sensitivity and cultural humility.
 
 
Symposium #354
CE Offered: BACB
Diversity submission Evaluation of Social and Academic Supports for College Students With Autism Spectrum Disorder
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 2; Room 254A
Area: AUT/EDC; Domain: Applied Research
Chair: Courtney Butler (Rutgers University)
CE Instructor: Courtney Butler, M.S.
Abstract:

In this symposium, presenters will discuss research on improvements to current supports of college students with Autism Spectrum Disorder. The authors will present the results of implementing effective strategies to increase social and academic skills in higher education. The symposium will review methods of increasing social skills using behavior skills training and through the development of quality relationships with typically developing peer mentors. Additionally, the symposium will include the evaluation of academic support meetings to increase student engagement. All presentations will add to the current research involving college students with Autism Spectrum Disorder and will provide future directions of support for this population.

Instruction Level: Intermediate
Keyword(s): academic coaching, BST, college support, mentoring
Target Audience:

The target audience is clinicians that are working with college students with ASD and looking to improve the quality of services presented to this population. Parents and students may find this symposium useful to inform them of some of the supports that are currently available at various universities.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify effective methods for targeting social deficits among students with ASD; (2) Evaluate relationship-building models of mentoring support; (3) Describe treatment options for improving student engagement in academic support meetings.
 
Diversity submission 

Evaluating Behavioral Skills Training to Decrease Interfering Behavior and Increase Adaptive Behavior With Individuals With Autism Spectrum Disorder

STEPHANIE A. CONTRUCCI KUHN (Western Connecticut State University)
Abstract:

Evidence suggests that while a growing number of students with Autism Spectrum Disorder (ASD) are reaching college age (Van Bergeijk, Klin, & Volkmar), students with ASD fail to enter college or drop out before completing their degrees despite high intelligence (Cederlund et al, 2008). In addition, evidence-based services for students with ASD are very limited (Bishop-Fitzpatrick et all, 2013; Howlin et al., 2004). Individuals with ASD experience social difficulties such as recognizing and responding to nonverbal cues, following social boundary rules, refusing to complete group work, speaking out, and going on tangents (Gobbo & Shmulksy, 2013). The goal of the current project was to contribute to and expand our knowledge regarding interventions based on the principles of behavior to individuals in college settings. Students participating in a college transition program volunteered to participate based on the recommendation of their advisor. Students targeted 2-3 behaviors for increase and/or decrease. Behavioral Skills Training (BST) consisting of instruction, role-play, modeling, and feedback was implemented. Results indicated that BST may be an effective method for targeting social difficulties among students with ASD in college programs. Limitations and future directions will be discussed.

 
Diversity submission 

Teaching Peer Mentors to Build Rapport and Support College Students With Autism Spectrum Disorder

WILLIAMS ADOLFO ESPERICUETA LUNA (University of Florida), Samantha Bergmann (University of North Texas), Karen A. Toussaint (University of North Texas)
Abstract:

Peer mentor programs can increase undergraduate retention and satisfaction, and the perceived quality of a mentee-mentor relationship plays a role in mentee satisfaction with a peer-mentoring program. The current study sought to teach peer mentors to emit behaviors that may contribute to a high-quality peer-mentor relationship. We developed a computer-based instruction (CBI) training module that included identifying target outcomes, operationally defining target behaviors, and developing examples and nonexamples to teach the skills through discrimination training. The CBI training program was divided into four submodules, and we evaluated the efficacy of each submodule using a pretest/posttest design with two peer mentors in a university peer-mentoring program. The results showed an increase in the frequency of correct responses in three out of four submodules for one participant and all four submodules for a second participant. Additionally, more target behaviors were identified within each participant’s typed responses to posttest questions following training. These findings suggest that this CBI training module could be used to teach peer-mentors the behaviors that may improve their relationship with their mentee. Limitations and future directions will be discussed.

 
Diversity submission 

Increasing Engagement in Virtual Academic Coaching Sessions in University Students With Autism Spectrum Disorder

FAARIHA FAHEEM (Rutgers University)
Abstract:

Students diagnosed with autism spectrum disorder (ASD) are enrolling in postsecondary educational institutions with increasing frequency, and these numbers are likely to continue to grow (Wolf et al., 2009; VanBergeijk, 2008). This study aims to add to the sparse literature on supporting successful outcomes for university students with Autism Spectrum Disorder (ASD) specifically in regards to their level of engagement in academic settings. This was a nonconcurrent multiple baseline study conducted with three students with ASD currently enrolled at an east coast university. To increase levels of engagement in the students we a) restructured the students’ academic coaching sessions, b) implemented contingency contracts, and c) introduced a consistent and salient schedule of reinforcement throughout the sessions. Results showed that the treatment package was effective in increasing the levels of engagement in all three students. Future studies may examine using the aforementioned treatment package to increase engagement in university students with ASD across multiple settings.

 
 
Panel #355
CE Offered: BACB
Is That Legal? Empowering Behavior Analysts to Use Mental Health Parity Law to Preserve Best Practices in Applied Behavior Analysis
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 2; Room 258A
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Ashley Williams, Ph.D.
Chair: Julie Kornack (Center for Autism and Related Disorders)
ASHLEY WILLIAMS (LEARN/BCI)
HANNA C. RUE (LEARN Behavioral)
JUDITH URSITTI (Council of Autism Service Providers)
Abstract:

With the proliferation of insurance funding for applied behavior analysis (ABA), behavior analysts increasingly encounter insurer guidelines and limits that hinder their efforts to implement treatment plans that reflect best practices. This panel seeks to empower behavior analysts to recognize and reject payor practices that violate the federal Mental Health Parity and Addiction Equity Act (MHPAEA). Many common insurer guidelines, such as location exclusions, caregiver participation requirements, and age and hour limits, violate MHPAEA. More recently, payors have been using Medically Unlikely Edits (MUEs) to impose improper hour limits on medically necessary ABA in violation of MHPAEA. Although access to ABA is protected by MHPAEA, enforcement of MHPAEA has been limited and inconsistent since MHPAEA was first enacted in 2010. Now, federal agencies are focused on rooting out payor guidelines and practices that violate MHPAEA. With growing scrutiny on payors, behavior analysts have an opportunity to highlight improper guidelines and increase access to ABA that reflects best practices, rather than ABA that is shaped by payor guidelines.

Instruction Level: Intermediate
Target Audience:

Participants should have experience designing and implementing treatment plans for insurance-funded applied behavior analysis.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify improper quantitative and nonquantitative treatment limitations; (2) understand the appropriate use of Medically Unlikely Edits (MUEs); and (3) recognize the difference between the role of the payor and the role of the behavior analyst in delivering ABA that reflects best practices.
Keyword(s): Mental health, MHPAEA, Patient rights
 
 
Symposium #357
CE Offered: BACB
Have We Forgotten Our Roots? Applied Behavior Analysis and the Assessment and Treatment of Significant Behavioral Challenges in Adults With Autism and other Intellectual Disabilities
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 2; Room 258B
Area: AUT/CBM; Domain: Applied Research
Chair: Jennifer Rebecca Weyman (University of Missouri)
CE Instructor: John M. Guercio, Ph.D.
Abstract:

This symposium will cover comprehensive assessment protocols as they apply to serving adults and adolescents with autism and other intellectual disabilities (ID). The information will go beyond basic functional assessment tools and methodology to cover environmental assessment measures. This training will also cover various elements of the Happy, Relaxed and Engaged assessment and treatment approach espoused by Greg Hanley and its applications with adults on the autism spectrum. Our clinical journeys have shifted us from a caretaking model of support to creating a new comprehensive, value-driven, and evidence-based treatment and teaching model. The spirit of this work creates a more compassionate environment where we aim to promote dignity, safety, and rapport. A recent survey by Reed and Henley ((2015) reported on the various types of training offered to BCBA’s and aspiring certificants. Following up on this study, Columbo, Taylor and Henley (2021) commented on the state of current training for severe problem behavior. This symposium will follow up on both studies, discuss the concept of those suggesting a change to the DSM V criteria to include profound autism, and review the need for training and compensation for a differential level of training and support.

Instruction Level: Intermediate
Keyword(s): ACCEA, Adults, Autism, Severe aggression
Target Audience:

Experience working with functional assessment and severe problem behavior.

Learning Objectives: Participants will identify the design of environmental assessments in residential settings where clients display severe depression. Participants will select how to better quantify aggressive behavior in terms of its impact on the environment and those that serve them. Participants will be trained on specific aspects of operationally defined self-esteem behaviors and will select the best options for those that they serve.
 

Looking Back and Looking Ahead: The Broadening of the Construct of Autism in the Form of the Diagnostic and Statistical Manual (DSM-5) Criteria for Autism Spectrum Disorder

KELLY MCKINNON-BERMINGHAM (The Center for Autism & Neurodevelopmental Disorders)
Abstract:

Reed and Henley (Behavior Analysis in Practice, 8, 16-26, 2015) conducted study to evaluate the various types of training offered to BCBA’s and aspiring certificants. Following up on this study, (Columbo, Taylor and Henley, Behavior Analysis in Practice, 14, 11-19, 2021) followed up on this study to comment on the state of current training for severe problem behavior. This training will follow up on both studies, discuss the concept of those suggesting a change to the DSM V criteria to include profound autism, and review the need for training and compensation for a differential level of training and support.

 

The Assessment of Adult Core Competencies: Teaching Skills to Adults With Autism and Severe Behavioral Challenges

JOHN M. GUERCIO (Benchmark Human Services)
Abstract:

This training will cover comprehensive assessment protocols as they apply to serving adults and adolescents with autism and other intellectual disabilities (ID). The information will go beyond basic functional assessment tools and methodology to cover environmental assessment measures as well as the ability of the person with ID to fully pursue their values and goals that they have set for themselves. This training will also cover the vast influence that a capable staff can have in the successful management of aggressive responding in residential settings. The module will present the nationwide issues of turnover and burnout that are experienced by direct support professionals (DSPs). The national staff crisis will also be presented and the barriers that our current reimbursement structure places on the DSP profession. This context will then be utilized to outline key areas in which DSP staff can be trained to provide the safety and security that are required in residential settings. Crucial skill sets such as a characteristically positive interaction style and successful data collection skill sets will also be covered.

 

Happy, Relaxed, and Engaged When Discussing Severe Challenging Behavior: Creating a New Comprehensive, Evidence-Based Treatment and Teaching Model to Deliver Essential Outcomes

ERIK JACOBSON (Upstate Cerebral Palsy)
Abstract:

Happy, relaxed, and engaged is a phrase seldom used when discussing severe challenging behavior; however, over the past several years, it has become more and more prevalent at Upstate Cerebral Palsy. The phrase is not only used in the context of addressing challenging behavior, but is used to describe the context in which we strive to provide all services. At the beginning of 2020, we set upon a bold journey to create a new culture and service model built on this Happy, Relaxed, and Engaged mindset. This journey has shifted us from a caretaking model of support to creating a new comprehensive, value-driven, and evidence-based treatment and teaching model to deliver essential outcomes for the people we support. The spirit of this work creates a more compassionate environment where we aim to promote dignity, safety, and rapport. Participants in this training will have the opportunity to understand this model, learn about the underlying innovative treatments used at Upstate Cerebral Palsy, and see how we are measuring outcomes. Videos will be shown that highlight crucial aspects of our new model and provide staff and parent testimonials. We will also discuss various barrier we encountered and solutions discovered along the way.

 
 
Panel #358
CE Offered: BACB
Sex Education: A Proactive Approach
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 2; Room 258C
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Christina M King, Ph.D.
Chair: Colleen Yorlets (RCS Behavioral & Educational Consulting)
JACQUELINE ADAMS (RCS Learning Center)
CHRISTINA M KING (Simmons University)
ERIN KOSTIGEN (RCS Learning Center; Northeastern University)
Abstract:

Individuals with Autism Spectrum Disorders (ASD) are often not provided with the sexuality education and knowledge they require in order to be independent and active members of their communities as adults. When this skill set is lacking, both the safety as well as overall level of independence of these individuals is affected. Studies completed by Johnson and Sigler (2000) and Kvam (2000) indicated 44% of children and 83% of adults with intellectual disabilities experience some form of sexual abuse. While these numbers are striking, often instruction is provided reactively after an incident or after puberty has already begun and is often not targeted by a behavior analyst. According to Woo and colleagues in their 2011 study, sexuality education not only encompasses sexual relationships but also includes instruction on puberty, self-care, privacy, communication, and personal safety many of which are skills we as behavior analysts program for on a frequent basis. Panelists will focus on elements of sexuality education that fall under the scope of a behavior analyst while analyzing best practices for preparing individuals of all ages to develop a level of personal autonomy for their health, safety, and self-advocacy in their future.

Instruction Level: Intermediate
Target Audience:

Audience members should be able to determine what is within the scope of practice for a behavior analyst. Audience members should have experience developing skill acquisition programming to promote skill independence. Audience members should be able to identify skill deficits for their clients.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify different skills and concepts that may be taught within a sexual education curriculum; (2) identify the relationship between sex education and safety; (3) identify a rationale for providing sex education proactively.
Keyword(s): sexuality education
 
 
Symposium #360
CE Offered: BACB
Diversity submission Social Justice and Verbal Behavior: Evaluating Effects of Empathy Training and Exploring Connections Between Anti-Islamic Incidents and Verbal Behavior
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 1; Room 156A
Area: CSS/VBC; Domain: Applied Research
Chair: Natalie M. Driscoll (Seven Hills Foundation & Endicott College)
Discussant: Noor Younus Syed (SUNY Empire State College; Anderson Center International; Endicott College)
CE Instructor: Noor Younus Syed, M.Ed.
Abstract:

This presentation will focus on evaluating the effects of behavioral procedures to relational training and multiple exemplar training on empathic responding of individuals who display racial bias. The behavioral procedures include the presentation of relational frames of coordination and distinction between the participants’ values and the values of a person belonging to a group for which a bias existed altered empathic responses toward people belonging to such groups. This presentation will demonstrate findings to support that relational training resulted in altered patterns of empathic responses toward people belonging to different racial groups for which a bias previously existed. This presentation will also focus on the use of data science to identifying connections between anti-Islamic incidents and verbal behavior on Twitter. The relationship between online and offline activity was explored using Natural Language Processing (NLP). This presentation will demonstrate the use of data science tools to explore these connections. Behavior analysts can combine data science techniques with operant and respondent analyses of verbal behavior to predict events related to anti-discrimination, social justice efforts.

Instruction Level: Advanced
Keyword(s): data science, empathy, social justice, verbal behavior
Target Audience:

Target audience for this event should have more than 5 years experience as masters level behavior analysts.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe key differences in the effects of presenting relational frames of coordination and relational frames of distinction on empathic responses. 2. Identify important features of relational frames of coordination and relational frames of distinction. 3. Discuss elements of measuring empathic responses 4. Describe how data science tools can be used to analyze large amounts of verbal behavior 5. Explain relationships between online and offline hate incidents from an operant-respondent paradigm.
 
Diversity submission An Evaluation of the Effects of Empathy Training on Racial Bias
VICTORIA DANIELA CASTILLO (Endicott College)
Abstract: The purpose of the current study was to evaluate the effects of behavioral procedures, including relational training and multiple exemplar training on empathic responding of individuals who display racial bias. More specifically, this study used a multielement design with five adult participants to evaluate whether the presentation of relational frames of coordination and distinction between the participants’ values and the values of a person belonging to a group for which a bias existed altered empathic responses toward people belonging to such groups. The results showed empathic responding was higher when relational frames of coordination were presented and was lower when relational frames of distinction were presented. Therefore, this study demonstrated that relational training resulted in altered patterns of empathic responses toward people belonging to different racial groups for which a bias previously existed.
 
Diversity submission 

Islamophobia: Using Data Science to Explore Connections Between Anti-Islamic Incidents and Verbal Behavior on Twitter

ASIM JAVED (Endicott College)
Abstract:

Over the past two decades, the Muslim community has been the target of an increasing number of anti-Islamic incidents. In a 2020 FBI report, anti-Islamic incidents were the second highest anti-religious crimes (e.g., verbal threats, intimidatory statements, or mosque vandalism). Previous studies have used algorithms to classify tweets as hateful or non-hateful and have explored associations between online and offline activity. However, these studies have only analyzed associations within very specific temporal windows. The purpose of this study was to examine the relationship between online and offline activity within various temporal windows. We did this by scraping 400,000 Tweets and using Natural Language Processing techniques to identify the content and sentiment of each tweet. These tweets were then compared temporally to a list of hate crimes published by the Council on American-Islamic Relations. We found noticeable differences in the strength of relationships depending on the temporal window used for analysis. Overall, this study demonstrates how data science tools allow us to explore the connections between online verbal behavior and offline events. Behavior analysts can combine data science techniques with operant and respondent analyses of verbal behavior to predict events related to anti-discrimination, social justice efforts.

 
 
Symposium #361
CE Offered: BACB
Using Behavior Analytic Strategies to Promote Safety Skills
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 2; Room 252A
Area: DDA; Domain: Applied Research
Chair: Jessica Lynn Amador (Caldwell University)
CE Instructor: Jessica Lynn Amador, M.A.
Abstract:

Safety skill instruction is critical to the wellbeing of individuals with and without intellectual and developmental disabilities. Learning to respond to dangerous situations can mitigate or eliminate the serious health and safety ramifications (e.g., injury and death) associated with dangerous situations. In this symposium, we will describe behavior analytic interventions focused on safety skills that involve behavioral skills training, error correction procedures, in situ training, use of technology, reinforcement-based procedures, and video prompting procedures. Sureshkumar and colleagues will present a study evaluating the effectiveness of video prompting procedures conducted via telehealth to teach children with intellectual and developmental disabilities to perform first aid on themselves for common childhood injuries under simulated conditions. Morel and colleagues will present a literature review focused exclusively on behavioral strategies for abduction and sexual abuse prevention for individuals with developmental disabilities. Herndon and colleagues will present a study evaluating the effects of behavioral skills training and in situ training using remote technology in teaching victims to identify and respond to bullying and non-bullying behavior. The results will be discussed within the context of implications for clinicians and future research.

Instruction Level: Intermediate
Keyword(s): safety skills
Target Audience:

Researchers and practitioners who (a) work with individuals with and without intellectual and developmental disabilities and (b) use behavior analytic strategies to teach safety skills to these individuals or their caregivers.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe various behaviour analytic strategies to teach safety skills; (2) Identify the training methods with empirical support for teaching safety skills; (3) Describe various factors to consider when designing and delivering interventions via remote learning.
 

Assessing a Video Prompting Procedure to Teach First Aid to Children With Intellectual and Developmental Disabilities

BRITTNEY MATHURA SURESHKUMAR (Brock University), Kimberley L. M. Zonneveld (Brock University)
Abstract:

Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of video prompting procedures to teach first aid skills to children with IDD or (b) attempted to teach these skills to children using a telehealth delivery format. We used a concurrent multiple baseline across skills design to evaluate the effectiveness of video prompting procedures via telehealth to teach five children with IDD to perform first aid on themselves for insect stings, minor cuts, and minor burns under simulated conditions. For all participants, training resulted in large improvements, which maintained for a minimum of 4 weeks. Further, effects of the training generalized to novel confederates for all participants, and these effects maintained for a minimum of 4 weeks. In addition, participants and their caregivers expressed high satisfaction with the video prompting procedures and telehealth experience.

 

Abduction and Sexual Abuse Prevention by Individuals With Developmental Disabilities: A Review of the Literature

MELINA MOREL (Caldwell University), Ruth M. DeBar (Caldwell University), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University)
Abstract:

By mitigating injury or death, safety skill instruction is vital to the protection of individuals with developmental disabilities (DD). Despite the importance of learning abduction and sexual abuse prevention skills, these topics remain under researched, especially for individuals with DD. Although past literature reviews on abduction and sexual abuse prevention have included participants with disabilities, no literature review has focused exclusively upon abduction and sexual abuse prevention by individuals with DD. Further, variables like use of technology, error correction procedures, use of reinforcement, and procedural modifications are important to be considered. Therefore, the purpose of this literature review was to conduct a current review of abduction and sexual abuse prevention research by individuals with DD and examine variables omitted in previous reviews. Results indicate that there has been an increase in attention of teaching abduction prevention skills to individuals with DD, but that sexual abuse prevention remains under researched. Limitations of the research include a lack of strategies to actively program for generalization, limited diversity of sex of participants and confederates, lack of maintenance, social validity, assessments of differential responding to non-dangerous situations, and monitoring of participant safety. Results and areas for future research will be discussed.

 
Evaluating the Effects of Remote Behavioral Skills Training and In Situ Training on Response to Bullying
EMILY M HERNDON (University of Kansas), Gabrielle Ruby (University of Kansas), Jessica Foster Juanico (University of Kansas)
Abstract: Those who experience bullying endure significant repercussions (e.g., Nansel et al., 2004; Sterzing et al., 2012). Thus, it is important to teach individuals who experience bullying how to respond. Many researchers have investigated bullying (e.g., Griffin et al., 2019; Lawson et al., 2013; Olweus, 1994); however, there is minimal research on bullying within behavior analysis (e.g., Rex et al., 2018, Ross & Horner, 2009; Stannis et al., 2019). Additionally, no research has been conducted on teaching victims to identify and respond to bullying and non-bullying behavior. The purposes of the present study were to extend previous research by teaching individuals to discriminate between respectful and disrespectful behaviors and to evaluate the effects of behavioral skills training and in situ training in teaching responses to respectful and disrespectful behavior using remote technology. Results of Study 1 suggest tact training was effective for two participants for whom it was evaluated. Results of Study 2 suggest remote behavioral skills training was effective in teaching responses to disrespectful and respectful behavior for one participant; however, one participant required remote IST.
 
 
Symposium #362
CE Offered: BACB
Evaluating Practical and Pragmatic Goals in Assessment and Treatment of Problem Behavior
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Applied Research
Chair: Joshua Jessel (Queens College, City University of New York)
CE Instructor: Joshua Jessel, Ph.D.
Abstract:

Problem behavior often serves as a socially significant concern among individuals diagnosed with intellectual and developmental disabilities. In fact, severe problem behavior is unlikely to naturally decrease, as the individual ages, without some form of behavioral intervention. However, multiple assessment and treatment strategies currently exist and it may be difficult for clinicians to determine what strategies are best given the specific practical and pragmatic goals. This symposium includes three separate presentations, each identifying elements informing the selection and use of various functional assessment and treatment models. Presentation 1 introduces a new functional analysis model intended to be efficient and safe termed the performance-based, interview-informed synthesized contingency analysis (IISCA). The performance-based IISCA is compared to the full IISCA including an evaluation of treatment validity. Presentation 2 presents data on the IISCA designed for use in an outpatient setting. In addition, a comparison is made between various adaptations of the IISCA and a decision-making model for clinicians is presented. Presentation 3 is a systematic review on the longevity of behavioral interventions. The review focuses on the sustainability of treatment outcomes and how studies in the research literature have measured continued impact through maintenance data. All presentations provide clinically relevant information regarding the utility of various assessment and treatment strategies.

Instruction Level: Intermediate
Keyword(s): functional assessment, IISCA, practical utility, treatment validity
Target Audience:

The audience should be able to define functional assessment and have a cursory knowledge of different functional assessment models. The target audience includes (a) graduate level students interested in current research on functional assessment and treatment of problem behavior and (b) clinicians interested in learning about new assessment and treatment procedures.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Differentiate between different functional analysis models and their practical utility 2. Identify practical and pragmatic goals that could inform the selection of functional analysis procedures 3. Describe treatment procedures that support treatment longevity
 
Comparison of the Performance-based and Full IISCA with Function-Based Treatment Validation
TESS FRUCHTMAN (Queens College, City University of New York), Joshua Jessel (Queens College, City University of New York), Natasha Raghunauth-Zaman (Queens College), Aaron Leyman (queens college, CUNY)
Abstract: Functional analyses are conducted to understand problem behavior and inform function-based treatments. The performance-based, interview-informed synthesized contingency analysis (IISCA) is a brief model that has recently been developed with the intent of improving practicality and acceptance of functional analysis procedures among clinicians. However, the efficacy of the performance-based IISCA for identifying environmental contributors to problem behavior has yet to be fully evaluated. We compared the relative efficacy of the performance-based IISCA with the full IISCA in a single-subject design with two participants who exhibited problem behavior. We began by conducting open-ended interviews with the caregivers to identify the unique contingency to be incorporated in the functional analysis process. The performance-based IISCA involved a single session in which the putative reinforcers were presented following problem behavior and removed following 30-s of calm behavior. A socially mediated function was implicated after five instances of problem behavior was observed each time a reinforcer was removed. The two participants then experienced the full IISCA that included a single test condition compared to a matched control with five, 3-min sessions conducted total. The results of both analyses corresponded and informed a subsequent function-based treatment that eliminated problem behavior and strengthened communicative responses.
 
An Introduction to Various Models of the Interview-Informed Synthesized Contingency Analysis
THERESA FIANI (FTF Behavioral Consulting), Joshua Jessel (Queens College, City University of New York), Catherine E Jessel (Long Island ABA; FTF Behavioral Consulting)
Abstract: Functional analyses allow a clinician to identify causal relations between environmental stimuli and problem behavior. The interview-informed synthesized contingency analysis (IISCA) was developed as a practical functional assessment format intended to be safe and efficient. Since the introduction of the practical functional assessment, various adaptations/models have been developed in response to practical clinical needs, such as safety and lack of time and resources, and to accommodate various client profiles. The presenters will describe the utility and methodology of various adaptations of the IISCA (e.g., single-session, efficient, intensive, school-based, and latency-based IISCA as well as the Enhanced-Choice Model). They will also present their research findings and experiences on the efficiency and strength of functional control of the single-session (Jessel et al., 2018), efficient (Fiani et al., accepted), intensive (Jessel et al., 2016) and latency-based IISCA (Jessel et al., 2018) adaptations. Finally, they will provide a preliminary decision-making model for how to select an IISCA adaptation based on client needs, settings, and resources.
 
On the Longevity of Behavioral Interventions for Challenging Behavior: A Brief Review
VICTORIA SCOTT (Brock University), Valdeep Saini (Brock University), Louis Paul Alexander Busch (Centre for Addictions and Mental Health), Nora Solomon (George Brown College)
Abstract: When treating severe challenging behavior, maintenance of treatment effects over time may be particularly meaningful for evaluating the effectiveness of an intervention. Treatment effects that fail to maintain their effectiveness are likely to be of little value to society, even if they are demonstrated to be effective initially. In this presentation, we explore the quality and quantity of maintenance data for the assessment and treatment of challenging behavior in studies published over the last five years in the Journal of Applied Behavior Analysis. We found that for the vast majority of participants, maintenance data was not reported. For those studies that reported maintenance data, the duration of follow up ranged between 21 and 90 days, with an average duration of 45 days. We discuss possible explanations for the paucity of long-term follow-up data in the applied literature, strategies for obtaining maintenance data in research, as well as implications for the external validity of interventions for challenging behavior.
 
 
B. F. Skinner Lecture Series Paper Session #363
CE Offered: PSY/BACB/NASP
Supporting Educator Effectiveness: Measurement, Coaching, and Technology
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 2; Room 203
Area: EDC; Domain: Service Delivery
Chair: Renee Hawkins (University of Cincinnati)
CE Instructor: Linda Reddy, Ph.D.
Presenting Author: LINDA REDDY (Rutgers University)
Abstract:

Professional development resources for educators that are highly reliable, valid and practical for routine educational practices are warranted. Evidence-based resources are particularly needed for teachers and paraprofessionals who work in high-poverty schools as they experience higher rates of stress and turnover, as well as rates for classroom disruptive behaviors approximately three times higher than national averages. Dr. Reddy presents the development of new assessments and coaching models designed to support teacher and paraprofessional instructional and behavior management practices that maximize student learning and behavior. Specifically, she will describe the theory, reliability and validity of the Classroom Strategies Assessment System, a multi-method teacher assessment designed to measure empirically-supported instructional and behavior management practices. Dr. Reddy presents the theory and evidence of new data-driven coaching models, Classroom Strategies Coaching for Teachers and Behavior Support Coaching for Paraprofessionals supported by four randomized controlled trials conducted in diverse school settings.

Instruction Level: Intermediate
Target Audience: Researchers, university trainers, psychologists, behavior analysts, and school personnel
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe theories and key components of data-driven coaching models; (2) describe conditions and processes for effective implementation; (3) describe evidence of the Classroom Strategies Coaching for Teachers; (4) describe evidence of the Behavior Support Coaching for Paraprofessionals.
 
LINDA REDDY (Rutgers University)

Linda A. Reddy, Ph.D., is a Professor of School Psychology and Assistant to the Dean for Research and Innovations at Rutgers University who is passionate about helping schools maximize educator effectiveness and student success. She received her PhD in School Psychology from the University of Arizona and has published over 140 peer-reviewed publications and six books on coaching, school/classroom assessment, teacher effectiveness, disruptive behaviors, and educational technology. Her work has received awards and has been funded (over 60 million dollars) by the US of Department of Education, Institute of Education Sciences, Office of Special Education Programs, Office of Innovation and Improvement through Teacher Quality Programs, and private foundations. Dr. Reddy is a Fellow of the American Psychological Association, Fellow of the American Educational Research Association and inducted member of the Society for the Study of School Psychology. Dr. Reddy has held numerous national leadership roles (e.g., President of APA Division 16 School Psychology, member of APA Board of Professional Affairs, APA Council Representative, APA Task Force for Violence Againist Teachers). She is a licensed psychologist and nationally certified school psychologist. Most importantly, she is a proud mother of twin daughters, avid runner, hiker and alpine skier who lives in New Jersey.

 
 
Panel #364
CE Offered: BACB
Post-Supervisory Mentorship: Essential Organizational Behavior Management Repertoires from the Mentee Perspective
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 1; Room 153C
Area: OBM; Domain: Service Delivery
CE Instructor: Shannon Biagi, M.S.
Chair: Shannon Biagi (Chief Motivating Officers; University of West Florida)
RONALD DRUMMOND (Anne Arundel County Public Schools)
STACEY COOMBES (Pepperdine University)
MELANIE CERONE (Cerone Behavior Consulting)
Abstract:

For many ABA trainees, achieving behavior analytic certification is often perceived as the end of a long, difficult road. However, the harsh reality is that the journey has just begun for these practitioners, and the need for supervision, mentorship, and coaching becomes arguably even more important at this career crossroads. This panel, comprised of individuals who have completed supervision in Organizational Behavior Management (OBM) practice towards BACB® certification, will provide insights into the essential behavioral repertoires that create high quality mentorship relationships, even after the final verification form is signed and submitted. Topics covered will include how to seek out potential mentors, signs of a quality mentor, necessary behaviors for the mentee to exhibit to cultivate an effective mentor-mentee relationship, ethical considerations when shifting from a supervisor to ongoing mentorship, and more. All panelists and chair specialize in OBM, and will bring a unique perspective to these issues based on the science of human behavior applied in the workplace.

Instruction Level: Basic
Target Audience:

Behavior analysts who are seeking mentorship or are interested in becoming mentors

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Evaluate multiple strategies to seek out potential mentors and determine potential fit prior to committing to a supervisory relationship. (2) Describe essential OBM and other behavior repertoires of mentors and mentees necessary to cultivate high-quality mentorship arrangements. (3) Identify several ethical considerations one must evaluate prior to shifting from a supervisory to mentorship relationship.
Keyword(s): Mentorship, OBM, Professional Development, Supervision
 
 
Invited Tutorial #365
CE Offered: PSY/BACB — 
Ethics
Diversity submission Ableism and Apple Pie: Disrupting Majority Culture Assimilation in the Practice of Behavior Analysis
Sunday, May 29, 2022
6:00 PM–6:50 PM
Ballroom Level 3; Ballroom East/West
Area: PRA; Domain: Theory
PSY/BACB CE Offered. CE Instructor: Evette Arlene Simmons-Reed, Ph.D.
Chair: Julia H. Fiebig (Ball State University; AGI)
Presenting Authors: : EVETTE ARLENE SIMMONS-REED (Ball State University)
Abstract:

Although not as tasty, ableism is as American as apple pie and is rooted in majority culture identities. Ableism is defined as a pervasive system that oppresses people with differing abilities while privileging people who are labeled as able-bodied. Majority culture refers to the ways in which those in power used the concept of race to create whiteness and a hierarchy of racialized value in order to disconnect and divide white people from Blacks, Indigenous, and other people of color, as well as define who is normal or abnormal (Tema Okun, 2021). The practice of applied behavior analysis inherently operates to perpetuate three main dimensions of ableism and privilege in that we operate to make those with the differing abilities account for their differences, treat them as being less than, and we measure our success on the extent to which the targeted behaviors fall in the “normal range.” The presentation will discuss the Ethical Code for Behavior Analysts, the imperfections of ethical guidelines, and the need for ethical and cultural competencies. Specifically, using examples of real-world behavior plans, publications, and the Ethical Code for Behavior Analysts, I will identify examples of ableism and bias attitudes and provide support for the need for development of ethical and cultural competencies for behavior analysts.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss disability as a social construct; (2) identify the characteristics and influence of majority culture perspectives in the treatment and education of children and adults with differing abilities in the field of behavior analysis; (3) describe two or more differences between ableism and inclusion of differing abilities in the practice of behavior analysis; (4) describe why ethical guidelines are imperfect and the need for ethical and cultural competencies that promote inclusion and belonging; (5) identify everyday ethical pitfalls and strategies for becoming change agents in the treatment and education of individuals with differing abilities.
 
EVETTE ARLENE SIMMONS-REED (Ball State University)
Dr. Evette Simmons-Reed is an assistant Professor in the Applied Behavior Analysis graduate program, in the Department of Special education, at Ball State University. She was the 2019 President of the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) for the Council for Exceptional Children (CEC). Dr. Simmons-Reed, is the program manager for the Disability in Postsecondary Settings Graduate Certificate Program with and Emphasis in Autism, and the director and co-founder of the CAPS2 Mentor Program for Autistic College Students at the Ball State Center for Autism Spectrum Disorder (CASD). She was a special education teacher in Columbus City Schools from 1994 through 1998, before returning to school full-time to pursue her masters. From 2001 through 2011, she served in multiple academic and vocational positions at the Ohio State School for the Blind, where in 2007, she was one of the recipients of the National Teaching Award from DCDT. Prior to joining the faculty at BSU, she was the Program Manager in the Special Education and Transition Department at The Ohio State University Nisonger Center, a University Center of Excellence on Developmental Disabilities (UCEDD). Dr. Simmons-Reed obtained her Ph.D. in special education and applied behavior analysis from The Ohio State University in 2013. As a tenure track faculty member at BSU, her research and expertise focus on mentoring, improving diversity, equity, and inclusion in and outside the classroom for Black children in particular, and children and youth with dis/abilities in general. Currently, her major research projects involve developing a family and student-centered model program that leverage campus resources, to increase access, persistence, and graduation of autistic college students. Other research projects involve improving the diversity and inclusion of students with dis/abilities in higher education settings including: developing curricula connecting majors and careers, the implementation of the Self-determined Learning Model of Instruction and Goal Attainment Scaling (GAS), to facilitate mastery and utilization of academic, personal, and social skills for college students on the autism spectrum. In addition, she is also interested in increasing cultural competence in teacher education programs, improving clinical practices for culturally and linguistically diverse students, and examining the intersections of race, ability, and gender on student and faculty retention.
 
 
Symposium #366
CE Offered: BACB — 
Ethics
Teaching Clinical Decision-Making: Instructing Graduate Students in Collaborative and Ethical Decision Making Skills
Sunday, May 29, 2022
6:00 PM–6:50 PM
Meeting Level 2; Room 204A/B
Area: TBA/EDC; Domain: Applied Research
Chair: Jessica Rohrer (Endicott College; Center for Children with Special Needs )
CE Instructor: Jessica Rohrer, Ph.D.
Abstract: The field of Applied Behavior Analysis (ABA) relies on the teaching and learning that occurs during graduate programs and supervision experiences to effectively prepare students to undertake independent roles as behavior analysts. Therefore, it is critically important that we evaluate the effectiveness of our teaching procedures and revise them to achieve maximal learning outcomes for students. The studies presented within this symposium evaluated instruction for graduate students of behavior analysis in navigating complex challenges in clinical practice such as ethical decision making. Decision making topics included training in navigating ethical scenarios and translating nonbehavioral treatments. These areas of great importance in the field of ABA are often complex and nuanced, making it challenging to determine whether mastery has occurred. The present symposium explores the effectiveness of traditional teaching methodologies versus competency-based teaching, the use of ethical decision making frameworks, as well as behavioral skills training methodologies to teach skills which will ultimately improve practitioners’ ability to collaborate and make ethical decisions. The results of these studies have far-reaching implications for instructors and supervisors within behavior analysis, particularly with respect to equipping students and supervisees with the skills they need to navigate complex collaborative and ethical scenarios.
Instruction Level: Intermediate
Keyword(s): collaboration, decision making, ethics, teaching
Target Audience: Audience members should have a comprehensive understanding of the Ethics Code for Behavior Analysts (formerly Professional and Ethical Compliance Code) and an understanding of evidence-based practices for teaching skills.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1)describe ethical decision-making skills taught within the studies; (2) identify the importance of teaching complex clinical decision making skills to pre-service clinicians; (3)describe effective ways to train students on behavior analytic ethical skills.
 
Implementing a Training Package to Instruct Aspiring Supervisors to Train Evaluation of Ethical Scenarios
JESSICA PIAZZA (Endicott College)
Abstract: Quality training of individuals pursuing certification as behavior analysts is critical to the continued success of the field of applied behavior analysis. It is equally essential that trainees are competent in implementing interventions, while also receiving comprehensive training in necessary skill sets to support their future success as supervisors of behavior analytic services. The inclusion of effective training packages embedded within supervised experience and university training is crucial to developing a strong repertoire of supervisory practices. Additionally, incorporating comprehensive instruction on complex skills, such as providing a framework for navigating ethical scenarios, is important for trainees to successfully demonstrate ethical practice as clinicians and supervisors. This study assessed the effectiveness of utilizing behavioral skills training (BST) to remotely instruct 9 students, pursuing certification as Board Certified Behavior Analysts (BCBA), to train a confederate on assessing ethical scenarios using BST. All 9 participants met mastery criteria and maintained mastery over time. These results support that the use of effective training packages can be used to instruct trainees to competently train others on complex topics, such as assessing ethical scenarios.
 
Teaching Graduate Students to Translate Nonbehavioral Treatments into Behavioral Principles
KRISTIN BOWMAN (Endicott College)
Abstract: Behavior analytic translations of nonbehavioral treatments were recommended by Brodhead (2015) as part of a decision-making framework for practitioners working on interprofessional treatment teams. Professionals from different disciplines often have overlapping scopes of practice and competence, yet each recommends interventions according to their discipline-specific worldview and training. Nonbehavioral treatment recommendations may be especially challenging for behavior analytic practitioners who are committed to the science of human behavior and who are also ethically obligated to work cooperatively and in the best interest of the client. Learning to translate nonbehavioral treatments into behavior analytic principles and procedures may function as a valuable means of improving professional judgment, thereby promoting evidence-based practice and effective collaboration. Behavioral translations may expose procedures that are, in fact, conceptually systematic, thus creating more opportunities for behavior analysts to partner in interprofessional care. Using a behavioral skills training package, graduate students of applied behavior analysis were taught to translate nonbehavioral treatments into behavior analytic principles and procedures. All students produced more comprehensive translations following training.
 
Practice Makes Progress: Evaluating Ethics Instruction Using Competency-Based Assessments
CHRISTEN RUSSELL (Endicott College)
Abstract: Ethical decision-making and ethical behavior are a large focus of training for students who wish to pursue careers in behavior analysis. In addition to education and training mandates by the Behavior Analyst Certification Board, universities that offer a Verified Course Sequence are required to teach and maintain ethical behavior in students. However, ethical violations and Code enforcement continue to be an issue in Applied Behavior Analysis. In this study, we conducted a prepost group design to assess students’ ethical decision-making through competency-based learning versus typical class structure (e.g., lecture, interteach, study guides). If Verified Course Sequence programs can help students to identify ethical problems early and rectify concerns before they further develop, students and BCBAs can mitigate the risk of engaging in ethical violations. This will decrease the likelihood of the student having to go through Code enforcement or Professional Coaching, and, potentially, being sanctioned by the Board. This paper compares the use of traditional teaching methods to competency-based assessments in teaching ethics and analyzes the utility.
 
 
Paper Session #408
CE Offered: BACB
The Dimensions of the Dimensions of Applied Behavior Analysis
Monday, May 30, 2022
8:00 AM–8:25 AM
Meeting Level 1; Room 156B
Area: PCH
Instruction Level: Intermediate
Chair: Edward K. Morris (University of Kansas)
CE Instructor: Edward K. Morris, Ph.D.
 
The Dimensions of the Dimensions of Applied Behavior Analysis
Domain: Theory
EDWARD K. MORRIS (University of Kansas), Deborah E. Altus (Washburn University), Matthew Novak (Johns Hopkins University School of Medicine)
 
Abstract: In 1968, Baer, Wolf, and Risley described “some current dimensions of applied behavior analysis” (ABA). Since then, their article and the dimensions have been fundamental to defining ABA research: “Obviously, the study must be applied, behavioral, and analytic; in addition, it should be technological, conceptually systematic, and effective, and it should display some generality” (p. 92). Occasionally, the dimensions have been used to describe and critique applied research in behavior analysis (e.g., crime and delinquency, gerontology). More recently, they have been used to rate the quality of ABA research articles and research programs. For these, rubrics have been developed. This presentation brings one to bear on the issue of whether articles published in the Journal of Applied Behavior Analysis (JABA) should require all seven of the dimensions for publication. The advisability of the requirement notwithstanding, it may prove onerous because each of the dimensions varies in the criteria that define it. That is, the dimensions of ABA have dimensions. The presentation then describes the dimensions of the dimensions through, in part, the rubric for scoring them and discusses their relevance for defining ABA and what research JABA should publish.
 
Target Audience:

Applied researchers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the current tensions in defining applied behavior analysis in terms of its seven dimensions (e.g., how many, which ones); (2) distinguish between the dimensions of the applied behavior analysis and the dimensions of their dimensions; and (3) describe the latter for each of the dimensions.
 
 
Panel #409
CE Offered: BACB — 
Ethics
Diversity submission Not Just a Buzzword: Conceptual Analyses and Practical Applications of Compassion in Behavior Analysis
Monday, May 30, 2022
8:00 AM–8:50 AM
Meeting Level 2; Room 254A
Area: AUT/EDC; Domain: Translational
CE Instructor: Jacob Sadavoy, M.S.
Chair: Hannah Kaplan-Reimer (Louisiana Contextual Science Research Group)
JACOB A SADAVOY (Committed Behavior)
LAUREN ALICIA GOODWYN (Seton Hall University)
MEGAN DUFFY CASSELLA (Private Practice)
Abstract:

Compassion is generally defined as a desire and willingness to alleviate the suffering of others. Though there is no doubt that applied and clinical behavior analysis were founded with such intentions, compassionate behavior has not historically been explicitly analyzed or taught in behavior analytic practice. Though the word “compassion” does not often appear in traditional behavior analytic literature, it is now being employed more regularly in formal contexts and has even found its way into the most recent BACB code of ethics. As scientific practitioners, it is important that behavior analysts establish an agreed upon functional and actionable definition of compassion so that they can effectively plan for, engage in, and train others to engage in, compassionate practices. Behavior analysts have both the technology and the heart to spread compassion far and wide. This panel will discuss the functional conceptual definitions of compassionate behavior so that we can learn to identify it and understand that the topography will vary across individuals, groups, cultures, and contexts. The panel will also address how to plan for and respond with compassion to harmful behaviors. Perhaps most crucially, the panel will discuss compassion’s close relationship with self-compassion, ways to practice self-compassion and strategies aimed at avoiding compassion fatigue.

Instruction Level: Basic
Target Audience:

Beginner

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Define compassionate behavior from a functional contextual perspective; (2) Provide proactive and reactive strategies for promoting compassionate behavior in behavior analytic settings; (3) Describe how cultural and contextual differences influence the topography of compassionate behavior.
 
 
Panel #413
CE Offered: BACB
Component Analysis in Applied Behavior Analysis: Current Research and Future Directions
Monday, May 30, 2022
8:00 AM–8:50 AM
Meeting Level 2; Room 203
Area: TBA/EDC; Domain: Applied Research
CE Instructor: Salvador Ruiz, Ph.D.
Chair: JUSTIN N COY (University of Pittsburgh)
SALVADOR RUIZ (University of West Florida)
PETER STURMEY (The Graduate Center and Queens College, City University of New York)
JOHN CLAUDE WARD-HORNER (Evergreen Center)
Abstract:

Component Analysis is a systematic approach to identify the effects of individual elements of a treatment package. Component Analysis serves two important roles for practitioners. First, it verifies to what extent each component of the package impacts behavior. It is important to recognize the degree of effectiveness to provide best practice treatment options. Second, allows for experimenters to select the most effective components of a treatment package (Riden et al., 2020). Two previous literature reviews identified studies that implemented component analysis and examined the degree of individual components' effects on behavior across studies (Riden et al., 2020; Ward-Horner & Sturmey, 2010). While those seeking to implement a component analysis review the literature, it appears that in many scenarios they are underutilized in SCRD. While many consider the value in understanding the effects of individual components, practitioners and students should be able to seek resources that examine the effects of treatments on behavior. Future literature reviews should examine the use of component analysis across participants and specialties to determine its frequency of appearance and use cases.

Instruction Level: Intermediate
Target Audience:

Attendees should have knowledge of: What a component analysis is How to determine if a component was evaluated in a graph

Learning Objectives: 1. Identify a component analysis in the literature base 2. Establish visual inspection criteria for examining component effects 3. Locate research that utilizes component analysis in their study
Keyword(s): Component Analysis, Experimental Design
 
 
Panel #414
CE Offered: BACB
RBTs and BCBAs Changing Adult Services to Persons With IDD/ASD
Monday, May 30, 2022
8:00 AM–8:50 AM
Meeting Level 2; Room 204A/B
Area: TBA; Domain: Service Delivery
CE Instructor: Terence G. Blackwell, M.S.
Chair: Terence G. Blackwell (Chimes International Limited)
VIVIAN A. ATTANASIO (Chimes Delaware)
JAMES G. O'BRIEN (Manhattan Star Academy)
CHERYL BLACKWELL (Verbal Behavior Inst.)
Abstract:

In a variety of settings, the requirements of funding sources (such as CMS and State Medicaid authorities) are increasingly enforcing the use of evidence-based practices where public funding is provided. The creation of the RBT credential accredited by the NCCA in 2016 created a great opportunity to improve the lives of persons receiving care in adult day settings, whether that be residential, vocational, or a day treatment model. The presenters are actively working in the I/DD and autism space of human services, implementing "evidence-based practices" in a variety of states and settings. During the past few years, the ability to train direct care staff in ABA reduced both staff turnover and injury on the job for the multiple agencies represented by the presenters. We will review how we began, with the assistance of Dr. Brian Iwata in Brooklyn, NY, and how we continue to train staff to competency in a field that previously had little evidence-based practice despite decades of funding.

Instruction Level: Intermediate
Target Audience:

BCBAs and BCaBA

Learning Objectives: 1) identify where the use of an RBT assists in maintaining funding for existing programs 2) articulate the supervision requirements for RBTs to practice under the supervision of a BCBA 3) demonstrate knowledge of 3 key behaviors to shape on existing staff in order to implement an evidence-based practice.
 
 
Symposium #415
CE Offered: PSY/BACB
Tactics and Interventions for Treatment-Resistant Automatically Maintained Self-Injury: Preliminary Findings from a Clinical Trial
Monday, May 30, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Applied Research
Chair: Louis P. Hagopian (Kennedy Krieger Institute)
Discussant: William H. Ahearn (New England Center for Children)
CE Instructor: Louis P. Hagopian, Ph.D.
Abstract: Research has identified subtypes of automatically maintained self-injurious behavior based on its level of differentiation across play and ignore conditions of functional analyses and the presence of self-restraint. Subtype 1 varies inversely with the level of stimulation across conditions; Subtype 2 is invariant; and Subtype 3 is characterized by self-restraint, a self-limiting behavior that impairs functioning. Treatments using noncontingent reinforcement (NCR) are effective for Subtype 1, but significantly less so for Subtypes 2 or 3. This symposium will discuss tactics and interventions for the treatment-resistant subtypes. The first presenter will discuss a principled approach to identifying protective procedures to prevent injury while assessing and evaluating treatments for severe SIB. The second presenter will describe a competing task assessment to identify and establish competing tasks associated with reductions in SIB. The third presenter will discuss findings from a self-control equipment assessment designed to identify equipment to promote self-control that competes with self-restraint. The fourth presenter will review initial findings from a randomized controlled trial comparing combination treatment, which employs methods to increase the amount and vary the sources of competing reinforcement for SIB and self-restraint to NCR with competing stimuli. The discussant will comment on the implications of these findings.
Instruction Level: Intermediate
Target Audience: Attendees should be familiar with function-based treatment, automatically-maintained self-injury, and assessment and treatment of severe self-injury.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. describe assessment findings that characterize treatment-resistant automatically-maintained self-injury 2. describe methods that can be used to minimize risks while assessing and treating severe self-injury 3. describe pre-treatment assessments to identify stimuli and tasks that can potentially be used to compete with reinforcement maintaining self-injury 4. describe the principle of reinforcer competition and its use in treatment for automatically-maintained problem behavior
 

A Protective Procedures Assessment to Minimize Risks When Assessing, Treating, and Conducting Research on Self-Injury

MICHELLE A. FRANK-CRAWFORD (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Jasmeen Kaur (Kennedy Krieger institute), Drew E. Piersma (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract:

Automatically maintained self-injurious behavior is associated with more severe injuries relative to socially maintained self-injurious behavior (SIB). Assessing, treating, and conducting research on severe SIB poses many practical and ethical challenges; chief among them is minimizing risk. Protective procedures often used include mechanical devices that limit the occurrence of the behavior, protective equipment that protect areas of the body from injury, response blocking to prevent the completion of the response, and abbreviated sessions to limit exposure to situations in which the behavior is occurring. We describe a principled approach to guide the application of these and other tactics that balance the need to allow the occurrence of SIB to the extent that it can be assessed and treatments can be evaluated, while also minimizing risks of injury. The general principles include 1) matching the protective procedures based on the form of and injuries produced by SIB, 2) selecting the optimal combination of procedures, starting with the combination most likely to prevent injury, then 3) carefully reducing the use of procedures so that the optimal level of protection that is minimally restrictive is identified. Outcomes of the application of this approach will be discussed.

 
Initial Outcomes of a Competing Task Assessment for Automatically-Maintained Self-Injurious Behavior
JASMEEN KAUR (Kennedy Krieger institute), Jonathan Dean Schmidt (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Michelle A. Frank-Crawford (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Drew E. Piersma (Kennedy Krieger Institute), Lauren Veirs (Kennedy Krieger Institute), Griffin Rooker (Mount St. Mary's University), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: Competing stimulus assessments are used to identify stimuli (usually leisure items) to compete with reinforcement produced by automatically-maintained self-injurious behavior (ASIB). Recent research has highlighted the utility of augmenting these procedures by employing tactics to actively promote engagement with stimuli while disrupting ASIB. There is also preliminary evidence that engagement with tasks may be effective at reducing rates of treatment-resistant ASIB. In the current study, we brought these findings together to develop and evaluate a competing task assessment (CTA) with six participants enrolled in a clinical trial for treatment-resistant ASIB. In contrast to competing stimuli, with which the individual can engage in many ways, competing tasks require a discrete response or chain of responses (i.e., sorting objects). If noncontingent access to tasks did not produce reductions in SIB, we systematically included response promotion (e.g., prompting task engagement and food reinforcement), reductive components (e.g., response blocking SIB), and combinations of these procedures to reduce ASIB. Using this approach, multiple competing tasks were identified to reduce ASIB for all participants, but only after the inclusion of response promotion and reductive components.
 
Self-Control Equipment Assessment: Identification of Appropriate Forms of Self-Control via the Use of Competing Equipment
DREW E. PIERSMA (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Griffin Rooker (Mount St. Mary's University), Michelle A. Frank-Crawford (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Jonathan Dean Schmidt (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Courtney Hanlin (UMBC)
Abstract: Some individuals who engage in self-injurious behavior (SIB) also engage in self-restraint (SR), generally defined as behaviors that interfere with the occurrence of SIB (including holding onto objects or others, wrapping hands in clothing, sitting on hands). Although SR can reduce the occurrence of SIB, it can be maladaptive when it limits hand use or has other detrimental consequences (e.g., decreased circulation, skin breakdown). Self-restraint appears to be maintained by the avoidance of SIB, thereby suggesting it can be characterized as topographically maladaptive form of self-control. It is possible that alterations to the topography of SR can mitigate these detrimental consequences while maintaining low levels of SIB. As part of a clinical trial investigating an intervention for treatment-resistant subtypes of SIB, five participants completed a self-control equipment assessment (SCEA) in order to identify equipment that would compete with SR. The assessment examined the effects of the equipment when it was freely available, when its use was prompted, and when its use was prompted while SR was blocked. Preliminary results suggest that empirical identification of equipment that competes with SR is possible in the context of brief sessions. Implications for the extended use of these procedures are described.
 

Targeting Treatment-Resistant Subtypes of Automatically Maintained Self-Injury With Combination Treatment

JONATHAN DEAN SCHMIDT (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Louis P. Hagopian (Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Drew E. Piersma (Kennedy Krieger Institute), Jasmeen Kaur (Kennedy Krieger institute)
Abstract:

The identification of treatment-resistant subtypes of automatically maintained self-injurious behavior (ASIB) created an imperative to develop more efficacious interventions. Increased understanding of the mechanisms involved in the maintenance of these behaviors, and the development of new technologies provide a conceptual and empirical basis for developing an intervention targeting these treatment-resistant subtypes. Combination treatment is based on the same principle of reinforcer competition as the current standard of care treatment, noncontingent reinforcement (NCR) with competing stimuli, but also employs novel methods to greatly increase the amount and vary the sources of competing reinforcement to target both self-injury and self-restraint. Combination treatment includes three phases: 1) Pre-Treatment Assessments to identify competing stimuli, competing tasks, and self-control equipment to reduce self-injury and self-restraint; 2) Intensive Training to strengthen skills needed to fully access available competing reinforcement, and replace debilitating self-restraint with self-control; and 3) Combination Treatment where competing stimuli, competing tasks, and alternative self-control equipment are combined to maximize their effects. The conceptual and empirical basis for this treatment are discussed, and preliminary findings from a randomized crossover design comparing the efficacy of Combination Treatment to NCR with competing stimuli are summarized.

 
 
Symposium #417
CE Offered: BACB
Diversity submission Diversity in Mentorship and Graduate Programs: Faculty and Student Outlooks
Monday, May 30, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 205C
Area: EDC/TBA; Domain: Service Delivery
Chair: Brinea Osborne (University of Nebraska Medical Center)
Discussant: Malika N. Pritchett (University of Kansas)
CE Instructor: Malika Pritchett, M.A.
Abstract:

Creating inclusive and equitable models of mentorship and training is instrumental for retention of individuals from historically marginalized backgrounds in behavior analysis. Although improvements have been made, a call to further develop culturally responsive mentorship practices, graduate programs, and course work still requires substantial attention to address existing disparities. The first talk will discuss data from faculty regarding their mentorship practices, training, and current strategies for mentoring diverse students. The second talk will highlight mentorship experiences from students of historically marginalized groups and discuss tactics for refining current practices. The third talk will discuss the prevalence of diversity and cultural awareness in behavior analytic graduate programs from survey results of faculty and students. The final talk will review the need for critical multicultural coursework in behavior analytic curricula in comparison to other disciplines.

Instruction Level: Basic
Target Audience:

Participants should be knowledgeable of basic applied behavior analysis principles.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify current challenges faculty encounter when providing mentorship to students of historically marginalized groups and future strategies to improve practices; (2) Identify barriers students and BACB certificates face during mentorship and recommendations for culturally responsive mentorship practices; (3) Discuss the relationship between diversity and cultural awareness in graduate programs; (4) Identify ways to include critical multicultural education in behavior analysis curricula.
 
Diversity submission Survey on Culturally Responsive Mentorship Practices in Behavior Analysis
DENICE RIOS MOJICA (Georgia Southern University), Marlesha Bell (University of the Pacific), Tara A. Fahmie (University of Nebraska Medical Center), Haylee Tomberlin (Georgia Southern University), Catina Broaden (Georgia Southern University)
Abstract: Recent publications have called on behavior analysts to adopt culturally responsive and humble skills in their clinical practice. Although it is important to focus on these skills when providing therapeutic services to clients, it is just as important to apply the same responsiveness when we train and mentor future behavior analysts. Culturally responsive mentorship refers to identifying the mentor and the mentee’s culturally shaped beliefs, perceptions, and judgments in a mentorship relationship, how those cultural aspects are similar and different, and adjusting your mentorship techniques to create a carefully constructed environment responsive to the mentee’s specific needs. Practicing culturally responsive mentorship when training and mentoring future behavior analysts aligns directly with practicing cultural humility. The presentation will describe a survey conducted on the status of culturally responsive mentorship practices used with future behavior analysts. We surveyed 502 faculty who teach in a verified course sequence and/or an ABAI accredited program. The survey was completed by a total of 44 respondents. Results showed faculty are dedicated to adopting culturally responsive mentorship practices but need training and resources to do so. We outline the specific results of the survey and the implications for training and mentoring future behavior analysts.
 
Diversity submission 

Current State and Experiences of Racially and Ethnically Diverse Groups in Applied Behavior Analysis During Mentorship

MARLESHA BELL (University of the Pacific), Denice Rios Mojica (Georgia Southern University), Tara A. Fahmie (University of Nebraska Medical Center)
Abstract:

Recent Behavior Analyst Certification Board® (BACB®) data showed an underrepresentation of individuals from historically marginalized groups (HMGs) who have obtained BACB® certificates (BACB Certificant Data, 2021). Previous literature has described mentorship as a recommendation for retaining individuals from HMGs in various settings including higher education (Sorkness et al., 2015) and more recently in behavior analysis (Cirincione-Ulezi, 2020). Thus, the purpose of the survey was to gather information about the experiences and needs of HMGs during mentorship and provide suggestions for improving the experiences of future BACB® certificants. The survey gathered information on the importance of mentorship, whether they had mentors who matched their backgrounds (i.e., race and/or gender), factors (e.g., school’s location, racial climate) when choosing mentors, barriers (e.g., microaggressions, lack of safety/trust) experienced during mentorship, and actions the students would like from their mentors. Recommendations will be shared based on the data (i.e., voices of the BACB® certificants from HMGs) on culturally responsive mentorship practices

 
Diversity submission 

Evaluating the Emphasis on Cultural Humility in Graduate Programs in Applied Behavior Analysis

Jacqueline Shinall (Rutgers University Graduate School of Applied and Professional Psychology), SAMREEN RIZVI (Rutgers University New Brunswick NJ), Nishi Kadakia (Rutgers University-New Brunswick), Peter Gencarelli (Rutgers University-New Brunswick), Isabella Massaro (Rutgers University), Roberts Liriano Pena (Rutgers University-New Brunswick), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University)
Abstract:

The 2022 Ethics Code for Behavior Analysts requires all behavior analysts to acquire knowledge and skills to provide culturally responsive services. However, the 5th Edition Task List on which ABA curricula are based has minimal focus on diversity and cultural awareness (D&CA). Recognizing the importance of such training, we conducted a survey for professors and students from graduate behavior analysis programs to assess the degree to which D&CA was discussed in their programs. Ninety-six students and 53 professors anonymously completed the Qualtrics survey. Less than 50% of professors were from historically marginalized groups (HMG) while almost 70% of the students represented HMG, and almost one-third of the students identified as Black, Indigenous, People of Color (BIPOC). Chi-square analyses revealed that non-BIPOC students were consistently more likely than BIPOC students to feel their courses included topics on D&CA such as considering ethnicity and race in their work and managing one’s own biases. Moreover, almost 80% of professors reported they consider the backgrounds of their students while presenting information and giving course examples, yet only 42% of students agreed. This research demonstrates the considerable gap in teaching competency in D&CA and speaks to the importance of multicultural perspectives in diversity training.

 
Diversity submission 

Examining Critical Multicultural Pedagogy in Graduate-Level Coursework Across Related Disciplines Serving Minoritized and High-Needs Populations

LAURATU BAH (University of Kansas), Hannah Lynn MacNaul (University of Texas at San Antonio)
Abstract:

Recent estimates from the Center for Disease Control and Prevention (CDC) indicate that 1 in 59 children are diagnosed with an autism spectrum disorder (Zeleke et al., 2019). Given the increased rate of autism diagnosis, behavior analysts are increasingly providing services to diverse populations. In 2021, the behavior analyst certification board (BACB) released demographic data on race/ethnicity and gender that showcased 71.8% of licensed behavior analysts are white and 86.1% are white females (BACB Certificant Data, 2021). This begs the question, why hasn’t the field of behavior analysis introduced Critical Multicultural Education (CME) within its curriculum? It is imperative that behavior analytic programs incorporate CME into their curricula as a prerequisite to becoming a behavior analyst. As such, the purpose of this article is to review literature on critical multicultural coursework across related disciplines (teacher education, social work, counseling, school psychology, psychology) in contrast to behavior analytic curricula. A total of 22 articles were identified, and methods were analyzed based on pedagogical approaches, including course work, applied projects, and field-based experiences. A discussion is provided regarding how behavior analysis can incorporate CME into its curricula, leaning on the previously established approaches from related disciplines.

 
 
Symposium #418
CE Offered: BACB
A Systems Approach to Acceptance and Commitment Training-Based Interventions: Children, Parents, and Staff
Monday, May 30, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 205A
Area: EDC/AUT; Domain: Applied Research
Chair: Brittany A Sellers (Missouri State University)
Discussant: Dana Paliliunas (Missouri State University)
CE Instructor: Dana Paliliunas, Ph.D.
Abstract:

Despite great technological advances in education and care for children, mental health disorders and challenges are on the rise, and these effects were exacerbated during the COVID-19 pandemic. Behavioral interventions that promote psychological flexibility, such as acceptance and commitment training, mindfulness, and self-compassion training could be applied throughout the educational, familial, and therapy systems with students and their caregivers. This symposium contains four presentations that demonstrate the use of such behavioral approaches applied at multiple system levels. The first discusses the convergent and divergent validity of the Child Psychological Flexibility Questionnaire [CPFQ], and the Avoidance and Fusion Questionnaire for Youth [AFQ-Y] as measures of psychological flexibility in children. The second discusses the efficacy of a remote ACT intervention embedded within special education programming in schools. The third evaluates a parent training program guided by the ACT matrix with parents of a diverse background on parental engagement in treatment, distress, and psychological flexibility. The final talk will overview a self-compassion and mindfulness training program to support staff working with individuals with disabilities to evaluate changes in burnout, self-compassion, and psychological flexibility. Taken together these talks emphasize the importance of interventions embedded within whole systems to influence meaningful change.

Instruction Level: Intermediate
Keyword(s): ACT, ACT Matrix, Self Compassion, Systems
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: (1) describe the construct of psychological flexibility; (2) discuss applications of ACT with students and families; (3) describe an application of mindfulness and self-compassion training with staff
 

Online Acceptance and Commitment Training Matrix for Japanese-Speaking Parents With Distress in the United States

YUKIE KURUMIYA (The Chicago School of Professional Psychology), Yors A. Garcia (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Thomas G. Szabo (Touro University)
Abstract:

Parental distress and coercive parent-child interactions are of major issues in our society. Cultural biases, stigma, and language barriers keep Asian-American parents and children away from mental and behavioral services. Behavior parent training (BPT) as part of applied behavior analysis (ABA) services are usually available to parents and children if their child has a diagnosis, but not for parents of children without diagnoses. Research in the area of parent-child interactions suggests a combination of BPT and acceptance and commitment training (ACT) as an effective preventative intervention alleviates parental distress and fosters positive parent-child interactions. However, limited research is available that examined the effectiveness of preventative ACT-based interventions for this population. Thus, the current study evaluated the effects of the individual ACT Matrix online training for Japanese-speaking distressed parents in the U.S., using a single-subject design. Specific dependent variables measured were value-driven behaviors, parental engagement in treatment, parental distress, and psychological flexibility. The results revealed that the ACT Matrix training was effective in improving all four dependent variables. Parents reported that the training was culturally sensitive, effective, and appropriate in the social validity questionnaire. Implications for incorporating ACT in ABA services as part of BPT will be discussed.??

 

Evaluating the Effectiveness of Mindfulness and Self-Compassion Training With Staff Who Work with Individuals With Disabilities

JESSICA M VENEGONI (Missouri State University), Jordan Belisle (Missouri State University)
Abstract:

The effects of work-related issues are cited as a significant source of stress reported by most Americans. Disability support staff are exposed to stressful work environments which may put them at an increased risk of burnout and distress above and beyond many other workplace settings. The current study sought to evaluate the efficacy of a 6-week mindfulness and self-compassion training on reported levels of self-compassion, stress and burnout, psychological well-being, and workplace moral of the research participants. The efficacy of the intervention was evaluated using a cross-over design wherein a subset of participants received the active intervention while the other participants did not. After 6-weeks, the experimental conditions were flipped to ensure all participants access the mindfulness and self-compassion training. Results suggested that self-compassion and mindfulness training can influence measures of self-compassion, stress, and burnout in staff working with individuals with disabilities. These results also have implications for supporting flexibility and self-compassion within disability support staff and in workplace settings the frequently employ applied behavior analysts.

 
 
Symposium #419
CE Offered: BACB
When You Can't Do Business in Person: Conducting Organizational Behavior Management Research and Application Online
Monday, May 30, 2022
8:00 AM–9:50 AM
Meeting Level 1; Room 153B
Area: OBM/EDC; Domain: Translational
Chair: Denys Brand (California State University, Sacramento)
Discussant: Byron J. Wine (The Faison Center; University of Virginia)
CE Instructor: Byron J. Wine, Ph.D.
Abstract:

The current pandemic has created many roadblocks for practitioners and researchers in all areas of behavior analysis. Many of us have been forced to delay or transition our work to the virtual environment. However, this transition to online has also provided opportunities to evaluate how we conduct research and service delivery via virtual platforms. The current symposium includes a diverse sample of how interventions in Organizational Behavior Management (OBM) can be adapted and evaluated in the online environment. The four presentations will highlight research in rule-governed behavior, positive and corrective feedback, behavioral skills training (BST), and text message prompting. These studies were conducted in a variety of online settings, from virtual workplace analogues to online educational/training programs for college students. Overall, these studies represent how the field of OBM can successfully capitalize on current circumstances to advance our research. Many organizations will maintain at least a partial, virtual workforce going forward and it is critical that the field of OBM adapt our research and application to address this shift in the business environment.

Instruction Level: Intermediate
Target Audience:

Background and/or education in ABA, familiar with single-subject research methodology, understanding of rule-governed behavior

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Provide examples of how OBM interventions, particularly BST and prompting, can be adapted to the online environment 2. Distinguish between positive and corrective feedback, their relative effects, and individual preferences 3. Identify how motivational statements that highlight different reinforcement contingencies affect performance
 

Preference for Positive or Corrective Feedback on a Novel Task

(Basic Research)
ERIK SWANSON GODINEZ (California State University, Sacramento), Michael Simonian (California State University, Sacramento), Denys Brand (California State University, Sacramento)
Abstract:

Feedback is one of the most utilized interventions in the Organizational Behavior Management (OBM) literature and is effective in producing increases in performance across a variety of organizational settings. The research on feedback is often interested in the delivery of the feedback (e.g., accuracy, timing, and sequence) with fewer studies investigating preference for different types of feedback. Typically, preference for different types of feedback is measured using indirect methods and relatively few studies have provided participants a direct choice between positive and corrective feedback. Therefore, the purpose of this study was to assess the effects of and preference for positive and corrective feedback during the acquisition of novel tasks using an online format. In the first phase, participants (n =10; 8 female, 2 male) received either positive, corrective, or no feedback (control) across three novel tasks. Participants only mastered the task in which corrective feedback was provided. In the second phase, participants chose to receive either positive or corrective feedback after completing trials of the previous phase’s control task. All participants chose to receive corrective feedback more frequently than positive feedback. Overall, corrective feedback was more effective and more preferred compared to positive feedback.

 
A Comparison of Motivative Statements Highlighting Positive Versus Negative Reinforcement Contingencies
(Basic Research)
ROCKY PEREZ (Western Michigan University), Sean Borboa (California State University, Fresno), Sharlet D. Rafacz (California State University, Fresno)
Abstract: Research on rule-governed behavior in the workplace is limited. In particular, more research is needed on how statements that manipulate reinforcer value (function as verbal motivating operations) affect performance. Such statements may highlight either positive or negative reinforcement contingencies, but it is unclear which would result in higher performance levels. The current study utilized a within-subject reversal design to investigate the effects of motivational statements on performance in a virtual, analogue work setting. Participants completed two concurrent work tasks that resembled duties of medical office staff. Motivational statements were introduced to see whether those that highlighted positive versus negative social reinforcers resulted in greater changes in response allocation. Results of the study showed no clear difference between the two types of statements on performance; however, there was some indication that highlighting positive reinforcement contingencies first resulted in better performance. A second study is currently underway to confirm these findings. This presentation will discuss how these motivational statements may function as verbal motivating operations (motivative augmentals) and the implications of highlighting positive versus negative reinforcement contingencies in the workplace.
 

Using Behavioral Skills Training to Teach Interview Skills in an Online Format: Replication and Extension of Stucco et. al. (2017)

(Basic Research)
DAVIS SIMMONS (University of Florida), Andressa Sleiman (Univeristy of Florida), Nicole Gravina (University of Florida)
Abstract:

Behavioral Skills Training (BST) is an effective training process and has been used to teach a variety of skills, including interview skills. Multiple studies have also demonstrated that BST can be used in a web-based context, but no studies to our knowledge have extended the literature by using BST to teach Interview Skills online. Our study extends and replicates previous research by improving the interview skills of college students in a fully synchronous web-based video format, including a stricter mastery criterion, a stricter vocal criterion for certain responding measures, and additional environmental variables that may be relevant in a web-based format. We used a multiple baseline design across targets with follow up sessions testing for maintenance and generalization. All participant?performance improved from baseline?to post-training across all targeted dependent variables providing additional?evidence?that BST is an effective training?process?to?teach?interview skills to college?students,?and can extend to?a novel web-based?format. Implications, limitations and future directions will be discussed.

 

Text Messaged Performance Management to Increase Assignment Completion in College Students With Autism Spectrum Disorder

(Applied Research)
JUAN ANTONIO LOPEZ (Western Michigan University), Heather M. McGee (Western Michigan University)
Abstract:

In response to the COVID-19 crisis, organizations across the world were forced to shift from operating entirely in-person to entirely or partially remotely. Many organizations are now working to understand the ways in which they can support or facilitate meaningful behavior change from a distance. Inclusive postsecondary education programs (IPSEs), which offer specialized support to college students with autism spectrum disorder (ASD) or Intellectual/developmental disabilities (IDD), also had to adapt their service models to fit the demands of remote support. This study examined the effects of text message prompts and text messaging self-monitoring on the timeliness of submission of assignments of three college students receiving remote services from an IPSE at a large midwestern university. Two of three participants exhibited meaningful increases in timely assignment submission

 
 
Invited Symposium #421
CE Offered: BACB
The Importance of Timing in Behavior: An Appreciation of the Legacy of Russell Church
Monday, May 30, 2022
8:00 AM–9:50 AM
Ballroom Level 3; Ballroom East/West
Area: SCI; Domain: Theory
Chair: Federico Sanabria (Arizona State University)
Discussant: Peter R. Killeen (Arizona State University)
CE Instructor: Peter R. Killeen, Ph.D.
Abstract:

This symposium will discuss Russ Church’s research contributions and how the panelists have built on them in their own research to determine how to assess individual differences in timing abilities, the effects of environmental and pharmacological manipulations, and the neurobiology of timing.

Instruction Level: Intermediate
Target Audience:

Basic and translational investigators interested in applying MPR, board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe different procedures to measure accuracy of individuals’ ability to time events; (2) describe how timing research has been applied in several arenas; (3) describe potential areas where MPR might be applied; (4) describe oscillatory processes in timing research; (5) describe how judgments about the age of memories provide a non-episodic memory solution to putative episodic-memory studies; (6) describe fundamental principles of timing processes and their role in impulsive choices; (7) describe a new way of thinking about psychological models. 
 

Temporal Attention and Impulsive Choices

KIMBERLY KIRKPATRICK (Kansas State University)
Abstract:

Russell (Russ) Church was a dominant figure in the study of timing processes and how those processes influenced other cognitive processes. During my time as a post-doctoral fellow in his laboratory, Russ and I studied the role of timing processes in classical (Pavlovian) conditioning which led to the development of the Packet theory of timing and conditioning. My laboratory subsequently migrated to studying timing and impulsive choices, but there are multiple areas of our current research program where Russ’ influence is still apparent. This presentation will discuss recent research from my laboratory on the role of temporal attention and other timing processes in impulsive choice procedures in rats. Impulsive choice tasks present choices between a smaller-sooner and a larger-later reward, where the smaller-sooner is the impulsive choice. When rats were required to engage in active (versus passive) timing, they were more self-controlled, showed greater delay sensitivity, and demonstrated stronger preferences for the larger reward (when the delays were the same). The results suggest that tasks that engage temporal attention may be beneficial to reducing impulsive choices. Time-based interventions that involve repeated exposure to delays promoted self-control regardless of temporal attention demands. The interface of timing processes and impulsive choices can provide key insights into understanding the fundamental facets of the timing and decision-making systems.

Dr. Kimberly Kirkpatrick is a University Distinguished Professor of Psychological Sciences at Kansas State University. She directs the Reward, Timing, and Decision laboratory which is funded by a $1.9M grant from the National Institutes of Mental Health. She also directs the Cognitive and Neurobiological Approaches to Plasticity (CNAP) Center of Biomedical Research Excellence which was founded in 2017 through a $10.6M grant from the National Institutes of General Medical Sciences. Kirkpatrick received the Kansas State Distinguished Graduate Faculty Award in 2018 and became a University Distinguished Professor in 2019. She currently serves on the ABAI Science Board. Dr. Kirkpatrick studies everyday choices which can lead to long-term health problems such as obesity, substance abuse, and other impulse control disorders. She has found that diets high in processed sugar and saturated fats can undermine self-control and lead individuals to develop a pattern of problematic daily choices, known as impulsive choices. She has also developed interventions to promote self-control as a treatment for impulsive choices, which is the topic of her current R01 grant. Kirkpatrick graduated with a bachelor’s in Psychology from Iowa State University. She completed her PhD at the University of Iowa in Psychology with a focus on Behavioral Neuroscience and then subsequently completed her post-doctoral training at Brown University. She started her career as a faculty member at the University of York (UK) before joining the faculty at Kansas State in 2008.
 

The Master Scientist of Timing Research: A Tribute to Russell Church

ARMANDO MACHADO (University of Aveiro, Portugal)
Abstract:

Russell Church contributed immensely to our understanding of Timing, the ability of animals and humans to discriminate intervals and durations of events. In this talk, I will analyze some of Church’s empirical studies, including his seminal “Bisection of Temporal Intervals”, and his theoretical models, from the influential Scalar Expectancy Theory to the more recent Modular Theory of Timing. I will also explain how Russell Church’s ideas and findings shaped our work on how animals learn to time.

Armando Machado obtained his Ph.D. in Experimental Psychology at Duke University. His research on the conditions in which pigeons generate highly variable, random-like behavior received the Annual Dissertation Award from Division 25 of the American Psychological Association. After his PhD, Armando joined Indiana University as an Assistant and then a tenured Associate professor. In 2000 he moved to the University of Minho where he became Full professor, and in 2019 he moved to the University of Aveiro. Armando’s research focuses on temporal learning, numerical discrimination, choice, and decision making in animals. In 2010 he received the Research Merit Award from the School of Psychology, and in 2014 he received the Scientific Merit Award from the University of Minho. He has served as Editor of the journal Behavior and Philosophy and Associate Editor of Psychonomic Bulletin & Review and the Journal of the Experimental Analysis of Behavior. He was the President and Program Chair of the Society for the Quantitative Analysis of Behavior, and the first president of the Portuguese Association of Experimental Psychology.

 

 

How Rats Learn: An Unfinished Book

DAVID FREESTONE (William Paterson University)
Abstract:

By 2015, Russ Church decided to write a book that he never got a chance to finish. I was fortunate enough to be his coauthor. Its title—Temporal Conditioning: How Rats Learn—conveyed his view that timing and conditioning should be understood together. But the contents of the book conveyed a way of thinking about research that is so often left out of print. This talk will focus on Russ Church’s evolving views on animal behavior from 2005 to 2015, and where he hoped his ideas would lead. I’ll use this to describe how Russ thought about research—the flow from procedure to psychological model, and from model to evaluation.

David Freestone earned a Ph.D. in Russ Church’s lab in 2012. After a post-doc in neuroeconomics (NYU), he became a professor. His work focused on timing, conditioning, and value-based decision-making. These days, David works as a researcher and data scientist at a virtual eating disorder treatment center, and consults with animal facilities toward building robust data infrastructure to support the welfare of their animals.

 

Time, Memory, and the Legacy of Russ Church

JONATHAN CRYSTAL (University of Indiana)
Abstract:

In this presentation, I reflect on the impact Russ Church had on me and my research trajectory. I briefly describe my research on basic timing mechanisms. Next, I describe how timing research and immersion in the Church lab impacted my entry into research on memory. Finally, I describe the importance of time in the development of animal models of episodic memory.

Jonathon D. Crystal is Provost Professor at Indiana University in the Department of Psychological & Brain Sciences. He was a grad student in Russ Church's lab at Brown University from 1992 to 1997. 
 
 
Symposium #422
CE Offered: BACB
Innovative Measurement in Relational Frame Theory Research and Related Practice Issues
Monday, May 30, 2022
8:00 AM–9:50 AM
Meeting Level 2; Room 255
Area: VBC/EAB; Domain: Basic Research
Chair: Elana Keissa Sickman (Missouri State University)
Discussant: Jordan Belisle (Missouri State University)
CE Instructor: Jordan Belisle, Ph.D.
Abstract:

This symposium will span multiple novel and innovative areas of investigation in relational frame theory (RFT) research. The presentations will include 1) translational research that incorporates neurological measures when engaging in derived relational responding (e.g., eye gaze patterns, electroencephalography, and blood-oxygen-level-dependent signals during functional magnetic resonance imaging); 2) an extension of Relational Density Theory research via an evaluation of differences between coherent and non-coherent relational classes when both classes are exposed to coherence training, using the Multidimensional Scaling Procedure to model results; 3) the effect of perspective taking and values consistency tasks on an implicit racial bias measure via the Implicit Relational Assessment Procedure; and finally 4) survey results that sought to characterize the current state of knowledge of?perceptions?of RFT and equivalence-based instruction, educational experiences, and barriers that researchers and practitioners might encounter in interpreting and implementing derived stimulus relations research. In sum, presentations 1-3 seek to advance the state of knowledge of complex concepts and the measurement and application of those concepts, while presentation 4 seeks to shed light on potential gaps in knowledge in the field to make use of the above advances.

Instruction Level: Advanced
Keyword(s): Neuroscience, Perspective taking, Relational density, Stimulus equivalence
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: (1) describe relational density theory and coherence; (2) discuss behavioral models of perspective taking; (3) describe neurological events in derived relational responding
 
Relational Density Theory: Further Exploration of Coherence Between Relational Classes
CALEB STANLEY (Utah Valley University), Jordan Belisle (Missouri State University), Sydney Jensen (Utah Valley University), Sarah Makenzie Lindemann (Utah Valley University)
Abstract: Relational Density Theory (RDT) is an extension on Relational Frame Theory that attempts to provide a quantitative model to predict non-linearity and self-organization of relational classes. Recent research on RDT has evaluated the degree to which pre-experimental coherence among relational classes influences the development of merged classes. Specifically, research has shown successful mergers with coherent relational classes, whereas mergers were not demonstrated with non-coherent relational classes. The current study sought to extend previous research on RDT by evaluating whether differences exist between coherent and non-coherent relational classes when both classes are exposed to coherence training. Coherent and non-coherent relational classes were established with participants using a Stimulus Pairing Observation Procedure. The Multidimensional Scaling Procedure was administered prior to and following coherence training to obtain a quantitative measure of distance between relational classes which were modeled geometrically. Overall, the results show that both the coherent and non-coherent relational classes showed changes in geometric space following coherence training, however, the coherent relational class showed less fractionation than the non-coherent relational class. This finding supports previous research which suggests coherence is likely a variable that influences the self-organization of relational class development. Implications and considerations of the findings are discussed.
 

Effects of Perspective-Taking and Values Consistency in Reducing Implicit Racial Bias

CARMEN BECK (The Chicago School of Professional Psychology), Yors A. Garcia (The Chicago School of Professional Psychology), Robyn Catagnus (The Chicago School of Professional Psychology), Luis Manuel Silva (Pontificia Universidad Javeriana)
Abstract:

The current study investigated the effect of perspective taking and values consistency tasks on implicit racial bias. Using a?repeated measures design with control group, 39 participants who identified as White were administered the IRAP. All participants in both groups completed the Toronto Empathy Questionnaire (TEQ), the Modified Modern Racism Scales (MMRS), and Likert scale and the Valuing Questionnaire (VQ).?Experimental group participants completed brief values consistency and perspective taking tasks. The IRAP effect was demonstrated favoring pro-White bias. A statistically significant impact for interaction between condition and trial type was found for the Consistent-White trial type. A statistically significant difference was also found between the control and experimental group for the Inconsistent Black trial type. Recommendations for future research are presented.?

 
Relational Frame Theory and Neurology: Eye Tracking, EEG and fMRI
ZHIHUI YI (Univeristy of Illinois at Chicago), Mark R. Dixon (University of Illinois at Chicago)
Abstract: Translational studies incorporating advanced physiological measures offer many unique benefits. Besides focusing on measurable activities occurring in the organism that are related to environmental change, development in neuroimaging and other techniques allow the observation and analysis of the behavior “within the skin.” Eventually, such advancements present a deeper understanding of their physiological processes. This type of study also has the potential of disseminating behavior analytic accounts of human behavior and intelligence to a broader scientific community. Here we present preliminary findings on Relational Frame Theory (RFT) and neurology, where we explore several interesting neurological phenomena, including differences in eye gaze patterns using eye-tracking, differences in event-related potentials (ERPs) using electroencephalography (EEG), and differences in activation levels of specific brain areas measured by the blood-oxygen-level-dependent (BOLD) signal during functional magnetic resonance imaging (fMRI) when engaging in derived relational responding. Overall, our results show that relational framing may involve unique neurological activities. Implications for incorporating biomarkers in behavior analytic research, basic and applied, are discussed.
 

Selecting the Walk and Talk of Behavior Analysts: An Analysis of the Field’s Preparation in Carrying Out Research and Practice in Derived Stimulus Relations

ALBERT MALKIN (Southern Illinois University / Western University), Eric Jacobs (Southern Illinois University)
Abstract:

To broadly predict and influence human behavior, behavior analysts must have competence in ostensibly unique human behavior – verbal behavior. At this time, Relational Frame Theory (RFT), a contemporary theory of verbal behavior, is not an explicitly required area of instruction for board certified behavior analysts (BCBA). Consequently, practice in the field may not be fully informed by RFT and related content areas and, reciprocally, the field may not be capitalizing on opportunities for translational research that would extend the generality of RFT and conceptually related research areas. As an initial step in promoting the use of RFT and derived stimulus relations in practice, we sought to characterize the current state of knowledge of these content areas among BCBAs. Original data related to the acceptability and prevalence of training in RFT and complex discriminative control of behavior will be presented and discussed. Specifically, we conducted a survey of BCBAs (n=127) to determine their (1) perceptions of RFT and Equivalence-Based Instruction (EBI), (2) educational experiences and knowledge of these content areas, and (3) barriers to carrying out derived stimulus relations research and practice. Results indicate that both RFT and EBI are mostly acceptable and perceived to be within the scope of behavior analysis. Results, however, also indicate a gap related to knowledge of and competence in carrying out EBI and RFT research and practice. Cultural variables within behavior analysis that may influence the preparedness of researchers and practitioners to influence large scale behavior change will be examined.

 
 
Paper Session #423
CE Offered: BACB
Applied Behavior Analysis as Primary in Mental Health Cases?! YES: An Exploration and Interactive Audience Discussion Regarding the Clinical Application of Applied Behavior Analysis With Pediatric Mental Health Presentation
Monday, May 30, 2022
8:30 AM–8:55 AM
Meeting Level 1; Room 104A
Area: CBM
Instruction Level: Intermediate
Chair: Angelique M. Walsh (Behavior Basics, Incorporated)
CE Instructor: Paula Antonelli, M.S.
 

Applied Behavior Analysis as Primary in Mental Health Cases?!: An Exploration and Interactive Audience Discussion Regarding the Clinical Application of Applied Behavior Analysis with pediatric Mental Health Presentation

Domain: Service Delivery
Karin Torsiello (Behavior Basics, Incorporated), PAULA Antonelli (Behavior Basics, Inc), ANGELIQUE M. WALSH (Behavior Basics, Incorporated)
 
Abstract:

An exploration of the applications of ABA treatment in the mental health field. This talk will discuss how to diversify the ABA field of practice to include the mental health population. 1 in 59 children are diagnosed with autism while 1 in 6 children have a mental health diagnosis, 17.1 million children are diagnosed with a mental health disorder and only 50% receive any treatment. This presentation will discuss the relevance of ABA in this sector and will teach participants how to apply the science of ABA in assessment and treatment of a variety of mental health diagnosis and symptoms.

 
Target Audience:

ABA practitioners with a BCBA or BCaBA certification, who are actively practicing in the applied setting.

Learning Objectives: 1. How to word targets/goals to align with ABA science language; 2. Anxiety/ADHD symptomology; 3. Moderating YOUR own reaction and discomfort, get comfortable being uncomfortable- MOVE out of fear and into exploration; 4. Commonly observed operational definitions of “disorders” to work on the shift; 5. Correct and reframe the conversation; 6. Educating and training caregivers to navigate and treat a mental health diagnosis.
 
 
Paper Session #426
CE Offered: BACB
Derived Opposition Relations as a Byproduct of Equivalence Relations
Monday, May 30, 2022
9:00 AM–9:25 AM
Meeting Level 1; Room 153A
Area: EAB
Instruction Level: Advanced
Chair: Benigno Alonso-Alvarez (Long Island University)
CE Instructor: Benigno Alonso-Alvarez, Ph.D.
 
Derived Opposition Relations as a Byproduct of Equivalence Relations
Domain: Theory
BENIGNO ALONSO-ALVAREZ (Long Island University)
 
Abstract: Derived stimulus relations have generated considerable theoretical debate, empirical research, and practical applications in recent decades. Research on this topic started with Sidman’s studies on equivalence relations (Sidman, 1994). Hayes et al. (2001) proposed the relational frame theory (RFT), according to which equivalence relations are just an instance of a wider process, arbitrary applicable relational responding. RFT proposes the existence of multiple relational frames like coordination (equivalence), opposition, distinction, etc. The present paper reviews a series of studies (Alonso-Alvarez & Perez-Gonzalez, 2017, 2018, 2021) that present an alternative account of RFT studies on the opposition frame, one of the most frequently investigated frames in RFT literature. It is argued that most studies on the opposition frame are explained by equivalence class formation, contextual control over equivalence, and responding by exclusion. Counterarguments to this hypothesis by RFT proponents are also reviewed (Stewart et al., 2019). It is concluded that the empirical evidence for the existence of opposition frames is still tentative. A closer examination of RFT studies on other frames may also be in order.
 
Target Audience:

Knowledge of derived stimulus relations, stimulus equivalence, and conditional discrimination procedures.

Learning Objectives: 1) Learn about RFT studies on opposition relations; 2) Learn about contextual control over equivalence and exclusion responding; 3) Gain a critical understanding of current research on derived stimulus relations
 
 
Paper Session #427
CE Offered: BACB
Measurement Issues in Psychology and Behavior Analysis
Monday, May 30, 2022
9:00 AM–9:25 AM
Meeting Level 1; Room 156B
Area: PCH
Instruction Level: Intermediate
Chair: Michael D. Hixson (Central Michigan University)
CE Instructor: Michael D. Hixson, Ph.D.
 
Measurement Issues in Psychology and Behavior Analysis
Domain: Theory
MICHAEL D. HIXSON (Central Michigan University)
 
Abstract: Measurement is a critical but often overlooked issue in psychology, but understanding the dependent variables in any area of study is a basic requirement. Psychology has emphasized the use of self-report and introspection, perhaps limiting its scientific contributions and separating itself from the natural sciences. Although behavior analysts often advocate for direct measures of behavior, even in behavior analysis indirect measures are easy to find and often common. The logic for using indirect measures is often that, in certain circumstances, direct measures are impossible or too difficult to obtain. But what is the nature of what is obtained in place of direct measures? These issues also relate to psychology’s predilection for constructs, but what are constructs and can they be measured? How is what is measured related to quantification and what do those quantities mean? This presentation will explore these issues across measurement methods and areas of study, such as emotion, and conscious and unconscious behavior.
 
Target Audience:

Behavior analysts and others with some knowledge of measurement in behavior analysis and psychology

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe direct and indirect measurement (2) Discuss critical issues related to indirect measurement, especially self-report (3) Describe research on the relationship between indirect and direct measures
 
 
Symposium #428
CE Offered: BACB — 
Ethics
Ethical Decision-Making in Applied Behavior Analysis Practitioners: Models, Behavior, and Organizational Culture
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 258A
Area: AUT/OBM; Domain: Applied Research
Chair: Videsha Marya (Endicott College)
CE Instructor: Videsha Marya, M.S.
Abstract:

Ethical decision-making can be described as involving several components. First, a set of responses that can occur sequentially or non-sequentially and that culminate in a final decision. Second, comparison of that final decision with social standards of 'right' and 'wrong'. Finally, personal and professional contingencies that shape ethical decision-making over time. In this symposium, three presentations describe recent work surrounding ethical decision-making in clinical ABA practice settings. In one presentation, Kinsella and colleagues present the results of a literature review analyzing trends and similarities across 55 ethical decision-making models published across medical and clinical literatures. Next, Almeida and colleagues present the results of an experiment that evaluated the effectiveness and preference for ethical decision models by BCBAs responding to ethical dilemmas. Finally, Woolf and colleagues discuss how organizations can create ethical cultures that align and balance the competing contingencies associated with decision-making that impact care quality and an organization's financial health. Together, the presentations that comprise this symposium highlight the many systems that impact ethical decision-making in ABA practice settings and many avenues for fruitful future research.

Instruction Level: Intermediate
Keyword(s): decision models, ethical decision-making, ethics, OBM
Target Audience:

General understanding ethical codes, organizational systems, and the basic literature on decision-making.

Learning Objectives: At the conclusion of the symposium, participants will be able to: (1) Describe common components to ethical decision-making models in healthcare and education; (2) Describe how ethical decision-making models can influence the decisions BCBAs make. (3) How organizational leaders and administrative professionals can create systems that balance quality care and financial health.
 
A Systematic Review of Ethical Decision-Making Models for Clinical and Educational Settings
ALAN KINSELLA (Endicott College), Victoria Suarez (Endicott College), Videsha Marya (Endicott College), Mary Jane Weiss (Endicott College), David J. Cox (Behavioral Health Center of Excellence; Endicott College)
Abstract: Ethical decision-making models are sets of verbal stimuli designed to help the user emit behavior deemed “right” or avoid behavior deemed “wrong”. Over the past decade, ethical decision-making models have increasingly been published in behavior analysis journals and books. These models have ranged in focus from specific topics (e.g., responding to changes in medication) to generalized frameworks spanning many contexts. Outside behavior analysis, ethical decision-making models have been studied in related allied fields for decades (e.g., education, medicine). Despite this prominence, the consistency of steps across models and the empirical support for model effectiveness are unknown. In this presentation, we discuss the results of a literature review wherein we analyzed 55 ethical decision-making models from 61 articles across education and healthcare. Through initial review, we identified nine prominent steps and coded articles for whether they included that step as well as the profession; whether it involved problem-solving; and whether it was linearly sequenced. This presentation discusses the resulting trends, the prevalence of each step, and the empirical support for each model. Behavior analysts interested in taking an objective, empirically supported approach to ethical decision-making will benefit from this discussion of the current strengths and limitations of existing ethical decision-making models.
 
An Empirical Study of Ethical Decision Making by BCBAs
DANIEL ALMEIDA (Beacon Services), Lauren Beaulieu (Newton Public Schools), Corina Jimenez-Gomez (Auburn University)
Abstract: Clinical decision-making models have been proposed in the behavior analytic literature (Colombo et al., 2020; LeBlanc et al., 2016; Rosenberg & Schwartz, 2019; Virués-Ortega et al., 2014) and recently the BACB urged behavior analysts to use a decision model to guide ethical-decision making (BACB, 2020). However, little is known about how these models impact decision making and clinical outcomes. Therefore, evaluating the effectiveness and preference for ethical decision models is important for the field and was the purpose of this study. In baseline, eighty-four BCBAs were presented with scenarios that posed ethical dilemmas and were instructed to use their own method to identify solutions to the ethical dilemmas and factors that led to their decision. Of all participants, 42% of participants relied on the ethical code when making ethical decisions, 38% on professional experience, and 19% on personal experience. Next, participants received brief instructions, a sample of a completed decision model, and one practice opportunity. Lastly, participants were instructed to choose their way or the decision model via a concurrent chains arrangement. During the concurrent chains condition, when asked what method they preferred, 69% selected their own method, while 31% chose the decision model. Implications for practice will be discussed.
 

Organizational Ethics: Establishing an Ethical Culture that Aligns With Business Practices

STEVE WOOLF (Butterfly Effects), Joy Pollard (Behavior Change Institute; Stanford University), Shawn P. Quigley (Melmark)
Abstract:

The business of providing ABA-based treatments to children has increased exponentially over the last ten years. The combination of ASDs’ high prevalence, shortage of providers, nationwide treatment mandates, and other factors set the occasion for robust business opportunities for autism treatment providers and investors. The ASD ABA treatment market was valued at $1.87 billion in 2017 with a projected market valuation of over $2.23 billion by 2022 (Research and Markets, 2017). Balancing competing contingencies of providing quality care, while also reporting to investors who may not have direct knowledge of best practice ABA treatment, can be not only challenging but also create ethical distress among the providers rendering care within the organization. As such, it is important for our field to engage in open dialogue about the ethical dilemmas that may arise and how to promote high-quality, ethically sound ABA treatment within the evolving landscape of applied behavior analysis treatment. To this end, the purpose of this presentation is to focus on organizational ethics as it refers to the ethical issues from an administrative or management perspective within a healthcare organization, rather than addressing ethical issues purely related to clinical practice.

 
 
Symposium #429
CE Offered: BACB
Advancements in Preference Research: Stability, Displacement, and Assessment of Vocational tasks
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 258B
Area: AUT; Domain: Applied Research
Chair: Tara A. Fahmie (University of Nebraska Medical Center)
CE Instructor: Tara A. Fahmie, Ph.D.
Abstract:

Preference assessments are a defining feature of individualized behavior analytic therapy. Incorporation of client preferences, and maximization of choice making opportunities, have recently been suggested as strategies for trauma informed (Rajaraman et al., 2021) and culturally responsive care (Fong et al., 2016). This symposium includes three studies on preference assessments with individuals with an autism spectrum disorder. The first presenter evaluated video-based preference assessments for vocational tasks in transition-aged individuals. The second presenter evaluated the stability of edible and leisure assessments in preschool-aged children. The third presenter extended research on preference displacement by including edible, leisure, and social stimuli. Results of these studies highlight the flexibility of preference assessments and suggest best practices for their use.

Instruction Level: Intermediate
Keyword(s): preference assessment, preference displacement, preference stability, vocational preference
Target Audience:

Students, researchers, and practitioners

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe a metric for preference stability (2) Define displacement of stimuli within a combined multiple stimulus without replacement assessment (3) Identify a preference format that can be used to assess vocational preferences
 

Evaluation of Vocational Video-Based Preference Assessments for Adolescents With Autism Spectrum Disorder

COURTNEY LYNN KANE (Caldwell University), Ruth M. DeBar (Caldwell University), Tina Marie Covington (Anderson Center for Autism), Meghan Deshais (Rutgers University)
Abstract:

Employment is a priority for individuals with autism spectrum disorder (ASD). Vocational preference assessments (VPAs) have led to the identification of preferred vocational tasks. Benefits of providing access to highly preferred vocational tasks for individuals with ASD include enhancing productivity, task engagement, and reducing problem behavior. Using videos when evaluating vocational task preference has resulted in identifying preferred tasks and may better communicate task requirements than presenting objects or pictures. The role of skill acquisition on vocational preference has been explored in few studies. Further, discrimination skills that may be important for successful use of VPAs remain unclear. The purpose of our study was to extend past research by evaluating the utility of a video-based VPAs to identify preferred vocational tasks for transition-aged individuals with ASD, carefully assess participants’ discrimination skills (e.g., picture-to-object matching), and subsequently evaluate vocational preference pre- and post- acquisition of the vocational task. We anticipate video-based VPAs will show differentiated preference hierarchies across tasks per participant, that participants will acquire both low- and high-preferred vocational tasks, and that vocational preference may be impacted by acquisition of the task. Implications and areas of future research will be discussed.

 

An Evaluation of Preference Stability Within Multiple Stimulus Without Replacement Preference Assessments in Children With Autism

ISAAC JOSEPH MELANSON (University of Nebraska Medical Center's Munroe-Meyer Institute), Alexandria Thomas (Michigan State University), Emma Seliina Sipila-Thomas (Michigan State University), David Ray Gutierrez Miranda (Purdue University), Matthew T. Brodhead (Michigan State University)
Abstract:

Individuals who engage in patterns of preference stability during multiple stimulus without replacement (MSWO) preference assessments may require less frequent preference assessments, which can save instructional time and resources. Yet, no study to date has assessed stability within rounds of the same preference assessment (rounds 1-5 in a MSWO preference assessment). The purpose of this study was to analyze the effects of presentations of assessment rounds on preference stability during subsequent rounds of a MSWO preference assessment in preschool aged children with autism. We conducted a secondary data analysis based on videos recorded during Sipila-Thomas et al. (2021) and calculated preference stability across consecutive rounds using Spearman rank-order correlation coefficients (Spearman’s ??) for 17 participants with autism and across 40 MSWO preference assessments. Additionally, we present a new definition for patterns of stability and variability across rounds of a MSWO preference assessment. We observed patterns of preference stability for 24 out of the 40 assessments (60%) indicating that pre-school aged children with autism in this study were slightly more likely to engage in patterns of preference stability than patterns of preference variability within the same preference assessment. The implications of these results will be discussed.

 

Preference and Reinforcing Efficacy of Edible, Leisure, and Social Interaction Stimuli in Individuals With Autism Spectrum Disorder

ANGELICA J SEDANO (Kaleidoscope ABA Therapy), Nicole Goldberg (New England Center for Children), Zoe Newman (The New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children)
Abstract:

Preference assessments that include combined-category stimulus arrays of edible and leisure stimuli can result in displacement effects, in which a stimulus that is identified as less preferred in a preference assessment is found to function as a reinforcer in a reinforcer assessment. However, it is unclear whether the inclusion of social interaction in combined-category arrays would result in displacement effects. The purpose of the current study was to evaluate potential displacement effects in combined-category stimulus arrays of edible, leisure, and social stimuli for five individuals with autism spectrum disorder (ASD). First, single category pictorially based paired-stimulus preference assessments were implemented to identify highly preferred edible, leisure, and social stimuli. The top two ranked items from each category were then included in a subsequent combined-category preference assessment to evaluate potential displacement effects across stimulus categories. A concurrent operant reinforcer assessment was subsequently conducted to determine the relative and absolute reinforcing efficacy of each highest ranked stimulus from each category. Interobserver agreement data were collected for over 33% of sessions during the preference and reinforcer assessments and averaged over 90%. Although displacement effects were observed, the type and extent of the effect differed across participants.

 
 
Symposium #430
CE Offered: BACB
Increasing Leisure and Physical Activity Engagement
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 258C
Area: AUT/CSS; Domain: Applied Research
Chair: Eileen M. Roscoe (The New England Center for Children)
CE Instructor: Eileen M. Roscoe, Ph.D.
Abstract:

The theme of the current symposium is research that addresses deficits in leisure and physical activity engagement. The first presenter will describe a study for increasing functional leisure item engagement across multiple activities for individuals with autism spectrum disorder (ASD) who displayed restricted interests (i.e., they engaged primarily with an iPad). Response restriction preference assessments were conducted throughout training to assess the generality of the findings when several activities were concurrently available. In the second paper, the author will describe a study on a technology for increasing physical activity engagement for two individuals with ASD who showed low levels of physical activity engagement. This approach included a combination of a preference assessment and treatment analysis to identify the most preferred physical activity task and the most effective intervention. Additional assessments were subsequently conducted to increase the generality and acceptability of the outcomes. In the third paper, the presenter will describe an evaluation of a competition feature on an automated fitness tracker for increasing physical activity in six typically developing adults. If the competition alone was ineffective, an additional incentive for winning the competition was included. The findings obtained and directions for future research in this area will be discussed.

Instruction Level: Intermediate
Keyword(s): fitness tracker, leisure engagement, physical activity, preference assessment
Target Audience:

Individuals who have previous knowledge of behavior analytic principles.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe strategies for increasing leisure item engagement in individuals with restricted interests (2) Describe an assessment and treatment approach for increasing physical activity engagement in individuals with autism (3) Describe a procedure that includes an automated competition feature for increasing physical activity in typically developing adults
 

Increasing Leisure Item Engagement in Individuals With Restricted Interests

ROBERT BENJAMIN CORNAGLIA (The New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children), Valerie Hall (The New England Center for Children; Western New England University), Abigail McVarish (The New England Center for Children; Western New England University)
Abstract:

Individuals with autism spectrum disorder (ASD) often display restricted interests. The current study assessed levels of engagement across multiple leisure items in five individuals with ASD, who repetitively engaged with an iPad to the exclusion of other activities. Response restriction (RR) preference assessments were conducted to assess whether simply restricting access to the iPad facilitated engagement across multiple items. If it did not, the experimenter conducted leisure-item-engagement training in the context of a modified single-item duration-based preference assessment. A multiple baseline design across leisure items was used to evaluate the effects of prompting and differential reinforcement on simple and functional engagement. Prompting alone was effective in increasing simple engagement for four participants and functional engagement for one participant. Prompting with differential reinforcement increased functional engagement for four participants. RR assessments were conducted throughout training to serve as an ongoing measure of the effects of training on restricted interest patterns.

 

Assessment and Treatment for Increasing Physical Activity in Individuals With Autism

CHELSEA HEDQUIST (New England Center for Children), Eileen M. Roscoe (The New England Center for Children), Hannah Krueger (The New England Center for Children; Western New England University)
Abstract:

Individuals with intellectual disabilities and autism often have sedentary lifestyles and do not meet the recommendations for physical activity engagement outlined by the Centers for Disease Control and Prevention. Previous research on increasing physical activity engagement has been primarily conducted with typically developing individuals, and the procedures used may not be amenable to individuals with intellectual disabilities or autism. The purpose of this study was to develop a systematic technology for increasing physical activity engagement for two individuals with autism. A physical activity analysis that included a progressive treatment approach was conducted and identified the most effective physical activity and treatment combination for increasing physical activity engagement. Data from the physical activity analysis and two subsequent analyses on the generality and acceptability of the intervention will be reviewed.

 
Assessing Automated Self-Monitoring and Feedback for Increasing Physical Activity
NABIL MEZHOUDI (New England Center for Children), Chelsea Hedquist (New England Center for Children), Eileen M. Roscoe (The New England Center for Children)
Abstract: Approximately three-quarters of Americans adults do not meet the national guidelines for physical activity – an average of 22 min of moderate physical activity per day (Blackwell & Clarke, 2018; Piercy et al., 2018). Lack of physical activity is associated with a variety of negative long-term health outcomes (McGuire, 2014); therefore, identifying effective interventions for increasing individuals’ physical activity is warranted. Physical activity can be measured with devices that use accelerometers and heart rate sensors. The Apple Watch, for example, utilizes these instruments to measure an individual’s movement and heart rate and subsequently calculates minutes spent exercising, calories burned, and hours spent standing. Additionally, the Apple Watch has a competition feature that allows users to challenge one another and compete for points awarded for engaging in physical activity. The present study evaluated the impact of this competition feature on levels of physical activity for six participants working at a school for children with autism and assessed an additional incentive component if the competition alone was ineffective. The competition effectively increased physical activity for some but not all participants and adding an incentive for winning the competition improved performance in some cases. Interobserver agreement was 100% across all measures for all participants.
 
 
Panel #431
CE Offered: BACB
Autism Spectrum Disorder and Sexuality: Evidence-Based Strategies for Teaching Healthy Relationships
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 254A
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: Kate A Langston Rooney, M.Ed.
Chair: Kara Constantine (Devereux Advanced Behavioral Health)
KATE A LANGSTON ROONEY (Delaware ABAI)
KATHLEEN DOYLE (Geisinger Medical Center)
CHERIE ANN FISHBAUGH (West Chester University)
Abstract:

Individuals with Autism often receive inadequate instruction surrounding sexuality and building healthy relationships. Many recognize the importance of sexuality education; however, feel unprepared to teach this subject to those with ASD. When sex education is provided, it is often implemented reactively, when a behavior is considered problematic rather than proactively. Instruction tends to lack essential information to support individuals in understanding their personal sexuality and how to develop romantic relationships. One way to make sexuality education more accessible is by providing parents, caregivers and professionals evidence-based resources and strategies to effectively teach these skills. In this panel, the following topics may be discussed: (a) the facts and myths surrounding teaching individuals with ASD about sexuality and relationships; (b) current literature on caregiver/teacher perceptions of sexuality and ASD; (c) the importance of incorporating critical relationship skills into education; and (d) evidence-based strategies that can be used to teach healthy relationship skills. Attendees will be provided with a list of resources that they can use to increase the quality of their own instruction surrounding sexuality and building healthy relationships.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students. 

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) differentiate between facts and myths surrounding individuals with ASD and sexuality; (2) identify critical skills necessary to build healthy relationships; (3) describe how to use evidence-based strategies such as video modeling, self-monitoring, and behavior skills training to teach individuals with ASD how to engage in healthy relationships.
Keyword(s): Autism, Healthy Relationships, Sexuality Education
 
 
Symposium #433
CE Offered: PSY/BACB — 
Ethics
Mixed Behavioral and Pharmacological Interventions: Prevention, Policy, Ethics, and Practice.
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 1; Room 104A
Area: CBM/BPN; Domain: Applied Research
Chair: M. Christopher Newland (Auburn University)
Discussant: Maria G. Valdovinos (Drake University)
CE Instructor: Jennifer R. Zarcone, Ph.D.
Abstract:

Problem behavior can be treated with applied behavior analysis (ABA) or psychotropic medication, and each carries its own advantages and disadvantages. ABA is resource intensive, requires technically trained personnel, and the benefits may develop slowly but it has none of the side effects associated with psychotropic medications, their benefits are cumulative and often outlive the treatment period. Psychotropic medication’s effects appear quickly, their benefits can be striking, and are thought to be less expensive than ABA interventions. Finally, the educational and practicum training required for the two domains are nearly non-overlapping, so often only one approach is used or both are used with varying degrees of cooperation among practitioners, with impacts on families and clients. The two papers in this symposium examine treatment in this context. Chris Newland compares the costs of ABA with and without psychotropic medications and examines when ABA reduces the future use of psychotropic medication. Jennifer Zarcone discusses communicating with medical providers and families, and the ethical dilemmas presented when balancing their approaches with the therapeutic goals. The discussant, Maria Valdovinos, will examine these topics in the context of recent studies of joint treatment by psychotropic and behavioral interventions.

Instruction Level: Intermediate
Keyword(s): Cost-Benefit, Medical Providers, Prevent Psychotropics, Psychotropic Medication
Target Audience:

The target audience includes behavior analysts interested in psychopharmacology in applied settings, the use of psychotropic medications, and ethical and practical issues that arise when working with medical personnel. School staff and families will also benefit. Audience members should have a basic understanding of behavior analytic principles, how to read and interpret complex graphs, an appreciation of interdisciplinary service delivery, and at least an elementary understanding of psychotropic medications that are used.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Describe the relative costs associated with interventions that include ABA services and psychotropic medications 2) Describe how ABA interventions can prevent the future use of psychotropic medications 3) Measure medication effects with their clients. 4) Collaborate effectively with interdisciplinary teams, families, and community services.
 

Prevention is Better, and Cheaper, than De-prescribing: How Applied Behavior Analysis Interventions Reduced Future Psychotropic Use Among Children in Foster Care

M. CHRISTOPHER NEWLAND (Auburn University), Anna Kate Edgemon (Auburn University), John T. Rapp (Auburn University)
Abstract:

We evaluated whether applied behavior analysis (ABA) services for children and youth in foster care reduces the future use of psychotropic medication and yields cost savings. Foster children 2 to 18 years old and their caregivers received ABA services to target specific problem behaviors and to train caregivers in behavior management. Most children were on psychotropic medication but those in the “Prevention Group” had no such history. An “ABA-Matched” group was matched on demographic variables and the severity of problem behavior. The costs of delivering services and medication was compared using these groups. A third group, called the “Medicaid-Matched” group was matched against the ABA-Matched group from a database of children receiving psychotropics through Medicaid. This last matching was based on demographics, medications prescribed on entering Medicaid, and the number of months receiving Medicaid-supported psychotropics. Costs for the older ABA-Matched children (> 12YO) were more than 10X the costs of age-matched prevention children, but costs for younger children (< 5YO) were similar. About half of the Prevention-Group children received no psychotropics in a three-year follow-up and the others received fewer than the ABA-Matched children. Thus, ABA services before commencing psychotropics prevented or greatly reduced the use of psychotropics over a three-year follow-up.

 

Ethical Issues Surrounding the Use of Psychotropic Medications With People With Intellectual Disabilities

JENNIFER R. ZARCONE (The May Institute)
Abstract:

This presentation will focus on some of the ethical issues we face as behavior analysts when collaborating with families and medical providers to measure the effects of psychotropic medication. There are barriers to effective communication for many clinicians and some advice on how to negotiate those barriers will be discussed. In addition, a brief review of common measures (both indirect and based on direct observation) that can be used to assess the effects of medication on challenging behavior will be discussed. For example, we conducted an academic analog assessment with a 10-year-old with autism to assess the effect of an attention deficit disorder medication on off task and problem behavior on an impatient hospital unit. The figure shows that atomoxetine (Straterra) was highly effective in reducing problem and off task behavior. Additionally, we will discuss how we can help behavior analysts become more knowledgeable about behavioral pharmacology and medication effects during their graduate programs as well as via continuing education opportunities.

 
 
Panel #434
CE Offered: BACB
Diversity submission Behaviorists for Social Responsibility Book Club: A Discussion of New Books on Functional Illness, Homelessness in America, and Xenophobia.
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 1; Room 156A
Area: CSS/PCH; Domain: Theory
CE Instructor: Richard F. Rakos, Ph.D.
Chair: Kyosuke Kazaoka (University of North Texas)
RICHARD F. RAKOS (Cleveland State University)
KENNEE BETH SWITZER (Family Promise of Greater Cleveland)
MARK ALAVOSIUS (Praxis2LLC)
Abstract:

Behavior analysts working to address systemic social-cultural problems need a thorough understanding of the multi-level context in which the issue is embedded, knowledge that almost always is found in disciplines other than behavior analysis. This BFSR-sponsored Panel brings to the attention of behavior analysts three new books of social importance, with the goal to both inform and prompt further interest in the target social problems. Each panelist will offer commentary on one book. Rich Rakos will comment on “The Sleeping Beauties and Other Stories of Mystery Illness" by Suzanne O'Sullivan. Kennee Switzer will discuss "In the Midst of Plenty: Homelessness and What to Do About It" by Marybeth Shinn and Jill Khadduri. And Mark Alavosius will reflect on "Of Fear and Strangers: A History of Xenophobia" by George Makari. Each of the panelists will present a brief overview or summary of the book’s main thesis, identify its strengths, offer critiques, and suggest links with or relevance for behavior analysis and Culturo-Behavior Science. Panelists will limit their commentary to 10-12 minutes each, leaving time for panelist interaction and audience participation.

Instruction Level: Basic
Target Audience:

Behavior analysts interested in expanding the science to address social issues more effectively

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the scope and social impact of psychogenic illness, family homelessness in America, and xenophobia; (2) describe current systemic environmental conditions that maintain or strengthen these three social problems; (3) identify research questions behavior analysts can raise, interventions they can propose, and policy advocacy they can engage in as potential ways behavior analysts can contribute to remediating the three social problems.
 
 
Panel #435
CE Offered: BACB
Diversity submission Applied Behavior Analysis Service Deserts: Addressing the Gap in Underserved and Marginalized Communities
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 252A
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Rocio Rosales, Ph.D.
Chair: Rocio Rosales (University of Massachusetts Lowell)
JESSIKA NICHOLE FEIL (Bella Vista Behavior Services)
ISABEL LEON (ABATEC)
RUTH TELLO (Familias First)
Abstract:

In recent years, the field has witnessed an increased interest and attention to the need for diversity, equity, and inclusion in all domains of behavior analysis (i.e., basic, and applied research, service delivery). One aspect of equity and inclusion that has received minimal attention is the disparity in access to high-quality ABA services for underrepresented and marginalized communities in the U.S. A recent publication by Drahota and colleagues (2020) describe the concept of 'service deserts' and presents information for ABA practitioners to consider how they can implement and promote dissemination of ABA services to disadvantaged neighborhoods in the U.S. The purpose of this panel discussion is to highlight the work of three Latina BCBA business owners who are paving the way for service delivery in racially and ethnically diverse communities in both rural and urban cities in California and Massachusetts. The panelists will describe the disparities in ABA services that inspired them to start their respective companies (e.g., their perspective on 'service deserts'), share stories of challenges and success in delivering services to these communities, provide recommendations for current and aspiring service providers, and discuss changes to public policy that will help to advance work in this area.

Instruction Level: Intermediate
Target Audience:

The target audience includes current BCBA practitioners, aspiring BCBAs, academics involved in graduate and undergraduate training programs in applied behavior analysis, and the ABAI leadership team. To gain the maximum benefit from this panel discussion, audience members should have a basic understanding of the complexities of ABA service provision (e.g., how services are reimbursed, how staff are hired and trained, etc.); and basic knowledge of the health disparities that are prevalent in the U.S. outside of the context of behavior analytic service delivery.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define service deserts and describe the disparities that exist in accessing ABA services in marginalized communities in the U.S., (2) describe some of the challenges and successes experienced by the panelists in providing services to marginalized communities, and (3) identify recommendations for changes to service delivery and public policy that can help to address disparities in access to ABA services.
Keyword(s): autism, marginalized communities, service delivery, service deserts
 
 
Symposium #436
CE Offered: BACB
Instructional Design and Behavior Analysis: How Closely Aligned Are We?
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 205B
Area: EDC; Domain: Theory
Chair: Kerri L. Milyko (CentralReach)
CE Instructor: Timothy C. Fuller, Ph.D.
Abstract:

Instructional Design and Behavior Analysis have a common intellectual through-line. The three papers presented herein explore this through-line and highlight areas of connection and divergence. Particular attention is paid to historical efforts to contribute to instructional design, current practices within behavior analysis to create instructional materials for clinicians working with children diagnosed with Autism and draw attention to possibilities to advance our disciplines' offerings. The first paper highlights efforts made by behavior analytic thinkers that have contributed considerably to behavior analytic efforts in instructional design. The second paper explores a common approach to instructional design with attention paid to the positive and concerning implications of staying the course. The final paper showcases a coherent way forward by behavior analysts to resourcefully embed instructional design into their efforts to make meaningful differences in the lives of the people they serve.

Instruction Level: Intermediate
Target Audience:

This symposium is intended for practicing certified/licensed behavior analysts.

Learning Objectives: At the conclusion of this presentations, participants will be able to: (1) articulate the basic tenets of instructional design; (2) describe the historical and contemporary efforts by behavior analysts to contribute to the discipline of instructional design and; (3) describe ways of incorporating measurement and training systems into ABA practices to better serve their clients.
 

Designing Instructional Materials for Behavior Analysts: A Report on Progress Made and Opportunities Yet Fulfilled

KERRI L. MILYKO (CentralReach), Kristin Smith Smith (CentralReach), Timothy C. Fuller (Central Reach)
Abstract:

When venturing out into the world, the words “instructional design” or “instructional designer” land differently to members within the verbal communities of business, industry, and education in comparison to those of behavior analysis. When seeking out advanced degrees in instructional design, works by known behavior analytic instructional design giants such as Susan Markel, T.V. Joe Layng, and Kent Johnson are unfortunately ignored. Works by Robert Gagne, Cathay Moore, and M. David Merrill, just to name a few, are much more prevalent. The current paper addresses how instructional design is used in different disciplines by these more cognitive authors and researchers. Models such as ADDIE, Agile, and Action Mapping are discussed with respect to their contributions and limitations to instructional design in multiple contexts and audiences. Further, implications are drawn on how these models can impact behavior analysts in the work they engage in, whether it be in academia, parent training, staff training, curriculum design, as well as providing a general framework for instruction with any learners.

 

Iterative Processes and Instructional Programming Versus Instructional Design

TIMOTHY C. FULLER (Central Reach), Kerri L. Milyko (CentralReach), Kristin Smith Smith (CentralReach)
Abstract:

The history of instructional design is long with several disciplines contributing to the knowledge base. Though B.F. Skinner’s programmed instruction is credited as an important contribution to instructional design history; the broader role operant theory plays in contemporary instructional design is limited. Within behavior analysis, the design of instructional programming often can tell you more about the instructional preferences of the behavior analyst than the needs of the learner. This paper explores both the history of instructional design as well as what behavior analysts can consider when creating programming for their learners. Particular attention is paid to the notion of an iterative process and how best to consider incorporating it in a broader system of programming. Within an iterative framework the topics of teaching strategy and measurement practice will be addressed.

 

Empowering Applied Behavior Analysis Providers With Validated Instructional Design

KRISTIN SMITH SMITH (CentralReach), Kerri L. Milyko (CentralReach), Timothy C. Fuller (Central Reach)
Abstract:

It can be daunting for clinicians to design individualized programming for each learner on their caseload. Often, thorough instructional design practices are not consistently practiced by clinicians due to a lack of resources, the experience of the clinician, or the availability of instructional design training. Additionally, the validity of instruction designed for a learner is often not evaluated. When design fails or does not produce the magnitude of change expected, it often becomes a “learner problem” rather than a “teaching problem”. This paper presents a way to realign with instructional design best practices so that clinicians and organizations can resourcefully embed instructional design into their day-to-day clinician practice, ensuring that each skill in a client’s programing is individually designed and effective. Additionally, this paper proposes measurement systems, time saving design practices, and training strategies that will empower practitioners to maintain the integrity of instructional design and maximize their available resources. Further recommendations for establishing and maintaining an iterative design process will be discussed.

 
 
Invited Paper Session #437
CE Offered: PSY/BACB
Organizational Behavior Management: Where Systems Meet Culture
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 1; Room 151A/B
Area: OBM; Domain: Theory
Chair: Nicole Gravina (University of Florida)
CE Instructor: Ingunn Sandaker, Ph.D.
Presenting Author: INGUNN SANDAKER (Oslo Metropolitan University/ OsloMet)
Abstract:

Systems may be formal or a result of self-organized selection of behaviors. We often talk about for instance a school system referring to the formal, planned and intentionally organized teaching and support services. A system may, however, as well arise without any formal structure, planning or intentionality. OBM, or the science of how to facilitate optimal contingencies for behaviors that serves the goals of the company, have to deal with both formal and informal functions, structures, and processes. These structures, whether visualized by an organization chart or a snapshot of network interactions, must also take culture into consideration. This presentation will show how the transmission of cultural practices over time influence both formal and informal systems.

Instruction Level: Intermediate
Target Audience:

Everyone interested in how organizations work, whether businesses or public sector.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) distinguish between a formal and an informal system; (2) to identify contingencies maintaining cultural practices in an organization; (3) analyze the functional relation between an organization, the processes maintaining the function, and the structure facilitating the processes.
 
INGUNN SANDAKER (Oslo Metropolitan University/ OsloMet)
Ingunn Sandaker, professor in the Department of Behavioral Science at Oslo Metropolitan University (OsloMet) in Norway, received her Ph.D. in organizational psychology from the University of Oslo in 1997. She has served in numerous roles, including as dean of studies for social work and special education at Oslo College, and as head of planning and development at Oslo HVPU (division of state services for those with developmental disabilities). She was project manager at OsloMet and instrumental in establishing its master’s and Ph.D. programs in behavior analysis; she has since been director of those programs. Combining expertise in both behavior analysis and systems design/analysis (behavior systems), she served as a consultant and advisor to major corporations, including Norway’s huge oil sector and the Norwegian Olympic Committee, where, as leadership training project director, she played a significant role in enhancing participation and awards for women athletes. Her efforts have helped secure behavior analysis as an established discipline in Norway. In addition, Professor Sandaker has been a leader in international dissemination, serving as the international representative to ABAI’s Executive Council. She is also on the editorial board of the Norwegian Journal of Behavior Analysis and associate editor of Perspectives on Behavior Science.
 
 
Invited Tutorial #439
CE Offered: BACB/QABA/NASP
Diversity submission Consent, Disability, and Applied Behavior Analysis: What We Can Learn from Fries, Tea, and Pizza
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 256
Area: PRA; Domain: Service Delivery
BACB/QABA/NASP CE Offered. CE Instructor: Barbara Gross, M.A.
Chair: Susan Wilczynski (Ball State University)
Presenting Authors: : BARBARA GROSS (Missouri Behavior Consulting; Sex Ed Continuing Ed)
Abstract:

The word "consent" may mean different things, depending on context and audience. Conceptualizations of sexual consent are often delivered in metaphor or acronym by sexuality educators and abuse prevention specialists. It is possible to use these frameworks to explain other consent-based behaviors. Additionally, it is our responsibility to think critically about how some of our practices may violate consent/assent without due care. This conversation will explore consensual behavior as a consideration when supporting clients, as well as our role in teaching others how to engage in consent behaviors.

Instruction Level: Basic
Target Audience:

BCBAs and BCaBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) extend popular models of affirmative sexual consent to non-sexual consent; (2) identify practices within the field of applied behavior analysis which impact development of consent repertoires; (3) develop steps to build capacity to consent to sexual and non-sexual activities for learners with intellectual and developmental disabilities.
 
BARBARA GROSS (Missouri Behavior Consulting; Sex Ed Continuing Ed)
Barbara Gross, MA, MEd, BCBA, LBA, CSE, (she/her/hers), is a Board Certified Behavior Analyst and AASECT Certified Sexuality Educator. She specializes in staff and caregiver training and development of sexual behavior intervention plans for individuals with intellectual and developmental disabilities (ID/DD). She also works to coordinate with special educators and sexuality educators to promote equity in access to comprehensive sexuality education for youth with disabilities. Other areas of practice and research interests include pornography literacy, abuse prevention for children and adults with disabilities, and dissemination of behavior analysis and the potential it offers to promote healthy sexuality for people of all abilities. Barb is the current president of the Sexual Behavior Research and Practice Special Interest Group (SBRPSIG) of ABAI.
 
 
Symposium #440
CE Offered: BACB
Current Issues in Autism Spectrum Disorder Intervention: Assent and Social Validity
Monday, May 30, 2022
9:00 AM–9:50 AM
Meeting Level 2; Room 203
Area: TBA/AUT; Domain: Applied Research
Chair: Peter F. Gerhardt (The EPIC School)
CE Instructor: Peter F. Gerhardt, Ed.D.
Abstract:

Meaningful skill development is one overarching purpose for applied work in behavior analysis. During this symposium, a literature review highlighting the tools for meaningful goal setting, a progressive approach to rapport building with clients, and a survey about safety experiences of professionals working directly with clients will be presented. The themes of assent, social validity, and meaningful curriculum are exemplified by the data reported in each project. A focus of this symposium is the guidance for future research in practice in these areas in addition to the findings in each area.

Instruction Level: Advanced
Keyword(s): assent, rapport, safety, Social validity
Target Audience:

This symposium is intended for behavior analysts with more than five years of experience working with individuals with different disability labels across a variety of environments and situations. The goal is to provide background training on three of the more complex issues facing practitioners today.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Discuss the difference between developmental and functional curricula, examples of each type, and how to objectively make decisions on which type to choose for a given client; (2) Identify the important need to use curricula and/or assessments as guides and not roadmaps to select meaningful goals; (3) Offer definitions of rapport, and identify why a need for a definition based on observable behavior is important, and how rapport is related to assent; (4) Describe a progressive approach to rapport building, and how this can be taught to staff working with clients with autism; (5) Discuss the importance of assessing social validity to indirect consumers; (6) Identify 2-3 key considerations for the balance of safety and habilitation in residential settings.
 

Examining Ways to Improve Outcomes for Adults With Autism Spectrum Disorder: A Review of the Literature and Available Assessments and Curricula

SHANNA BAHRY (Endicott College)
Abstract:

In order to promote best outcomes across the lifespan and thereby improve overall quality of life for individuals on the autism spectrum, it is critical that goals written and interventions prescribed prior to the transition to adulthood are meaningful and highly socially valid. This presentation will provide an overview of available assessment and curriculum tools commonly used in the field of applied behavior analysis to guide goal development. An analysis of skills contained within each tool across various important skill domains will be reviewed. Implications and recommendations will be discussed.

 

A Progressive Approach to Staff Training to Increase Rapport With Clients With Autism

JESSICA J. CAUCHI (Endicott College; Atlas Behaviour Consultation)
Abstract:

Rapport is an important component of ABA programs, but has historically been defined with great subjectivity and variability. The presenter will discuss rapport as a measure of assent, why this is especially important for practitioners today, and present preliminary findings of a study training staff to build rapport with children with autism using a progressive approach to rapport-building. Future directions for studies of assent, rapport, and training will be discussed.

 

Reports of Safety Experiences From Direct Support Comparison: A Social Validity Survey

NATALIE M. DRISCOLL (Seven Hills Foundation & Endicott College)
Abstract:

The direct support professionals (DSP) working in group homes in adult services are important consumers of behavior analytic services. They often have the opportunity to express their acceptance and adherence to interventions during team meetings and their experience guides decision making for important support strategies around the balance of safety and dignity of the individuals they support. A survey was conducted across multiple group homes in adult services in Massachusetts to gain an understanding of the past experiences of safety concerns by DSPs. The data show varying levels of experience with concerns such as opinions around pedestrian safety, carrying cash, and wearing appropriate personal protective equipment (PPE). Analysis and discussion of these data will be presented. The findings of this survey are relevant to seeking information to better inform interventions and for ongoing consideration of the least restrictive environment.

 
 
Symposium #441
CE Offered: BACB/QABA
Assessment and Treatment of Face Touching During the COVID-19 Pandemic
Monday, May 30, 2022
9:00 AM–10:50 AM
Meeting Level 1; Room 103
Area: CBM/AUT; Domain: Applied Research
Chair: Javier Virues Ortega (Universidad Autónoma de Madrid)
Discussant: Raymond Miltenberger (University of South Florida)
CE Instructor: Javier Virues Ortega, Ph.D.
Abstract:

While airborne respiratory aerosols are currently thought to be the main transmission pathway for the SARS-CoV-2, fomite-mediated transmission remains an important risk during the current pandemic. Fomites are inanimate object surfaces where viral particles can remain viable for hours or days. Community-based epidemiological studies cannot readily establish the relative contribution to infection risk of several transmission pathways when they operate simultaneously and most transmission models have focused on human-to-human transmission of the SARS-CoV-2. However, recent studies indicate that transmission due to contact with contaminated surfaces may play an important role, particularly in the early stages of an outbreak and in closed environments such as child daycare services, schools, nursing homes, and offices. Hand contact with contaminated surfaces poses a risk of infection when subsequently engaging in hand-to-face contact with the mouth, nasopharynx, or eyes. Therefore, face-touching is a risk behavior of significant public health interest. In the current series of studies we will explore various treatment approaches to reducing face touching in both typically developed adults and children with autism spectrum disorder. We will also present various strategies for detecting and recording face touching including automated systems. The studies will be discussed by Dr. Ray G. Miltenberger, a world-renowned expert in the assessment and treatment of habitual behaviors.

Instruction Level: Intermediate
Keyword(s): COVID-19, face touching, habit reversal, video analysis
Target Audience:

Students, practitioners and applied researchers.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the behavioral processes involved in face touching and its importance as a health risk behavior; (2) Understand various methodological approaches to monitor face touching in typically developed adults and people with autism spectrum disorder; (3) Understand various approaches to reducing face touching including awareness training, habit reversal, and differential reinforcement of other behavior.
 

Decreasing Face Touching for Children With Autism Spectrum Disorder

MARY HALBUR (University of Nebraska Medical Center's Munroe-Meyer Institute), Tiffany Kodak (Marquette University), Marisa E. McKee (Marquette University), Jessi Reidy (Marquette University), Elizabeth J. Preas (UNMC), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute)
Abstract:

Face touching is a prevalent behavior for individuals of all ages. However, frequent face touching has potential negative side effects such as the transmission of viruses, bacterial infections, and skin infections. The present investigation extended previous research by evaluating a reinforcement-based intervention package on the reduction of face touching for children with autism spectrum disorder who tolerated wearing face coverings (i.e., face masks, face shields). The treatment package included an unsignaled, momentary differential reinforcement of other behavior procedure with prompts. Results indicated that rates of face touching decreased from baseline levels for children during 5-min treatment sessions. Furthermore, low levels of face touching were observed during follow-up sessions that were longer in duration (i.e., 15 min) across participants. Minor procedural modifications across participants will be described. Overall, results support the utility of behavioral interventions on the reduction of potentially unsafe behaviors related to medical routines for children with autism.

 
A Habit Reversal Intervention for Face Touching
EMMA AUTEN (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington)
Abstract: The Centers for Disease Control and Prevention (CDC) reports that touching one’s own face with unwashed hands can transmit infections, and previous literature has reported the average rate of face touching for neurotypical adults to be 17.8-23 times per hour (Kwok et al., 2015; Morita et al., 2011). Habit reversal is a multicomponent intervention developed by Azrin and Nunn (1973) that has been successful for a variety of behaviors including hair pulling, nail biting, speech disfluencies, and motor or vocal tics (Azrin & Nunn, 1973; Nunn & Azrin, 1976; Pawlik and Perrin, 2019; Rapp et al., 1998; Twohig & Woods, 2001). The purpose of the current study was to apply a simplified habit reversal intervention to face touching behavior evaluated in a multiple baseline design. Participants were students at a university, and they were blind to the purpose of the study during baseline. Simplified habit reversal consisted of a sequential application of awareness training and competing response training. For some participants, debriefing on the purpose of the study reduced face touching. For other participants, at least one component of habit reversal (i.e., awareness training or competing response training) was necessary to significantly reduce face touching.
 
Automated Detection of Face Touching as an Aid to Face Touching Reduction Studies
AIDA TARIFA RODRIGUEZ (ABA España, Universidad Autónoma de Madrid), Peter A. Krause (University of California, Santa Cruz California State University, Channel Islands ), Javier Virues Ortega (Universidad Autónoma de Madrid), Agustin Gonzalo Perez-Bustamante Pereira (Hospital Universitario Ramón y Cajal)
Abstract: In the current study we evaluated an automated face-touching detection system. Face touching was detected automatically for the two participants wearing head-mounted camera. Five hours of naturalistic footage was obtained from each participant. A custom Python script divided each video recording into 10 s segments and each of these segments was then processed by the OpenFace 2.0 face-tracking software. OpenFace detects the most prominent face within a digital video, compares it to a normalized facial model using 128 key parameters, and estimates the three-dimensional position of each parameter frame by frame. We identified modal parameter displacement patterns that were suggestive of face-touching events by using parallel behavioral observation data. We integrated the parameter displacement patterns into a face-touching detection algorithm. We then conducted signal detection analyses to evaluate the precision of the detection algorithm when applied to novel samples of video both within and across individuals. We will discuss the potential of using this system in applied research
 

Reducing Face-Touching through Motion Sensing and Vibrotactile Cueing During the COVID-19 Pandemic: Treatment Effects and Disruptor Descriptive Analysis

JAVIER VIRUES ORTEGA (Universidad Autónoma de Madrid), Agustin Gonzalo Perez-Bustamante Pereira (Hospital Universitario Ramón y Cajal), Neil Timothy Martin (Behavior Analyst Certification Board), Mariola Moeyaert (University at Albany, SUNY), Peter A. Krause (University of California, Santa Cruz California State University, Channel Islands ), Aida Tarifa Rodriguez (ABA España, Universidad Autónoma de Madrid), Carolina Trujilo-Sánchez (Universidad Autónoma de Madrid), Maithri Sivaraman (Ghent University, Belgium)
Abstract:

Fomite-mediated self-infection via face-touching is a potentially important and understudied transmission pathway for COVID-19. In the current study we evaluated the effect of a computer-mediated vibrotactile cues (presented through experimental bracelets located on one or both hands of the subject) on the frequency of face-touching among eight healthy adults living in the community. We conducted a treatment evaluation totaling over 25,000 minutes of observation. The treatment was evaluated through a multiple treatment design and a hierarchical linear model indicated that all participants engaged in significant levels of face-touching prior to the intervention. On average, the one-bracelet intervention did not produce significantly lower levels of face-touching, whereas the two-bracelet intervention did result in significantly lower levels. The effect increased over repeated presentations of the two-bracelet intervention with the second implementation producing 31 fewer face-touching events, on average, relative to baseline levels. The intervention effect was robust to potential face touching disruptors including wearing a mask, speech, moving around, or being outdoors. Dependent on the dynamics of fomite-mediated self-infection via face-touching, treatment effects could be of public health significance. The implications for research and practice are discussed.

 
 
Paper Session #443
CE Offered: BACB
Stimulus Equivalence With Mixed-Compound Consequences: A Translational Analysis With Theoretical and Applied Implications
Monday, May 30, 2022
9:30 AM–9:55 AM
Meeting Level 1; Room 153A
Area: EAB
Instruction Level: Intermediate
Chair: Richelle Elizabeth Hurtado (University of North Carolina Wilmington)
CE Instructor: Richelle Elizabeth Hurtado, Ph.D.
 

Stimulus Equivalence With Mixed-Compound Consequences: A Translational Analysis With Theoretical and Applied Implications

Domain: Basic Research
RICHELLE ELIZABETH HURTADO (University of North Carolina Wilmington), Carol Pilgrim (University of North Carolina Wilmington)
 
Abstract:

In this translational study, three integrated experiments analyzed the impact of mixed-compound-consequences on equivalence-class formation. Experiment 1 compared simple-discrimination training with class-specific-compound-consequences (CSCC; A/B1→R1r1, A/B2→R2r2, A/B3→R3r3) and with mixed-compound-consequences (MCC; one class-specific element and one common across discriminations; A/B4→R0r4, A/B5→R0r5, A/B6→R0r6) with nine 6-8-year-old children. Conditional discrimination probes assessed emergent relations between A/B/R/r stimuli. When CSCC training occurred first, equivalence-class formation was demonstrated in both conditions. However, when MCC training occurred first, participants either demonstrated chance responding or emergent stimulus-reinforcer relations, without AB/BA relations. Equivalence classes were evidenced in the subsequent CSCC condition, but not always when the MCC condition was repeated. In Experiment 2, six college participants demonstrated class formation after either CSCC or MCC training. In Experiment 3, nine college students received CSCC or MCC training, but only emergent AB/BA relations were tested. Half of the participants trained first with MCCs demonstrated no emergence for any condition. These results demonstrate that a common element within a compound stimulus can hinder emergence, perhaps paralleling some instructive feedback applications. Findings also suggest that specific training and testing arrangements facilitate independent control by the separate elements of compound consequences, promoting class formation and extending both theoretical analyses and applications of equivalence.

 
Target Audience:

Current graduate students, practitioners in applied settings, and those who have a basic understanding of the mathematical properties of stimulus equivalence.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify a mixed-compound consequence; (2) provide an example regarding how instructive feedback procedures are related to mixed-compound consequences; (3) explain how initial training with mixed-compound consequences impacts performance on emergent relations.
 
 
Paper Session #444
CE Offered: BACB
Don't Dis Kids: Embracing Normal Variation in Educational Systems
Monday, May 30, 2022
9:30 AM–9:55 AM
Meeting Level 1; Room 156B
Area: PCH
Instruction Level: Intermediate
CE Instructor: Criss Wilhite, M.A.
 
Abstract:

Don’t Dis Kids: Embracing Normal Variation in Educational Systems Variation is a feature of all life forms and the source of change at the five levels of selection by consequences. Limiting or branding variation as abnormal leads to problems of adaptation. This paper will cover the inadequacies found in most educational systems in the United States relative to variations in what are called ‘learning styles’ of children. The rates of these variations are about the same across cultures, indicating they have been preciously selected at the genetic and epigenetic levels, but cultural environments can steer children’s lives in widely differing ways. Some variations may not work well for a child in any environment, but branding all variants as disorders (dyslexia, dysgraphia, ADD, sensory processing disorders, etc.) can result in focusing on medical conditions instead of behavior- environment interactions. This may lead to a lifetime of failure for some children, and many unnecessary costs to society. We are a social species and these variations allow for multiple skill sets within groups. Group survival can be enhanced by them. Mediation through teaching methodologies and changing the culture of colleges of education will be a main focus.

 
Target Audience:

Attendees should have a basic understanding of selection by consequences and the application of theoretical issues to societal problems.

Learning Objectives: 1. Use principles of selection to analyze a cultural-level problem. 2. Understand the harm and costs due to making common and widespread variations in learning ("dyslexia", "dysgraphia", "ADD," etc.) disorders. 3. Solutions to the these educational approaches in terms of methodologies of teaching and of changing the cultures of some colleges of education.
 
 
Paper Session #445
CE Offered: BACB
A Clinician’s Perspective on the Impact of Private Equity on Delivering Quality Applied Behavior Analysis Services
Monday, May 30, 2022
10:00 AM–10:25 AM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Chanie Rubin (Proud Moments ABA)
CE Instructor: Bobby Newman, Ph.D.
 

A Clinician's Perspective on the Impact of Private Equity on Delivering Quality Applied Behavior Analysis Services

Domain: Service Delivery
CHANIE RUBIN (Proud Moments ABA), Bobby Newman (Proud Moments ABA)
 
Abstract:

Private equity firms have been making investments in ABA companies. This development has made many nervous that quality concerns will become secondary to quality treatment concerns. In this paper, we will address factors related to private equity and what one must do to ensure quality of services within the model.

 
Target Audience:

Individual who have worked in the field and have decision-making responsibilities within the organization as regards clinical and staffing decisions.

Learning Objectives: At the conclusion of the presentation, participants will be able to define what Private Equity is. At the conclusion of the presentation, participants will be able to define the areas one needs to address in order to ensure that a partnership with Private Equity does not lead to a decrease in program quality. At the conclusion of the presentation, participants will be able to define the advantages and disadvantages to working with Private Equity within their organizations.
 
 
Paper Session #447
CE Offered: BACB
Nonlinear Contingency Analysis: On the Distinction Between Topical and Systemic Intervention
Monday, May 30, 2022
10:00 AM–10:25 AM
Meeting Level 1; Room 104A
Area: CBM
Instruction Level: Intermediate
Chair: T. V. Joe Layng (Generategy, LLC)
CE Instructor: T. V. Joe Layng, Ph.D.
 
Nonlinear Contingency Analysis: On the Distinction Between Topical and Systemic Intervention
Domain: Service Delivery
T. V. JOE LAYNG (Generategy, LLC)
 
Abstract: Typically, behavioral interventions have as their focus some form of presenting complaint. The pattern is in someway considered disturbing, either to the individual, the immediate community, or both. Where the disturbing behavior is the focus of the intervention we can refer to such interventions as topical. A variety of procedures may be employed which include DRA, DRO, or extinction, among others. Certain cognitive strategies considered topical include, thought stopping, reframing, diffusion, and acceptance. Nonlinear Contingency Analysis opens the door to interventions whereby the presenting complaint can be found to be a function of contingency relations other than those in which the presenting complaint participates. Targeting those relations, and not the disturbing pattern, often can resolve the issues and provide meaningful change for the client or community. This talk will briefly describe four cases in which the ultimate solution involved systemic intervention. Cases include individuals diagnosed with autism and a range of other so-called disorders, including depression, anxiety, and schizophrenia. They will also show that, in some cases, topical and systemic intervention may be used together and are not necessarily mutually exclusive.
 
Target Audience:

Those behavior analysts looking to advance their skills beyond a simple ABC analysis, and clinicians working with complex cases.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Distinguish between topical and systemic interventions; (2) Describe nonlinear analysis; (3) Recognize the implications of (1) and (2) for behavior analysis.
 
 
Paper Session #448
CE Offered: BACB
Instructional Strategies for Teaching Mathematics to Students With Autism
Monday, May 30, 2022
10:00 AM–10:25 AM
Meeting Level 2; Room 205C
Area: EDC
Instruction Level: Basic
Chair: Jared R Morris (Brigham Young University)
CE Instructor: Jared R Morris, Ph.D.
 
Instructional Strategies for Teaching Mathematics to Students with Autism
Domain: Theory
JARED R MORRIS (Brigham Young University), Ryan Kellems (Brigham Young University), Cade T. Charlton (Brigham Young University), Patsy Gibbs (Brigham Young University)
 
Abstract: Individuals with disabilities consistently perform below their neurotypical on national assessments of mathematics (NAEP, 2015, 2017). Further, it is estimated that around one fourth of students with autism have a mathematics learning disability (Williams et al. 2008) which directly impacts their academic performance. Effective and efficient methods and strategies for teaching mathematics to students with autism are critical for preparing them to increase their post-secondary educational and employment opportunities. Multiple reviews have evaluated interventions and instructional approaches for teaching mathematics to individuals with autism (Barnet & Cleary, 2015; Bouck et al., 2013; Gevarter et al., 2016). This review aims to evaluate the instructional components of interventions, technology, resources (i.e., number lines), virtual resources, and manipulatives researchers have used to improve the mathematical outcomes of students with autism. It is anticipated that the results of this review will be applicable to teachers of students with autism and will provide evidence-based strategies for teaching mathematics. It is also anticipated that this review will provide direction for future research.
 
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students. 

Learning Objectives: The participants will be able to: evaluate the instructional components of mathematics interventions; design and plan for instruction that uses evidence-based practices with intention; describe how to meaningfully incorporate effective mathematics interventions in their own schools and classrooms.
 
 
Symposium #449
CE Offered: BACB
Using Outcomes of Systematic Literature Reviews to Guide Clinical Practice and Future Research
Monday, May 30, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 257B
Area: AUT/VBC; Domain: Applied Research
Chair: Natalie Mandel (May Institute)
CE Instructor: Natalie Mandel, Ph.D.
Abstract:

Systematic literature reviews aim to answer specific research questions by identifying and synthesizing the literature basis related to a particular topic using clearly defined search procedures and inclusion and exclusion criteria. This symposium includes three systematic reviews of the literature synthesizing research related to skill acquisition. The first paper focused on the acquisition of mands for information, particularly studies that manipulated motivating operations. This paper identified a shortage of research investigating the autoclitic frame “why.” The second paper includes empirical studies assessing the emergence of intraverbal repertoires. Across the studies reviewed by this paper, intraverbal responding was the most common specific operant directly trained. The final paper comprises of studies that evaluated the impact of differential reinforcement on acquisition of a variety of skills. The paper identified numerous procedurals variations related to the reinforcer parameters manipulated and the onset of differential reinforcement. These papers will discuss results of the studies included in their reviews, procedural variations, recommendations for clinical practice, and/or recommendations for future research.

Instruction Level: Basic
Target Audience:

Entry level/any

Learning Objectives: 1) Understand procedures commonly used to teach mands for information 2) Understand procedures commonly used to teach intraverbal responding 3) Differentiate between various iterations of differential reinforcement
 
A Systematic Review of the Mands for Information Literature
MIRELA CENGHER (UMBC), Matthew David Bowman (University of Maryland, Baltimore County), Lesley A. Shawler (Southern Illinois University), Meghan Ceribo-Singh (University of Maryland, Baltimore County)
Abstract: This talk will describe a systematic review of studies that manipulated motivating operations to teach mands for information. We used a combination of keywords to search for articles through PsycINFO® and then conducted reference and citation searches for all articles that met our inclusion criteria. In total, we identified 27 studies. The most commonly investigated autoclitic frames when teaching mands for information were “where” and “who,” and the least investigated was “why.” Over half of the studies included an evocative scenario that served as a test condition, but did not include a control condition; however, there was an overall increasing trend toward including both conditions starting in 2007. In most studies, the experimenter taught the participants vocal responses, with a few recent examples targeting a combination of modalities (e.g., vocal and sign language) and communication devices. We discuss recommendations for clinical practice, limitations of existing research, and directions for future research.
 
A Systematic Review of Empirical Research on Emergent Intraverbals
DANIEL E CONINE (Georgia State University), Sarah Frampton (Simmons College/May Institute, Inc.), Kyrsten Buote (Georgia State University)
Abstract: For decades, Skinner’s (1957) analysis of verbal behavior has been applied in a variety of contexts. One critically important topic in this area is the extent to which some verbal operants may be learned indirectly, as a result of learning other verbal operants. This phenomenon is often referred to as emergent verbal behavior, and is critical to our understanding of how language is learned in a generative fashion across the lifespan. Emergence is especially important to understanding how intraverbal repertoires are established, as responses under intraverbal control may constitute a majority of responses in a fully-formed verbal repertoire. Recent literature reviews have highlighted that there are many published empirical studies on emergent intraverbals, but no systematic literature review has yet been conducted to unify this specific literature base. The current study is a systematic literature review, which identified 74 total experiments on emergent intraverbals contained in 57 total articles. Results will be presented in terms of populations and independent variables studied, procedural variations, and recommendations for future basic research, applied research, and practice in the area of emergent intraverbal behavior.
 
Review of the Use of Differential Reinforcement in Skill Acquisition
CYNTHIA P. LIVINGSTON (University of Nebraska Medical Center), Hannah Efaw (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida)
Abstract: The purpose of this paper was to review and summarize the literature investigating the impact of differential reinforcement on skill acquisition. Researchers synthesized data from 13 articles for the following categories: (a) participant characteristics (b) target behavior information, (c) pre-evaluation assessments (d) teaching procedures, (e) reinforcer parameters manipulated and class of reinforcers (f) reinforcement conditions, (g) outcomes, and (h) social validity and generalization measures. Results indicated the majority of the participants were male, had an ASD diagnosis, and communicated vocally. The differential reinforcement condition in which reinforcement favored independent responses resulted in the quickest acquisition for the majority of participants. When compared across reinforcer parameters, skill acquisition was quicker when the quality of the reinforcer was manipulated within the differential reinforcement procedure relative to other reinforcer parameters. Limitations of the previous research, recommendation for future research, and implications for clinical practice are discussed.
 
 
Symposium #451
CE Offered: BACB
Behavior Analysis in the Cyber World
Monday, May 30, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 102A
Area: DEV; Domain: Translational
Chair: Jessica Naomi Cadette Dunn (Orlando Health)
Discussant: Elisa M. Cruz-Torres (Florida Atlantic University)
CE Instructor: Elisa M. Cruz-Torres, Ed.D.
Abstract:

As every behavior analyst in well aware, we as individuals exist in a world where our interaction with the environment shape who we are and how we behave. Professionals utilizing principles of behavior analysis exist in a wide array of fields outside of the traditional areas typically found at Behavior Analysis conferences, and typically call themselves something other than Behavior Analysts. The field of Cyber is one of those fields for which a large component revolves around analyzing human behavior with the goal of behavior change and education. This symposium is set out to lay the groundwork of educating attendees on what the Cyber world is, how we operate, and some areas for which Behavior Analysis is 100% in action. Furthermore, presenters will specifically discuss the use of manipulation for information gathering (Social Engineering), exploiting vulnerabilities in networks, web apps, and user security (Pentesting), and information gathering within digital media (Open Source Intelligence).

Instruction Level: Basic
Keyword(s): Cyber, Social Engineering
Target Audience:

Target audience for this presentation are individuals who are curious about the application of behavior analysis in the cyber field. No prerequisite knowledge required.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the the field of cyber and how behavior analysis is utilized in various techniques; (2) Define Social Engineering, Open-Source Intelligence, and Pentesting; (3) Understand various vectors within Social Engineering are crafted
 

Where Do We Exist in the Cyber World?

(Service Delivery)
ELISEO D. JIMENEZ (Scientific Research Corporation)
Abstract:

The field of Cyber or Cybersecurity began in 1972, long before the age of personal computers and smart phones. Since then, the field has grown significantly due to the increase in users, platforms, software, and hardware. More importantly, organizations heavily rely on digital resources and security in order to perform duties ranging from Human Resources to service delivery. To test the reliably of an internal network or security protocols, organizations hire outside companies to conduct a Penetration Test (Pentest) in order to assess the company systems with the goal of helping the hiring organization to fix internal issues. How the process of Pentesting works is highly dependent on tools, we as Behavior Analysts, utilize on a daily basis in our respective jobs. The goal of this presentation is to review the field of Cyber, and to build a parallel between Behavior Analysis and Cyber. Within the presentation, the presenter will also discuss ways to gather and use Intelligence gathered in digital media in order to assist Pentesters.

 
Human Hacking and Behavior Analysis
(Service Delivery)
Eliseo D. Jimenez (Scientific Research Corporation), EDWARD JUSTIN PAGE (University of Pittsburgh)
Abstract: Ever find yourself in a position saying “I should not have gave them my ___________ information,” or “Why did I click on that link?” If you can recall a time in your past when that has occurred, then you were social engineered. The art of Social Engineering (SE) focuses on the direct manipulation of humans in order to collect targeted information which can be used to access a digital network or physical structure. As Behavior Analysts develop function-based interventions and Individualized treatment plants, social engineers craft vectors specific to their target in order to accomplish their mission. Techniques utilized in SE are founded in principles of behavior analysis, and has been shown to be highly effective at gaining access to secured areas, physical and/or digital. During this presentation, we will provide an overview of Social Engineering, SE techniques, and the BA foundations which allow social engineers to be successful. Additionally, attendees will develop an understanding of how SE works and the signals to look out for if they feel they are being social engineered.
 
 
Invited Paper Session #453
CE Offered: PSY/BACB/QABA/NASP
A Social Justice Framework for Intervention
Monday, May 30, 2022
10:00 AM–10:50 AM
Ballroom Level 3; Ballroom East/West
Area: EDC; Domain: Service Delivery
Chair: Renee Hawkins (University of Cincinnati)
CE Instructor: Tai Collins, Ph.D.
Presenting Author: TAI COLLINS (University of Cincinnati)
Abstract:

As the school-age population continues to diversify, it is now more important than ever that we provide services with a social justice focus that recognizes and values individuals’ unique identities and dismantles systems of oppression and marginalization. With a particular focus on school-based intervention, we will discuss a social justice approach to service delivery. Implications for integrating an ecological-behavioral framework with a social justice approach informed by critical race theory, intersectionality, and dis/ability critical race studies will be discussed. We will discuss the adaptation of evidence-based interventions to fit various contexts, as well as the development of novel interventions built specifically for minoritized populations. We will also examine peer-mediated interventions as a promising suite of culturally relevant strategies.

Instruction Level: Intermediate
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students; faculty members
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) ? define social justice and articulate a social justice framework for intervention; (2) integrate the ecological-behavioral model with a social justice framework; (3) discuss the importance of theoretical foundations (e.g., critical race theory; intersectionality; dis/ability critical race studies) in the social justice framework; (4) identify methods of adapting evidence-based interventions to fit various populations; (5) identify interventions developed for specific populations.
 
TAI COLLINS (University of Cincinnati)
Tai A. Collins received his Ph.D. from Louisiana State University in 2013. Dr. Collins is primarily interested in the development of time- and resource-efficient behavioral interventions to support Black students in urban schools with limited resources.  Dr. Collins has focused on developing peer-mediated interventions to improve the academic, behavioral, social, and emotional functioning of students within multi-tiered systems of support.  Dr. Collins is also interested in applications of a social justice framework in school psychology research, practice, and training. He currently teaches graduate courses including the Applied Behavior Analysis sequence, Advanced Behavioral Research Methods, and Working with Cultural and Linguistic Diversity in Schools. 
 
 
Symposium #455
CE Offered: BACB
Teaching Behavior Analysis Skills to Staff and Graduate Students: Advances and Future Directions
Monday, May 30, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 203
Area: TBA; Domain: Applied Research
Chair: Tina Sidener (Caldwell University)
CE Instructor: Tina Sidener, Ph.D.
Abstract: This symposium will include three data-based presentations on teaching behavior analysis skills to staff and graduate students. All trainings were implemented remotely. The first study evaluated the effects of training teachers using video modeling with voiceover instruction to use a data collection procedure called PLACHECK in a simulated virtual classroom. Results demonstrated that the intervention was effective, efficient, and socially valid. The second study evaluated the effects of remote, asynchronous training of a clinical decision-making model on accurate visual analysis of graphs in special education staff who implement behavior change protocols. Participants were taught to continue intervention, discontinue intervention, modify intervention, and decide intervention was complete, and correct responding on training and generalization quizzes increased over pretest levels for all participants. The third study replicated and extended previous research by evaluating positive-corrective-positive (sandwich) and corrective-positive-positive feedback sequences on acquisition of data collection and reliability calculations of paraprofessionals and graduate students. Both feedback sequences increased performance across tasks for all participants; these levels continued during maintenance probes. Preference for sequences varied across participants.
Instruction Level: Basic
Keyword(s): data collection, remote, staff training, visual analysis
Target Audience: BCBAs
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe how to train teachers remotely to use PLACHECK. (2) Describe how to train special education staff to visually analyze graphs using asynchronous, remote procedures. (3) Describe how different feedback sequences can be used to train behavior analysis skills.
 

The Effects of Video Modeling With Voiceover Instruction Delivered Remotely on Teaching Educators to Use PLACHECK Data Collection Procedures

BETH KLEMP POLLATZ (The Chicago School of Professional Psychology), Jaime DeQuinzio (Alpine Learning Group &The Chicago School of Professional Psychology), Amanda C. Philp (The Chicago School of Professional Psychology)
Abstract:

Continuing education is an ongoing requirement for many professions, including teachers and educators. Remote trainings are a convenient avenue for filling this requirement. However, more research is needed to understand the effectiveness of remote training on skill acquisition of data collection procedures by educators working with children with special needs. Video modeling with voiceover instruction has been used successfully to train staff to deliver discrete trial instruction, most-to-least prompting, and perform stimulus preference assessments, and it may be cost-effective for schools to use. The present study evaluated the effects of training teachers by using video modeling with voiceover instruction delivered remotely to use a data collection procedure called PLACHECK in a simulated virtual classroom. Results demonstrated that the intervention was a training modality that allowed for efficient use of teacher’s time and suggested that video modeling with voiceover instruction through a remote learning platform is a modality teachers find enjoyable and applicable to their learning needs.

 
Remote Teaching of School Staff to Conduct Visual Analysis of Graphs Using a Clinical Decision-Making Model: A Replication and Extension Study
SANDRA ODOHERTY (The Chicago School of Professional Psychology), Jaime DeQuinzio (Alpine Learning Group &The Chicago School of Professional Psychology), Kelly K McElrath (The Chicago School of Professional Psychology)
Abstract: Visual analysis of graphical data is the foundation of behavioral practice and the basis to making data-driven decisions. While education workers routinely implement behavioral interventions, they are not often trained to interpret data. The study used a delayed multiple-probe design across participants to evaluate the effects of remote, asynchronous training of a clinical decision-making model on accurate visual analysis of graphs in special education staff who implement behavior change protocols. Participants were taught to make intervention decisions (i.e., continue intervention, discontinue intervention, modify intervention, and intervention is complete) by visual analysis of graphs. Percentage of correct responding on quizzes testing accurate decision making was measured. Correct responding on the training and generalization quizzes increased over pretest levels for all participants. The effectiveness of the clinical decision-making model and its implications are discussed.
 

A Comparison of Feedback Sequences to Teach Behavior Analytic Skills Remotely

Marissa Chizmadia (Caldwell University), Tina Sidener (Caldwell University), Allison Parker (Caldwell University), Sharon A. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), RACHEL THOMAS (Caldwell University), Toni Rose Agana (Caldwell University)
Abstract:

A common way to provide feedback is the feedback sandwich. While there are multiple studies that have investigated the effectiveness of the feedback sandwich there is still skepticism about the effects of feedback upon actual work performance. Previous research has sometimes found a corrective-positive-positive feedback sequence to be more effective (i.e., Henley & DiGennaro Reed, 2015) and more preferred by participants (e.g., Slowaski & Lakowake, 2017) than positive-corrective-positive sequence. The current study replicated and extended previous research by comparing the effects of these feedback sequences on teaching paraprofessionals and graduate students data collection and reliability calculation procedures. Both feedback sequences increased performance across tasks for all participants; these levels continued during maintenance probes. Preference for sequences varied across participants.

 
 
Symposium #456
CE Offered: BACB
Convergent Multiple Control and the Role of Verbal Behavior in Recall
Monday, May 30, 2022
10:00 AM–10:50 AM
Meeting Level 2; Room 255
Area: VBC/EAB; Domain: Translational
Chair: Juliana Sequeira Cesar de Oliveira (Texas Christian University)
CE Instructor: Juliana Sequeira Cesar de Oliveira, M.S.
Abstract:

The concept of multiple control plays a central role in Skinner’s (1957) Verbal Behavior. It is a powerful concept that can be used to account for complex linguistic and cognitive phenomena, such as novel utterances (as in the famous “no black scorpion” example), humor, problem-solving, and recall. This symposium reports the results of two laboratory studies on convergent multiple control, and a study on improving recall of past events for children diagnosed with autism spectrum disorder (ASD). Juliana Oliveira presents a demonstration of convergent multiple control following the establishment of divergent multiple control over tacting in a laboratory task with college students. Adrienne Jennings presents another study with college students that examined prerequisites for convergent multiple control over intraverbal responses. Finally, Stephanie Keesey-Phelan presents a study on the effects of reinforcing verbal behavior during an activity or event on later recall of the activity or event.

Instruction Level: Advanced
Keyword(s): multiple control, recall, verbal behavior
Target Audience:

BCBAs, graduate students, researchers. Need to have basic familiarity with Skinner's analysis of verbal behavior.

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) define divergent and convergent stimulus control (2) state the four prerequisite skills necessary for convergent intraverbals to emerge (3) describe the effects of verbal behavior emission on later recall
 
Laboratory Demonstration of Convergent Control in Verbal Behavior
(Basic Research)
JULIANA SEQUEIRA CESAR DE OLIVEIRA (Texas Christian University), Reagan Elaine Cox (Texas Christian University), Anna I. Petursdottir (Texas Christian University)
Abstract: Skinner‘s (1957) analysis of verbal behavior relied heavily on the concept of multiple control. Convergent multiple control (Michael et al., 2011) exists when two or more stimuli contribute strength to a particular response form. Although such summation of stimulus control is a well-established phenomenon, we are not aware of any demonstrations in the context of the complexities of human verbal behavior, where the two stimuli that contribute strength to the target response may also control numerous other responses (divergent control; Michael et al., 2011). The purpose of the present experiments was to demonstrate convergent stimulus control in a laboratory task with college students. First, divergent tact control was established by each of five elemental graphic stimuli over either two vocal responses or selection of two textual syllables in a match-to-sample task. Thus, each stimulus came to control two response forms or selections, and each response form or syllable selection was also controlled by two different stimuli. A subsequent test under extinction sought to demonstrate convergent control by combining stimulus elements into compounds. Pilot data indicated that in the selection-based version of the task trials with compound stimuli primarily occasioned selection of syllables related to both elements of each compound.
 
An Evaluation of Prerequisite Skills to Establish Multiply Controlled Responses
(Basic Research)
ADRIENNE JENNINGS (Caldwell University), Jason C. Vladescu (Caldwell University), Caio F. Miguel (California State University, Sacramento), Kenneth F. Reeve (Caldwell University), Tina Sidener (Caldwell University)
Abstract: Researchers studying acquisition of verbal behavior have begun to investigate skills that may serve as prerequisites for multiply controlled verbal behavior. These investigations often involve intraverbals. Recently, DeSouza et al. (2019) created a training sequence of potential prerequisite skills to facilitate emergent convergent intraverbals in 4 children with autism spectrum disorder. This sequence consisted of multiple tact, multiple listener, intraverbal categorization, and listener compound discrimination. Emergent convergent intraverbals were only observed after participants demonstrated mastery of listener compound discrimination. More research is needed to determine whether training of each skill is necessary. The purpose of Experiment 1 was to systematically replicate the procedures used by DeSouza et al. with adult participants using a multiple probe design. Results support the efficacy of the procedures, yet the amount of training required varied across participants. In Experiment 2, probes for all skills were conducted following convergent intraverbal probes to determine whether prerequisite skills were absent when convergent intraverbal failures occurred and present when they emerged. Preliminary results show convergent intraverbals only emerge when proficiency of each prerequisite skill is demonstrated.
 

The Effects of Reinforcing Tacting on the Recall of Children With Autism Spectrum Disorders

(Applied Research)
STEPHANIE KEESEY-PHELAN (The Dog Behavior Institute), Judah B. Axe (Simmons University)
Abstract:

Children with autism spectrum disorder (ASD) exhibit deficits in social communication and conversation skills, including recalling past events. We evaluated the impact of reinforcing verbal behavior during a session on the recall of events from that session. In Experiment 1, in a multielement design, 5 participants with ASD viewed PowerPoint slides with black and white stick figures engaging in actions. While viewing the pictures, the three conditions were: (1) no requirements (i.e., looking quietly), (2) reinforcement of tacting each picture, and (3) reinforcement of repeating auditorily presented letters and numbers (i.e., a blocking procedure). When asked to recall the pictures 10 min later, 4 out of 5 participants emitted the most statements in the tacting condition; 2 of the participants needed added reinforcement of tacts for this outcome. In Experiment 2, in a multiple probe design across participants, tacts and intraverbals were reinforced with 3 participants with ASD during 5-min activities (e.g., board game). When asked to recall events from the activity 50 min later, 2 out of 3 participants emitted more statements compared to baseline. For the third participant, we identified reinforcement conditions affecting responding. These results suggest that reinforcing verbal behavior during an activity may facilitate recall.

 
 
Symposium #457
CE Offered: BACB
I See Therefore I Learn: Recent Advances in Observational Learning
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 258A
Area: AUT/DDA; Domain: Applied Research
Chair: Andrew Pierce Blowers (Kadiant)
Discussant: Bridget A. Taylor (Alpine Learning Group)
CE Instructor: Andrew Pierce Blowers, Ph.D.
Abstract:

This symposium will focus on recent research and advances in observational learning in children with autism and related disabilities. The first paper evaluated the effects of teaching children with autism to leverage differential observing responses on observational learning across multiple types of contingencies. The second paper focused on observational learning through the selectionist perspective. In this study, the effects of establishing preverbal cusps in the form of observing responses on subsequent observational learning cusps and child-initiated social interactions was evaluated. The third paper evaluated the effects of three systematic variations of observational learning interventions on observational performance, acquiring novel behaviors, and establishing new reinforcers under denial conditions. The fourth paper evaluated the effects of the observational conditioning-by-denial intervention over changes in reinforcing value of previously neutral stimuli in children with and without developmental disabilities.

Instruction Level: Basic
Keyword(s): Conditioned Reinforcer, Observational Learning, Observing Response, Social Learning
Target Audience:

Audience members should have a basic understanding of applied behavior analysis and the behavior analytic interpretation of learning through observation.

Learning Objectives: At the conclusion of this symposium, participants will be able to: (1) describe how observational learning differs from imitation; (2) identify the experimentally and conceptually identified prerequisite skills considered essential to observational learning; (3) describe the procedures presented on for increasing observational learning.
 
Effects of Differential Observing Responses on Observational Learning Across Multiple Contingencies
ANDREW PIERCE BLOWERS (Kadiant), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), Ciobha A. McKeown (University of Florida)
Abstract: Whether a child with autism spectrum disorder will exhibit observational learning may depend on their attention to and the stimulus modalities of the observed contingency. We used multiple-probe and repeated-acquisition designs to test observational learning across a diverse set of contingencies, which included hidden edible, hidden toy, hidden video, tact, receptive identification, and intraverbal contingencies. During preteaching, 2 children with autism spectrum disorder showed observational learning with some contingencies. After learning to engage in differential observing responses for observed behaviors and consequences with the hidden-video contingency, 1 child showed generalization of observational learning with receptive identification and intraverbals. Neither child showed generalization with the tact contingency. Thus, teaching was initiated with the tact contingency, which led to generalization of observational learning with tacts. The efficacy of teaching differential observing responses over observational learning was demonstrated. Inconsistent observational learning across contingencies suggests scientist practitioners should assess observational learning across a variety of contingencies.
 
Learning to Observe to Learn by Observation
JENNIFER LONGANO (Fred S. Keller School)
Abstract: From a behavioral selectionist perspective, it is stimuli that select out responding. In the case of Observational Learning, responding must come under the relevant stimulus control of stimuli associated with people in the observer’s environment. In many cases these stimuli develop as conditioned reinforcers naturally without the need for any intervention. In other cases, these stimuli need to be deliberately and specifically conditioned until they come to exert the necessary stimulus control. This paper will describe the foundational observing responses, or preverbal cusps, necessary for children to come under observational stimulus control in order to learn by observation.
 
Interventions to Establish Observational Learning Cusps
JESSICA SINGER-DUDEK (Teachers College, Columbia University)
Abstract: Researchers have identified several behavioral developmental cusps associated with Observational Learning (OL). These cusps allow individuals to 1) demonstrate changes in responses that were previously in their repertoire, 2) acquire new operants, and 3) establish reinforcement properties across different stimuli by observing others receiving those items under denial conditions. Researchers have also developed different interventions to establish one or more of these OL cusps for students with and without disabilities. This paper will present three of those interventions, as well as systematic variations of each, demonstrating compelling evidence of the success of these procedures in furthering participants’ social learning.
 
A Systematic Review of Observational Conditioning-by-Denial Interventions
HUNG CHANG (Teachers College, Columbia University)
Abstract: A majority of studies have examined the effects of observational learning on various performance and learning behaviors; however, few studies have focused on how observational learning changes the reinforcement value of neutral stimuli for children when they were denied access to the stimuli. Researchers conceptualized this conditioning process as observational conditioning-by-denial intervention (OCDI). Researchers have tested the effects of OCDI on establishing reinforcing properties across various educationally significant stimuli (e.g., books, adults’ praise) over the past decade. This paper will present and analyze a number of different components of the OCDI that affect the effectiveness of the OCDI in establishing new conditioned reinforcers for children with and without disabilities.
 
 
Symposium #458
CE Offered: PSY/BACB — 
Supervision
Intelligent Digital Technology to Advance Treatment, Procedural Fidelity, and Employment for Neurodiverse Individuals and Caregivers
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 254A
Area: AUT/OBM; Domain: Service Delivery
Chair: Donald A. Hantula (Temple University)
Discussant: Donald A. Hantula (Temple University)
CE Instructor: Donald A. Hantula, Ph.D.
Abstract:

Rapid advances in intelligent agent technology and artificial intelligence technology present new challenges and new opportunities for neurodiverse individuals, their caregivers, and the professionals who work with them. The COVID-19 pandemic became a strong motivating operation for integrating these technologies into work with neurodiverse individuals and their caregivers. This symposium shares groundbreaking new work on applications of intelligent agent technology and artificial intelligence technology with neurodiverse individuals from pre-K to adulthood. Drawn from research conducted by a NIH and NSF funded network of academic and private sector researchers across several states, four illustrative examples show how these digital technologies have been incorporated into work with neurodiverse individuals. One presentation shows how an intelligent agent platform can enable families to access expert guidance in implementing home-based behavioral treatment for children with ASD. A second demonstrates how a similar platform can be used to instruct school age children with ASD. The third presentation evaluates how an intelligent agent based tool increases caregiver treatment fidelity when teaching children basic living skills. The final presentation discusses design considerations for developing a platform that will enable neurodiverse adults to work as data annotators in the IT industry. Although all presentations will review data, there is an equal focus on issues of usability, acceptability and reaction from caregivers and employees using the intelligent agent technology. The overarching theme for this symposium is that forward-thinking applied behavior analysts can help create and leverage innovative technologies to assist the neurodiverse individuals, their families, and the professionals who work with them succeed.

Instruction Level: Advanced
Keyword(s): Cargiver support, Intelligent agent, Neurodiverse emoployees, Treatment fidelity
Target Audience:

Advanced: prerequisite skill/competency would include experience in supervising work with children with ASD and/or the work of neurodiverse employees; some basic educated lay person familiarity with AI, experience with efforts to improve program fidelity

Learning Objectives: Learning objectives: At the conclusion of the presentation, participants will be able to: (1) discuss how an intelligent agent can improve caregiver provided ABA therapy; (2) identify how an intelligent agent can be used to improve instruction with school age children and its supervision; (3) describe the concerns of neurodiverse employees working in data annotation jobs.
 

Supporting Caregiver-Delivered Behavioral Intervention for Children With Autism With an Intelligent Agent Platform

ALIYA YAGAFAROVA (Auburn U), Corina Jimenez-Gomez (Auburn University), Cecelia Drummond (Auburn U), Emily A Phaup (Auburn U), Donald A. Hantula (Temple University), John T Nosek (Guiding Technologies)
Abstract:

Caregiver involvement is an integral component of behavioral interventions for children with autism spectrum disorder (ASD) to ensure generalization and maintenance of skills. Coaching and supporting caregivers in the implementation of behavioral interventions often requires closely working with behavior analysts, which can be resource intensive and may not be feasible in some settings (e.g., rural communities). Further, ensuring sustained treatment fidelity may require additional monitoring and re-coaching. An intelligent agent platform that coaches and guides caregivers in the implementation of behavioral interventions may be useful for minimizing resources required to support caregivers and may aid in maintaining high, long-term treatment fidelity. Caregivers of children with ASD receiving services at a university-based clinic were recruited to deliver behavioral interventions in the home under the direction of written instructions or an intelligent agent platform. Treatment implementation fidelity, percentage of correct responses by the child, and acceptability of each support system served as the main dependent measures. Caregiver acceptability of the intelligent agent technology is discussed.

 

Evaluating Intelligent Agent Technology for Acquisition and Instruction of Hand-Washing in Children With Autism

ELIZABETH R. LORAH (University of Arkansas), Brenna R Griffen (University of Arkansas), Donald A. Hantula (Temple University), John T Nosek (Guiding Technologies)
Abstract:

Intelligent agent technology can help improve procedural fidelity and maintain high levels of performance by ABA therapists and the clients that they serve. However, this nascent technology has only very recently been introduced to ABA therapy. Much remains to be learned about intelligent agent technology and its effects on ABA therapists, including social validity and acceptability This study evaluated the use of an intelligent agent and data collection system for ABA therapist use while teaching handwashing to three school aged children with a diagnosis of autism. Using a multiple baseline design data were collected on therapists’ fidelity of implementation, as well as child acquisition of handwashing. Data were collected until the child participants mastered the ability to independently demonstrate washing hands. Following this, therapists were given the option to either continue with the app or use a traditional paper based protocol and data collection method for the purposes of handwashing instruction as a test of acceptability. The results of therapist reactions, as well as implications for digital technology and intelligent agent use will be discussed.

 

Intelligent Agent Technology for Caregiver Treatment Fidelity and Life Skills of Children With Autism Spectrum Disorder

KAORI G. NEPO (NeurAbilities), Donald A. Hantula (Temple University), John T Nosek (Guiding Technologies)
Abstract:

Behavior Analysis provides effective interventions for individuals with ASD and other developmental disabilities. However, the shortage of qualified and trained professionals to implement such interventions has been an ongoing problem nationally and internationally over the past decades. This study evaluated the effect of an innovative intelligent agent technology (GAINS) as a new tool for the caregivers of children with ASD to teach them important life skills such as dressing, feeding, hand washing, or packing a snack. Children with ASD (ages between 3-8) who receive services from a regional behavioral health organization and their caregivers participated. A single subjects design across participant dyads was used to evaluate independent completion of the task analyzed target life skill of the child and treatment fidelity data of caregivers following the cues from the intelligent agent technology. Both behavioral data and participant reaction and satisfaction with the intelligent agent technology were assessed. Recommendations for designing intelligent agent technology for use with this population are discussed.

 
Design Considerations for Building a Platform to Enable Neurodiverse Employees to Work in Data Annotation
ELIZABETH GARRISON (Temple University), Slobodan Vucetic (Temple University), Eduard Dragut (Temple University), Matthew Tincani (Temple University), Donald A. Hantula (Temple University), Ray Hong (George Mason University)
Abstract: Neurodiverse individuals often struggle to obtain employment. With the surge of large-scale data-driven innovation in Artificial Intelligence, data annotation tasks found in Amazon’s MTurk and similar platforms have presented significant employment opportunities for neurodiverse individuals. We recruited nine neurodiverse and ten neurotypical participants between the ages of 18-30 and built an interactive web-based training platform to determine when, how and why the annotation performance and their perception of images and text tasks vary between the two groups of participants. After we collected data using our platform, we conducted additional semi-structured interviews with neurodiverse participants to gain a deeper understanding of the reasoning for their particular responses. Our approach (1) highlights differences between neurodiverse and neurotypical workers in data annotation, (2) identifies which characteristics result in differences between neurodiverse and neurotypical data annotation responses, and (3) explains possible reasons for those responses. We suggest design considerations for building future neurodiverse-centered data annotation user interfaces.
 
 
Symposium #460
CE Offered: BACB
Token Economies: Recent Advances in Applied Research and Implications for Practice
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Applied Research
Chair: Yanerys Leon (University of Miami)
Discussant: Nadrat Nuhu (Marcus Autism Center and Emory University School of Medicine)
CE Instructor: Yanerys Leon, Ph.D.
Abstract: Tokens are among the most commonly used reinforcers for individuals with autism spectrum disorders (ASD) and other intellectual or developmental disabilities (IDD) across intervention contexts (Graff & Karsten, 2012). Despite the robust body of basic research on basic parameters of token reinforcement, and the ubiquitous use of tokens in practice, there is little applied research on best practice for conditioning and arranging tokens as reinforcers for individuals with ASD and IDD. This symposium will present a range of topics related to a) common practices in token economy implementation, b) conditioning procedures to establish tokens as reinforcers for individuals with limited language, and c) functional effects of structural differences in token economies (e.g., manipulable vs non-manipulable tokens; interest-based vs novel tokens). Practical considerations for clinicians utilizing token economies in practice will be highlighted and suggestions for future research on best practice in arranging token economies will be discussed.
Instruction Level: Intermediate
Keyword(s): conditioned reinforcement, school-based applications, token economy, tokens
Target Audience: Participants should have basic background of reinforcement systems for learners with ASD or IDD.
Learning Objectives: At the conclusion of the presentation, participants will be able to: a) Describe common practices in implementation of token economies for individuals with ASD / IDD. b) Describe best practice for conditioning tokens as reinforcers for individuals with limited language c) Describe the impact of token manipulation and use of interest-based tokens on token efficacy
 

The Evolution of Token Economies From Research to Practice: A Survey of Common Strategies Used in Clinical and Educational Settings

NATHALIE FERNANDEZ (Kenndey Krieger), Tracy Argueta (University of Florida), Iser Guillermo DeLeon (University of Florida)
Abstract:

Token economies are among the most widely used procedures in behavior analysis and research on token economies has spanned over 80 years. Some textbooks have outlined the essential components of token economies and suggested how they could be trained and implemented in practice (Cooper et al. 2020; Miltenberger, 2015). Hackenberg (2018) outlined a plethora of translational and applied research on token systems and suggested there is still much more work to be done. However, procedures evaluated in applied research can vary from how those procedures are implemented in clinical practice. It may be the case that the way in which token economies are implemented in clinical settings do not resemble the procedures described in research and behavior analytic textbooks. We surveyed certified clinicians about their commonly used practices when training and implementing token economies with individuals with autism and other neurodevelopmental disorders. Results suggest that token economies in practice often bear little resemblance to how they are described in the literature. Suggestions for future research will be discussed.

 

Descriptive Assessment of Token Economy Structure in School-Based Settings

CHRISTINA RODRIGUEZ (University of Miami), Yanerys Leon (University of Miami), Alexandra Ramirez (University of Miami), Elisa Alonso Duque (University of Miami), Ashley Ramos (University of Miami)
Abstract:

We conducted a descriptive assessment of token economy structure and implementation in two ABA-based schools serving individuals with autism spectrum disorder (ASD) and other intellectual or developmental disabilities (IDD). We collected data on several aspects of the token economy structure including: a) type of token, b) token characteristics, c) accumulation strategy, d) exchange strategy, e) type and cost of backup reinforcer, f) context of token use, and g) proportion of students using a token economy. We discuss the results in light of findings from the basic and applied research on token economies and provide practical considerations for clinicians arranging token economies for learners with ASD and IDD in school contexts. Finally, we provide suggestions for future researchers to examine common practice-based variations of token economies that have not yet been empirically examined in the applied or basic research base.

 

A Comparison of Procedures to Establish Tokens as Conditioned Reinforcers

TRACY ARGUETA (University of Florida), Iser Guillermo DeLeon (University of Florida), Yanerys Leon (University of Miami), Nathalie Fernandez (Kenndey Krieger)
Abstract:

Tokens are among the most common consequences delivered by behavior analysts who work with individuals with developmental disabilities (Graff & Karsten, 2012). However, recommendations for establishing tokens as conditioned reinforcers vary and many questions remain about best practices. In this study, children with intellectual and developmental disabilities completed preference and reinforcer assessments, from which we identified two to three backup reinforcers. We then evaluated four procedures for establishing tokens as conditioned reinforcers, usually followed by extinction tests to determine if the token had assumed any independent value. We began with stimulus-stimulus (SS) pairing of tokens with the backup reinforcers. If SS pairing did not establish tokens as conditioned reinforcers, we evaluated response-stimulus (RS) pairing and/or noncontingent token-exchange training, in which participants exchanged noncontingently delivered tokens for backup reinforcers. If neither of these procedures established tokens as conditioned reinforcers, we assessed response-contingent token-exchange training. Results suggest that (1) exchange plays a critical role in supporting reinforcer effectiveness, and (2) the conditions under which we evaluate the effects of token training might influence our results and conclusions.

 
Effects of Token Manipulation on Token Reinforcement Efficacy
BREANNA R ROBERTS (University of Kansas), Kathryn A Gorycki (The University of Kansas), Ashley Romero (University of Kansas), Lisa Marie Ambrosek (The University of Kansas), Pamela L. Neidert (The University of Kansas)
Abstract: Researchers have shown that numerous factors may influence the effectiveness of token reinforcement arrangements (Hackenberg, 2018). Sleiman et al. (2020) evaluated the effects of one potentially influential factor – token manipulation – for three young children with ASD. Results showed higher rates of target responding during no token-manipulation conditions for one participant and no difference for the other two participants. The current study replicates and extends Sleiman et al. (2020) by evaluating the relative effects of token manipulation for children with and without developmental disabilities and by examining the extent to which physically manipulating tokens is associated with handling costs (e.g., engagement in behavior incompatible with the target response, delays to task reorientation after receiving a token, etc.). Preliminary results for 1 child diagnosed with autism show higher levels of task completion in both token conditions as compared to baseline. Further, near-zero levels of inappropriate token manipulation occurred and delays to reorienting to the task were short. Results will be discussed in terms of relative efficacy and preference of token manipulation, implications of allowing token manipulation, and potential child demographics correlated with differential efficacy of allowing token manipulation.
 
 
Symposium #462
CE Offered: BACB
Equivalence Class Formation: Variables, Measurements, and Supplemental Analyses
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 1; Room 152
Area: EAB/VBC; Domain: Basic Research
Chair: Erik Arntzen (Oslo Metropolitan University)
Discussant: Deisy De Souza (Universidade Federal de São Carlos)
CE Instructor: Deisy De Souza, Ph.D.
Abstract:

The first paper by Arntzen includes an experiment with college students focusing on yields (number of participants who form equivalence classes) as function of training trials. The main finding was that yields increase as function of number training trials in a linear series training structure combined with a simultaneous training and testing protocol. The second paper by Fields, Wakim, and Foxe studied event-related potential (ERP) in college students who formed 2-node 4-member classes. Some of findings were that the baseline in contrast derived relations generated activation 400 ms after target onset. The third paper by dos Santos, Carvalho, and de Rose includes an experiment in which they have used a game, labyrinth, to investigate equivalence class formation and also with the use of remote data collection. The main findings were that the game was a viable option to conduct remote data collection, and that the nature and magnitude of consequences can influence formation and maintenance of equivalence classes. The last paper by Vaidya discusses a review of the Stroop literature to ask if the main findings in that literature are interpretable in terms of stimulus equivalence and the notions of class cohesion and class conflict.

Instruction Level: Intermediate
Target Audience:

Basic knowledge about emergent relations

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify important variables influencing equivalence class formation (2) how reaction time vary in Stroop experiments (3) how ERPs were influenced by including test trials for emergent relations
 
Number of Training Trials and Formation of Equivalence Classes
ERIK ARNTZEN (Oslo Metropolitan University)
Abstract: Linear series (LS) training structure combined with a simultaneous (SIM) training and test protocol have shown to produce relatively higher yields (number of participants who form equivalence classes) compared to combinations of other training structures and training and test protocols. Therefore, we use the LS and SIM to study the effect of number of training trials on the formation of equivalence classes. The present study included 30 adult participants who were trained on 6 conditional discriminations with LS (ABC) and SIM. All stimuli were abstract shapes. The participants were assigned to three different groups, 10 in each group. Group 1 had 18 trials (each trial type presented 3 times) in a block, Group 2 had 36 trials (each trial type presented 6 times) in a block, and Group 3 had 54 trials (each trial type presented 9 times) in a block. The result showed that the yields increased as number of trials (see Figure 1).
 

Investigation of Magnitude of Reinforcement and Punishment on Equivalence Class Formation Using a Virtual Game

Alceu R. dos Santos (Universidade Federal de São Carlos), Filipe César Carvalho (Universidade Federal de São Carlos), JULIO C. DE ROSE (Universidade Federal de Sao Carlos)
Abstract:

We developed a game to investigate equivalence class formation with remote data collection. The game simulates a labyrinth, with “sample rooms” with a picture (sample) on the only exit room, leading to “comparison rooms”, with pictures on three exit doors (comparisons). The player found diamonds after correct choices, and fell into a pit, losing diamonds, after incorrect choices. 56 adults played the game at home, with remote access to the experimenter’s computer. Group More-Reinforcement (MR) won four diamonds when correct and lost one when incorrect. Group Balanced (B) won one diamond when correct and lost one when incorrect. Group More-Punishment (MP) won one diamond when correct and lost four when incorrect. Participants learned conditional relations which could lead to three equivalence classes, each comprising three abstract pictures. Data collection ended after 10 participants formed equivalence in each group. Group MP showed higher attrition rate and poorer performance in a maintenance test, a week later. Results indicate that the game is a viable option to conduct remote data collection, and that the nature and magnitude of consequences can influence formation and maintenance of equivalence classes.

 

The Relation Between Equivalence Classes and the Stroop Effect

MANISH VAIDYA (University of North Texas), Russell Silguero (University of North Texas)
Abstract:

The original demonstration of the Stroop Effect found, in part, that participants’ reaction times to name a color (e.g., GREEN) were slower when the color of the ink and the name of the color were incongruent than when they were congruent. The robust effect has been documented numerous times across many laboratories since its original demonstration. Our lab has recently presented some data showing that compounds consisting of elements from different equivalence classes were reacted to more slowly than compounds consisting of elements from the same equivalence classes. These data suggest that the congruent and incongruent compound stimuli might be fruitfully interpreted in terms of class-based conflict or class-based cohesion. In this presentation, we present a brief review of the Stroop literature to ask if the main findings in that literature are interpretable in terms of stimulus equivalence and the notions of class cohesion and class conflict.

 
 
Symposium #463
CE Offered: BACB
Using Individual Preferences, Reinforcement Systems, and Technology to Increase Engagement in Health and Hygiene Routines
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 205A
Area: EDC/CBM; Domain: Applied Research
Chair: Elizabeth Joy Houck (University of North Texas)
Discussant: Dorothea C. Lerman (University of Houston-Clear Lake)
CE Instructor: Elizabeth Joy Houck, M.Ed.
Abstract: The importance of interventions to teach and maintain hygiene routines has been especially important during the Covid-19 pandemic. Children and people with intellectual disabilities (ID) often demonstrate limited tolerance with, engagement with, and independence in hygiene routines, including toothbrushing, mask wearing and hand washing. Limited active participation in these routines places individuals at risk of adverse health outcomes. During the Covid-19 pandemic, limited participation in these routines could also place others at greater risk of adverse health outcomes. This symposium will present data on novel uses of preference assessments, reinforcement systems, and technology to improve engagement in hygiene routines with typically developing children and adults with intellectual disabilities. Outcomes from these studies demonstrate how adapting widely used procedures can be an effective method to improve many socially significant problems, including currently critical health and hygiene routines.
Instruction Level: Advanced
Keyword(s): Hand-washing, Hygiene, Mask Wearing, Toothbrushing
Target Audience: Audiences should have basic familiarity with common preference assessments, reinforcement schedules and standard measurement practices.
Learning Objectives: At the conclusion of this presentation participants will be able to: 1) Describe common strategies used to increase engagement in hygiene routines for typically developing children and adults with intellectual and developmental disabilities. 2) Describe the importance of increasing independence and engagement in hygiene tasks for typically developing children and adults with intellectual and developmental disabilities. 3) Describe the effects of noncontingent reinforcement without extinction on tooth brushing duration in one study with two participants. 4) Describe how preference assessments can be used to select the least aversive unfamiliar stimulus to improve compliance with hygiene interventions (specifically mask wearing). 5) Describe how preference assessment data can be used to select appropriate starting reinforcement schedules. 6) Describe how a person’s typical environment can be used to determine socially valid terminal reinforcement schedules. 7) Describe methods for thinning reinforcement schedules to align with terminal reinforcement schedule goals. 8) Describe the generalization effects of two different interventions to increase mask wearing. 9) Describe how image analysis software can be used to assess effectiveness of handwashing interventions. 10) Describe the benefits of utilizing technology to assess accuracy of skills in areas such as handwashing.
 

Effects of the Podcast Chompers® on Toothbrushing Duration by Children

CATHERINE LEWIS (Texana Center), Jennifer N. Fritz (University of Houston-Clear Lake), Samantha Jean Boyle (University of Houston-Clear Lake), Victoria Fletcher (University of Houston-Clear Lake)
Abstract:

It is important to establish proper dental hygiene routines in children to prevent cavities and other dental issues. The effects of noncontingent reinforcement (NCR) without extinction was used to increase compliance with tooth brushing for two elementary-aged siblings. Specifically, a podcast called Chompers® produced by Gimlet Media was played during treatment. The results showed that the podcast was ineffective in maintaining increased tooth brushing durations for both participants. The addition of a new instruction was also not effective for one of the participants, and the addition of sibling interaction did not lead to a consistent increase in the toothbrushing duration of both participants.

 

Adapting Preference Assessments and Reinforcement Schedules for Increasing Mask-Wearing With Adults With Intellectual Disabilities

ELIZABETH JOY HOUCK (University of North Texas), Joseph D. Dracobly (University of North Texas), Richard G. Smith (University of North Texas), Danielle Pelletier (University of North Texas), Melanie Bauer (University of North Texas), Aaron Joseph Sanchez (University of North Texas)
Abstract:

People with intellectual and developmental disabilities (IDD) and autism spectrum disorders (ASD) often have difficulty in tolerating new or infrequently contacted stimuli (e.g., Fisher et al., 2019; Woodcock & Humphreys, 2009). Limited tolerance for health-related behavior, such as nail cutting, haircuts, and dental cleanings can cause distress for these individuals and their families (e.g., Cavalri et al., 2013). During the Covid 19 pandemic, face masks are a new stimulus that may cause distress for many people, especially those who may not understand the need for a mask. The inability to tolerate face masks could limit safe access to public locations for people with IDD and ASD. Therefore, we evaluated preference for different types of face masks with five adults with IDD and limited verbal communication skills. Using a multielement design, we assessed the duration each participant wore five different face masks and subsequently used reinforcement schedule manipulations to increase mask wearing for all five participants. For all five individuals initial preference assessments proved helpful in determining appropriate, individualized treatment steps for increasing cooperation with wearing a face mask.

 

Using Synchronous Reinforcement to Increase Mask-Wearing in Young Children and Individuals With Developmental Disabilities

CATHERINE MCHUGH (University of Kansas), Claudia L. Dozier (The University of Kansas), Sara Camille Diaz de Villegas (University of Kansas), Nicole Kanaman (University of Kansas), Marissa E. Kamlowsky (The University of Kansas), Ky Clifton Kanaman (University of Kansas)
Abstract:

The Centers for Disease Control (CDC) provided the public with recommendations to slow the spread of Covid-19 in 2020, which including wearing a mask in the community. In Study 1, experimenters coached direct-care group home staff via telehealth to use synchronous schedules of reinforcement (SSR; Diaz de Villegas, 2020; Rovee-Collier & Gekoski, 1979) to increase mask wearing for 4 adults with intellectual and developmental disabilities. In Study 2, experimenters directly implemented SSR to increase mask wearing for four young children with and without disabilities. Results across both studies showed SSR effectively increased mask wearing (i.e., participants tolerated wearing their mask for increased durations up to 30 min). Additionally, some participants demonstrated generalization to the everyday environment (e.g., in the classroom with their teachers, in community locations). Furthermore, procedural integrity data in Study 1 suggested staff could be coached via telehealth to implement the intervention, and staff surveys suggested the procedures and coaching were socially valid.

 
Utility of an Image Analysis Method as a Handwashing Measurement Tool
RACHEL JESS (GoodLife Innovations), Claudia L. Dozier (The University of Kansas), Stacha Leslie (University of Kansas), Marissa E. Kamlowsky (The University of Kansas)
Abstract: Hands are the most common mode of transmission of infection from pathogens. Washing hands with soap and water is the most effective method for decreasing transmission of infection; however, research suggests children do not routinely wash their hands using best-practice methods. Researchers have evaluated various strategies to address appropriate handwashing in children. More research is needed, however, regarding the efficacy and efficiency of teaching and measuring handwashing accuracy and quality in children. One method for assessing handwashing quality is comparing pre- and post-handwashing levels of proxy contamination using image analysis software. Further evaluation of the correlation between handwashing accuracy and hand cleanliness using proxy contamination should be conducted to determine the validity of this analysis method. The purposes of this study were to (a) conduct a retrospective data analysis from a series of studies with children on handwashing errors and handwashing quality using an index of hand cleanliness and (b) examine the utility of an image analysis method as a measurement tool for hand cleanliness. Overall results suggest the most important components of handwashing for increasing hand cleanliness include use of soap, amount of vigor, scrubbing the tops and palms of hands, and duration of scrubbing.
 
 
Symposium #464
CE Offered: BACB
Being Prepared for the Unexpected: The Role System Variables Play in Autism Intervention Programs
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 1; Room 153C
Area: OBM/AUT; Domain: Service Delivery
Chair: Dawn B. Townsend (Alliance for Scientific Autism Intervention)
Discussant: Binyamin Birkan (Biruni University)
CE Instructor: Binyamin Birkan, Ph.D.
Abstract:

Autism intervention programs have a number of responsibilities; however, the most important responsibility is to provide effective intervention to the individuals served to produce meaningful outcomes for them and their families. Programs that operate from the science of behavior analysis, and consistently implement systems that ensure the organization operates successfully at every level, are far more effective in producing positive outcomes under varied conditions. The pandemic, that we all faced over the last two years, provided an opportunity to test and analyze the efficacy, and strength, of the systems proposed by McClannahan and Krantz (1993). The papers in this symposium will focus on system variables that promoted continued student skill acquisition, staff development, and parent support and mentorship through a number of unexpected and unusual conditions. Each presenter will share relevant data that have been collected across a number of agencies, nationally and internationally, to support the value of systems and their role in ensuring generalized outcomes under novel conditions. The data obtained during the pandemic period provide us with an opportunity to analyze those system variables and promote the continued use of organizational systems in autism intervention programs.

Instruction Level: Intermediate
Keyword(s): Autism Intervention, Program Administration, System Variables
Target Audience:

This symposium is intended for individuals who are responsible for the development and implementation of behavior analytic programs for individuals with autism. Attendees should have a minimum of a MA level education in behavior analysis and experience developing administrative systems for the effective implementation of intervention programs for those diagnosed with autism.

Learning Objectives: At the conclusion of the presentation, individuals will be able to: (1) Develop programming goals, implement teaching plans, and measure relevant outcomes to ensure effective intervention to individuals with autism under a variety of conditions including virtual and in-person instruction; (2) Implement staff training and evaluation protocols, as a system variable, to develop new skills in staff delivering intervention services to individuals with autism under a multitude of conditions; (3) Implement effective parent support and mentorship programs as part of an effective intervention program and measure relevant outcomes supporting the effectiveness of the training program under highly individualized conditions.
 

Ensuring Student Progress During the Pandemic

Alison Gillis (The Graduate Center/CUNY, New York Child Learning Institute)
Abstract:

Ensuring continued student progress under a wide variety of, and unexpected, conditions is a critical guarantee that any intervention program should provide for students who they serve. The pandemic left many programs scrambling to define and develop methods of ensuring continued student progress and advancement of critical goals and objectives when teachers were no longer able to provide in-person instruction. This presentation will focus on the critical role systems played in ensuring a seamless transition from in-person instruction to virtual instruction. Data on student progress and skill acquisition, collected across sites both nationally and internationally, will be presented for periods of both in-person and virtual instruction to support the value of systems in ensuring effective intervention to individuals with autism under any set of conditions. In addition, the presenters will discuss how virtual instruction led to the development of additional systems and teaching strategies that will be incorporated into the programs in the future.

 
Staff Training and Evaluation During the Pandemic: Important Lessons Learned
KEVIN J. BROTHERS (Somerset Hills Learning Institute), Paul Shreiber (Somerset Hills Learning Institute), Emily Gallant (Somerset Hills Learning Institute)
Abstract: Developing skillful, creative, and flexible professionals is critically important in ensuring effective educational programming for individuals with autism, as well as the advancement of such programming. Member programs in ASAI are collectively committed to ensuring that staff members have both the professional and clinical skills needed to educate students under whatever conditions present themselves. The shutdown of programs during the pandemic tested those systems that our programs consistently use, which are based on the pioneering work of Krantz and McClannahan. This presentation will share information on how the training and evaluation systems ensured the success of our staff members when educating individuals with autism under new and highly variable conditions. Data from our collective programs, both nationally and internationally, on staff skill acquisition will be presented to highlight the importance of professional development systems, which include critical training and evaluation variables, in dealing with the unusual and unexpected. The information obtained during this period, in addition, has also been used to revise and advance our staff development systems for the future.
 

Parent Support and Mentorship Under Highly Variable Conditions

CHRISTINE FRY (Princeton Child Development Institute), Amanda Sawma Freeman (Princeton Child Development Institute), Gregory S. MacDuff (Princeton Child Development Institute)
Abstract:

The pandemic left parents of individuals with autism in a highly vulnerable position. Within days, parents found themselves at home with their children all day long, in the absence of the highly structured teaching conditions that typically surrounded their children, and that they depended on. During this time, the important role that parents play on the intervention team was highlighted more than ever. Evidence quickly mounted during this period that emphasize the very important role that parent support, mentorship, and training play in ensuring effective home programming efforts and preparing parents for situations in which the support system they rely on is not available. During this presentation, data will be shared on the home programming efforts of educational programs, both here in the US and abroad, during the pandemic and the critical effect that they had on ensuring continued effective outcomes for students with autism. In addition, the presentation will discuss the importance of modifying parent support programs, and the system variables associated with such, to ensure an individualized and effective experience for all.

 
Lessons Learned About System Implementation Under Unplanned and Unique Conditions
ERIC ROZENBLAT (Institute for Educational Achievement), Donna De Feo (Institute for Educational Achievement), Dawn B. Townsend (Alliance for Scientific Autism Intervention)
Abstract: Although the pandemic presented a whole host of conditions that educational programs, professionals, parents, and students had to adjust to, programs with well-defined and highly developed systems of program operation, staff training, and parent support fared far better than any of us would have expected. This period presented an opportunity for generalization to be assessed for staff, student, and administrative performance across a number of varied conditions. In this presentation, we will highlight the importance of systems both for practicing during the pandemic conditions and returning to in-person instruction thereafter. Data, collected from a number of national and international programs, will be shared on key measures that demonstrate the effectiveness of our systems and how we used the data obtained during this period to feed back into the system and prompt future changes in our practices. System variables must be defined, implemented, and consistently re-evaluated in light of annual data collected on their effectiveness. The presentation will conclude with details on the critical role system implementation plays in ensuring this.
 
 
Symposium #465
CE Offered: BACB
Brain Injury Rehabilitation and Applied Behavior Analysis: Recent Research on Delay Discounting, Language Assessment, Staff Training, and Program Evaluation
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 1; Room 153B
Area: OBM/VBC; Domain: Applied Research
Chair: Seth W. Whiting (Louisiana State University Shreveport)
Discussant: Christina M. Peters (Brock University)
CE Instructor: Karl Fannar Gunnarsson, Ph.D.
Abstract:

Applied Behavior Analysis has played an important role in the history of brain injury rehabilitation and its development of today´s neurobehavioral services. The first neurobehavioral rehabilitation programs in the United States, Canada and United Kingdom were developed or co-developed by behavior analysts. Despite this rich history and the role of behavior analysis in the development of brain injury rehabilitation less than one percent of all board-certified behavior analysts work within the brain injury rehabilitation field. With this symposium we hope to facilitate an increased interest in this subfield of Applied Behavior Analysis and want to show interested clinicians and researchers that brain injury rehabilitation is a venue for international collaboration and knowledge share. This symposium will present research on topics such as staff training within neurobehavioral rehabilitation programs, program evaluation of Applied Behavior Analysis best practice within neurobehavioral rehabilitation centers, delay discounting and links to challenging behavior in a sample of men with brain injuries, and, verbal behavior assessment of people with brain injuries.

Instruction Level: Intermediate
Keyword(s): Brain-injury, delay-discounting, OBM, verbal-behavior
Target Audience:

Appropriate for all BCBA and BCBA-D

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify ABA best practice guidelines within neurobehavioral rehabilitation (2) Broadly outline how verbal assessments can be used to assess language deficits in people with brain injuries (3) Understand the implications that challenging behavior has on the rehabilitation process and outcomes of people with brain injuries and how broadly ABA can be used to reduce adverse effects
 

Program Evaluation of Evidence-Based Applied Behavior Analytic Practice Within Neurobehavioral Rehabilitation Units for Adults With Acquired Brain Injury and Challenging Behavior

NAZURAH KHOKHAR (Brock University), Alison Cox (Brock University), Madeline Pontone (Brock University), Karl Fannar Gunnarsson (The National University Hospital of Iceland)
Abstract:

As acquired brain injury rates continue to increase, the ongoing need for efficient and effective treatment within neurobehavioral rehabilitation settings is clear. Some evidence suggests certain treatment components may be very important to incorporate into service delivery models (e.g., multidisciplinary). However, program evaluation literature and the uptake of complimentary intervention strategies, like applied behavior analysis (ABA), in existing neurobehavioral settings remains largely unexplored. The purpose of this project was to: (1) develop and implement a simple, systematic program evaluation informed by best-practices (i.e., research) to assess service delivery models of several neurobehavioral rehabilitation settings, and (2) survey the current use of ABA by participating neurobehavioral agencies. The program evaluation tool was applied to the charts of randomly selected past and current clients (referred to as participants). A secondary research assistant independently reviewed the charts to conduct interobserver agreement across 29% of the charts. Interobserver agreement was 80% (range, 53%-100%). Average program evaluation total percentage score was 33% (range, 4% - 63%), and program evaluation items describing ABA-uptake suggested the incorporation of ABA was low. We discuss service model areas of strengths and areas for improvement as specified by tool outcomes, as well as in relation to quality improvement implications.

 

Using Behaviour Skills Training Model to Train Acquired Brain Injury Staff to Use Applied Behavior Analysis

NATHALIE LYNN BROWN (West Park Healthcare Centre), Edith Ng (Toronto Rehabilitation Institute, University Health Network)
Abstract:

Policies and training have traditionally focused on crisis management to respond to challenging behaviors and to decrease incidents of Workplace Violence. However, behaviour is a continuum that progresses from calm, to agitation, to escalation, to de-escalation, to recovery. A focus on crisis management can result in missed opportunities and does not directly lower incidences of behaviour escalation. Hospital units where staff are trained in Acquired Brain Injury (ABI) rehabilitation often have incidents where patients escalate to abuse and/or aggression to staff resulting in staff injury. Use of a preventative approach is well supported in the literature. When taught theory behind Applied Behavior Analysis (ABA) preventative strategies, staff still had difficulty in implementing the skills to reduce incidences of workplace violence and aggression from patients. Systemically assisting ABI staff in 2 Greater Toronto Area (GTA) hospitals to respond to challenging behavior in ABI inpatient settings using a BST model of ABA strategies increased interdisciplinary staff’s confidence and ability to respond to challenging behaviors and decrease incidents of Workplace Violence in the ABI Inpatient Rehabilitation Services while building a robust support system of staff who deliver training using the same methodology to incorporate sustainability.

 

Delay Discounting and Brain Injury: Investigating Stability Across Time, Correlations to Socially Significant Problem Behavior

KARL FANNAR GUNNARSSON (The National University Hospital of Iceland), Ryan N. Redner (Southern Illinois University, Carbondale)
Abstract:

People with brain injuries often experience deficits of self-control and some engage in challenging behavior. Delay discounting research and brain injury rehabilitation have received limited attention from behavior analysts. Additionally, no investigations have focused on discounting parameters and their association with challenging behavior to date. This study investigated the stability of responses of the Monetary Choice Questioner (MCQ) over time in a large sample of men with brain injuries and compared discounting parameters with the participants´ assessment outcomes on the Questions About Behavior Functions (QABF) and Comprehensive Executive Functioning Inventory Adult (CEFI-A). Results demonstrated that responses on the MCQ were stable over time, that MCQ and assessment scores on QABF were tentatively linked, yet executive functioning was not linked significantly to discounting parameters on the MCQ. Implications of these results are discussed with regards to potential clinical interventions and how future research can improve our understanding of the link between self-control and challenging behavior within brain injury rehabilitation.

 

Piloting a Function-Based Language Assessment for Adults With Neurocognitive Disorder

CHRISTOPHER HUY LE (California State University, Sacramento), Dani Leigh Buckley (California State University, Sacramento), Megan R. Heinicke (California State University, Sacramento), Jonathan C. Baker (Western Michigan University), Shelby Marie Bryeans (California State University, Sacramento)
Abstract:

Language deficits are common following neurocognitive disorder (NCD), yet behavior analysts serving this growing population do not have a validated, function-based assessment to guide language programming. Gross, Fuqua, and Merritt (2013) developed and piloted the Verbal Behavior Assessment Battery (VBAB) to evaluate language deficits for older adults with dementia, but researchers have yet to replicate this study or evaluate this tool for adults following acquired brain injury (ABI). We expanded the VBAB to better capture the complex changes that may occur following ABI. We conducted the revised assessment with five adults with severe ABI and matched control participants and found 1) varying deficits across ABI participants, 2) significant differences between the performance of ABI and control participants, 3) acceptable test-retest reliability, and 4) evidence for both functional independence and interdependence of verbal operants. Our discussion will focus on methodological considerations and potential refinement of the assessment for future clinical use.

 
 
Symposium #466
CE Offered: BACB
Some Recent Developments Related to Behavior Analyst Licensure: Some Recent Adventures of the ABAI Licensing Committee
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 1; Room 156B
Area: PCH/DEV; Domain: Service Delivery
Chair: Gordon Bourland (Trinity Behavioral Associates)
Discussant: Michael F. Dorsey (Amego Inc.)
CE Instructor: Gordon Bourland, Ph.D.
Abstract:

The presentation of this symposium pertain to some of the issues addressed recently by the Association for Behavior Analysis International Licensing Committee. The Licensing Committee consults with chapter leaders, upon request, regarding issues pertaining to behavior analyst licensure and credentialing as well as provides resources related to those issues. Issues to be addressed include: features of a profession, status of behavior analysis as a profession, types of behavior analyst certification organizations, comparison of certifications currently available, influence of insurance requirements on provision of behavior analytic services, and opposition to behavior analyst certification with suggestions related to addressing them.

Instruction Level: Intermediate
Target Audience:

1. Mastery of basic behavior analysis principles and procedures 2. Basic knowledge of behavior analyst credentialing procedures 3. Basic knowledge of common procedures for establishment of behavior analyst licensure (or comparable) 4. Basic knowledge of public policy advocacy practices

Learning Objectives: At the conclusion of the presentations, particiapnts should be able to: 1. state 3 typical features of a profession, 2. address whether behavior analysis is a profession, 3. state 3 typical expectations of a behavior analyst certifying entity, 4. state 3 typical features of a profession, 5. state 2 common problems related to insurance coverage of ABA service plans, 6. state 3 common points of opposition to behavior analyst licensure, and 7. state tactics for effectively addressing 3 common points of opposition to behavior analyst licensure.
 

What is a Profession and is Behavior Analysis One?

SHERRY L. SERDIKOFF (Savannah State University), John M. Guercio (Benchmark Human Services), Gordon Bourland (Trinity Behavioral Associates)
Abstract:

An ongoing topic of discussion among some people and recognized professions is whether behavior analysis is a profession, particular one independent of other existing professions (e.g., psychology, counseling, education). The answer to that discussion is relevant to decisions regarding establishment of licensure of behavior analysts. The essential features commonly identified with existence of a profession will be reviewed. An overview of historical tends in development of professions will be provided. Those trends include professions evolving and splitting from the from the profession in which it originated or existed very early (such as surgery in England initially being done by barbers, psychology growing out of philosophy which has ancient routes in theology and religion). Another trend has been for some professions to emerge from schisms within their memberships that drifted based upon the practitioner/scientist designations. Whether behavior analysis currently exhibits all or a critical mass of the identified features of a profession will be explored. That exploration will consider whether all components of behavior analysis (i.e., conceptual/theoretical, experimental, applied components) or just the applied component. Implications for regulation and licensing of behavior of the exploration of whether behavior analysis- or at least the applied component- should be considered a profession in its own right analysts will be discussed.

 
Who’s Certifying Whom?
GORDON BOURLAND (Trinity Behavioral Associates), Noor Younus Syed (SUNY Empire State College; Anderson Center International; Endicott College)
Abstract: In the last 5 years, several nongovernmental organizations, such as Qualified Applied Behavior Analysts® and International Behavior Analysis Organization™, have joined the Behavior Analyst Certification Board© in awarding various credentials, typically called certification, to individual behavior analysts. A review of readily available information indicates considerable variation on the requirements and nature of the credentials. Given the proliferation of behavior analysis credentials, multiple credentials available in some locations, and a change in international certifications pending 2023, a direct comparison of these credentials would be helpful for persons considering which credential(s) to review both within and outside the United States. In addition, such a review could be helpful to governmental entities (e.g., licensing boards) in considering which credential(s) might be an acceptable foundation for licensing behavior analysts. A systematic analysis of information available online regarding the identifying organizations issuing behavior analyst certification, revealed differences between nature (e.g., some nonprofit, some apparently for profit) and governance of organizations. Additionally, differences were found in the knowledge of behavior analysis expected of certificants, educational requirements (e.g., some requiring masters-level training, some not, for certification as a behavior analyst, per se), supervised experience requirements, nature and specifics of candidate testing, geographical availability of certification, as well as certification costs
 

Riddle Me This: When is Your Medically Necessary Behavior Goal NOT Your Behavior Goal (Negotiating Insurance Company Requirements for Creating Treatment Plans)

BOBBY NEWMAN (Proud Moments), Chanie Rubin (Proud Moments ABA), Aliza Yadlovker (Proud Moments ABA), Aline Kovacs (Proud Moments ABA)
Abstract:

As third party (insurance) payments have become more common in the field of Applied Behavior Analysis, behavior analysts have had to learn a new language and paradigm for writing goals. Some insurance companies specify that they will cover only the "core deficits" of Autism Spectrum Disorders, for example. This leads to common goals, such as Activities of Daily Living, seeming to be outside the realm of coverage. This talk will address some of these issues and discuss means of making sure that all goals required by the individual being taught are addressed.

 
Opposition to Licensure of Behavior Analysts: Who Objects and Why?
JOHN WALTER SCIBAK (Retired Massachusetts State Representative and ABAI Licensing Committee)
Abstract: Licensure protects the public by enforcing standards that restrict practice to individuals who have met specific qualifications in education, work experience, and examination. As a result, the prevalence of occupation licenses has increased dramatically over the past 50 years, with estimates suggesting over 1,000 occupations are regulated in at least 1 state. Given these data, and the fact that licensure has been widely accepted for fields as diverse as physicians, barbers, electricians, and florists, why have people objected to licensure for behavior analysts? Who has been most vociferous in their opposition, what is the basis for their objections, what differentiates behavior analysis from other clinical disciplines, and why have some individuals gone beyond licensure and oppose the practice of behavior analysis altogether? This presentation will review the current state of opposition and suggest strategies to counter these objections.
 
 
Symposium #467
CE Offered: BACB — 
Supervision
Diversity submission Recent Trends in the Development of Professional Skills and Diversity, Equity, and Inclusion Practices for Behavior Analysts
Monday, May 30, 2022
10:00 AM–11:50 AM
Meeting Level 2; Room 204A/B
Area: TBA/OBM; Domain: Service Delivery
Chair: Landon Cowan (Marquette University)
Discussant: Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University)
CE Instructor: Landon Cowan, M.A.
Abstract:

The new Ethics Code for Behavior Analysts (Behavior Analyst Certification Board, 2020) requires all BCBAs to engage in professional skills and culturally responsive practices which maximize the effectiveness of their services while treating others with compassion, dignity, and respect; however, resources to guide the training and incorporation of these practices remains limited. This symposium will describe four studies examining practices and future directions for the training of these skills. The first presentation describes a survey which evaluated the strengths and deficits of various professional skills for BCBAs. The second presentation will review potential barriers to effective supervision skills and present data on the utility of an assessment tool to guide BCBAs in their supervision practices and professional development. The third presentation will describe a study evaluating the use of behavioral skills training to teach culturally responsive practices to graduate students. Finally, the fourth presentation will describe a study evaluating procedures to increase the inclusion of content on diversity and culturally responsive practices in behavior analysis courses. To end, the discussant will review the findings in each presentation and consider areas for future research.

Instruction Level: Intermediate
Keyword(s): culturally responsive, diversity, professional skills, supervision
Target Audience:

The target audience for this symposium will be students, researchers, and practitioners that are interested in the study and teaching of professional skills and DEI practices. Given that this symposium will offer supervision CEs, we anticipate a large number of attendees (i.e., 100+).

Learning Objectives: At the end of this symposium, participants will be able to (1) describe the clinical and social significance of teaching professional skills and DEI practices, (2) identify at least one key professional skill and culturally responsive practice relevant to ABA service delivery, and (3) describe at least one research-based strategy for teaching professional skills and DEI practices to trainees.
 
Diversity submission Professional Skills for Behavior Analysts: A Survey on the Proficiency and Importance of Hard and Soft Skills
LANDON COWAN (Marquette University), Tiffany Kodak (Marquette University)
Abstract: Individuals seeking certification as Board Certified Behavior Analysts (BCBAs) require training in both hard and soft skills. Trainees seeking certification complete coursework and a BCBA exam that assess mastery of hard skills. However, training and mastery of soft skills is not as concrete. BCBAs are also expected to maintain these skills throughout their career. Previous research has shown that soft skills are (a) viewed as important by clients and their families but (b) are not consistently demonstrated from those providing services. Research also suggests that BCBA trainees may not consistently receive training on these skills. The current study presents the results of a survey distributed to individuals who supervise BCBAs on the proficiency of hard and soft skills demonstrated by their supervisees. The results suggest future directions for the research and training of professional skills for current and future BCBAs.
 
Diversity submission 

Improving the Future of Applied Behavior Analysis With the Assessment and Training of Supervisory Skills

KIMBERLY MADAR (May Institute), Noor Younus Syed (SUNY Empire State College; Anderson Center International; Endicott College)
Abstract:

The rapidly increasing demand and increased number of BACB certificants in recent years results in many new BCBAs moving into the role of supervisor without the necessary skills and supports. In 2018 the BACB reported that the “most common actionable ethical violation is improper or inadequate supervision or delegation of responsibilities”. It is essential to the sustainability of ABA that we are meeting the needs of all individuals, families, trainees and practitioners. In this presentation we will discuss some of the barriers to ensuring quality supervision and attempts to address them will be reviewed. We will introduce the Supervisory Skills Assessment Tool (SSAT). The SSAT evaluates professional skills such as bidirectionality, perspective-taking and problem-solving. This allows mentors to create individualized competency criteria to ensure scaffolded support and training is provided to new BCBAs prior to independent supervision. Lessons learned from the initial stages of the pilot and next steps will be discussed.

 
Diversity submission An Evaluation of Behavioral Skills Training to Teach Culturally Responsive Clinical Service Provision in Behavior Analysis Graduate Students
KENYA MYLES (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake), Amanda King (Endeavor Behavioral Institute, LLC), Ellie Hardesty (University of Houston-Clear Lake)
Abstract: With the expanding provision of ABA services, it behooves us as a field to evaluate procedures for providing culturally and linguistically responsive services. In the first experiment we evaluated the effects of Behavioral Skills Training (BST) and two types of feedback on teaching four graduate students in a Behavior Analysis master’s program to identify five culturally significant domains from hypothetical intake materials. In the second experiment we evaluated the effects of BST, in-vivo probes, and delayed feedback on teaching the same graduate students to respond to caregiver challenges to some feature of the treatment plan. The data show that BST training and feedback are effective in teaching both skill sets. This has important clinical implications in that the training is simple, efficient, and familiar to most trainers and supervisors.
 
Diversity submission A Pilot Evaluation of a Supplemental Curriculum on Diversity Content in Graduate Course Syllabi
STEPHANIE ORTIZ (Caldwell University), Melissa Ashley Joseph (Caldwell University), Meghan Deshais (Rutgers University)
Abstract: Recent data indicate that there is a lack of BACB certificants from diverse backgrounds (BACB, 2020) and many practitioners do not receive training in culturally responsive service delivery (CSRD). Applied behavior analysis (ABA) graduate programs would therefore benefit from incorporating training on diversity and CSRD. In this study, a pre-post design was used to evaluate the effects of providing ABA faculty members with diversity course objectives and resources tailored to their courses on the presence of diversity and CRSD content in their course syllabi. Six faculty members, who were collectively responsible for teaching courses assigned to control and intervention groups, participated in this study. All participants were provided with a general list of resources related to diversity and CRSD in ABA. Tailored diversity course objectives and supporting resources were only provided for courses assigned to the intervention group. Results indicated that increases in diversity course objectives and resources in syllabi were only observed for courses in the intervention group. Implications for graduate training programs in ABA and future work in this area are discussed.
 
 
Paper Session #468
CE Offered: BACB
Disparities and Inequities in Early Identification and Treatment for Black Children With Autism Spectrum Disorder
Monday, May 30, 2022
10:30 AM–10:55 AM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Jack Scott (Florida Atlantic University)
CE Instructor: Jack Scott, Ph.D.
 

Disparities and Inequities in Early Identification and Treatment for Black Children With Autism Spectrum Disorder

Domain: Service Delivery
JACK SCOTT (Florida Atlantic University), Torica L Exume (Florida Atlantic University Center for Autism and Related Disabilities)
 
Abstract:

Racial disparities in autism spectrum disorder (ASD) diagnoses and services exist (Mandell et al., 2007). Black children are diagnosed later, misdiagnosed, and identified with more severe ASD than White children (Jarquin et al., 2011); therefore complicating access to behavior analytic services for Black children. Black children are diagnosed with autism 1.6 years later than White children and are more likely to be misdiagnosed; contributing to reducing the likelihood of beginning behavioral early intervention. Such delay may result in Black children receiving problem behavior intervention rather than behavioral early intervention for autism. In this study, we’ll report findings from focus groups, surveys, and 1:1 interviews from black parents and professionals describing their perspectives on the identification process for Black children. We’ll report data for six Florida school districts on the participation of Black children in ASD programs and describe key impediments for their identification. We conclude with recommendations to assist behavior analysts and those concerned with equitable treatment for Black children in the early identification process. Understanding the identification of Black children through the ASD identification process will inform behavior analysts and professionals in developing culturally sensitive and effective practices to support Black parents through the ASD identification process.

 
Target Audience:

Targeted audience: Intermediate- experience working with individuals with ASD in the home, school, or community setting; experience supervising and conducting screenings, assessments, and evaluations; experience in working in public or private school systems.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Learning Outcome (1): To state three key barriers to the identification of Black children with ASD. Learning Outcome (2) Identify parent-identified barriers to the assessment of a Black child and differentiate them from professionally identified barriers for such assessment. Learning Outcome (3) State three inequities that may accrue to Black children as a result of delayed or incorrect ASD assessment and eligibility determination.
 
 
Paper Session #470
CE Offered: BACB
Ensuring Best Practices in Group Educational Settings: Review of the Literature and Ongoing Applications to China
Monday, May 30, 2022
10:30 AM–10:55 AM
Meeting Level 2; Room 205C
Area: EDC
Chair: Helen McCabe (Daemen University)
CE Instructor: Helen McCabe, Ph.D.
 
Ensuring Best Practices in Group Educational Settings: Review of the Literature and Ongoing Applications to China
Domain: Service Delivery
HELEN MCCABE (Daemen University), Tian Jiang (University of Rochester)
 
Abstract: This presentation focuses on application of ABA-based intervention methods for children with autism in China, specifically in group settings. A review of the literature demonstrates that ABA--based practices have been shown to be effective in small group settings, and there is a need to further infuse these best practices into settings such as classrooms for children with autism, including in China. The literature review is presented as a foundation and context, and is followed by presentation of two ongoing research studies examining the application of ABA to the Chinese educational context, in general education inclusive classrooms and in specialized programs that serve children with autism and their parents.
 
Target Audience:

Practitioners, researchers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe two important strategies to use when implementing ABA-based group instruction for children with autism; (2) list two important components of ABA-based group instruction in two diverse settings; (3) compare intervention in clinical and research settings with implementation in the natural environment, such as preschools and schools, including at least one similarity and two differences.
 
 
Paper Session #471
CE Offered: BACB
The Process Teaches You: Using Information Gained from the Practical Functional Assessment and Skill-Based Treatment to Reach Meaningful Outcomes for Adolescents and Adults With Autism
Monday, May 30, 2022
11:00 AM–11:25 AM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Mara Vanderzell (Upstate Cerebral Palsy)
CE Instructor: Mara Vanderzell, Ph.D.
 

The Process Teaches You: Using Information Gained From the Practical Functional Assessment and Skill-Based Treatment to Reach Meaningful Outcomes for Adolescents and Adults With Autism

Domain: Service Delivery
MARA VANDERZELL (Upstate Cerebral Palsy), Brianna Elsasser (State of Michigan), Kelly Marie Gallagher (Upstate Cerebral Palsy), Jon Horn (Upstate Cerebral Palsy), Erik Jacobson (Upstate Cerebral Palsy)
 
Abstract:

Many researchers have replicated Practical Functional Assessment (PFA) and Skills-Based Treatment (SBT) procedures with individuals with Autism Spectrum Disorder; however, this has typically involved younger children, often who are language able. Currently, there is a gap in the literature involving adolescents and adults with severe disabilities attending residential programs. This presentation aims to discuss the lessons learned from the process of conducting PFA and implementing SBT with adolescents and adults with long and complex learning histories and how the practice has changed based on client performance. In addition, this presentation will also highlight a cultural shift of a school and residential program from its long history of using a caregiving approach with this population to a nationally-recognized program using evidence-based practices focused on safety, dignity, and rapport, to alter the life trajectories of the individuals that it serves. Participants will have the opportunity to view videos of program participants in their analysis and meaningful skill acquisition process as well discuss problems and solutions discovered along the way.

 
Target Audience:

The audience should be familiar with functional assessment, synthesized contingency analysis, and skill-based treatment procedures

Learning Objectives: 1. Participants will learn ways to modify skill-based treatment to meet the needs of populations less frequently represented in the literature 2. Participants will observe videos of adolescents and adults engaging in skill based treatment and learn ways to improve instruction and achieve meaningful outcomes 3. Participants will learn about global outcome indicators that are impacted when skill-based treatment is implemented across a division and agency
 
 
Paper Session #472
CE Offered: BACB
Addressing Health and Fitness During A Pandemic: Lesson Learned From The Field
Monday, May 30, 2022
11:00 AM–11:25 AM
Meeting Level 1; Room 104A
Area: CBM
Instruction Level: Advanced
Chair: Nicholas Green (BehaviorFit)
CE Instructor: Nicholas Green, Ph.D.
 

Addressing Health and Fitness During a Pandemic: Lesson Learned from the Field

Domain: Service Delivery
NICHOLAS GREEN (BehaviorFit)
 
Abstract:

The pandemic presented us with a unique environmental challenge to health and fitness behavior change. This event created – and continues to present – new barriers for those individuals who desire improved health outcomes. However, as any health outcome requires meaningful behavior change, applied behavior analysis is well-suited to address common wellness needs. This presentation describes how a telehealth model can provide a means to effective applied practice. A series of case studies will highlight the importance of pinpointing behavior and results, addressing personal bias and ethical concerns, and lessons learned while working with typical adults in an unprecedented time.

 
Target Audience:

Fluency in behavioral interventions, various consulting models, experience with typically developing individuals

Learning Objectives: Describe one lesson learned from practicing during the pandemic. Describe the difference between a health and fitness leading indicator versus lagging indicator. Describe how mentalisms are often embedded into client goals for health and fitness. Describe why sedentary behavior is problematic for health outcomes.
 
 
Invited Paper Session #474
CE Offered: PSY/BACB/QABA/NASP
Video Modelling to Teach Social and Play Skills to Children With Autism Spectrum Disorder
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 256
Area: AUT; Domain: Applied Research
Chair: Yanerys Leon (University of Miami)
CE Instructor: Christos Nikopoulos, Ph.D.
Presenting Author: CHRISTOS NIKOPOULOS (Autism Consultancy Services, London)
Abstract:

Peer relations serve many important functions in children’s development. Social reciprocity or reciprocal peer interactions occur when children engage in social interactions with one another or when their actions support each other in their relationships. In autism spectrum disorder (ASD), however, reciprocity of social exchange is missing and is manifest as a lack of both social responses and initiations to other people. Over the years, various behavioral strategies have been developed to promote social interactions between children with ASD and their peers for a successful integration in inclusion settings. Video modelling, as one of them, is not only an effective and evidence-based method for developing many social and play skills, but it can also be a practical and efficient tool that is well-suited to the school environment. In this presentation, pertinent video modeling methodologies will be explored and specific suggestions on the effective use of video modeling will be provided.

Instruction Level: Intermediate
Target Audience:

Graduate students; RBTs; board certified behavior analysts (BCBA); board certified assistant behavior analysts (BCaBA); psychologists; therapists and special educators working in a variety of applied and experimental settings as well as educational and social science settings who are interested in the promotion of social and play skills in children with ASD.

Learning Objectives: At the conclusion of the presentation, the attendee will be able to: (1) name the salient features of video modeling procedures as guided by findings from the literature (e.g., with what ages video modeling can be effective, what intervention goals can be addressed by the implementation of video modeling, in which settings video modeling can be effectively used, etc.); (2) describe different types of video modeling and the advantages and disadvantages of each type when targeting social and play skills in children with ASD; (3) demonstrate step by step different types of video modeling (e.g., video modeling, self-modeling, priming modeling, point of view modeling) that could be designed and implemented.
 
CHRISTOS NIKOPOULOS (Autism Consultancy Services, London)
Dr. Christos Nikopoulos is a Board Certified Behaviour Analyst (Doctoral Level; BCBA-D), former member of the Board of Directors of the BACB and of the European Association of Behaviour Analysis (EABA). He has served as a clinician, a University lecturer, an educator, a consultant, a researcher, and an author in the areas of autism spectrum disorder (ASD), intellectual and other developmental disabilities, as well as neurological and behavioural interventions in special education for more than 23 years. He is currently the founder and CEO of Autism Consultancy Services in London (UK) and Riyadh (KSA). He has obtained international experience in working with children with autism and other developmental disabilities--from 18 months old until adults--as well as their families and has published widely on the topic. Dr. Nikopoulos has co-authored two books and a few book chapters that have become key reference texts on subject of video modelling and autism and he has been chosen to deliver keynote speeches at international conferences quite frequently (more than 90 presentations at international conferences worldwide). Dr. Nikopoulos has also obtained substantial experience in the administration of a number of assessments tools as well as employing a variety of different behavioural procedures/methods, running home- and school-based intervention programmes in many European and Middle East countries. He is also either the Course Leader or the Lecturer of five BACB Verified Course Sequences (VCS) in Europe. Finally, due to his research activities and expertise in the area of autism, he has gained the award of Chartered Scientist from the Science Council, he is the scientific advisor for the Research Autism charity, an EU expert reviewer, as well as a reviewer for a number of international journals and governmental agencies.
 
 
Invited Paper Session #474A
CE Offered: BACB
Comprehensive Nutritional Interventions for Children and Adults with Autism
Monday, May 30, 2022
11:00 AM–11:50 AM
Ballroom Level 3; Ballroom East/West
Area: AUT; Domain: Applied Research
Chair: Erin B. Rasmussen (Idaho State University)
CE Instructor: Jim Adams, Ph.D.
Presenting Author: JIM ADAMS (Arizona State University)
Abstract:

Children and adults with ASD often have multiple nutritional and metabolic problems, including nutritional deficiencies, food intolerances, oxidative stress, decreased methylation, and impaired mitochondrial function. Many of these problems can be addressed by nutritional supplements and healthy allergen-free diets. A 12 month comprehensive nutritional intervention study was conducted to investigate the effect of combining 6 different nutritional interventions. The study found many benefits, including a 7 point gain in non-verbal IQ (compared to zero in the control group) and an 18 month gain in developmental age (vs 4 months in the control group). This suggests that many individuals with ASD can benefit from a comprehensive nutritional intervention to address underlying nutritional and metabolic problems.

Instruction Level: Basic
Target Audience:

BCBA’s and other professionals who work with children with ASD.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) learn the common nutritional and metabolic problems in children and adults with ASD; (2) understand the effect of comprehensive nutritional intervention on ASD symptoms; (3) learn which nutritional interventions were most important.
 
JIM ADAMS (Arizona State University)
James B. Adams, Ph.D., is the Director of the Autism/Asperger's Research Program at Arizona State University. His research focuses on the medical causes of autism and how to treat and prevent it including the areas of nutrition (vitamins/minerals, essential fatty acids, carnitine, digestive enzymes, special diets), oxidative stress, gut problems, gut bacteria, toxic metals, and seizures. He has published over 150 peer-reviewed scientific articles, including over 50 related to autism. He is also the President of the Autism Society of Greater Phoenix, the President of the Autism Nutrition Research Center, the co-leader of the Scientific Advisory Committee of the Autism Research Institute, and chair of the Scientific Advisory Board of the Neurological Health Foundation. He has an adult daughter with autism.
 
 
Panel #475
CE Offered: BACB
Working Together Effectively Through Interdisciplinary Collaboration
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 257B
Area: AUT; Domain: Service Delivery
CE Instructor: Fumi Horner, Ph.D.
Chair: Fumi Horner (Bierman ABA Autism Center)
CHRISSY BAROSKY (Bierman ABA Autism Center)
MAEVE LONDON (Bierman ABA Autism Center)
SIMONE PALMER (Simmons University and Bierman Autism Centers)
Abstract:

Despite many fundamental differences across disciplines and limited validation from empirical research, more and more companies have started offering an “autism treatment package” with ABA, Speech and OT services. In addition, insurance funders and the Ethics Code for Behavior Analysts require coordination of care and collaboration with other service providers. However, there are many BCBAs who have never been explicitly taught how to collaborate with other professionals and organizations that do not provide adequate training to foster the collaborative relationship. This panel discussion will first highlight the scope of competence for BCBAs and when to seek other professional’s opinions by outlining the appropriate collaboration processes. The panelists will then analyze the common conflicts between BCBAs and other professionals, identify where the gaps are, and propose some solutions. Attendees will be invited to participate in the discussion to analyze the conflicts and given opportunities to practice solutions.

Instruction Level: Intermediate
Target Audience:

BCBAs who practice ABA in schools or multidisciplinary therapeutic environments for individuals with autism.

Learning Objectives: Attendees will identify the scope of competence for BCBAs. Attendees will identify the steps of the appropriate collaboration process. Attendees will Identify examples and non-examples of interdisciplinary collaboration. Attendees will discuss the common barriers and feedback for BCBAs. Attendees will propose some solutions to address the barriers.
 
 
Invited Paper Session #476
CE Offered: PSY/BACB/QABA/NASP
Motivation and Self-Regulation and Health Behavior Promotion
Monday, May 30, 2022
11:00 AM–11:50 AM
Ballroom Level 3; Ballroom East/West
Area: CBM; Domain: Service Delivery
Chair: Vivian F Ibanez (University of Florida)
CE Instructor: Paula Magalhaes, Ph.D.
Presenting Author: PAULA MAGALHAES (Universidade do Minho, Portugal)
Abstract:

Health behavior promotion in childhood has been dominated by knowledge-centered paradigms. However, research shows that beliefs about what is healthy have a stronger influence on behavior than factual knowledge. Motivation and self-regulation frameworks highlight the agent role of the individual in controlling the personal, behavioral, and environmental influences that impact one’s behavior. Although individuals may be influenced and regulated by external factors and agents, exclusively relying on external regulation does not allow the individual to develop adaptive competences and skills, such as choosing a healthy snack. The aim of this presentation is to describe how healthy habits in childhood can be promoted, including diet and sleep, through the modelling of self-regulation skills via story-tools/narrative-based programs.

Instruction Level: Basic
Target Audience:

Anyone interested in motivation and self-regulation, and health behavior promotion

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify motivational components of health behavior; (2) describe the core components of empirically supported story-tools/ narrative-based programs to model and promote Self-regulation skills for health; (3) discuss what and how children learn the self-regulation competences for health behavior.
 
PAULA MAGALHAES (Universidade do Minho, Portugal)
Paula Magalhães is a researcher at the Psychology Research Center, Universidade do Minho, Portugal. She earned her PhD in Psychology in 2014, focused on the experimental analysis of behavior, with animal models, at the University of Otago, New Zealand, under the supervision of Professor K. Geoffrey White. Since then, she has directed her efforts into an applied psychology research path. In 2014, she was invited to an Assistant Professor position, at Universidade do Minho, and, later on, received Post-Doctoral training at the same university focusing on developing and implementing intervention programs aiming at promoting self-regulation skills via the use of story-tools/ narratives. Her current research focuses on health behavior promotion through self-regulation (e.g., healthy eating, sleep, exercise). She is also interested in the use of Gamification to engage individuals in health behavior interventions. She has already been awarded a research grant as a PI on these topics “In-person and Online Healthy Eating Promotion through Self-regulation: Assessing the Efficacy of a Narrative-based Intervention.”
 
 
Symposium #477
CE Offered: BACB
Continuous Assessment of Learner Behavior: Performance Monitoring Tools
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 102A
Area: DEV/TBA; Domain: Applied Research
Chair: Ji Young Kim (Teachers College, Columbia University)
CE Instructor: Ji Young Kim, Ph.D.
Abstract:

Performance monitoring tools can be used to track and enhance the performance of staff and recipients of behavior analytic services. One important dimension of performance monitoring is analyzing the interlocking three-term contingencies between an instructor and a learner which can be achieved using the Teacher Performance Rate and Accuracy measure (or the TPRA). Another important dimension of performance monitoring is measuring when sufficient learning has occurred, i.e., the use of mastery criteria. Lastly, a decision-tree protocol, which includes but is not limited to, mastery criteria, can be used for making moment-to-moment decisions regarding learner behavior based on continuous data analysis. In this talk, we review data demonstrating how these three performance monitoring tools can aid instructors in making clinical decisions regarding the performance of their learners. These decisions can enhance educational outcomes for both the instructor and the learner and lead to more efficient rates of acquisition across objectives.

Instruction Level: Intermediate
Keyword(s): data analysis, mastery criteria, performance monitoring, treatment integrity
Target Audience:

Audience should have basic knowledge of three-term contingencies and the necessary components to an effective learning environment. Basic knowledge of taking data, monitoring performance, and data analysis skills would aid in understanding the material presented herein.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) monitor learner performance using the Teacher Performance Rate and Accuracy scale and apply the scale within a learning environment as a treatment integrity tool, 2) monitor learner performance using mastery criteria to signal whether sufficient learning on a given objective has occurred, and 3) use a decision-tree protocol to make moment-to-moment decisions and monitor learner performance through continuous data analysis.
 
Addressing the Feasibility of the Teacher Performance Rate and Accuracy Scale as a Treatment Integrity Tool
KIEVA SOFIA HRANCHUK (St. Lawrence College), Michael James Williams (Maltby Centre)
Abstract: We implemented a multiple probe across participants design to analyze the effects of behavioral skills training (BST) on teaching assistants’ effective delivery of instruction as measured through their performance on the Teacher Performance Rate and Accuracy (TPRA) scale. Effective instruction is defined as instruction that is both accurate and fluent. Three adult teaching assistants, newly hired at a kindergarten readiness program that employed the principles of applied behavior analysis, were selected to participate. The participants had no previous experience implementing three-term contingency trials. Dependent variables included two components of the TPRA scale measured pre- and post-intervention: 1) percent of correctly delivered trials, and 2) rate of trial delivery. Results indicated that BST increased the accurate delivery of correct three-term contingency trials by teaching assistants as measured through TPRA scale observations. The intervention also successfully increased the teaching assistants’ rate of trials delivered per minute.
 
Mastery Criteria as a Performance Monitoring Tool in Educational Settings
DANIEL MARK FIENUP (Teachers College, Columbia University), Kristina Wong (Columbia University), Sarah M. Richling (Auburn University)
Abstract: Performance monitoring tools can be used to track and enhance the performance of staff and recipients of behavior analytic services. One important metric are rules for instructors to determine when sufficient learning has occurred that signal the instructor to change or terminate instruction and move on to teaching new behavior. These performance criteria for “mastery”, in fact, have implications for the future behavior of students we serve. In this talk, we review data demonstrating how different performance criteria produce different educational outcomes (e.g., maintenance) and propose a model for using these data to address a fuller range of educational outcomes.
 
A Decision Protocol for Teachers: A Strategic Science Application to Teacher Training and Performance Outcomes
Dolleen-Day Keohane (Nicholls State University, Touchstone), JO ANN PEREIRA DELGADO (Teachers College, Columbia University)
Abstract: Training teachers to make effective instructional decisions utilizing procedures rooted in the strategic science of teaching is paramount to accelerating student learning. In this presentation, we will cover the CABAS® decision tree protocol (Greer and Keohane, 2005), which has been applied and expanded upon in CABAS® Model schools for over two decades. Teachers first learn to utilize a set of rules based on the visual inspection of the graphs to signal a decision opportunity to either continue a phase or cease a phase and select a new objective. When instructional problems are encountered, teachers are taught to make higher-level decisions by learning to follow verbally governed algorithms, which involves an analysis of the curriculum and the context for learning. A comprehensive dynamic training package comprised of research-based performance management components (i.e., graph and curriculum checks, decision logs, decision graphs, and verbally governed supervisor learn units) allows for differentiated teacher instruction and the acquisition of contingency shaped and verbally mediated teacher competencies.
 
 
Panel #478
CE Offered: PSY/BACB/NASP — 
Ethics
Diversity submission School-Based Behavior Analysts: Responsive Supports Throughout the COVID-19 Era
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 205B
Area: EDC/OBM; Domain: Applied Research
CE Instructor: Heather Volchko, M.Ed.
Chair: Heather Volchko (Old Dominion University; Louisiana Contextual Science Research Group)
TAMLA LEE (Bard College)
SHEILA WILLIAMSON (Mississippi State University - TK Martin Center; Behavior, Attention, and Developmental Disabilities Consultants, LLC.)
ELENA GARCIA-ALBEA (EGA Consulting, LLC)
Abstract:

In early 2020, schools across the entire world transitioned from traditional school settings to crisis teaching in virtual spaces due to the global pandemic, coronavirus or COVID-19. During this time, equity gaps in digital resources and access to education became increasingly apparent as socioeconomic status and geographical location strongly influenced whether families were able to support remote access to learning opportunities. Yet, students with emotional and behavior disorders (EBD) tend to experience higher rates of peer victimization, struggle to obtain and maintain positive interpersonal relationships, and battle more mental health problems than other special education students. Students who had already been identified as having splintered skills or gaps in their learning history did not have access to interventions provided in the traditional classroom at the same time that all students were expected to engage in much higher forms of executive functioning skills than previously expected. This panel of school-based consultants will share their own experiences working in the schools throughout the pandemic in terms of challenges, steps for addressing challenges, and resources necessary for doing so.

Instruction Level: Intermediate
Target Audience:

This session is appropriate for professionals who interface directly with the highly applied school setting. Basic understandings of behavior analysis and varied applications of principles will be assumed as part of this conversation.

Learning Objectives: 1) Participants will learn about different forms of education consultation positioned in diverse (e.g., socioeconomic, linguistic, racial) contexts. 2) Participants will learn how behavior analysis is applied individually, class-wide, and at the systems level of school settings based on the presented needs. 3) Participants will learn how Covid impacted the schools and the rising need for multidisciplinary expertise in the schools.
Keyword(s): behavioral disorders, Covid, education consulting, emotional disorders
 
 
Symposium #479
CE Offered: BACB
Addressing Social Issues as Behavior Analysts: Avoiding the Anti-Science Trap
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 156C
Area: PCH; Domain: Theory
Chair: Michele D. Wallace (California State University, Los Angeles)
CE Instructor: Michele D. Wallace, Ph.D.
Abstract:

I think we could all agree it is an exciting time to be a behavior analysts, especially as we broaden our reach beyond just addressing behavioral deficits and excesses in dependent populations. However, as we expand our science in application not just theoretical accounts, we must continue to define and utilize our science and scientific methodology. Doing so may be challenging, but this in the symposium we seek to model and provide examples of doing just that. In the first presentation, we will discuss some of the current challenges facing the field of behavior analysis and provide a way forward. In the second presentation, we will provide a functional analysis of the term discrimination and provide some direction for how to address variables that may contribute to discrimination. The third presentation, will tackle not only the term risk as it applied to our practice of behavior analysis, but also what it means for our practice.

Instruction Level: Intermediate
Keyword(s): Context, Discrimination, Risk
Target Audience:

Intermediate: participants should understand how to conduct a functional analysis with respect to concepts and terms

Learning Objectives: Participants will be able to operationally define challenges facing the field of behavior analysis and to look at those challenges from a scientific view point. Participants will be able to take a functional analytic viewpoint when discussing sociological terms such as discrimination. Participants will be assess risk with respect to service provision and how to approach risk from a behavior analytic point of view.
 
Context Matters, Especially During Time of Potential Conflict
RACHEL TAYLOR (Center for Applied Behavior Analysis), Richard Colombo (Center for Applied Behavior Analysis), Amanda C. Nicolson (Center for ABA), Benjamin Thomas Heimann (CABA), Elizabeth Ashton Benedickt (The Center for Applied Behavior Analysis), Heidi Eilers (Center for Applied Behavior Analysis)
Abstract: The purpose of the current presentation is three-fold: 1) discuss some of the current primary challenges facing the field of behavior analysis, 2) propose a framework to help protect against a potential divide between science and practice, and 3) provide practical resources designed to decrease the likelihood for identified challenges to escalate towards unnecessary conflict. Numerous practice-oriented examples are provided and discussed with respect to a) societal-level stressors (e.g., the pandemic, social injustice, and related implications for ABA practitioners), and b) field-specific stressors (e.g., a recent increase in public opposition to ABA and related potential misconceptions). This presentation will emphasize the importance of relying on the science of human behavior across all professional interactions, especially under conditions of elevated stress. An additional aim of this article is to discuss the importance of ensuring a mutually agreed upon understanding for that which defines “science”. Related practical resources are also included, each designed to mitigate conflict regarding current stressors and related challenges.
 

Sociological Terms: How Behavior Analysts can remain Scientific When Dealing With Unclear Terms and Data

RICHARD COLOMBO (Center for Applied Behavior Analysis), Michele D. Wallace (California State University, Los Angeles Center for Applied Behavior Analysis)
Abstract:

Treating psychological terms as verbal behavior and analyzing them with respect to environmental determiners was novel in 1945 when Skinner first presented his idea of a functional analysis of verbal behavior (Skinner, 1945). Seventy-six years later, this approach has yet to be fully appreciated even within behavior analysis (Schlinger, 2013). In recent years, terms such as diversity and equity have become increasingly popular, not only in sociology and psychology, but in behavior analysis as well. Analyzing these terms as instances of verbal behavior, could open new lines of research and opportunities for discussion—minimizing the potential for disciplinary redundancy and offering unique data to other disciplines (Kantor, 1953). The purpose of this presentation is to provide a functional analysis of the term discrimination, discuss recent studies on the term

 

A Behavior Analytic Perspective on Risk

David Legaspi (Center For Applied Behavior Analysis)
Abstract:

Risk is typically thought of as exposure to dangerous stimuli or loss. It is assumed that we collectively agree on what constitutes risk, but accurately identifying dangerous stimuli and loss appears to be increasingly complex. There are several questions that need to be considered to accurately identify risk as it relates to risk assessment and intervention. Is it possible to have an objective viewpoint that clearly points to what constitutes risk? What are the conditions under which risk occur? What are the conditions under which risk should be avoided? Is it possible to identify behaviors that successfully avoid risk? Is avoiding risk always the best option? Is it our moral and ethical responsibility to engineer conditions that result in humans avoiding risk? These questions will be analyzed and discussed from a behavior analytic perspective.

 
 
Symposium #480
CE Offered: BACB
New Directions for Animal Labs in Teaching and Research in Behavior Analysis
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 203
Area: TBA/AAB; Domain: Basic Research
Chair: Christina A. Alligood (Chicago School of Professional Psychology; Disney’s Animals, Science, and Environment)
CE Instructor: Andrew Bulla, Ph.D.
Abstract: Animal models have benefited behavior analysis for many years by providing controlled research opportunities and by offering students hands-on learning experiences. While the traditional pigeon and rat models are excellent standards, nontraditional models also offer benefits. First, practical considerations related to the cost and housing requirements of pigeon and rat laboratories can sometimes be prohibitive, while novel species may provide a pragmatic alternative. Second, unique models also offer unique learning opportunities for students, both in teaching exercises and in research experiments, that may foster their ability to solve a larger range of behavioral problems. In this symposium, presenters will discuss their experiences with animal laboratories in behavior analysis, with a focus on less common species, education, and student involvement in research. Presentations will discuss coursework, classroom exercises, and student-driven experiments in a diverse variety of taxa, from cockroaches to goldfish to wolves.
Instruction Level: Basic
Keyword(s): animal, student, teaching, undergraduate
Target Audience: Instructors of behavior analysis courses.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) incorporate animal exercises into their behavior analysis instruction; (2) understand how student driven research in behavior analysis can be used as a way to integrate teaching and research.; (3) understand challenges and benefits related to working with different species, and how learning to solve those challenges relates to solving challenges working with individuals in applied settings.
 
Cockroaches as Model Organisms for Behavior Analysis
CHRISTOPHER ALLEN VARNON (Converse University)
Abstract: This presentation discusses the use of the orange head cockroach (Eublaberus posticus), a large, flightless, tropical insect, as a model organism for research and teaching in behavior analysis. Insects and other invertebrates are inexpensive, practical organisms that many behavior analysts have considered as alternatives to pigeons and rats when cost and laboratory space requirements become prohibitive. Among invertebrate models, cockroaches offer several benefits. Most notably, they can be easily maintained in controlled laboratory conditions year-round. The generalist nature of cockroaches may also facilitate the development of robust behavioral procedures. Research from my laboratory has shown that the orange head cockroach may be a particularly useful species and has involved several experiments in habituation and respondent conditioning. Variations of these experiments have also been conducted as classroom demonstrations. Additional work on alcohol consumption, intoxication, and the subsequent effect on baseline responses and habituation indicate that this species could also be useful for work in behavioral pharmacology. This presentation will discuss this work, as well as methodological considerations when working with an insect species that, while very capable, is vastly different from organisms traditionally used in behavior analysis.
 

Lions, and Tigers, and Bears?! How about Rats, and Sea Turtles, and Grey Wolves?! Providing Learning Opportunities Using Animal Models to Teach Behavior Analysis

Andrew Bulla (Georgia Southern University - Armstrong)
Abstract:

This presentation highlights the use of animal models in Georgia Southern University’s behavior analysis programs. The presentation will cover two major areas: (1) specific coursework and animal labs at both the undergraduate and graduate level and (2) research endeavors with external partners using unique animal models. In addition, the presentation will highlight a recent project featuring methods to establish concept learning in grey wolves in which student researchers traveled on site to implement multiple aspects of the project. The presenter will share strategies and lessons learned from using animal models as part of educational activities and the benefits of such models.

 
Toward an Aquatic Animal Learning Lab: Goldfish as a Model for Teaching Basic Learning Principles
LINDSAY MEHRKAM (Monmouth University)
Abstract: Classic learning research has shown that goldfish are able to successfully demonstrate basic learning processes in strict laboratory settings; however, despite their cost-effectiveness and relevance as a common companion animal, it is unknown whether the goldfish’s success as animal models of learning would generalize to classroom or educational settings. This study assessed whether goldfish were a successful animal model to demonstrate basic learning principles in an undergraduate Psychology of Learning course across two consecutive semesters. Naive goldfish (N = 16) of various breeds served as subjects for this study. Students in each cohort (N = 32 total) met IACUC-approved training requirements and participated in 10 weekly laboratory exercises focused on various learning procedures with their goldfish and collected behavioral data on goldfish. All goldfish demonstrated successful habituation, counterconditioning, preference and reinforcer assessment and shaping by the end of the 14-week course, with individual-level variability observed in time to reach criterion. These findings demonstrate that learning concepts can be applied to goldfish to provide undergraduate students with hands-on educational activities in the classroom. Future research is needed on quantifying student learning outcomes with animal models as well as evaluating the welfare of goldfish used as animal models of teaching.
 
 
Symposium #481
CE Offered: BACB
Syntheses of Verbal Behavior Research
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 2; Room 255
Area: VBC/DEV; Domain: Applied Research
Chair: Kristina Wong (Columbia University)
CE Instructor: Carli M Heiman, M.A.
Abstract:

Research on verbal behavior covers a wide array of topics, thus systematic reviews of the literature are critical to synthesizing and summarizing the current state of our field. We can use these syntheses to guide future research. The first talk will describe theories used to explain identify component skills for perspective taking. The second talk will review assessments of and interventions to establish the Incidental Naming cusp and discuss the mechanisms underlying these interventions. The third talk will discusses the variety of interventions to increase the emission of vocal mands and collateral effects of the interventions.

Instruction Level: Intermediate
Keyword(s): bidirectional naming, mands, perspective taking, verbal behavior
Target Audience:

Behavior analysts with a basic background in verbal behavior

Learning Objectives: At the conclusion of this presentation, participants will be able to (1) describe the components of perspective taking interventions, (2) understand the mechanisms underlying interventions to establish Incidental Naming, and (3) summarize the various types of interventions to increase the emission of vocal mands.
 

Perspective-Taking: Breaking it All Down

ALEXIS SHARON VANCE (Hunter College), April N. Kisamore (Hunter College), Anna Portnoy (Hunter College), Lauren K. Schnell (Hunter College), Danielle LaFrance (Elemy Autism Care; Hunter College - City University of New York)
Abstract:

Perspective taking skills are generally considered to underlie more complex social skills and are critical for successful social interactions, such as making and sustaining friendships, pretending, empathy, sharing, conversation skills, detecting deceptive statements, and lying. Traditionally, cognitive explanations have been used to explain deficits in perspective taking. As such, behaviors involved in perspective taking are not clearly operationally defined, making it difficult to identify necessary component skills. From a behavior analytic perspective, perspective taking is like any other behavior; it is learned and amenable to change. Some behavior analysts have attempted to define and identify the behaviors associated with perspective taking; however, despite the strengths of these approaches, the identification of component skills is often lacking. Dependent on the specific theory (e.g., applied perspective taking, stimulus equivalence, relational frame theory) within a behavior analytic orientation, different associated behaviors have been identified as necessary (e.g., deictic frames, false belief, functional social skills). This presentation briefly describes some of the theories used to explain perspective taking, identifies component skills identified in each, and concludes with recommendations for both research and practice.

 
A Systematic Review of Assessments of and Interventions to Establish Incidental Naming
CARLI M HEIMAN (Teachers College Columbia University), Aparna Naresh (Teachers College Columbia University), joseph m peysin (Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: Incidental Naming is the capability to learn the names of things from models and has been shown to lead children to exhibit a rapid expansion in vocabulary. This is because children with Incidental Naming can now learn language from environmental antecedents and engage in both listener (e.g. by pointing) and speaker (e.g. by tacting) behavior in the absence of direct consequences. This presentation will describe how we compiled data on assessments of and interventions to establish Incidental Naming. The review identified 15 total studies. Across studies, we identified 4 different types of assessments as well as variations in whether the experimenters tested the same or multiple sets of stimuli pre- and post-intervention. Regarding interventions, nine studies tested the effectiveness of multiple exemplar instruction and 6 tested other intervention procedures. We identified four overarching types of interventions: rotation of listener/speaker responses, establishing a prerequisite developmental cusp, establishment of new reinforcers, and repeated exposure to the models of object-name relations. We conclude by discussing the intersection of the development of Incidental Naming with other areas that have focused on the conditions under which derived relations occur.
 
A Systematic Review of Mand Interventions
APARNA NARESH (Teachers College Columbia University), Enhea Oh (Teachers College Columbia University), Carli M Heiman (Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: Students with developmental or language disabilities often lack the ability to emit spontaneous speaker behavior. Therefore, explicit instruction is required to increase the emission of verbal behavior. Mands are often the initial vocal verbal operant that is acquired and is important for the development of other verbal operants and social skills. A search on empirical studies was conducted across 2 databases to identify articles related to mand training. Based on specific inclusion and exclusion criteria set, a total of 70 articles were included for analysis. The following systematic review discusses various mand interventions employed to increase the emission vocal mands, general characteristics across the studies reported, specific and collateral effects of the interventions included, and future directions for research.
 
 
Special Event #482
CE Offered: BACB
Diversity submission Women in Behavior Science: Observations of Life Inside and Outside of the Academy: Thriving
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 156A
Area: CSS; Domain: Theory
Chair: Traci M. Cihon (University of North Texas)
CE Instructor: Traci Cihon, Ph.D.
Panelists: EMILY KENNISON SANDOZ (University of Louisiana Lafayette), LISE RENAT ROLL-PETTERSSON (Stockholm University), ADEL C. NAJDOWSKI (Pepperdine University), TRACI CIHON (University of North Texas)
Abstract:

Women behavior scientists advance relevant and valuable perspectives on behavior analysis as a science and practice, perspectives that facilitate high quality training, mentoring, and civic engagement. Many scientists balance their pursuits of academic success with their roles and responsibilities as mothers and family members. However, cultural-level contingencies have not always recognized the contributions of women academicians, particularly when compared to their male colleagues. Yet the discipline has historically benefited from the contributions of many female scholars over the course of the decades. The purpose of this panel is to showcase the perspectives of prominent female behavior scientists who have held successful careers in academia and are contributors to the forthcoming ABAI book: Women in Behavior Science: Observations of Life Inside and Outside of the Academy. This panel is the third of three, focused on the later phases of one’s academic career and addressing topics such as life partners, values, expanding interests, and loss and grief.

Instruction Level: Intermediate
Target Audience:

Behavior scientists (and particularly) women working in or working toward positions in academic settings.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe some of the challenges and successes experienced by the panelists, (2) describe at least one way in which these experiences have affected the panelists’ professional and personal development, and (3) identify one way in which the panelists have contributed to reframing cultural-level recognition regarding the contributions of female behavior scientists to behavior science and/or academia
EMILY KENNISON SANDOZ (University of Louisiana Lafayette)
LISE RENAT ROLL-PETTERSSON (Stockholm University)
ADEL C. NAJDOWSKI (Pepperdine University)
TRACI CIHON (University of North Texas)
 
 
Symposium #490
CE Offered: BACB
Expanding Applied Behavior Analysis Research and Practice to Brain Injury Rehabilitation
Monday, May 30, 2022
11:00 AM–11:50 AM
Meeting Level 1; Room 103
Area: CBM; Domain: Service Delivery
Chair: Anneka Hofschneider (Centre for Neuro Skills)
Discussant: Michael P. Mozzoni (Mozzoni & Associates LLC - Applied NeuroBehavioral Services)
CE Instructor: Anneka Hofschneider, M.A.
Abstract:

Acquired brain injury rehabilitation is a practice area in great need of behavior analysts. According to the Centers for Disease Control and Prevention, the incidence of brain injury continues to increase, yet less than 1% of board certified behavior analysts report working in brain injury rehabilitation (Behavior Analyst Certification Board, n.d.). This symposium is intended to address this need and will feature three investigations from the experimental and applied realms of behavior analysis related to neurorehabilitation. In the first study, findings from a translational study on equivalence-based instruction via telehealth to re-teach name-face relations will be presented. The second evaluation will focus on staff turnover and accuracy of data collection in two residences for individuals with acquired brain injury. The final presentation will focus on the rapid changeover to telehealth rehabilitation services during the COVID-19 pandemic as well as refusal behavior with telehealth sessions. Discussion of the utility and implications of these evaluations will be presented as a demonstration of the effectiveness of behavior analysis for treatment of individuals with acquired brain injuries.

Instruction Level: Basic
Keyword(s): Equivalence-Based Instruction, Neurorehabilitation, Staff Training, Telehealth
Target Audience:

BCBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the parameters of equivalence-based instruction that need to be further evaluated before using the procedure with acquired brain injury survivors; (2) describe the preliminary relationship between staff turnover and data collection accuracy in neurorehabilition settings; (3) describe at least three factors associated with the success of telehealth for acquired brain injury survivors.
 

Re-Teaching Name-Face Relations Following Acquired Brain Injury: A Pilot Study With Neurotypical College Students

Christopher Huy Le (California State University, Sacramento), SOFIA ZAMORA DELGADO (California State University, Sacramento), Megan R. Heinicke (California State University, Sacramento), Lucia Orozco (California State University, Sacramento)
Abstract:

Deficits in name-face relations are common following an acquired brain injury and can increase secondary consequences of the injury such as depression. Within the behavior analytic literature, equivalence-based instruction has been successful in teaching stimulus-stimulus relations for various populations including individuals with differing disabilities. However, it has been nearly 30 years since researchers have evaluated an equivalence-based instruction procedure to address name-face deficits with brain injury survivors. This pilot study aimed to evaluate a revised stimulus equivalence protocol with five neurotypical college students to allow refinement of our procedural parameters prior to conducting a clinical evaluation with brain injury survivors. Our protocol included multiple exemplar training and errorless learning within a computerized simultaneous matching-to-sample procedure. All participants demonstrated equivalence among name-face relations, passed generalization probes, and maintained skills at a two-week follow-up without the need for remedial training. However, one participant required a few procedural modifications, and an error analysis as well as post-session survey results indicate that researchers should continue refining the parameters of equivalence-based instruction with college students before implementing the procedure with brain injury survivors. Additional modifications for both college students and acquired brain injury survivors are discussed.

 

Brain Injury and Telehealth: Factors Associated With Success and Lessons Learned

ANNEKA HOFSCHNEIDER (Centre for Neuro Skills), Chris Persel (Centre for Neuro Skills)
Abstract:

Given the abruptness and uncertainty of the COVID-19 pandemic, many organizations pivoted to virtual service delivery. This presentation will briefly review the process of how telerehabilitation was implemented with behavioral patients at a post-acute brain injury rehabilitation facility over a period of nine months. In addition, attendees will be presented with case profiles, behavioral concerns and programming, and factors attributed to success and lessons learned (i.e., differences in function). Data, including participation and refusals with telehealth sessions, will be reviewed.

 
 
Paper Session #483
CE Offered: BACB
Current Trends in the Assessment and Treatment of Repetitive and Restricted Behaviors
Monday, May 30, 2022
11:30 AM–11:55 AM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Kathleen Ann Quill (Autism Institute)
CE Instructor: Kathleen Ann Quill, Ed.D.
 
Current Trends in the Assessment and Treatment of Repetitive and Restricted Behaviors
Domain: Service Delivery
KATHLEEN ANN QUILL (Autism Institute)
 
Abstract: Repetitive and restricted behaviors (RRB) are grouped into two general categories: “lower order” and “higher order”. Lower order behaviors are characterized by repeated movements (i.e., stereotyped body movements, repetitive object use, and repetitive self-injury); and higher order behaviors are characterized by cognitive rigidity (i.e., rituals and routines, insistence on sameness, and restricted interests).1 Most behavioral intervention research has focused on the lower order RRB. Studies show that RRBs maintained by automatic reinforcement respond to the use of DRL and self-monitoring systems to decrease behavior. 2 Treatment studies of higher order repetitive behaviors focus on the effectiveness of antecedent-based strategies paired with FCT on the frequency of repetitive behaviors.3 In contrast, there is a paucity of treatment studies targeting behavioral flexibility and adaptability as an outcome measure. The purpose of this presentation is to summarize current trends in our understanding and treatment of RRB and recommend an expanded functional analysis protocol that could begin to fill a gap in evidence-based treatment.
 
Target Audience:

Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. o Currently enrolled in or recently completed graduate-level work

Learning Objectives: 1. Participants will identify evidence-based treatments for lower-order repetitive and restricted behavior in autism spectrum disorder 2. Participants will identify evidence-based treatments for higher-order repetitive and restricted behavior in autism spectrum disorder 3. Participants will list 5 additional steps to include in a functional analysis of repetitive and restricted behavior in autism spectrum disorder
 
 
Paper Session #484
CE Offered: BACB
A Behaviorist on Mars: Lessons Learned from an Interdisciplinary Study on Stress Measurement
Monday, May 30, 2022
11:30 AM–11:55 AM
Meeting Level 1; Room 104A
Area: CBM
Instruction Level: Intermediate
Chair: Laura L. Dudley (Northeastern University)
CE Instructor: Maeve G. Donnelly, Ph.D.
 
A Behaviorist on Mars: Lessons Learned from an Interdisciplinary Study on Stress Measurement
Domain: Applied Research
LAURA L. DUDLEY (Northeastern University), Maeve G. Donnelly (Northeastern University), Nicole M. Davis (Northeastern University), Hui Wang (Northeastern University), Xuan Li (Northeastern University), Felicia Waldron (Northeastern University), Andrew Dolman (Northeastern University), Holly Jimison (Northeastern University)
 
Abstract: Recent research has suggested that elevated stress levels can have adverse mental and physical health effects (McEwen, 2008). However, stress can be difficult to study, as the related responses are often covert. The reduction of stress-related responses is an applied endeavor that may be addressed by behavior analysts. Previous studies have relied on the use of self-report or the measurement of physiological responses to study stress. However, self-report may not be entirely reliable, and no single physiological indicator of stress has been identified to date. The current interdisciplinary study investigated the utility of direct measurement of electrodermal activity using wearable technology and self-report among eight participants following stress exposure tests. Results showed that, in general, physiological responses correlated with exposure to stressful situations. In cases with low correlation, self-report provided key information about idiosyncratic characteristics or experiences that may have impacted individual responses. Future directions are discussed regarding both the measurement of stress-related behaviors and the behavior analyst’s role on an interdisciplinary team investigating private events.
 
Target Audience:

Participants should demonstrate mastery of basic principles of applied behavior analysis including principles and terminology. It is also recommended that participants have experience applying the science of behavior to solve socially significant problems in any setting.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. List two methods previously used in the literature to measure stress 2. Describe the challenges in measuring stress-related responses 3. Describe one area in the measurement of stress-related responses that future research might explore
 
 
Paper Session #485
CE Offered: BACB
A Review of Training Applications Via Telehealth to Teach Individuals Implementation of Behavior-Analytic Procedures
Monday, May 30, 2022
12:00 PM–12:25 PM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Basic
Chair: Estefania Carla Alarcon Moya (Florida Institute of Technology; CeABA Chile)
CE Instructor: Estefania Carla Alarcon Moya, M.A.
 
A Review of Training Applications Via Telehealth to Teach Individuals Implementation of Behavior-Analytic Procedures
Domain: Service Delivery
ESTEFANIA CARLA ALARCON MOYA (Florida Institute of Technology; CeABA Chile), Rachael Tilka (Florida Institute of Technology), Lauren Elizabeth Rivera (Florida Institute of Technology), Candace R Fay (Florida Institute of Technology; Acorn Health)
 
Abstract: The literature on telehealth-mediated ABA service delivery is proliferating to support practitioners in mitigating the adverse effects associated with the sudden need to suspend face-to-face services due to the COVID-19 pandemic. Nonetheless, since the pre-pandemic era, many have argued telehealth may be a cost-effective solution to the shortage of ABA practitioners in rural areas of the United States and internationally. The telehealth model is here to stay, and efforts to inform on best practices are an immediate and ongoing necessity. Thus, this presentation will review the current telehealth literature and compare the effects of different remote training components (e.g., antecedent and consequence-based) and transmission mechanisms (e.g., synchronous and asynchronous) to identify effective and efficient telehealth applications. Findings are intended to inform on best practices associated with telehealth to maximize its effects and best serve individuals in areas with limited access to ABA practitioners. Suggestions for future research will also be provided.
 
Target Audience:

ABA practitioners interested in the Telehealth Service Delivery Model

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the populations and behavior-analytic interventions in which telehealth applications currently have the largest body of evidence of being effective (2) Determine training components and delivery mechanisms commonly used in telehealth applications during consultation and training with caregivers (i.e., professional and non-professional). (3) Identify areas in the ABA service delivery model via telehealth that need further research to expand its reach to populations from various geographical, cultural, and economic backgrounds.
 
 
Panel #487
CE Offered: BACB
Project DATA: Providing Meaningful Education and Support to Families of Young Children with Autism
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 257B
Area: AUT/CSS; Domain: Service Delivery
CE Instructor: Katherine Bateman, Ph.D.
Chair: Rose Nevill (University of Virginia)
KATHERINE BATEMAN (University of Washington)
ILENE S. SCHWARTZ (University of Washington)
BONNIE J. MCBRIDE (University of Oklahoma Health Sciences Center)
Abstract:

Parents are key stakeholders of intervention and play a critical role in the success of early intervention. This has been particularly true during shutdowns and service delivery disruptions resulting from the COVID-19 pandemic. To ensure parents are confident and competent in intervening with their child, parent education and support are essential. Project DATA (Developmentally Appropriate Treatment for Autism), a school-based behavioral intervention model, addresses the need for family support through one of its foundational components- technical and social support for families. This support is provided through Family Support Nights hosted by Project DATA teachers, Board Certified Behavior Analysts (BCBAs), related service staff, and parent/family advocates. This presentation will discuss family outcomes from a completed multi-site randomized control trial (RCT) of the Project DATA model and discuss our recent approach to providing families with support and education through Family Support Nights using the Project ECHO (Extension for Community Healthcare Outcomes) service delivery model. This model uses a virtual, case-based learning platform to share knowledge, provide support, and create a sense of community membership and belonging. Outcomes and implications of implementation of this model will be explored, as well as a panel discussion focused on areas for future research and intervention.

Instruction Level: Intermediate
Target Audience:

This presentation is an intermediate instructional level. Thus, attendees should have basic knowledge behavioral strategies and delivery of parent education and support models.

Learning Objectives: 1. At the conclusion of the presentation, participants will be able to 1) identify the need for effective parent education and support for families of children with autism; 2) discuss issues of sustainability of parent education models; 3) engage in meaningful discussion of further implementations of the Project ECHO service delivery model.
 
 
Invited Paper Session #491
CE Offered: PSY/BACB — 
Ethics
Diversity submission The Ethical Debate in the Proposition of Cultural Design
Monday, May 30, 2022
12:00 PM–12:50 PM
Ballroom Level 3; Ballroom East/West
Area: CSS; Domain: Theory
Chair: Kathryn M. Roose (University of Nevada, Reno)
CE Instructor: Camila Muchon De Melo, Ph.D.
Presenting Author: CAMILA MUCHON DE MELO (Universidade Estadual de Londrina (Londrina State University))
Abstract: Culturo-behavior science has been especially dedicated in the last decades to proposing conceptual tools to subsidize interventions that can produce broader impacts on cultures. Since Skinner (e.g., 1948; 1971) there has been a concern that the planning of cultural practices, or of a culture as a whole, should seek a balance between individual goods and cultural goods. Forward-thinking cultures should consider their strengthening as a value, or as the objective of a planning. However, working with cultural practices poses challenges to behavior analysts. This is because cultural practices involve behaviors of many people, interlocking behaviors, often under the control of very different variables. In the field of ethics, it is discussed that social control is largely exercised by control agencies. Agencies, in turn, when handling cultural contingencies generate strengthening consequences for the institution itself, that is, they often operate only for their own benefit. These are some of the elements of the ethical debate that permeate the tension between the descriptive and prescriptive aspects of radical behaviorism. Therefore, this lecture will have the following objectives: (1) to present the possibility of an ethical system based on the philosophical commitments of radical behaviorism; (2) conceptualize the cultural designs and present the challenges of the designs in its technological and ethical aspects; (3) present a community extension project carried out in a Brazilian city, by volunteer behavior analysts, to face the COVID-19 pandemic--an example of cultural intervention driven by values consistent with a radical behavioristic ethics.
Instruction Level: Intermediate
Target Audience: Behavior analysts interested in an ethical issues based on radical behaviorism and interested in cultural designs.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify ethical aspects in radical behaviorism; (2) identify and describe the values present in the Skinnerian ethical system; (3) conceptualize what cultural designs are; (4) identify values that may guide cultural interventions.
 
CAMILA MUCHON DE MELO (Universidade Estadual de Londrina (Londrina State University))
Camila Muchon de Melo is a psychologist with a degree from the State University of Londrina/UEL/Brazil (2000). She holds a master's degree (2004) and a Ph.D. (2008) in Philosophy from the Federal University of São Carlos/UFSCar/Brazil. She participated in a split-site doctoral program (2007) at the University of South Australia, under the supervision of Dr. Bernard Guerin. She conducted her postdoctoral research at the National Institute of Science and Technology on Behavior, Cognition and Learning between 2009-2012 (INCT- ECCE/UFSCar) while working with Dr. Julio de Rose. She was formerly an associate editor of Acta Comportamentalia (2015-2019) and is currently an associate editor of the Brazilian Journal of Behavior Analysis/REBAC (since 2016) as well as a reviewer for Behavior and Social Issues. She has been an Adjunct Professor in the Department of General Psychology and Behavior Analysis at UEL since 2012. She was the chair coordinator of the graduate program in Behavior Analysis/UEL (master’s and doctoral degree) between 2019-2021, and has been a supervisor since 2013. Since 2020 she has been a member of the Working Group 86/Theoretical Research in Behavior Analysis at the National Association for Research and Graduate Studies in Psychology (ANPEPP/Brazil). Camila carries out research in the areas of epistemology of radical behaviorism and culturo-behavior science.
 
 
Panel #492
CE Offered: BACB
Diversity submission Servicing a Minority Cultural Group as a Black Business Owner
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 252A
Area: DDA; Domain: Service Delivery
CE Instructor: Arthur Hairston, M.Ed.
Chair: Arthur Hairston (North Florida Behavior Consultants )
SHAWN CAPELL (Covenant 15:16 LLC)
VANESSA BETHEA-MILLER (Bethea-Miller Behavioral Consulting)
Abstract:

Black Americans have disproportionately been excluded throughout the history of the US. Being a Black business owner comes with various challenges, but when servicing a minority cultural group even more unique challenges arise. As the field of applied behavior analysis (ABA) grows so does the need for services to disadvantaged communities such as the Black American community. The stigma paired to mental health within the Black American community has been a long-documented struggle. During these times of Covid-19 the need for ABA within households has increased, but there continues to be a mistrust with the science of ABA within the Black American community. Being a black business owner and servicing a minority cultural group has its pros and cons that should be detailed and offered with solutions to help better service the minority cultural group. During this panel, panelist who are all Black business owners will discuss: · Challenges that have arose when servicing a minority cultural group · Breaking down the steps for effective communication for parent training · Solutions to increasing ABA services within minority cultural groups · Challenges minority business owners face

Instruction Level: Intermediate
Target Audience:

Target audience is for Intermediate to advance ABA practitioners who currently run, thinking of, or wanting to know more information about servicing clients who are a minority. Using the Principles of ABA and designing behavior skills programs to increase success in our individual practices will be covered.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Know the challenges faced as a black business owner servicing minority cultural group. 2. Know how to effectively communicate to parents during parent training. 3. Know solutions to increasing ABA services within minority cultural groups.
Keyword(s): Business Ownership, Leadership, Minority
 
 
Symposium #493
CE Offered: PSY/BACB/QABA/NASP
Advances in Assessment and Intervention for Difficult-to-Treat Problem Behavior
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Applied Research
Chair: Joseph D. Dracobly (University of North Texas)
CE Instructor: Lindsay Lloveras, Ph.D.
Abstract: Since seminal work by Iwata et al. (1982/1994), researchers and clinicians have adapted functional analyses (FA) to assess and treat a wide variety of forms of problem behavior across many populations and settings. Although treatments derived from FAs are substantially more effective than non-functional, default treatments, there remain behavior disorders that present difficulty for identifying relevant controlling variables. Without precise identification of these variables, it can be difficult to develop effective, function-based treatment. Recently, researchers have begun adapting common FA procedures, to better identify the influence of idiosyncratic variables on problem behavior (e.g., Roscoe et al., 2015). These adaptations present an opportunity to further understand forms of problem behavior for which common FA procedures are insufficient to identify all relevant variables. In this symposium, three presenters will describe experimental analyses of variables related to three difficult-to-treat forms of problem behavior: automatically maintained problem behavior, problem behavior influenced by sleep, and rumination. Each presenter will describe their unique experimental analyses and how these analyses allowed for more precise determination of the relevant controlling variables, which increases the likelihood of effective, function-based treatment.
Instruction Level: Intermediate
Keyword(s): assessment, functional analysis, problem behavior, treatment
Target Audience: Intermediate. Attendees should have a experience with conducting in experimental analyses and treatments of severe behavior disorders.
Learning Objectives: At the conclusion of the presentations, participants will be able to: 1. Describe how a function-analytic approach can be used to assess variables related to difficult-to-treat problem behavior. 2. Describe how to assess, through behavioral and physical measures, the influence of sleep on problem behavior. 3. Describe how an analysis of components of control conditions in FAs can be used to inform treatment. 4. Describe methods to analyze various parameters of food, to determine which parameters most influence rumination.
 

An Evaluation of the Relation Between Sleep and Problem Behavior in Individuals with Autism Spectrum Disorder

LINDSAY LLOVERAS (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Previous research has demonstrated that children with ASD exhibit less sleep in a 24-hour period than their typically developing peers (Goodlin-Jones, 2008), and increases in problem behavior are associated with sleep deprivation (Goldman et al., 2011). However, there are few studies that evaluate this putative relation using direct measurement of both behavior and sleep. The general aim of this study is to extend the research on sleep and its relation to problem behavior. Using wearable and non-wearable sleep trackers, we collected data on various measures of sleep and compared them to in-clinic daytime problem behavior. Additionally, we conducted structured descriptive assessments (Anderson & Long, 2002) across days to evaluate if changes in sleep change how different establishing operations affect behavior. We will discuss how the social validity of well-established sleep treatments (e.g, Jin et al., 2013) would be greater if the effect of improved sleep on daytime behavior was directly evaluated.

 

An Analysis of the Play Condition in a Functional Analysis as a Basis for Treatment of Self-Injury Maintained by Automatic Reinforcement

SAVANNAH TATE (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Hagopian et al. (2015) delineated subtypes of self-injurious behavior maintained by automatic reinforcement partially based on occurrence of self-injury in the play condition (i.e., subtype one). They also analyzed treatment data with respect to subtypes and found that subtype one is less resistant to treatment than subtypes two and three. For one child with autism with oral-motor self-injury, we conducted a functional analysis and a more fine-grained analysis of engagement in the play condition. The functional analysis indicated that oral-motor self-injury was maintained by automatic reinforcement. However, oral-motor self-injurious behavior was reduced in the play condition. We used this information to conduct a component analysis of the play condition, and we found that combinations of stimuli reduced engagement in self-injurious behavior, with little differentiation across multiple stimuli used in this condition. We then conducted a competing stimulus assessment, both with items used in the play condition and with novel items, and found single stimuli were insufficient for reducing self-injury.

 

An Evaluation of Variables That Influence Rumination

AARON JOSEPH SANCHEZ (University of North Texas), Joseph D. Dracobly (University of North Texas), Richard G. Smith (University of North Texas), Elizabeth Joy Houck (University of North Texas)
Abstract:

Rumination, repeated regurgitation of ingested food, can be a difficult problem to assess and treat. Early research focused on punishment of rumination (e.g., Becker et al., 1978 ) whereas more recent research has focused on the food quantity (e.g., Kenzer & Wallace, 2007). However, there is limited research on the influence of food type on rumination. We analyzed effects of several dimensions of food, including food type and food category, in addition to total quantity and total calories, on rumination with an adult with intellectual disability. Initially, we equated calories across food types, which involved different quantities of food based on food type. We observed that rumination was lower when our participant consumed larger quantities of food. Subsequent analyses suggested a more dynamic interaction between food type and food quantity – at least two foods with different quantities produced low levels of rumination. We will discuss how an analysis of parameters of food could advance effective treatment of rumination.

 
 
Symposium #494
CE Offered: BACB
Recent Development of Applying Behavior Analysis Tactics to Teach Grade Level Contents in General Education Settings
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 102A
Area: DEV; Domain: Applied Research
Chair: Yifei Sun (Fred S Keller School)
CE Instructor: Yifei Sun, Ph.D.
Abstract:

The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) model focuses on teaching essential academic and self-management skills and arranging instructions that allow students to become lifelong independent learners. This symposium will present three papers focused on the arrangement of pedagogy and curriculum utilized in our upper elementary CABAS® AIL classrooms. We will discuss how we arranged instruction to maximize student learning for various grade-level topics in Mathematics and English Language Arts given limited daily instruction time. In the first paper, we compared how targeting different geometry relations (i.e., name, image, definition) in instruction affected students’ acquisition of geometrical concepts, which led to significant increase in their testing scores in the domain of geometry. In the second paper, we will discuss how we utilized matrix training to teach students novel vocabulary words in individual or group settings that allowed students to derive meanings for other vocabulary words. In the third paper, we will discuss how a conditioned seeing procedure rapidly improved reading comprehension for our struggling readers. Results of those papers indicated the importance of applying behavioral tactics to efficiently arrange instruction delivery to optimize student learning.

Instruction Level: Basic
Keyword(s): Conditioned Seeing, General Education, Geometry, Vocabulary
Target Audience:

School behavior analysts, general education teachers, special education teachers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Select geometrical relations to effectively teach geometrical concepts; (2) Utilize matrix training to teach advanced vocabulary words involving prefixes and suffixes; (3) Implement conditioned seeing procedure to improve reading comprehension
 
Which Ones to Teach? How Teaching Different Geometry Relations Affects Student Learning
YIFEI SUN (Fred S Keller School), Grant Gautreaux (Nicholls State University), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University)
Abstract: We used a reversal design counterbalanced across participants to compare the effectiveness of equivalent-based instruction for geometry concepts. Four fifth-grade students who performed below grade level for geometry participated in the study. We taught four sets of four geometry concepts under two different experimental conditions. For each geometry concept, we outlined six relations between the name, image, and definition of the concept. The independent variables of the study were the two experimental conditions during which teachers taught a selection response (i.e., given the name of the shape, select image) and a speaker response (i.e., given image, tact shape in condition A, and given name, state definition in Condition B) to mastery. The dependent variables of the study were the number of correct responses emitted to untaught relations, and the number of instructional trials and duration required for students to demonstrate mastery of taught relations. We found that all students emitted more correct responses to untaught correspondences after receiving instruction targeting the name-definition correspondence. All students required fewer instructional trials to demonstrate mastery of target relations in a comparable amount or shorter amount of time. All participants demonstrated an increase in geometry performance after the study without receiving additional instructions in geometry.
 

The Effectiveness of Matrix Training to Teach Vocabulary With Prefixes and Suffixes

ELLIS SMITH (Teachers College Applied Behavior Analysis), Yifei Sun (Fred S Keller School), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University)
Abstract:

In 2 experiments, we used multiple probe designs across sets of words to examine the acquisition of novel vocabulary words with affixes for 4 elementary school students. In Experiment 1, we used a 3-by-3 matrix combining three prefixes and 3 suffixes into 9 novel vocabulary words. We taught the students the meaning of 3 of the 9 words formed by those prefixes and suffixes in a 1-to-1 setting. We found that upon mastery of the three words, participants also emitted correct responses to 6 untaught words during post-intervention and maintenance probes across all 3 sets of words. The participants also emitted correct responses towards other novel words combining the target prefixes and suffixes with known word parts. In Experiment 2, we systematically replicated Experiment 1 by teaching words formed by a 5-by-5 matrix in a group setting. After mastery of target words, all participants also emitted correct responses to untaught words. Findings of the current studies suggested a more efficient way of organizing and teaching vocabulary words involving prefixes and suffixes.

 
The Effects of a Conditioned Seeing Intervention on Reading Comprehension for Third Grade Students
MARY-GENEVIEVE WHITE (Teachers College, Columbia University), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University), Amanda Arroyo (Teachers College, Columbia University)
Abstract: Visualization is a skill that helps students to comprehend texts more accurately. When reading, children who “see” the characters, setting, and events as they were reading the text often perform better when answering reading comprehension questions. Skinner referred to the process of seeing and hearing stimuli that are not physically present in the environment as conditioned seeing. We adapted Mercorella's (2017) dissertation protocol to create daily, technology-based conditioned seeing tasks in a general education, third-grade classroom. Participants selected matching images after reading and hearing texts provided at their independent reading level. We slowly increased the rigor of the text in which students accurately responded. Data showed increased accurate conditioned seeing responses for more rigorous texts and increased reading levels across all students who received the intervention. Results suggested a potentially efficient and effective intervention method for teachers to corporate in daily instructions.
 
 
Symposium #497
CE Offered: BACB
Collaborating With Other Professionals: A Discussion of Opportunities and Approaches
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 205A
Area: EDC/TBA; Domain: Service Delivery
Chair: Alan Kinsella (Endicott)
CE Instructor: Alan Kinsella, M.S.
Abstract:

Professionals working in the human services industry have various backgrounds, training, and credentials. The variation of professionals may allow for more specialized treatment in practice areas, but also may create difficulty when working to support individuals. Collaboration between professionals is an expectation for behavior analysts. The purpose of this symposium is a review of various collaboration initiatives aimed at supporting behavior analysts in being good partners with other service professionals. The presenters will describe a model for collaboration between behavior analysis and occupational therapy; a model for training pre-service behavior analysts to learn about collaboration; and the perceptions of allied health professionals toward behavior analysts.

Instruction Level: Intermediate
Keyword(s): Behavior Analysis, Collaboration, Ethics
Target Audience:

Attendees should be credentialed and have experience working with other professionals. A basic understanding of scope of practice, scope of competence, and collaboration are helpful.

Learning Objectives: Learners will state behaviors that support collaboration between professionals Learners will state perceptions of allied health professionals toward behavior analysts Learners will state suggestions for training collaboration behaviors for pre service behavior analysts.
 
A Survey of Behavior Analysts and Allied Health Professionals: Understanding Perceptions of Other Disciplines
Kristin Bowman (Endicott), Lisa Tereshko (Endicott College), KAREN ROSE (Horry County Schools/Endicott College), Kimberly Marshall (University of Oregon; Endicott College), Mary Jane Weiss (Endicott College)
Abstract: Effective collaboration is essential to successful interdisciplinary service provision. This is especially important in autism intervention, where the expertise of several professions is necessary for comprehensive treatment. Collaboration is a challenge in many professional contexts, and does not always proceed smoothly. Barriers include a lack of understanding about other professions, interpersonal injury and feelings of devaluation by members of some professions, and logistical challenges that make it difficult for teams to convene and to communicate. The perceptions of professionals about the conceptual foundations, scientific merit, and worldviews of other fields can impact their impressions of that field’s utility. This can ultimately affect how they value and engage in interprofessional collaboration with professionals from those fields. Within behavior analysis, it is important to both understand how we are perceived by other professionals and how we view those professionals. To learn more about how behavior analysts are perceived by member of other professions, professionals from other disciplines answered questions about their experiences with behavior analysts. In addition, behavior analysts were questioned about their experiences with members from allied professions. In this survey, both sides of the collaboration interaction were questioned, to allow for a fuller discussion of the barriers to effective collaboration across disciplines. Results indicated that collaboration often goes well between behavior analysts and members of other professions. Ideas for fostering better collaboration will be shared.
 

Bridging the Gap Between Occupational Therapy and Applied Behavior Analysis

KRISTINA GASIEWSKI (The Melmark School), Mary Jane Weiss (Endicott College)
Abstract:

Interdisciplinary collaboration is challenging, but necessary, to meet the needs of individuals with Autism Spectrum Disorder. Among the dyadic interactions in interdisciplinary teams, the relationships between Occupational Therapy practitioners and Board Certified Behavior Analysts are uniquely challenging. The disciplines define evidence based practice differently and approach intervention from different angles. Furthermore, there are fundamental differences in worldview between the disciplines. Both disciplines offer necessary treatment, and successful collaboration between these disciplines is essential for maximizing outcomes. Hence, finding ways to help bridge the gap between these professions, in particular, is essential. Common barriers to developing collaborative alliances include misperceptions of the other discipline, differences in terminology, and unprofessional behavior. This presentation reviews the history and foundational concepts of both disciplines, and the common approaches associated with each. In addition, models of collaboration are discussed, with suggestions for enhancing interdisciplinary communication and treatment. Suggestions are based on the premise that successful collaborative treatment is predicated on an understanding of the value and expertise offered by different disciplines, and requires mutual respect and professional dialogue.

 
An Example of Teaching Collaboration During Pre-Service Training
NICOLE BOVIN (The Margaret Murphy Centers for Children), Jennifer Ruane (Melmark), Shawn P. Quigley (Melmark), Jill Harper (Melmark New England), Mary Jane Weiss (Endicott College)
Abstract: Collaboration amongst professionals within an interdisciplinary practice model has received considerable attention in recent years, particularly in the field of behavior analysis. Recent publications and practical guidance have highlighted the need for formal training in the area of collaboration during the pre-service (e.g., fieldwork, intensive practicum) experience for behavior analysts. Effective interdisciplinary collaboration has been associated with improved outcomes with clients and colleagues. This presentation provides an overview of a model for teaching collaboration skills to those seeking Board Certified Behavior Analyst certification. The model focuses on teaching future behavior analysts to work effectively with professionals in the fields of speech-language pathology, occupational therapy, physical therapy, and developmental pediatrics. Specific supervision and training activities, as well as future directions for extending the model and developing additional outcome measures will be discussed.
 
 
Symposium #498
CE Offered: BACB
Write, Dance, Play: Behavior Analysis and Precision Teaching in the Arts
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 205B
Area: EDC; Domain: Applied Research
Chair: Abigail B. Calkin (Calkin Consulting Center)
CE Instructor: Abigail B. Calkin, Ph.D.
Abstract: Applications of behavior analysis and precision teaching to the arts are few and far between, but not for any lack of opportunities and benefits. Our science of behavior offers practices that can help facilitate behavior change in these domains and a precision measurement approach that can detect improvements or pitfalls in elite performance. This symposium examines some innovative behavior-analytic approaches to enhancing outcomes in the realms of creativity and the performing arts. Attendees will explore the application of methods for measuring and improving the process and products of writing, the fluent footwork of dancing, and the precision-oriented practice and expressive performance habits of professional musicians. This intriguing look at the arts through a behavior-analytic lens offers research and practice implications to serve clients in this often-overlooked realm and ultimately sheds new light on the behavioral practices that shape creativity and artistic mastery.
Instruction Level: Basic
Keyword(s): creativity, performing arts, precision teaching, standard celeration
Target Audience: Foundational knowledge of the concepts and principles of behavior analysis
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) generate a writing pinpoint to chart on the standard celeration chart; (2) state the components skills of tap dancing; (3) state the components of a behavioral program for classical concert musicians.
 
Writing on Writing
ABIGAIL B. CALKIN (Calkin Consulting Center)
Abstract: It is uncommon to find a behavior analytic or a scientific analysis of creativity or of creative behaviors of people in the arts. This talk looks at some thoughts on the processes of creativity, the use of direct instruction to teach writing to high school students, and samples of students' and one adult's writing behaviors. This presentation includes analyses of the author’s writing behaviors across three years while writing a work of creative nonfiction, behavior analysis articles, and many poems. The data analyses of writing a book include daily frequencies, celeration, and variability of behavioral and environmental events all displayed on standard celeration charts. Included are charts of one project that show the processes of writing (generating new ideas, thinking about writing) as well as the written products (words written, edits made) can be analyzed behaviorally. The presentation includes writing samples and charts of the behaviors of writing a book, articles, as well as student writing products.
 

A Component-Composite Analysis of Tap Dancing: Precision Teaching for the Performing Arts

MARISELA PALLARES (High Sierra Industries)
Abstract:

Dancing is a complex behavioral repertoire involving a myriad of gross and fine-motor skills. Repertoires that involve complexity of this sort typically develop over the course of many years. Most elite athletes and performers, for example, reach top-flight status after thousands of hours of intensive practice (Erricson & Tesch-Romer, 1993). Though there is an appreciation among dancers of the time investment necessary to become a proficient performer, it is rare to see evidence-based approaches for teaching dance. This talk will describe how a precision teaching (PT) framework was used systematically to build the skills of tap dancers to fluent levels. The study explored the possibility of building a tap-dance curriculum through a component-composite analysis, which suggests that the arrangement of skills in an instructional sequence contributes to the efficiency of learning. Using this approach may be advantageous for dancers and artists alike since it is likely that levels of proficiency may be reached more efficiently, while reducing the opportunity for building “bad habits.”

 
Practice and Performance Skills for Concert Musicians
ADAM HOCKMAN (MGH Institute of Health Professions & ABA Technologies)
Abstract: Modern concert musicians face numerous challenges as they advance in their skill level and career. Most music programs and conservatories offer insufficient training for musicians who wish to develop robust practice, performance, and professional skills that meet the demands of the competitive performing arts environment. Further, the training and support students do receive is often incomplete and only works for specific problems. This talk will review a behavior-based practice and performance skills program inside of an intensive summer institute for young classical musicians. Across the six-week program, students participate in private instrumental lessons, performance and communication classes, chamber ensembles, and public concerts. Additionally, students elect to attend workshops that teach behavior-based practice and performance skills. These sessions combine foundational behavior change concepts and procedures, precision teaching, Goldiamond’s constructional approach, and Mechner’s performance technology into a comprehensive instructional and coaching program that targets the individual performer’s needs. Programmatic data, lessons learned, and a high-level scope and sequence will be reviewed. Individual performer data on the standard celeration chart will also be shared.
 
 
Symposium #499
CE Offered: BACB — 
Supervision
Recent Research on Performance Feedback: Preference and Efficacy
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 153B
Area: OBM/TBA; Domain: Applied Research
Chair: Cory Toegel (Northern Michigan University)
CE Instructor: Cory Toegel, Ph.D.
Abstract:

Performance feedback is one of the most common strategies used to improve performance within organizational settings. The present symposium arranges three recent research projects that evaluate the use of performance feedback. The first presentation will discuss laboratory research designed to evaluate the effects of and preference for numerical and narrative variations of performance feedback. The second presentation investigated preference for various feedback modalities (e.g., paper and pencil, verbal feedback). The third presentation evaluated the effects of the number and type of feedback statements provided by a supervisor on participant’s procedural integrity. The goals of this symposium are to bring interested practitioners and researchers up to date with current research involving performance feedback, highlight areas in which performance feedback research is needed, and describe the utility of feedback strategies to enhance the practice of clinical supervisors and the performance of individuals receiving feedback.

Instruction Level: Intermediate
Keyword(s): feedback modalities, performance feedback, supervisory feedback
Target Audience:

BCBAs and BCBA-Ds

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the purpose of performance feedback and its relevance to supervision; (2) describe different methods for delivering effective performance feedback to trainees; (3) describe different methods for assessing trainee preference for various forms of performance feedback.
 
A Comparison of Narrative and Numerical Feedback for Teaching Clinical Tasks
CORY TOEGEL (Northern Michigan University), Alexis Humphreys (University of Houston-Clear Lake), Claire C. St. Peter (West Virginia University)
Abstract: Across 3 experiments, we compared the effectiveness of and preference for different feedback strategies for training undergraduate participants to complete common clinical tasks. Experiments had two phases. In Phase 1 of all experiments, participants received exposure to various forms of narrative and numerical feedback while learning to implement two different types of preference assessments. By the end of Phase 1, all participants mastered the implementation of the assessments. In Phase 2, participants could choose the type of feedback they would receive from the experimenter while learning to implement discrete-trial teaching procedures. In Experiments 1 and 2, participants could choose to receive only one type of feedback: narrative or numerical feedback. Most participants preferred the numerical feedback. In Experiment 3, participants could choose any combination of the various types of narrative and numerical feedback. Although all participants preferred a specific feedback combination, the preferences were not systematic across participants. Given that all participants acquired the skills regardless of feedback type, the results may have implications for permitting choice of feedback type when training clinical skills.
 
Effects of Feedback Statements Delivered Via Telehealth on Staff Procedural Integrity
LYNETTE JOHNSON (University of Kansas), Thomas L. Zane (University of Kansas), Florence D. DiGennaro Reed (University of Kansas)
Abstract: The current study contributes to the development of more effective supervision of direct care staff. Effective supervision is an important topic due lack of information regarding the essential components of supervisor feedback. Supervisor feedback is a powerful and effective tool that can be used to increase employee performance. Staff training and staff supervision directly relates to the quality of staff intervention implementation. This study investigated the effects of the number and type of feedback statements provided by a supervisor on participant’s procedural integrity. Participants included two registered behavior technicians (RBTs) who implemented applied behavior analysis (ABA) procedures with children in the home setting. Verbal corrective-corrective (CC), corrective-corrective-corrective (CCC), positive-positive (PP), and positive-positive-positive (PPP), were provided as consequences during the implementation of a receptive identification two-dimensional (2-D) picture card program. Overall, results showed that all conditions increased procedural integrity, with the PPP conditioned producing a slightly greater influence. Research, such as the current study, is needed to identify ways of providing feedback that are most effective in changing behavior that it follows. Feedback is a powerful tool for a supervisor, but like any power, needs to be used correctly and responsibly.
 
 
Panel #500
CE Offered: BACB
Talking the Talk and the Effort to Follow Through: Using Applied Behavior Analysis and Organizational Behavior Management to Effectively Coach Employees Within a Company
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 153C
Area: OBM; Domain: Service Delivery
CE Instructor: Brianna Snyder, M.A.
Chair: Brianna Snyder (Brett DiNovi and Associates, LLC)
HEATHER FRANCISCO (Brett DiNovi)
KATELYNN WIAMER (Brett DiNovi and Associates, LLC)
SARAH BURBY (Brett DiNovi and Associates, LLC)
Abstract:

In a company that provides Applied Behavior Analytic (ABA) services, delivery of high-quality treatment to clients should be the terminal and utmost goal. That same company goal now needs to apply to those clinicians who are delivering that treatment to its clients. In a fast pace environment that is ever-changing with policy and standards updates, it’s easy to burn out. Without proper training, employee incentives, leadership opportunities, and opportunities to refine skills through continued education, individuals who receive and depend on behavior consultation and services will ultimately suffer. According to Reed, Hirst and Howard (2013) a critical feature of evidence-based Organizational Behavior Management (OBM) practices is full implementation of empirically validated interventions. Therefore, providing staff with an abundance of opportunities to interact with and support clients is a critical investment of resources for service-delivery organizations. In this panel, panelists will briefly describe and answer audience questions related to research-based strategies for selecting staff for leadership opportunities, developing and evaluating staff training programs for implementation of evidence-based treatment, and implementing effective coaching models and follow-up techniques.

Instruction Level: Basic
Target Audience:

BCBAs and BCaBAs with 1-2 years experience

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify key principles in Organizational Behavior Management (OBM); (2) implement effective coaching strategies that promote leadership and implementation of evidence-based Applied Behavior Analytic (ABA) treatments;
Keyword(s): Coaching, Leadership, Performance
 
 
B. F. Skinner Lecture Series Paper Session #501
CE Offered: PSY/BACB
Skinnerian Themes in Psychology
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 154
Area: PCH; Domain: Theory
Chair: Michael D. Hixson (Central Michigan University)
CE Instructor: Michael D. Hixson, Ph.D.
Presenting Author: MURRAY J. GODDARD (University of New Brunswick)
Abstract:

Selected writings of B. F. Skinner will be shown to have several, sometimes quite striking, similarities with current psychological research. This includes research supporting Skinner’s position that the environment can alter human behavior outside conscious awareness and research by Daniel Wegner and Emily Pronin supporting Skinner’s warnings that introspection is a common, but flawed, habit in folk psychology. In addition, Skinner’s writings will be shown to be compatible with the critical psychiatry movement and (perhaps surprisingly) some shared worldviews between B. F. Skinner and Noam Chomsky will be outlined.

Instruction Level: Intermediate
Target Audience:

Behavior analysts, psychologists, graduate students

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss current research supporting Skinner’s position that the environment can alter human behavior outside conscious awareness; (2) identify similarities between Skinner’s writings with Daniel Wegner’s “illusion of conscious will” and Emily Pronin’s “introspective illusion”; (3) outline how Skinner’s emphasis on the environmental determinants of behavior is shared by the critical psychiatry movement; and (4) articulate some compatibilities in the worldviews of B. F. Skinner and Noam Chomsky.
 
MURRAY J. GODDARD (University of New Brunswick)
Murray Goddard is an Honorary Research Professor at the University of New Brunswick in Saint John, New Brunswick, Canada. He received his PhD in 1987 from McMaster University under the supervision of Herb Jenkins, a leading researcher in Pavlovian conditioning and a pioneer in the development of the autoshaping preparation. As a graduate student, Herb Jenkins had also occasionally served as B. F. Skinner’s teaching assistant at Harvard. From 1993-1994, Murray was a Research Scientist at Duke University and was the recipient of a University Merit Award in 1999 and a University Teaching Award in 2002 and 2012. His previous research explored fundamental associative processes in Pavlovian conditioning and was funded by the Natural Sciences and Engineering Research Council of Canada. His current research explores similarities between the writings of B. F. Skinner and current research in psychology, the critical psychiatry and critical psychology movements, and the writings of Noam Chomsky.
 
 
B. F. Skinner Lecture Series Paper Session #502
CE Offered: BACB
What to Eat, When to Move: Lessons from Hunter-Gatherers
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 1; Room 151A/B
Area: SCI; Domain: Service Delivery
Chair: Jeanne M. Donaldson (Louisiana State University)
CE Instructor: Jeanne M. Donaldson, Ph.D.
Presenting Author: HERMAN PONTZER (Duke University)
Abstract:

How many calories do you really burn each day? How does exercise affect yourmetabolism,and does aslowmetabolism mean you'll struggle withyour weight? What is the “natural” human diet? In this talk, we’ll discuss the surprising new research investigating our metabolism – the way we burn energy. Dr. Pontzer will discuss his work with hunter-gatherers, with our great ape cousins, and with populations around the globe, exploring the way our bodies use energy, and how our evolutionary past shapes our lives and our health today.

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students 

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the impact of exercise on daily energy expenditure; (2) describe the relationship between body size and daily energy requirements; (3) identify key characteristics of hunter-gatherer diet and daily physical activity; (4) understand how activity and diet contribute to weight and obesity.
 
HERMAN PONTZER (Duke University)
Herman Pontzer, Ph.D., Associate Professor of Evolutionary Anthropology and Research Associate Professor of Global Health at Duke University, investigates how our species’ evolutionary past shapes our lives today. His team conducted the first measurements of daily energy expenditure in traditional hunter-gatherers and in non-human apes, with findings that have challenged the way we think about diet, exercise, metabolism, and health. Dr. Pontzer’s new book, Burn, published in March, 2021.
 
 
Symposium #503
CE Offered: BACB
Training Natural Change Agents to Implement Functional Analysis
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 203
Area: TBA/DDA; Domain: Applied Research
Chair: Catharine Lory (Baylor University)
CE Instructor: Catharine Lory, Ph.D.
Abstract: Numerous recent advancements have been made in the variation and individualization of functional analysis (FA) protocols to ensure contextual fit with a client’s topography of challenging behavior and natural environment, time efficiency, and feasibility of implementation by natural change agents (e.g., caregivers, teachers, direct support staff). Training natural change agents to implement FA procedures not only empowers them to use behavior analytic techniques to assess and change behavior, it also promotes the sustainability of behavior analytic practices in natural settings. This symposium presents studies that examined existing practices on training natural change agents to implement FAs and investigated the use of technology to enhance the implementation of FAs in natural environments. The first paper systematically reviewed the quality of current literature and the strength of evidence on training natural change agents to implement FAs with individuals with developmental disabilities. The second paper investigated the use of a wearable technology within a modified FA protocol to explore the relationship between external, observable repetitive behavior and internal physiological responses in young children with autism and developmental disabilities. The third paper examined the use of telehealth as a service delivery model to support caregivers to implement brief FAs with children with autism at home.
Instruction Level: Intermediate
Keyword(s): coaching, functional analysis, Telehealth, wearable technology
Target Audience: BCBAs, direct service professionals, advanced graduate students who are interested in advancing the implementation of functional analyses in natural environments. Prerequisite skills: Knowledge of functional analysis and experience with implementing functional analyses.
Learning Objectives: (1) Describe variables that are associated with effective implementation of functional analysis by natural change agents. (2) Identify factors that impact the effectiveness and acceptability of caregiver-implemented functional analysis. (3) Discuss the applicability of Telehealth as a tool for providing in-vivo coaching supports for practitioners implementing functional analysis.
 

Natural Change Agent Implemented Functional Analysis: A Systematic Review and Quality Appraisal

Emily Gregori (University of Illinois at Chicago), Christine Drew (Auburn University), Catharine Lory (Baylor University), SARAH DEANGELO (University of Illinois at Chicago)
Abstract:

Functional analysis (FA) is the most accurate method for identifying the operant function of challenging behavior. Although trained therapists typically implement FAs, previous research has shown that variables, including the assessment agent, may impact the results of a FA. Given that the assessment agent can impact FA results, there is a need to determine the impact of natural change agent training on fidelity of FA implementation. The purpose of this review was to (a) summarize the available literature on natural change agent implemented FA, (b) determine methods for training natural change agents to implement FAs, and (c) determine the effects of training on change agent implementation fidelity of FA. Thirty-seven studies were identified and evaluated against the What Works Clearinghouse Quality and Evidence standards. Most of the included studies were found to have strong methodological rigor and moderate or strong evidence of effectiveness. Common training components across studies including instructions, modeling, role play, feedback, and coaching. Results suggest these components can be effectively utilized to train parents, teachers, residential staff, and students to implement FA in a variety of applied settings. Recommendations for practitioners and directions for future research will be discussed.

 
Integrated Assessment of Repetitive Behavior and Heart Rate Variability Through Functional Analysis and Wearable Technology
CATHARINE LORY (Baylor University), Mandy J. Rispoli (Purdue University), Brandon Keehn (Purdue University), Rose A. Mason (Purdue University), Benjamin Mason (Purdue University)
Abstract: It has been established through decades of research that automatic reinforcement is the most prevalent operant function of repetitive behavior in individuals with autism. Yet there is no established method of manipulating the reinforcing variables of automatically maintained behavior as part of a functional analysis (FA). This is primarily due to barriers in accessing and measuring the automatic reinforcers produced by the behavior. The purpose of this study is to address this gap by using wearable technology to measure the internal physiological responses of children with autism who engage in repetitive vocal or motor behaviors, within a modified FA protocol. Six children with autism who engaged in frequent repetitive behavior participated in the study. Registered behavior technicians were coached via telehealth to implement the modified FA, which consisted of (1) alternating a high-stimulation condition and a low-stimulation condition to evoke different levels of repetitive behavior and (2) using a digital wristband to collect heart rate variability data during each FA session. Study results showed a positive correlation between the duration of repetitive behavior and heart rate variability, which suggests engaging in repetitive behavior produces changes in autonomic arousal.
 
An Extension of Caregiver-Implemented Brief Functional Analysis via Telehealth Technology
EMILY PAIGE EXLINE (Baylor University), Stephanie Gerow (Baylor University), Catharine Lory (Baylor University), David Cosottile (Baylor University), Kristina McGinnis (Baylor University), Remington Swensson (Baylor University), Monse Austin (Baylor University)
Abstract: Families of children with autism may not have access to applied behavior analytic services due to a variety of barriers, such as a lack of available behavior analysts in their geographic region. Telehealth as a service delivery method can help address this barrier, which typically involves behavior analysts coaching a caregiver or direct service staff to implement interventions. While telehealth services can be an alternative solution for overcoming access barriers, delivering challenging behavior assessments and interventions via telehealth require additional considerations. Gerow et al. (2020) developed a decision-making model for implementing brief functional analyses (BFAs) for practitioners who are coaching caregivers via telehealth. This study replicated the BFA decision-making model and procedures described by Gerow et al. (2020) with 18 parent-child dyads. This study aimed to (a) systematically replicate Gerow et al. (2020), (b) identify factors that are associated with the decision to implement additional sessions of the BFA, and (c) examine the social validity of the BFA procedures through a parent survey. We will discuss implications for practice related to the operationalization of target behavior and selection of putative reinforcer in this BFA model, and the acceptability of caregiver implementation of BFAs with telehealth coaching supports.
 
 
Panel #505
CE Offered: BACB
Future Directions in Verbal Behavior Research
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 255
Area: VBC/PCH; Domain: Translational
CE Instructor: Andresa De Souza, Ph.D.
Chair: Andresa De Souza (University of Missouri St. Louis)
TIFFANY KODAK (Marquette University)
CAIO F. MIGUEL (California State University, Sacramento)
DAVID C. PALMER (Smith College)
Abstract:

In his book Verbal Behavior, Skinner (1957) presented a behavior-analytic view of language and cognition in humans. As such, he set the stage for an area of research focused on the explanation and the empirical evaluation of the conditions under which verbal behavior is emitted (Oah & Dickisnon, 1989). In 1991, Sundberg published the article 301 Research Topics from Skinner’s Book Verbal Behavior, calling for the experimental analysis of behavior processes involved in verbal behavior and suggesting a gap in the literature. The years that followed were marked by an increase in verbal behavior research across different topics and populations (De Souza et al., 2017; Sautter & LeBlanc, 2006). Despite the increasing number of verbal behavior studies, many topics are yet to be explored and several others need further investigation. In this panel, members of the ABAI Verbal Behavior Special Interest Group (VB-SIG) will highlight advancements in the empirical literature and provide directions for future research towards the understanding of verbal behavior processes from a conceptual and applied perspective.

Instruction Level: Intermediate
Target Audience:

Behavior Analysts, Speech-Language Pathologists, Psychologists, students in behavior analysis, service providers.

Learning Objectives: Upon completion of this presentation, attendees will be able to: 1. Discuss one future direction for research in verbal behavior. 2. Discuss a second future direction for research in verbal behavior. 3. Discuss a third future direction for research in verbal behavior.
Keyword(s): Applied Research, Future Directions, Research Topics, Verbal Behavior
 
 
Invited Paper Session #506
CE Offered: PSY/BACB
Rule-Governed Behavior and Responding to One’s Behavior: Where We Were, Where We Are, and Where Are We Moving Forward
Monday, May 30, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 256
Area: VBC; Domain: Theory
Chair: Rocio Rosales (University of Massachusetts Lowell)
CE Instructor: Carmen Luciano, Ph.D.
Presenting Author: CARMEN LUCIANO (University Almeria, Spain)
Abstract: Early on, human beings learn to understand, formulate, and follow rules. This process requires learning to relate to and, consequently, derive contents about oneself, others, and the world around as well as to respond to all these contents. That is, the way we think, the emotion we feel, the rules derive and the function they have for responding in particular directions generate specific relational operants throughout multiple exemplars of responding to the own behavior, for good and for bad. This is the core of the analysis of human behavior, the analysis of suffering, and the therapy overcome it. In this context, this presentation aims to describe where behavior analysis was in the last portion of the previous century, where it is now, and where and how it is moving forward.
Instruction Level: Basic
Target Audience:

All interested in behavior analysis, experimental analysis, the self, rule-governed behavior, relational frame theory, and clinical behavior analysis

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the functional perspective on rules and rule-governed behavior; (2) describe the conditions to learn to relate; (3) describe the conditions to derive thoughts, emotions, and selfing behavior; (4) identify the two functional relational operants of responding to the one’s behavior; (5) identify experimental protocols aimed to analyze selfing behavior, as deriving thoughts and rules about oneself and responding to them; (6) describe the functional principles in moving from ineffective relational operants to effective ones.
 
CARMEN LUCIANO (University Almeria, Spain)
Carmen Luciano graduated in 1978 and received her Ph.D. in the Complutense University of Madrid in 1984. She is Professor of Psychology at the University of Almeria since 1994 and at the University of Granada from 1979 to 1993. Her research dedication began on the experimental analysis of language. Her Postdoc Fulbright research stay in Boston University and the Cambridge Center for Behavioral Studies, in 1985-86, was centered in studying problem-solving behavior under Skinner’s supervision. This was a critical point in her career as basic researcher. She was involved in the equivalence research, rule-governed behavior and, shortly after, in research of RFT and ACT. Her research lab has been -and it is- conducting basic creative experimental-applied RFT designs for the analysis of analogies, coherence, deictic and mainly hierarchical framing in the context of identifying core components of metaphors, false memories, experiential avoidance, values, defusion, selfing behaviors as responding to the own behavior. She designs brief ACT protocols and teaches ACT focused in analyzing the conditions under which emotions, thoughts, and valued motivation are brought to the present to build flexibility responding. She is Director of the Experimental and Applied Analysis of Behavior Research Group since 1986, where she has supervised over thirty doctoral theses - some of her students are running their own labs nowadays. She is also Director of the Functional Analysis in Clinical Contexts Doctoral Program in the University of Almeria, and Director of the Master Program in Contextual Therapies in Madrid Institute of Contextual Psychology – MICPSY. Her research has been funded by international, national, and regional public funds. She has collaborated with research groups from different countries, and she has spread the functional analysis perspective in meetings, courses, research presentations, and publications. She is known for her exciting, precise, and creative style while teaching, working with clients, and doing research.
 
 
Paper Session #508
CE Offered: BACB
Integrating Principles of Behavior Change and Public Health to Change Habits and Combat the Challenges of the COVID-19 Pandemic
Monday, May 30, 2022
12:30 PM–12:55 PM
Meeting Level 1; Room 104A
Area: CBM
Instruction Level: Basic
Chair: Richard Cook (Applied Behavior Medicine Associates of Hershey)
CE Instructor: Richard Cook, M.D.
 

Integrating Principles of Behavior Change and Public Health to Change Habits and Combat the Challenges of the COVID-19 Pandemic

Domain: Service Delivery
RICHARD COOK (Applied Behavior Medicine Associates of Hershey)
 
Abstract:

Moreso than in most medical problems and health crisis situations, leaders of many and diverse disciplines repeatedly cite “changes in behavior” as the mainstay of addressing the challenges of the Covid 19 pandemic. Given the lack of preventative, protective, and treatment modalities, the importance of behavior and habit change by individuals and society becomes the most prominent “tool in the box,” and allows for empowerment of individuals, families, organizations, and societies. This presentation highlights ways in which behavioral principles and techniques, especially when integrated with relevant principles of medicine and public health, can, and need to, be applied by clinicians and non clinicians to promote desired behaviors/habits including mask/PPE use (and techniques) and practicing social distancing, as well as remembering to NOT do many things we habitually do like shaking hands and holiday family gatherings. It applies as well to "private" behaviors of attitudes, opinions, knowledge (reality of the illness, safety of vaccines). The current pandemic serves as yet another opportunity for those most skilled in the principles and techniques of the management of behavior and development of habits to showcase the power of the discipline in making substantive desirable impacts on many phases of the COVID 19 pandemic, and the people affected by it.

 
Target Audience:

Basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss ways to leverage compensatory behaviors of the COVID-19 pandemic into improved baseline approaches in the "post pandemic" world (2) articulate approaches to identify the "behaviors" that become habits related to the most effective measures of preventing spreading and contracting of the Sars COVID-19 virus (3) advise others making COVID-19 pandemic related policies of the approaches of habit identification and development
 
 
Paper Session #531
CE Offered: BACB
Behaviorally Based Approaches to Addressing Cell Phone Use, Misuse, Abuse, and Overuse: A Teenager's Perspective of What Works and Doesn't
Monday, May 30, 2022
3:00 PM–3:25 PM
Meeting Level 1; Room 104A
Area: CBM
Instruction Level: Basic
Chair: Emily Cook (Bishop McDevitt High School Harrisburg, PA)
CE Instructor: Richard Cook, M.D.
 

Behaviorally Based Approaches to Addressing Cell Phone Use, Misuse, Abuse, and Overuse: A Teenager's Perspective of What Works and Doesn't

Domain: Service Delivery
Matthew Gross (Shippensburg University), EMILY COOK (Bishop McDevitt High School Harrisburg, PA), Richard Cook (Applied Behavior Medicine Associates of Hershey)
 
Abstract:

While cell phones have become an essential part of teenage life, even expected by teachers. They are a vehicle of wasted time, social stressors, and distraction, but are also essential for needed family communication , studying for tests, and completing homework. Standard behavioral and public health principles and techniques can be used in a methodical fashion to help the teenager develop habits to better self regulate usage. This presentation highlights use of behavioral momentum, successive approximations, differential reinforcement, token economies, the Premack principle, basic reinforcement and punishment, as well a public health fundamental that the most effective interventions are those which require the least amount of effort on the part of the targeted individual

 
Target Audience:

Basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1.articulate advantages of teen cell phone use and note behaviors of site selection and patterns of usage to which the teen can develop a habit of emitting 2. articulate reasons to NOT threaten to take cell phone away from teen 3. outline key discussion points and lead a discussion with a teenager regarding development of habits cell phone use behavior that are healthy, safe, and productive, and still relevant to the reality of patterns of teenage cell phone use
 
 
Panel #532
CE Offered: BACB
The Importance of Independence and Interdependence in Adults With Autism Spectrum Disorders
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 258A
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Mary Ellen McDonald, Ph.D.
Chair: Mary Ellen McDonald (Hofstra University)
ANYA K. SILVER (QSAC; Hofstra University)
PETER F. GERHARDT (The EPIC School)
ROBERT LARUE (Rutgers University)
Abstract:

One of the greatest challenges faced is promoting independence in the individuals we serve so that they can live the best quality of life possible. Independence is an essential life skill for the individuals we serve and is often an area of focus when developing goals. However, the sometimes overlooked area of interdependence may be an even more crucial skill for success in daily life. Individuals with autism may attempt to behave independently when they actually would be better served by accessing others to help them to solve a problem. Interdependence is a way in which we can achieve our goals and solve problems but includes others in the solution. This panel will focus on the importance of both independence and interdependence in adults with autism spectrum disorders. Independence and interdependence will be discussed and defined. Specific examples will be used to highlight skills of independence and interdependence. There will be a discussion regarding the assessment and observation of adults with autism in the areas of independence and interdependence.

Instruction Level: Intermediate
Target Audience:

Behavior Analysts; Special Educators

Learning Objectives: 1. At the conclusion of the presentation, participants will be able to define independence vs interdependence. 2. At the conclusion of the presentation, participants will be able to identify a minimum of 2 observation-based assessment tools related to independence and interdependence. 3. At the conclusion of the presentation, participants will be able to identify goals to be implemented for behavior change in the areas of independence and interdependence.
Keyword(s): Adults, Independence, Interdependence
 
 
Symposium #534
CE Offered: BACB
Augmentative and Alternative Communication in Clinical Settings: A Discussion on Clinical Outcomes
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 257B
Area: AUT/DDA; Domain: Service Delivery
Chair: Daphne Hartzheim (Autism and Behavioral Interventions)
CE Instructor: Daphne Hartzheim, Ph.D.
Abstract:

Augmentative and Alternative Communication (AAC) consists of techniques that range from low-tech (e.g. picture exchange systems) to high-tech (e.g. communication devices) systems. These systems are useful in teaching non-vocal client’s functional communication skills. Although research supports the use of AAC systems in teaching verbal behavior, the implementation of high-tech devices poses a challenge to Board Certified Behavior Analysts (BCBA) due to a lack of knowledge, experience and understanding of how the devices can be implemented to reach communication goals. The purpose of this symposium is to demonstrate how the proper use of AAC devices can increase verbal behaviors, reduce challenging behavior and increase functional communication for nonvocal or minimally vocal children and adolescents with autism spectrum disorders (ASD). The first speaker will present an overview of AAC systems and common features of such systems. The speaker will also present a single case study of the implementation of an AAC device to reduce challenging behavior. The second speaker will present a single case study on increasing vocalizations with the implementation of a high-tech AAC system. The third speaker will focus on a single case study in which the participant was able to increase verbal behaviors with a change in how AAC was utilized. Implications for AAC in everyday clinical settings will be discussed.

Instruction Level: Basic
Keyword(s): alternative modalities, behavior reduction, FCT, verbal behavior
Target Audience:

Applied Behavior Analysts, Behavior Analytic Practitioners, Researchers, Educators

Learning Objectives: At the conclusion of the presentations, participants will be able to: (1) describe the difference between at least two AAC systems; (2) list at least two benefits of implementing AAC as a method of functional communication with minimally vocal individuals; (3) explain how AAC can be implemented in a clinical setting to increase verbal behaviors in non-vocal individuals.
 

Brief Overview of Augmentative and Alternative Communication and its Impact on Reducing Maladaptive Behavior

Daphne Hartzheim (Autism and Behavioral Interventions), Anika Hoybjerg (Endicott College; Autism and Behavioral Interventions), MIRANDA THORNLEY (Autism and Behavioral Intervention)
Abstract:

The aim of this presentation is to give the participants a brief overview of AAC systems and some of the most common programming features of high-quality systems. The features that will be discussed include grid/button sizes, button feedback, and organization. The author will also discuss rationales for getting a designated speech-generating device funded as opposed to using a device for supplemental use. The aim of the single case study was to reduce maladaptive behavior in an 8-year-old female with the use of an Augmentative and Alternative Communication (AAC) system. Prior to implementing an AAC system, the participant was engaging in aggression towards staff, self-injurious behavior, property destruction, and public urination. She demonstrated no functional communication. She was able to imitate words but did not use words independently. Data will be presented that demonstrates the decrease in maladaptive behavior with the inception of the AAC system. Use of the system was generalized to multiple settings with multiple people. Results indicate that AAC was successful in increasing functional communication, reducing maladaptive behavior, and growing manding and tacting repertoires.

 

Use of Augmentative and Alternative Communication to Supplement Vocal Verbal Behaviors in a Minimally Functional Communicator

CASEY BARRON (Autism and Behavioral Interventions), Daphne Hartzheim (Autism and Behavioral Interventions), Anika Hoybjerg (Endicott College; Autism and Behavioral Interventions)
Abstract:

The aim of this single case study was to increase the use of vocal mands in a young male with autism spectrum disorder. The participant was selected for this intervention due to his inability to functionally communicate his wants and needs using vocal communication. While he did demonstrate some vocal abilities at baseline, he often required multiple prompts to mand. An augmentative and alternative communication (AAC) device was implemented as a supplemental way to mand for preferred activities and items. The AAC application, SnapCoreFirst, was loaded onto an iPad that was used while in the clinical setting. Pages with a 4x4 grid were created that included symbols of his preferred activities and items. Errorless teaching was implemented to teach navigation to those pages and buttons. Data collected from December 2020 to January 2021 shows an average of 24 spontaneous vocal mands per day and 5% accuracy using the sentence starter “I want” (January 2021). By August of 2021, the client's vocal mands stayed consistent with an average of 24 mands and sentence complexity accuracy increased to 91%. The results from this case study indicate that using an AAC system to supplement communication can have a favorable impact on vocal communication.

 

Increasing Skill Acquisition of Verbal Operants With the Use of a Communication System

BLAKE R INOUYE (Utah Valley University; Autism and Behavioral Interventions), Daphne Hartzheim (Autism and Behavioral Interventions), Anika Hoybjerg (Endicott College; Autism and Behavioral Interventions)
Abstract:

Augmentative and Alternative Communication (AAC) is a viable option for individuals with autism spectrum disorder (ASD) who do not develop vocal speech. Research indicates that about 30% of individuals with ASD remain non-vocal throughout their life. Implementing AAC properly can influence skill acquisition and the formation of relational frames of an individual. The aim of this single-subject case study was to increase rate of skill acquisition in a non-vocal adolescent who uses an AAC device. The participant was included in this study because he had a history of using AAC to communicate. However, communication was not efficient and skill acquisition occurred at a slow rate. At baseline, the participant was spelling out tacts and intraverbals to the communication partner. During Phase 1 of the intervention, the participant was taught to use symbols to tact and produce intraverbals. Phase 2 of the intervention included generalization of the use of a variety of verbal operants into a more naturalistic setting with new communication partners. Data will also be collected on potential relations that were incidentally taught during this process. The results of this study indicate that with the proper implementation of AAC, non-vocal individuals can substantially increase skill acquisition and learn relational frames in the process.

 
 
B. F. Skinner Lecture Series Paper Session #535
CE Offered: BACB/PSY/QABA
Behavioral Economics Approaches to Improve Care for Seriously and Critically Ill Patients
Monday, May 30, 2022
3:00 PM–3:50 PM
Ballroom Level 3; Ballroom East/West
Area: CBM; Domain: Theory
Chair: Michele R. Traub (St. Cloud State University)
CE Instructor: Scott Halpern, Ph.D.
Presenting Author: SCOTT HALPERN (University of Pennsylvania)
Abstract:

Six decades of research on human decision making has revealed how sensitive our choices are to the ways in which options are framed. A key insight from this line of scholarship, which is typically referred to as behavioral economics, is that the influence of nudges – or intentional framings of options so as to make certain choices more likely – is greatest when people lack deep-seated or well-ordered preferences among the options. Most of us know, for example, whether we prefer vanilla or chocolate ice cream, or at least the situations in which we prefer one or the other, and so are unlikely to be nudged to choose differently. But unlike ice cream selections, seriously patients’ (and their family members’) choices about end-of-life care are made infrequently, and typically without receiving feedback about how choosing one way versus another makes us feel. For these reasons and perhaps others, research over the past decade has shown that these high-stakes, seemingly preference-sensitive decisions are in fact quite strongly influenced by the ways in which options are framed. This talk will begin by differentiating among behavior change strategies that differ in their likely effectiveness and threats to autonomous choice, and will then explore how behavioral economic concepts are being used by the speaker and others in efforts to improve the quality of serious illness care in the U.S. Examples from ongoing and recently completed randomized trials will be presented, and the ethics of consciously “nudging” certain end-of-life decisions will be considered.

Instruction Level: Basic
Target Audience: Any clinicians who may engage with seriously ill patients
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) differentiate among behavior change strategies that differ in their likely effectiveness and threats to autonomous choice; (2) describe how behavioral economic concepts are being employed in efforts to improve serious illness care; (3) evaluate the ethics of consciously “nudging” certain end-of-life decisions.
 
SCOTT HALPERN (University of Pennsylvania)
Scott D. Halpern, MD, Ph.D. is the John M. Eisenberg Professor of Medicine, Epidemiology, and Medical Ethics and Health Policy at the University of Pennsylvania, and a practicing intensive care doctor. He is the founding Director of the Palliative and Advanced Illness Research (PAIR) Center, which generates evidence to advance policies and practices that improve the lives of all people affected by serious illness. His awards include the American Federation for Medical Research’s Outstanding Investigator Award for the best scientist in any field under the age of 45, the Association of Clinical and Translational Science’s Distinguished Investigator Award, and the Arthur K. Asbury Outstanding Faculty Mentor Award. He is an elected member of the American Society of Clinical Investigation and the Association of American Physicians, and serves on the Editorial Boards of the Annals of Internal Medicine and the American Journal of Bioethics.
 
 
Panel #536
CE Offered: BACB — 
Supervision
Diversity submission Dismantling Oppressive Practices in Clinical and Academic Supervision: How to be a Disruptor
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 156B
Area: CSS; Domain: Service Delivery
CE Instructor: Anita Li, Ph.D.
Chair: Anita Li (Western Michigan University)
NATALIA BAIRES (Southern Illinois University Carbondale)
DANYELLE SHARELLE GOITIA BEAL (Loving Hands Family Support Services)
ANITA LI (Western Michigan University)
Abstract:

With diversity, equity, and inclusion becoming more of a trend than a value, it is imperative that behavior analysts self-reflect and commit to actions that disrupt oppressive practices in the field. The panel will focus on how behavior analysts can mentor and supervise underrepresented supervisees and students, with a specific emphasis on empowering them and guiding them to recognize their strengths independent of the validation of those in power. The panelists will also discuss how to utilize and leverage one’s own privilege to further these efforts to dismantle oppressive mentorship and supervision. Understanding that lived experiences are data, the panelists, who identify as women of color, will discuss how their own behaviors were shaped as a result of being oppressed in these systems (i.e., educational institutes, clinical settings, mental and behavioral health) and will share strategies to disrupt such systems. Audience members will be encouraged to participate and share their own lived experiences to contribute to this important conversation.

Instruction Level: Basic
Target Audience:

N/A

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define and engage in self-reflection; (2) identify behaviors that promote disruption; (3) identify behaviors that empower underrepresented clinicians and students.
Keyword(s): compassion, disruption, self-reflection, supervision
 
 
Symposium #537
CE Offered: BACB
Diversity submission Exploring the Topic of Pay-Equity, Including the Discussion of Strategies at Micro and Macro Levels
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 156A
Area: CSS/OBM; Domain: Translational
Chair: Joshua Garner (The Behavioral Education Research Initiative)
CE Instructor: Douglas A. Johnson, Ph.D.
Abstract:

Recent publications have yielded concerns of gender- and race-based pay gaps and potential pay inequities within the field of applied behavior analysis (ABA; Li et al., 2019; Vance & Saini, under review). Equipped with a unique understanding of behavior-change processes, behavioral practitioners are well-suited to challenge organizational practices that may be contributing to pay inequities. A progressive response may involve identifying interventions that help to diagnose pay equity issues, mitigate their impacts, and prevent escalation of inequities. Therefore, the purpose of the symposium is to conceptualize the topic of pay-equity as well as introduce and discuss micro and macro-level interventions. The status of such interventions within ABA will be reviewed in addition to future action items on this topic. Collectively, the authors of this symposium hope to empower its audience members, generate discussion about pay practices within the field and set the occasion for enhanced equity processes in ABA.

Instruction Level: Intermediate
Keyword(s): "pay audit", "pay-equity", "social justice", "unionization"
Target Audience:

RBT, BCaBA, BCBA, BCBA-D

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define pay-equity; (2) identify at least 3 strategies that may promote equitable pay practices; and (3) categorize these strategies based on who should enact them (i.e., individuals, organizations, or larger systems).
 
Diversity submission Using an Organizational Behavior Management Framework to Better Understand Promotion and Compensation Practices as Part of a Strategy to Address Equity Concerns
(Theory)
DOUGLAS A. JOHNSON (Western Michigan University)
Abstract: A familiar pattern continues to play out across time and organizations, where organizational representatives and PR departments pledge to bring about diversity, equity, and inclusion in the workplace. Unfortunately, such vows are easily made and then superficially fulfilled with minor changes in policy statements. New challenges arise and attention is shifted to the next challenge, but the needs of diversity, equity, and inclusion remain unfulfilled at a more meaningful level, thus the past becomes destined to repeat in the future. To break such a cycle of social injustice, a comprehensive and lasting strategy is needed to do business differently. This is particularly important when it comes to the allocation of resources, such as hiring decisions, promotion, and pay. Although such change is difficult and painful, Organizational Behavior Management has several tools and techniques that can help guide the transformation, including pinpointing what equity actually looks like, creating executive training to lead fundamental changes, developing meaningful compensation systems, providing coaching and support for the important but neglected parts of an organization, and building feedback systems for the retention of diverse talent. This talk will outline some of the issues with typical organizational practices and provide guidance for new approaches.
 
Diversity submission Behavioral Health Practitioner Perceptions of Micro-Level Pay Equity Strategies
(Applied Research)
HANNA E. VANCE (Brock University), Valdeep Saini (Brock University), Emily Guertin (Brock University)
Abstract: In a field where behavior-change processes are highly accessible, behavior analysts are truly capable of impacting pay practices. This very idea prompted the initiation of the current study which involved defining pay-equity strategies in terms of succinct, behavioral actions, that both individuals and organizations can engage in to enhance pay-equity practices. Further, the study involved the collection of social validity data across behavioral health practitioners more broadly, on the perceived willingness to engage in these strategies, and the perceived effectiveness of each. Such survey data indicated that all presented strategies were rated favorably by all behavioral health practitioners in both willingness to participate (range of M = 5.21 to 6,01; Table 1), and anticipated effectiveness (range of M = 4.88 to 5.85; Table 2).
 
Diversity submission Unionization and Worker Cooperatives: The Power of the People
(Theory)
JOSHUA GARNER (The Behavioral Education Research Initiative)
Abstract: According to Marx (1867), achieving liberty, equality, and democracy in society requires the removal of all economically exploitative relationships. This is not easily achieved, as it is difficult to foster system-level changes while acting as an individual. However, acting in solidarity with other members can have significant impacts on workers in the field of behavior analysis. Specifically, unions and worker cooperatives can help behavior-analytic workers experience greater degrees of freedom (Goldiamond, 1965, 1974, & 1976), while also removing inequities in the workplace. This presentation will provide an overview of unions and worker cooperatives as well as the advantages these organizational structures offer.
 
 
B. F. Skinner Lecture Series Paper Session #538
CE Offered: PSY/BACB/QABA/NASP
Diversity submission Until Earth and Heaven Ring: How Academicians Can Recognize and Help Dismantle Systemic Racism in Child Health
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 256
Area: DDA; Domain: Theory
Chair: Kelly M. Schieltz (University of Iowa)
CE Instructor: Kelly M. Schieltz, Ph.D.
Presenting Author: RAY BIGNALL (Nationwide Children’s Hospital)
Abstract:

Structural racism is one of the most pervasive and impactful social paradigms in American life, and often works in tandem with systems of inequality to drive social factors that adversely affect child health. Understanding the influence of racism on these unjust systems can aid individuals in narrowing health disparities. First, individuals should acknowledge a shared definition of racism as a “system of structuring opportunity and assigning value based on the social interpretation of how one looks… that unfairly disadvantages some… unfairly advantages others, and saps the strength of the whole society through the waste of human resources.” Next, an identification of these systemic inequities should be made, with throughlines drawn connecting social adversity with poor health outcomes. Finally, intentional and evidence-based strategies should be employed to counteract these adverse influences in both health care and society, and these interventions studied to gauge efficacy and direct resources.

Instruction Level: Intermediate
Target Audience:

Healthcare providers

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define racism, and overview its historical context and systemic nature in medicine and society in the United States; (2) briefly highlight a few of the racial/ethnic health disparities we see in pediatrics, link them to structurally racist and unjust systems that perpetuate these disparities; (3) discuss changes academicians and health care leaders can make to help dismantle systems of inequality and promote health equity and justice in medicine and society.
 
RAY BIGNALL (Nationwide Children’s Hospital)
O. N. Ray Bignall II, MD, FAAP, FASN is Director of Kidney Health Advocacy and Community Engagement in the Division of Nephrology and Hypertension at Nationwide Children's Hospital, and Assistant Professor of Pediatrics at The Ohio State University College of Medicine. A graduate of Howard University and Meharry Medical College, Dr. Bignall completed his general pediatrics residency, clinical fellowship in nephrology, and NIH post-doctoral research fellowship at Cincinnati Children’s Hospital Medical Center. As a physician-advocate, Dr. Bignall’s work addresses the social determinants of child health, kidney disease, and transplantation through community-based scholarship, engagement, and advocacy. He is an appointed Fellow of the American Society of Nephrology (ASN); the Founding Chair of the ASN’s Health Care Justice Committee; and serves as a member of the Council on Medical Legislation for the National Medical Association. Dr. Bignall is a recipient of the American Academy of Pediatrics Community Access to Child Health (CATCH) Award; a John E Lewy Fund Advocacy Scholar of the American Society of Pediatric Nephrology; and was named a 40 Under 40 Leader in Minority Health by the National Minority Quality Forum and the Congressional Black Caucus Health Braintrust. Twitter: @DrRayMD
 
 
Symposium #540
CE Offered: BACB
Training Professionals to Increase Engagement in Essential Workplace Practices
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 153B
Area: OBM/EDC; Domain: Applied Research
Chair: Amanda Austin (Rutgers University)
CE Instructor: Amanda Austin, Psy.M.
Abstract:

All professional settings require the implementation of specific practices to ensure ideal functioning of the organization, produce optimal client outcomes, and even maintain employee well-being. However, the extent to which these practices are performed in the workplace may be variable. Professionals across a variety of applied settings have expressed a desire for more extensive training, describing their initial training experiences as “inadequate” (DiGennaro Reed & Henley, 2015; Freeman et al., 2014). The use of an organizational behavior management (OBM) approach to training has been successful in enhancing staff performance across a multitude of domains and settings (e.g., table busing times, Amigo et al., 2008; EpiPen administration in schools, Whiting et al., 2014). This symposium will introduce three studies that utilized training methods to promote engagement in essential workplace practices. We will begin by presenting a study that examined the use of video modeling and experimenter feedback to train teachers to implement classroom management strategies. We will then discuss a study that used behavioral skills training (BST) to promote the recruitment of supervisor praise. Finally, we will review a study that examined the use of goal setting and graphic feedback in increasing time allocated to educational programming in ABA classrooms.

Instruction Level: Basic
Keyword(s): feedback, training, video modeling
Target Audience:

Supervisors, administrators, training coordinators

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Provide examples of essential workplace practices and their potential impact on organizational, employee, and client outcomes; (2) List three training methods that can improve staff engagement in essential workplace practices (3) Describe potential benefits and drawbacks of using organizational behavior management interventions in applied settings, as demonstrated in three studies
 

Learning Classroom Management Skills With Video Models and Feedback

AVNER FRAIDLIN (Western Michigan University), Jessica E. Van Stratton (Western Michigan University)
Abstract:

Evidence-based classroom management strategies are a neglected area in teacher training programs. As a result, newly certified teachers are inadequately trained in classroom management strategies (Freeman et al., 2014) and identify this area as a major reason for leaving the profession (Ingerson et al., 2018). Stevenson et al. (2020) urged teacher training programs to provide future educators with practice opportunities and high-quality feedback on the use of behavioral classroom management strategies. This study evaluated the impact of an online video modeling (VM) and experimenter feedback (EFB) training on accuracy of implementing a classroom management strategy with nine graduate students and one undergraduate student with experience in school settings. Participants’ performance was variable across experimental phases. In the VM condition, some participants’ performance improved while others’ initially increased but did not maintain. In the EFB condition, performance improved across all participants and maintained for most. Description of the training package, advantages, and considerations for using the training to teach others classroom management strategies will be discussed.

 
Registered Behavior Technicians Recruiting Praise from Supervisors
AMANDA KAZEE (Marcus Autism Center; Children's Healthcare of Atlanta), Susan Wilczynski (Ball State University)
Abstract: Burnout is prevalent among direct care staff serving autistic clients. This study examined if registered behavior technicians (RBTs) can effectively recruit praise from their supervisors, with collateral impacts of increased supervisor delivered praise statements received during treatment sessions as well as increased treatment fidelity during discrete trial training (DTT) sessions. A multiple baseline design across three participant dyads (i.e., supervisor and RBT) was used to evaluate the impact of behavioral skills training (BST) targeting RBT praise recruitment on relevant dependent variables related to praise (i.e., RBT recruitment of praise, supervisor response to recruited praise and corrective statements, overall total praise). Pre- and post-intervention assessment of dependent variables included: treatment fidelity, the Maslach Burnout Inventory (MBI-HSS) and Job Satisfaction Survey (JSS). Based on visual analysis of praise-related dependent variables, RBTs trained to recruit praise from their supervisors increased RBT recruitment of praise. In addition, supervisor response to recruited praise and corrective statements, as well as total praise increased across all dyads. Treatment fidelity consistently increased after RBTs were taught to recruit praise. No participants met criteria for “burnout” according to the MBI-HSS at any point in the study. Job satisfaction stayed within the “satisfied” range for all participants pre-and post-intervention.
 

Increasing Time Allocated to Educational Programming in the Classroom Using Graphic Feedback and Goal Setting

DEBRA PAONE (Douglass Developmental Disabilities Center), Amanda Austin (Rutgers University), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University), Hyein Lee (Rutgers University)
Abstract:

For many learners on the autism spectrum, the amount of time allocated to behavior analytic instruction impacts the acquisition of new skills and progress towards individualized education program (IEP) goals. Three classrooms in a center-based applied behavior analysis (ABA) program were targeted for an intervention that evaluated the effects of graphic feedback and goal setting on the percentage of time allocated to educational programming. Baseline data were recorded to measure time allocated to educational programming during work sessions. After stable baselines were obtained, graphs that displayed the amount of time spent on educational programming, functional routines, breaks, and waiting were reviewed with classroom staff. Staff were asked to set a goal, to be met within one month, to increase the time allocated to educational programing during instructional time. Graphic feedback was shared with the teachers on a weekly basis. Initial results demonstrated an increase in the percentage of intervals with educational programming following feedback sessions across two classrooms. Daily feedback resulted in an increase in percentage of intervals with educational programming for the third classroom. This study provides evidence that graphic feedback and goal setting may help maximize staff’s use of instructional time in the classroom.

 
 
Special Event #541
CE Offered: BACB
ABAI Accreditation: Program Coordinators' Experiences
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 205B
Domain: Theory
Chair: Jenna Mrljak (Association for Behavior Analysis International)
CE Instructor: Jenna Mrljak, Ph.D.
Panelists: JOHN C. BORRERO (University of Maryland, Baltimore County), APRIL MICHELE WILLIAMS (Rollins College), DARLENE E. CRONE-TODD (Salem State University)
Abstract:

ABAI’s accreditation system has been around for decades with more programs seeking accreditation over the past few years than ever before. As interest and the need for accreditation grows, we invite you to learn about the process and experiences from the perspective of a few program coordinators. The panelists’ programs represent a range of accreditation experiences. This session is designed for program coordinators and those interested in recognition and accreditation.

Instruction Level: Basic
JOHN C. BORRERO (University of Maryland, Baltimore County)
APRIL MICHELE WILLIAMS (Rollins College)
DARLENE E. CRONE-TODD (Salem State University)
 
 
Invited Paper Session #542
CE Offered: BACB/PSY/QABA
Operant Conditioning to Combat Addiction, Unemployment, and Poverty
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 1; Room 151A/B
Area: SCI; Domain: Applied Research
Chair: Elizabeth Kyonka (California State University - East Bay)
CE Instructor: Shrinidhi Subramaniam, Ph.D.
Presenting Author: SHRINIDHI SUBRAMANIAM (California State University, Stanislaus)
Abstract: Over 37 million people in the United States lived in poverty in 2020. Poverty is a top risk factor for premature mortality and can exacerbate other health conditions like drug addiction. There is a clear relation between poverty, unemployment, and addiction. Addiction is more prevalent in unemployed than employed individuals and employment predicts positive treatment outcomes in people with addiction. Two evidence-based approaches to combat addiction and poverty are to: 1) treat addiction using incentives to promote drug abstinence (a proximal intervention), or 2) address poverty with education and job-skills training (a distal intervention). In this presentation, I will highlight behavior analytic research merging a proximal and distal approach to treat addiction in unemployed adults living in poverty. These studies evaluated the effectiveness of wage supplements to increase competitive employment and promote drug abstinence; assessed job readiness in this population; and incentivized job readiness activities during the search for employment. Interventions that promote full-time, steady employment can help improve socioeconomic position and have the added benefit of removing barriers to addiction recovery.
Instruction Level: Basic
Target Audience:

Behavior analysis students, practitioners, and researchers.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain the relation between unemployment and addiction; (2) describe how incentives promote drug abstinence and employment; (3) list the essential features of an operant antipoverty program.
 
SHRINIDHI SUBRAMANIAM (California State University, Stanislaus)
Dr. Shrinidhi Subramaniam is an Assistant Professor in Psychology at California State University, Stanislaus and a Board Certified Behavior Analyst. Dr. Subramaniam received her PhD in Psychology from West Virginia University and completed a postdoctoral fellowship in behavioral pharmacology at Johns Hopkins University School of Medicine. She teaches courses in applied behavior analysis, research methods, ethics, and addiction treatment, and mentors graduate students in their thesis research. Dr. Subramaniam’s research applies behavior analytic principles to solve problems like addiction, unemployment, and poverty in her community. Currently, her lab is evaluating the feasibility of a contingency management program to engage residential substance use disorder patients in continuing care. In addition to this work, she has published over 20 manuscripts and chapters across broad research interests. These publications include clinical studies evaluating the effectiveness of behavioral interventions like incentives and education, and basic and translational studies exploring processes underlying human decision making such as choice and temporal learning. Dr. Subramaniam is an Associate Editor for The Psychological Record, is on the editorial board for the Journal of the Experimental Analysis of Behavior, and serves as the Board Secretary of the Society for the Quantitative Analysis of Behavior. She is the Association for Behavior Analysis, International’s 2022 winner of the Federation of Associations in Behavioral and Brain Sciences Early Career Impact Award.
 
 
Invited Paper Session #543
CE Offered: PSY/BACB/QABA/NASP
Comprehensive Application of Behavior Analysis to Schooling in Italy as a Strategic Model for Service-Design Innovation
Monday, May 30, 2022
3:00 PM–3:50 PM
Meeting Level 2; Room 203
Area: TBA; Domain: Applied Research
Chair: Lin Du (Teachers College, Columbia University)
CE Instructor: Fabiola Casarini, Ph.D.
Presenting Author: FABIOLA CASARINI (Errepiu R+ Association)
Abstract:

For over a decade, CABAS was implemented in Italy by several learning centers that aimed to test the effects of education as a social innovation tool. We found that this model can provide schools and health services with an evidence-based system to design interventions that are both effective and efficient. Also, it greatly contributed to maintaining treatment integrity for children and adults with autism spectrum disorder during the COVID-19 pandemic. During these challenging times of economic and health crisis across the world, consequences for failing to design early and efficient ABA treatments were being highlighted by researchers. In addition, all countries in terms of reaching the “sustainable development goals” (SDGs) for fighting educational poverty, can do so only by providing people with a disability with individualized proper interventions. CABAS was able to offer help with identifying criteria for effective behavioral interventions, with particular attention to highly critical groups, such as people with autism. Luckily, the science of teaching provides researchers all over the world with a system to measure education. A growing number of research findings show that CABAS is among the most cost-effective educational model in the world. Moreover, its implementation across all age groups and for both special and general education, suggest that it is a cross-cultural, flexible tool for different contexts. Therefore, in Italy, we implemented it as a tactic within social, health and school services, for individuals with and without disability, from 18 months to adulthood. We found that the implementation of such a comprehensive model of education fits the need for sustainability of welfare systems drastically different from those in the United States. CABAS® was first replicated in Italy in 1991 and further expended through a great deal of applied research across various fields and disciplines. International replications are paving the way for further research and trans-disciplinary analysis of its effects, using longitudinal measurements and both criterion and norm-based data.

Instruction Level: Intermediate
Target Audience:

ABA master and Ph.D. students, school directors, supervisors, service managers, community health advocates

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify indicators of educational poverty; (2) list five CABAS components; (3) describe CABAS as a model and a tactic.
 
FABIOLA CASARINI (Errepiu R+ Association)
Fabiola Casarini, Ph.D, BCBA, founded the first Italian Fab Lab for Education and is currently serving as Scientific Director for a network of CABAS(R)-based learning and research centers. She is President of "Errepiu R+" Association for the dissemination of Applied Behavior Analysis in Italy. She is the President of the Verbal Behavior SIG for AARBA (Italy Associate Chapter of ABAI) and one of the founders of ADC Italia, the national Association for Board Certified Behavior Analysts. She taught in several ABAI VCS courses trained dozens of doctoral students and professionals in the field. She promoted initiatives to fight educational poverty in Italy and she was awarded the Sustainable Innovators Award from Emilia-Romagna Region, in 2020, because of her initiatives for children during the Covid-19 pandemic. She has been a consultant for schools and publicly funded centers, also conducting workshops to raise awareness of science-based education. In 2018 she co-authored the first Italian book about the Comprehensive Application of Behavior Analysis in Schooling, "Strategie Educative CABAS" with her mentor, R. D. Greer.
 
 
Symposium #545
CE Offered: PSY/BACB/QABA/NASP
HAL 9000 or R2-D2?: Accessibility of Advanced Data Analytic Techniques for Behavior Analysts
Monday, May 30, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 254B
Area: AUT/DDA; Domain: Translational
Chair: Jonathan E. Friedel (Georgia Southern University)
Discussant: Brent Kaplan (University of Kentucky)
CE Instructor: Shawn Patrick Gilroy, Ph.D.
Abstract:

With modern computers, there is an ever-increasing promise for the ability to conduct complex data analyses that are designed for behavior analysts and the types of data we collect. However, many of these useful techniques remain out of the grasp of the average behavior analyst because the techniques do not exist as a functional tools and are just promises. A wholly different behavioral repertoire related to data analysis and computer programming is necessary to translate the promises into functional tools. The goal of this symposium is to highlight the growing effort within behavior analysis to develop useful data analytic tools and applications for ourselves. Topics will cover efforts to analyze behavioral data in relation to environmental variables outside of the behavior analyst’s control (e.g., client medications), neural network computing to analyze multiple baseline data, methods to develop decision support systems for functional analysis, and development of a system for charting of single-subject design data that can be easily extended to support advanced statistical analysis.

Instruction Level: Intermediate
Keyword(s): computing, data analysis, statistics
Target Audience:

Attendees should be aware of pharmacotherapy and should have knowledge of multiple baselines and functional analyses.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) describe some new methods to analyze behavioral data, 2) list some of the benefits of computer aided data analysis, and 3) compare and contrast traditional visual analysis with computer aided data analysis.
 

Demonstrating an Analyses of Clinical Data Evaluating Psychotropic Medication Reductions and the ACHIEVE! Program in Adolescents With Severe Problem Behavior

(Applied Research)
ALISON COX (Brock University), Duncan Pritchard (Aran Hall School), Heather Penney (AmethystABA), Llio Eiri (Aran Hall School), Tim J. Dyer (Aran Hall School)
Abstract:

Researchers report increasing trends in psychotropic medication use to treat problem behavior in individuals with intellectual and developmental disability, despite some controversy regarding its application and treatment efficacy. While a substantial evidence-base exists supporting behavioral intervention efficacy, research evaluating separate and combined interventions (i.e., concurrent application of behavioral and psychopharmacological interventions) effects is scarce. This talk demonstrates a series of analysis using the clinical treatment data of four adolescent males who engaged in severe problem behavior to retrospectively explore separate and combined intervention effects. First, we calculated individual effect sizes and corresponding confidence intervals. The results indicated larger problem behavior decreases may have coincided more often with behavioral intervention adjustments compared to medication adjustments. Second, a conditional rates analysis indicated surges in problem behavior may not have reliably coincided with medication reductions. Spearman correlation analyses indicated a negative relationship between behavioral intervention phase progress and weekly episodes of problem behavior compared to a positive relationship between total medication dosage and weekly episodes of problem behavior. However, a non-parametric partial correlation analyses indicated individualized, complex relationships may exist between total medication dosage, behavioral intervention and weekly episodes of problem behavior. Although our conclusions are tentative, we will discuss many potential clinical implications, as well as rationale for behavioral researchers and practitioners to consider applying creative analytic strategies to evaluate separate and combined interventions effects on problem behavior to further explore this extremely understudied topic.

 
Artificial Neural Networks to Analyze the Results of Multiple Baseline Designs
(Applied Research)
MARC J. LANOVAZ (Université de Montréal)
Abstract: Since the start of the 21st century, few advances have had as far-reaching impact in science as the widespread adoption of artificial neural networks in fields as diverse as fundamental physics, clinical medicine, and psychology. In behavior analysis, one promising area for the adoption of artificial neural networks involves the analysis of single-case experimental designs. The purpose of our study was to compare the predictions produced by an artificial neural network with more traditional methods of analysis. To this end, we trained a new model using 100,000 samples generated with a Monte Carlo simulation to analyze multiple baseline graphs and compared its outcomes with those produced by visual raters and the dual-criteria method. Using artificial neural networks improved power by more than 15% whereas Type I error rate remained consistent across all three methods. Our results suggest that researchers may use artificial neural networks to develop novel models to analyze the outcomes of single-case experimental designs.
 
Automating Functional Analysis Interpretation II: Better Approximating an Expert Human Rater
(Applied Research)
JONATHAN E. FRIEDEL (Georgia Southern University), Alison Cox (Brock University)
Abstract: Functional analysis (FA) has been an important tool in behavior analysis. The goal of an FA is to determine problem behavior function (e.g., access to attention) so that treatment can be designed to specifically target causal mechanisms (e.g., teaching a socially appropriate response for attention). Behavior analysts traditionally rely on visual inspection to interpret the results of an FA. However, existing literature suggests interpretations can vary across clinicians resulting in poor interobserver agreement (Danov & Symons, 2008; Ninci et al., 2015). To increase objectivity and address interrater agreement across FA outcomes, Hagopian et al. (1997) created visual-inspection criteria to be used for FAs. Hagopian and colleagues reported improved interobserver agreement but limitations of the criteria were noted. Therefore, Roane et al. (2013) addressed these limitations when they created a modified version. Cox and Friedel (2020) described a computer script designed to automatically interpret functional analyses based on the above-mentioned criteria. In that study, the authors noted several instances where the script provided incorrect interpretations because an experienced interpreter would ignore the strictness of the criteria. Here, we outline further refinement of the script to produce more accurate FA interpretations.
 

Integrating Visual and Statistical Analysis With R: Fast, Efficient, Pixel-Perfect Charting with the fxl R Package

(Applied Research)
SHAWN PATRICK GILROY (Louisiana State University)
Abstract:

Applied work in Behavior Analysis is moving towards regularly integrating quantitative metrics in the design, delivery, and evaluation of behavioral interventions. Efforts in this area are constrained by the tools available to practitioners. Whereas commercially available spreadsheet software supports robust charting capabilities, only the most basic types of computations are supported. Furthermore, this approach cannot be fully automated and places significant demands on the analyst. The approach presented here leverages the capabilities of the free, open-source R program to support both quantitative as well as the existing charting conventions (e.g., style, formatting) expected of commercially available spreadsheet software. The combination of which is a toolset that supports both visual analysis and the integration of robust statistical methods (e.g., multi-level modeling). This paper ends with a discussion on the importance of statistical consultation and training and exploration of free and open-source alternatives to commercial software packages.

 
 
Symposium #546
CE Offered: BACB/QABA
On Incorporating Trauma-Informed Care into Applied Behavior Analytic Research and Practice
Monday, May 30, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 103
Area: CBM/DDA; Domain: Applied Research
Chair: Adithyan Rajaraman (University of Maryland, Baltimore County)
Discussant: Patrick C. Friman (Boys Town)
CE Instructor: Adithyan Rajaraman, Ph.D.
Abstract:

Trauma-informed care (TIC) can be defined as a proactive, universal approach—taken by practitioners and organizations—to appropriately support and avoid re-traumatizing individuals who may have experienced trauma. Researchers and clinicians from various human service disciplines have articulated commitments of TIC and argued for their adoption into service delivery models. Although rationales provided in such arguments seem relevant to applied behavior analysis (ABA), discussions surrounding TIC have only recently taken shape in the ABA literature, and an evidence base and technology for practical application of TIC has not been adequately developed. In this symposium, we progress toward bridging this divide by: (a) defining trauma-informed care; (b) describing a rationale and framework for its incorporation into behavior-analytic research and practice; (c) detailing multiple examples of TIC in ABA research and practice; and (d) providing preliminary empirical data on the effects of trauma-informed procedures on socially important behaviors purported to be relevant to trauma. In recognizing the importance of a robust evidence base to the adoption of potentially novel procedures (and the current paucity thereof), presenters in this symposium will share survey, clinical-case, and experimental data in an attempt to illustrate what TIC in ABA research and practice might look like.

Instruction Level: Intermediate
Keyword(s): Ensuring Safety, Promoting Choice, Trauma, Trauma-informed Care
Target Audience:

The target audience for this CE event includes any behavior analysts who conduct research or practice in service of addressing behavioral challenges exhibited by individuals with and without intellectual/developmental disabilities, and is particularly relevant for those who provide care to individuals who have experienced trauma. Content is designed to be consumable to beginning behavior analysts, although certain intermediate topics (e.g., a behavior-analytic conceptualization of trauma) will be discussed.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Define trauma and trauma-informed care (2) Describe the core commitments of trauma-informed care as they relate to applied behavior analysis (3) Describe multiple examples of how trauma-informed care could be incorporated into ABA-based services to contribute to positive treatment outcomes across a range of socially important behaviors (4) Articulate several reasons why an increased emphasis on trauma-informed care in ABA is both timely and warranted
 
A Framework for Trauma-Informed Applications of Behavior Analysis: What Might it Look Like? And Do We Really Need It?
JENNIFER L. AUSTIN (University of South Wales), Adithyan Rajaraman (University of Maryland, Baltimore County), HOLLY GOVER (Ivymount School), Anthony P. Cammilleri (FTF Behavioral Consulting), David R Donnelly (In Private Practice), Gregory P. Hanley (FTF Behavioral Consulting)
Abstract: Despite a growing acknowledgement of the importance of understanding the impacts of trauma on therapeutic approaches across human service disciplines, discussions of trauma have been relatively infrequent in the behavior analytic literature. In this session, we delineate some of the barriers to discussing and investigating trauma in applied behavior analysis and describe how the core commitments of trauma-informed care could be applied to behavior analysis. We also provide data from a survey of 447 behavior analysts across the globe, which shows that although most reported working with individuals who had experienced trauma or were at high risk for such experiences, many fewer felt confident in their knowledge and skills for working with these types of clients. We discuss the implications of the findings on future research and practice, and consider how increased attention to a trauma-informed framework might benefit clients and the behavior analysts who serve them.
 

Applications of Trauma-Informed Care to the Assessment and Treatment of Food Selectivity via Promoting Choice and Client Assent

HOLLY GOVER (Ivymount School), Adithyan Rajaraman (University of Maryland, Baltimore County), Gregory P. Hanley (FTF Behavioral Consulting)
Abstract:

Trauma-informed care, although widely recognized for its importance to human services, has yet to fully integrate into applied behavior analysis. Rajaraman et al. (2021) described what that integration could look like on a universal scale. In this presentation, we discuss what a model might look like when applied to the assessment and treatment of food selectivity. Food selectivity is a pervasive problem and affects up to 45% and 80% of individuals with and without disabilities, respectively. Food selectivity and mealtime problem behavior have primarily been treated through differential reinforcement and various forms of escape extinction. Escape extinction, while efficacious, may result in increased aggression, gagging, or vomiting and, therefore, may not be feasible to implement under some conditions. Through various case examples, we discuss a model, consistent with the commitments of trauma-informed care, in which mealtime problem behavior was assessed and treated without evoking severe problem behavior or emotional responding. Treatment components included multiple choice-making opportunities, including the opportunity for participants to participate or leave the treatment context at any point. Treatment sessions consisted of children self-feeding with no physical prompting or physical management on the part of the therapist. Implications for practitioners and future research will be discussed.

 

Ensuring Safety While Building Skills: A Preliminary Telehealth Investigation of a Trauma-Informed Behavioral Intervention

ADITHYAN RAJARAMAN (University of Maryland, Baltimore County), HOLLY GOVER (Ivymount School), Joshua Jessel (Queens College, City University of New York), Jennifer L. Austin (University of South Wales)
Abstract:

Ensuring safety and trust when providing therapeutic services is a core commitment of trauma-informed care. This commitment has implications for the assessment and treatment of dangerous problem behavior in that different approaches to intervening upon problem behavior may be associated with differential levels of experienced safety and perceived trust. One example of a potential violation of perceived trust pertains to the physical management of individuals exhibiting problem behavior. During this presentation, after providing a behavior-analytic conceptualization of the constructs of safety and trust, we share findings from a survey that returned 716 responses, from behavior analysts across the United States, regarding their experiences and opinions on the use of physical management procedures in ABA practice. Findings suggest that there are varied opinions regarding the safety and feasibility of such procedures, with a majority advocating for reduced use in everyday practice. We connect these findings to an evaluation of a systematic replication of the enhanced choice model of skill-based treatment—initially described by Rajaraman et al. (2021)—that importantly avoids the use of physical management, and that was delivered via telehealth consultation. Survey and single-subject data are discussed in the context of exploring trauma-informed processes for addressing dangerous problem behavior.

 

Lessons from the Field: Applying and Adapting Behavior-Analytic Strategies for Children With Histories of Abuse and Neglect

BARNEY GEORGE HUXTABLE (The Behaviour Clinic), Laura Anne Neal (The Behaviour Clinic), Jennifer L. Austin (University of South Wales)
Abstract:

Children and adolescents who have experienced substantial abuse and neglect typically require input from a range of professionals to support effective assessment and intervention. Unfortunately, behavior analysts have not always been considered key players on those multidisciplinary teams. Although there may be many reasons for that, in our experience, one prevalent concern is that behavior analytic approaches are unsuitable for children who have experienced traumatic events. In this presentation, we will describe how behavior analysis has been integrated into treatment delivery models for supporting a range of children and young people who have experienced substantial abuse and neglect. Through the presentation of data-based case studies, we will describe how behavior-analytic strategies were selected and applied based on the client’s unique trauma histories, as well as the adaptations we made to ensure the strategies were trauma-informed, client-centered, and capable of being maintained in the clients’ homes. We also will describe some of the challenges in integrating behavior analysis into social services in the United Kingdom, as well as suggesting specific strategies for overcoming those obstacles.

 
 
Symposium #548
CE Offered: BACB
An Integrated and Multidisciplinary Approach to the Assessment and Treatment of Angelman Syndrome
Monday, May 30, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 251
Area: DDA/CBM; Domain: Service Delivery
Chair: Patrick R Progar (Brett DiNovi & Associates)
Discussant: Kelly David (Foundation for Angelman Syndrome)
CE Instructor: Patrick R Progar, Ph.D.
Abstract:

The purpose of this symposium was to report on an integrated and multidisciplinary approach including prominent parent involvement to reduce several challenging behaviors, such as biting others, bruxism, and covering ears with hands in a 3-year-old girl diagnosed with Angelman Syndrome but to also collaborate with other professionals and her parents in skill acquisition goals such as puzzle building, correct use of her communication device, and feeding herself. An FBA was conducted which showed that some behaviors were socially maintained whereas other behaviors were maintained by automatic reinforcement. All target behaviors were reduced substantially, and a number of skill acquisition behaviors increased dramatically. For example, Charlie has begun to independently feed herself with a fork and has demonstrated success in toilet training. The results suggest that working collaboratively with allied disciplines such as speech therapy, feeding therapy and occupational therapy as well as fully integrating parents in the process is likely to produce optimal outcomes for individuals with Angelman Syndrome.

Instruction Level: Intermediate
Target Audience:

Behavior analysts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the core features of Angelman's Syndrome and distinguish it from autism spectrum disorder; (2) describe when an augmentative communication device is preferred over other communication options; (3) list several strategies to increase collaboration efforts across multiple disciplines.
 
A Speech and Language Pathology Approach to the Assessment and Treatment of Angelman Syndrome
KRISTY DAVIES (Speech Language Associates)
Abstract: A core deficit of Angelman's Syndrome involves delays or lack of meaningful speech production. Thus, alternatives to verbalizations are a priority from a speech and language pathology perspective. Providing communication to CC was the utmost priority for the team. Hence, the Speech and Language Pathologist with extensive Augmentative Alternative Communication (AAC) training immediately began a longitudinal investigation to find the most appropriate means of AAC for Charlie. An ongoing evaluation encompassed Charlie’s speech language sessions for nearly a year. Allowing the “not settling” approach and not accepting the “one size fits all,” Charlie’s AAC journey included unaided and aided approaches, and low tech, mid tech and high-tech options before accepting what approach worked best for her at that time and allowing future growth. The conclusion of the AAC evaluation process granted her access to symbolic communication, which she did not have prior to this process. With symbolic communication now in her life, she is able to comment, label people in her life, request desired items and direct actions. She is learning how to request cessation, assistance and recurrence. With the continued natural therapeutic approach, she will continue to learn more language functions and will feel pragmatically fulfilled in her life.
 
An Applied Behavior Analytic Approach to the Assessment and Treatment of Angelman Syndrome
GINAMARIE MASCO (Brett DiNovi & Associates), Gabrielle Cooper (Brett DiNovi & Associates), Alyssa Kinkade (Brett DiNovi & Associates), Morgan White (Brett DiNovi & Associates), Heidi Light- Giglio (Brett DiNovi & Associates), Patrick R Progar (Brett DiNovi & Associates)
Abstract: The purpose of the present study was to conduct a functional assessment and develop behavior reduction and skill acquisition goals in a 2-year-old female diagnosed with Angelman Syndrome. Angelman Syndrome is a rare neurogenetic disorder characterized by balance issues, motor impairment and most individuals do not speak. A number of target behaviors were identified following a functional behavior assessment, including behaviors such as biting others, covering ears with her hands, and bruxism. Numerous skill acquisition behaviors were targeted as well, including teaching the participant to use an augmentative communication device. The results have been overwhelmingly positive, with most target behaviors at or near zero while her use of the communication device continues to improve over the past several months. The positive results are likely due to a strong collaborative relationship with other providers (e.g., speech, occupational therapy, feeding therapy) and her parents. The results are discussed in terms of applied behavior analysis focusing on the core features of Angelman’s syndrome.
 
Angelman Syndrome: A Parent's Journey
JENNIFER CUTLER (Parent), Matthew Cutler (Parent)
Abstract: We learned about our daughter Charlie’s diagnosis of Angelman syndrome before her second birthday. We had known she was delayed, but never imagined such a rare diagnosis for our healthy baby girl. Once we found out our daughter had Angelman syndrome, we started reaching out to other parents who have children with Angelman syndrome (via Facebook) to learn from their experiences. The most consistent answer was “more therapies when they were young.” So, I researched all the therapies available, and ABA came up. She is thriving because of our incredible team and the fact that they work together towards common goals. Speech, Occupational, Feeding, Physical, ABA, and school therapists are all part of Charlie’s team. She is now physically stronger and more stable, her fine motor skills are improving as she is almost able to color and use utensils independently, and she is now using two or three words in a sequence on her talker. This is a marathon, not a sprint. Everyone communicates regularly, and we pivot based on Charlie’s needs and focus. Right now, Charlie gets all the therapies (over 20 hours per week) and we will continue on this path guided by Charlie, and her amazing staff.
 
 
Symposium #549
CE Offered: BACB
Recent Advances in Basic and Applied Research in Delay Discounting
Monday, May 30, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 152
Area: EAB/BPN; Domain: Basic Research
Chair: Kimberly Crosland (University of South Florida)
Discussant: Suzanne H. Mitchell (Oregon Health & Science University)
CE Instructor: Suzanne H. Mitchell, Ph.D.
Abstract:

Delay discounting refers to the process of how a subject compares values and chooses between immediate and delayed consumption of a reward. This concept is important in studying self-control and impulsiveness in decision making. This symposium consists of two presentations that examined delay discounting and potential treatments in rats and two presentations on recent research in substance use and behavioral addictions in humans. The first study evaluated the use of a delay of gratification task for rats and found that prior learning history impacted outcomes. The second study evaluated the use of Finasteride as a possible treatment for rats with a history of alcohol as a reinforcer. The third study was a systematic review of empirical studies that evaluated interventions for delay discounting and alcohol use with human participants. The fourth study was a meta-analytic review that synthesized delay discounting research across a variety of behavioral addictions, from substance use to chronic smartphone use. These presentations will be followed by a discussion on future research directions.

Instruction Level: Intermediate
Keyword(s): addiction, alcohol use, delay discounting
Target Audience:

Participants should have prior knowledge on basic research related to delay discounting and choice making.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the implications of experimental behavioral inhibition research on human behavior; (2) Describe novel treatments in experimental delay discounting research; (3) Identify interventions that have been effective at decreasing delay discounting and substance use in humans; (4) Apply previous research on delay discounting and substance use to various behavioral addictions.
 
Delay of Gratification in Rats
JEREMY HAYNES (Utah State University), Amy Odum (Utah State University)
Abstract: Some impulsive behaviors can be characterized in terms of choices for smaller-sooner outcomes (e.g., $50 now) over larger-delayed outcomes (e.g., $100 in 1 year). Patterns of such intertemporal choices can predict many socially significant health behaviors among humans. One often overlooked aspect of intertemporal choice is whether an individual will maintain their preference for a delayed outcome after choosing it. That is, when offered the opportunity, will individuals defect on their choice of a larger-delayed outcome? To further explore this aspect of intertemporal choice, we developed an increasing-delay delay of gratification task for rats that has allowed us to study the conditions under which a rat will or will not wait for a delayed outcome after choosing it. Across multiple studies, we found that prior experience has substantial effects on whether a rat will wait for a delayed outcome; experiences that could be relevant to the conditions in which people will wait for a larger-delayed outcome after choosing it. We discuss the results of these studies in terms of theories regarding delay of gratification as well as their relevance to socially significant human behaviors such as substance abuse.
 

Effects of a Novel Treatment on the Relative Efficacy of Food and Alcohol Rewards in Rats

ROBERT SCOTT LECOMTE (The University of Kansas), David P. Jarmolowicz (The University of Kansas, Cofrin Logan Center for Addiction Research and Treatment)
Abstract:

Alcoholism and alcohol misuse carry significant ramifications at both individual and community health levels. Consequently, the need for exploration of effective treatments for Alcohol Use Disorders (AUD) remains a priority among researchers and granting agencies alike. Of note, behavioral economics can help inform and evaluate novel treatments and their behavioral outcomes. To provide such evaluations, the current study involved 20 Long Evans rats (10 male, 10 female), responding for food and alcohol rewards during concurrent progressive ratio sessions. First, the relative efficacy of alcohol and sweetened condensed milk was evaluated in food deprived rats. Next, half of the rats received daily doses of Finasteride. The initial results showed significant reductions in alcohol consumption among the animals receiving doses of Finasteride. Behavioral economic switch-points between food vs. sweetened condensed milk, and food vs. alcohol rewards were then assessed in addition to operant analyses to further evaluate pharmacodynamic effects. Results will be described.

 
A Systematic Review of Delay Discounting and Alcohol Use Interventions in Humans
ASHA FULLER (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: In daily life individuals make a variety of decisions with short-term and long-term impacts. When an individual repeatedly chooses the immediate, smaller reward instead of the later, larger reward, this is termed delay discounting. Delay discounting has been associated with a variety of health outcomes from risky sexual behaviors to substance use. Individuals with chronic substance use have a higher likelihood of valuing the smaller, immediate reward than individuals who never or occasionally use substances. The purpose of this systematic review is to present an overview of delay discounting and alcohol use interventions for humans over the past 30 years. Medications, behavioral interventions, therapies, and working memory trainings have all been used to attempt to decreasing alcohol use and delay discounting. Results indicate that medications, behavioral interventions, and working memory training have all demonstrated positive treatment results. Limitations and recommendations for future research in delay discounting and alcohol use interventions will be discussed.
 
Delay Discounting in Established and Proposed Behavioral Addictions: A Systematic Review and Meta-Analysis
SARAH CATHERINE WEINSZTOK (University of Kansas), Sarah Brassard (McMaster University), Iris Balodis (McMaster University), Laura Martin (University of Kansas Medical Center), Michael Amlung (University of Kansas)
Abstract: Steep delay discounting, or a greater preference for smaller-immediate rewards over larger-delayed rewards, is a common phenomenon across a range of substance use and psychiatric disorders. Non-substance behavioral addictions (e.g., gambling disorder, internet gaming disorder, food addiction) are of increasing interest in delay discounting research. To synthesize the published research in this area and identify priorities for future research, we conducted a systematic review and meta-analysis of delay discounting studies across a range of established and proposed behavioral addiction categories. For studies with categorical designs, we found statistically significant, medium-to-large effect sizes for gambling disorder and IGD. Categorical internet/smartphone studies were non-significant. Aggregate correlations in dimensional studies were statistically significant, but generally small magnitude for gambling, internet/smartphone, and food addiction. Heterogeneity statistics suggested substantial variability across studies, and publication bias indices indicated moderate impact of unpublished or small sample studies. These findings generally suggest that some behavioral addictions are associated with steeper discounting, with the most robust evidence for gambling disorder. We discuss the implications of these findings, highlight behavioral addiction categories with smaller effect sizes or categories with too few studies to be included (e.g., compulsive buying), and identify key areas for future research.
 
 
Symposium #550
CE Offered: BACB
Productivity and Well-Being in University Settings: Psychological Flexibility Assessment and Training to Help Faculty and Students
Monday, May 30, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 205A
Area: EDC/VBC; Domain: Applied Research
Chair: Chynna Brianne Frizell (Missouri State University)
Discussant: Thomas G. Szabo (Touro University)
CE Instructor: Dana Paliliunas, Ph.D.
Abstract:

University students and faculty experience distress that professors and faculty colleagues are the first to observe. Typically, it is the failure to keep up with assignments that alerts others to these emotional and well-being issues. In some cases, professors and supervisors can assess and then address these matters with psychological flexibility instructional methods such as Acceptance and Commitment Training. Other times, counselors may need to be asked to conduct further assessments and more intensive interventions. In this symposium, four talks related to university well-being and productivity will be presented. The first talk addresses the relationship between burnout, self-compassion, psychological flexibility, and work-related quality of life for university faculty. The second examines the utility of a values-based self-management assessment and intervention strategy for supporting college students. The third presentation is an evaluation of an ABA ACT functional analysis and intervention strategy in a college setting. The fourth paper involves the same ABA ACT functional analysis and intervention approach using a procedure to control for sensitivity, specificity, discriminant, and predictive utility of the functional analysis in a graduate school context. Dr. Thomas Szabo will then discuss the development of functional assessment and psychological flexibility interventions in ABA and the four papers presented herein.

Instruction Level: Intermediate
Keyword(s): ACT, College education, Psychological flexibility, Wellbeing
Target Audience:

Behavior analysts, students, and faculty

Learning Objectives: (1) describe the relationship between psychological flexibility and burnout in faculty; (2) discuss values-based self management in university settings; (3) describe the use of functional analysis within ACT intervention for college students
 
Evaluating the Relationship Between Burnout, Self-Compassion, Psychological Flexibility, and Work-Related Quality of Life for Faculty in Higher Education
AYLA SCHMICK (Missouri Southern State University)
Abstract: Within the past year there has been a significant uptick in mental/emotional distress and burnout among college students. These increases warrant a strong response by institutional leaders to assist faculty as they are considered the “gatekeepers” of student mental health. While many studies have evaluated student burnout, very few studies have evaluated those factors for the individuals who are there to support them, the higher education faculty. Due to this, the current study examined the relationship between burnout, self-compassion, psychological flexibility, and work-related quality of life in 50 faculty members of higher education institutions. Moderate to strong correlations were found between the Teacher Burnout Scale (TBS), Self-Compassion Scale-Short Form (SCS-SF), Acceptance and Action Questionnaire-II (AAQ-II), and Work-Related Quality of Life (WRQoL). Results of this study suggest that participants with higher scores of burnout showed lower levels of self-compassion, psychological flexibility, and work-related quality of life. Implications, limitations, and future research will be discussed.
 
Using Values-Based Self-Management to Support College Students' Wellbeing: Assessment, Intervention, and Social Validity
DANA PALILIUNAS (Missouri State University)
Abstract: The college experience can include significant levels of stress as well as mental health and behavioral challenges for many students, and college counseling centers are experiencing increased demand for services, creating an opportunity for innovative and flexible approaches to support the wellbeing of college students (Center for Collegiate Mental Health, 2016). Behavior analytic approaches to intervention such as self-management, self-control, and Acceptance and Commitment Therapy (ACT) have demonstrated utility in supporting adaptive behavior among numerous populations, including students in college settings and a synthesis of these approaches have utility in meeting the demand for services. Values-Based Self-Management (VBSM) is one such approach that is designed to support students in developing self-management skills and psychological flexibility while monitoring progress toward a behavioral goal. Evaluations of a remote-delivered VBSM intervention for undergraduate students were conducted to examine the effect of the VBSM approach on participants’ self-monitored progress toward a behavioral goal and various measures of self-reported psychological wellbeing. Approaches to assessment of both overt and covert behavior change, ACT-based self-management intervention, and the evaluation of social validity among participants will be discussed, highlighting the importance of including measures of change in participants’ private verbal behavior in addition to overt behavior change.
 

Brief Acceptance and Commitment Training Functional Analysis With University Students: Addressing Interfering Thoughts and Making Progress

LARISA SHEPERD (Endicott College), Jennifer J. McComas (University of Minnesota), Thomas G. Szabo (Touro University)
Abstract:

During their academic careers, university students face numerous challenges and sometimes those challenges interfere with students' progress in their degree programs. Nationally, the four and six year graduation rates for undergraduates are 33% and 58%, respectively. Only 57% of Ph.D. students complete their degree. Direct contingencies, including grades, may be necessary but are sometimes insufficient to maintain the response patterns necessary to complete course and degree requirements. When direct contingencies are ineffective or insufficient to address interfering behavior, an effective approach might be to identify the influence of private behavior (e.g., thoughts) and match intervention to the nature of the identified influence. This investigation aimed to examine the effects of a systematic descriptive assessment followed by a functional analysis of private events and matched intervention on the interfering behavior of two PhD students and one undergraduate student. The process and results of the functional analyses of verbal behavior and intervention effects will be presented and directions for future research will be discussed.

 

Brief Acceptance and Commitment Training Functional Analysis for Graduate Students: Controlling for Sensitivity, Specificity, Discriminant, and Predictive Utility

JENNIFER J. MCCOMAS (University of Minnesota), Thomas G. Szabo (Touro University), Yukie Kurumiya (The Chicago School of Professional Psychology)
Abstract:

An assessment is sensitive when it captures positive instances of a moderator accurately and specific if it accurately captures negative instances of a moderator. The former is associated with predictive validity and the latter with discriminant validity. In the current study, we evaluated these attributes of the Brief ACT FA with graduate students who were failing a class despite numerous interventions. Descriptive assessment was conducted, and the results were tested using a brief experimental ACT FA. In the Brief ACT FA, experimenters contrived verbal abolishing and establishing operations in an alternating treatment design. The Brief ACT FA was conducted using text messaging to rule out the possibility of inadvertently cuing participants to respond in characteristic ways based on the tone and cadence of the experimenter’s voice. Also during the Brief ACT FA, both hypothesized and non-hypothesized ACT repertoires were evaluated for their respective levels of influence. In all three participants, hypothesized ACT variables were verified and non-hypothesized variables eliminated. The ACT intervention that followed, based exclusively on the variables identified in the FA, resulted in successful behavior changes. Results will be discussed regarding specificity, sensitivity, discriminant, and predictive validity of the Brief ACT FA and future studied will be suggested.

 
 
Symposium #551
CE Offered: PSY/BACB
Enter Interbehaviorism: Examining the Applied Utility of an Interbehavioral Philosophy
Monday, May 30, 2022
3:00 PM–4:50 PM
Meeting Level 1; Room 156C
Area: PCH; Domain: Theory
Chair: Thomas B. Sease (Texas Christian University)
Discussant: Karen Kate Kellum (University of Mississippi)
CE Instructor: Karen Kate Kellum, Ph.D.
Abstract:

The implications of the philosophical underpinnings of behavior analysis have, of late, increasingly become a point of interest for behavior analytic practitioners in the context of their applied work. Despite this increasing interest, practitioners may continue to benefit from increased opportunities to engage with these concepts that have robust applied utility. One such philosophy of behavior science that has garnered a recent increase in attention is that of J.R. Kantor’s Interbehaviorism (Kantor, 1924). Kantor’s approach to analyzing behavior is naturalistic, and dismisses many assumptions that other approaches operate within. In this symposium, we will discuss key behavior analytic concepts from an interbehavioral lens, and examine how approaching these concepts differently could be beneficial in applied settings. The aim of the symposium is to demonstrate how Interbehaviorism can increase a clinician’s sensitivity to responding occurring within sessions potentially even over other modern philosophies of behavior science, including Radical Behaviorism and Functional Contextualism.

Instruction Level: Intermediate
Keyword(s): Function, Interbehaviorism, Learning History, Psychological Event
Target Audience:

-Basic competency in philosophical concepts of Radical Behaviorism (as a prerequisite to contrasting RB conceptualizations with Interbehaviorial conceptualizations).

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify the differences between the Interbehavioral Field Construct and Skinner’s three-term contingency. (2) Identify the potential drawbacks to causal constructs (including contingencies) in applied practice. (3) Identify the differences between the use of the term "function" from an Interbehavioral perspective, and the use of the term "function" from a traditional Radical Behaviorial perspective. (4) Identify two benefits of conceptualizing learning history as part of the current interaction for applied practice.
 
Orienting Toward the Entire Organism: Unit of Analysis From an Interbehavioral Perspective
BRAD MICHAEL PARFAIT (University of Louisiana at Lafayette), Michael C May (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC), Thomas B. Sease (Texas Christian University), Emily Kennison Sandoz (University of Louisiana Lafayette)
Abstract: As philosophical systems, Skinner’s Radical Behaviorism and Kantor’s Interbehaviorism both approach behavioral science as a natural science focused on the interactions among aspects of context and behavior. However, the two philosophies diverge decisively with respect to how they conceptualize their respective subject matter (i.e., behavior) in terms of its units. Perhaps Interbehaviorism’s most distinctive feature is the integrated-field approach from which its subject matter is characterized. From an Interbehavioral perspective, the subject matter of behavior analysis is interbehavior and the primary unit of analysis is the Interbehavioral Field, a.k.a., the psychological event (Kantor 1959). According to Kantor, the interbehavioral field is composed of five co-occurring, participatory factors: stimulus function, response function, history of interbehavior, setting factors (or immediate circumstances), and the medium by which the stimulus is contacted (Lichtenstein, 1984). This presentation will (1) review the Interbehavioral Field as the unit of analysis in behavior analysis, and (2) propose implications for practitioners both within and outside of the therapeutic setting.
 
Does Causality Help or Hinder Our Clinical Agenda?: An Interbehavioral Perspective
MICHAEL C MAY (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC), Thomas B. Sease (Texas Christian University), Janani Vaidya (Louisiana Contextual Science Research Group), Brad Michael Parfait (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana Lafayette)
Abstract: Historically, notions of causality have been central to the natural sciences’ endeavor of explaining respective phenomena of interest. This agenda of identifying causal relations has continued in behavior analysis and carried over into its applied domain. Despite Skinner’s call to abandon mechanistic notions of causality as a means of explaining human behavior, the contingency relation promulgated within his philosophical system has continued to function as a linear causal construct. While the contingency relation has facilitated progress in the behavioral sciences, is this search for causality useful to the practitioner? The present paper enumerates the potential problems resulting from continued reliance on notions of causality within clinical contexts and offers a robust alternative drawn from the JR Kantor’s Interbehaviorism (Kantor, 1924). Building upon Kantor’s own criticisms of the validity of causal relations outside of tight experimental conditions, the paper will critically examine the utility of causal relations in the context of applied practice with a particular focus on clinical behavior analysis. Have we gone far enough in diminishing reliance on causal notions in applied behavior analysis, or is it time that we as behavior analysts dispensed with causal constructs altogether?
 
Conjunction Junction, What’s a Function?: Function from an Interbehavioral Perspective
EVA LIEBERMAN (Western Michigan University), Janani Vaidya (Louisiana Contextual Science Research Group), Michael C May (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC), Emily Kennison Sandoz (University of Louisiana Lafayette)
Abstract: Function is arguably one of the most important concepts involved in behavior analysis. In everyday contexts, “function” refers to the natural or intended purpose of an event. Applied to behavior, then, the function of a behavior is its effects. This orientation is part of what distinguishes behavior analytic explanations of behavior from mentalist ones. While behavior analysts may traditionally use function as an explanation of behavior, we offer an alternative perspective. Rather than explanatory, an interbehavioral approach would suggest that “function” serve as a descriptor of behavior, and a term that refers to the observable, bidirectional relationship between stimulus and response (Fryling & Hayes, 2011). Building upon the discussions of units of analysis and causality in the previous papers in this symposium, this paper will approach function in terms of functional relationships, inclusive of co-occurring response functions and stimulus functions. This presentation will also discuss how an interbehavioral perspective on function might be applied in intervention contexts.
 
The Past is Present: An Interbehavioral Approach to Learning History
HEATHER VOLCHKO (Old Dominion University), Mary Abbott (Mary Abbott Therapy Services), Michael C May (Louisiana Contextual Science Research Group; Compassionate Behavioral Healthcare, LLC), Emily Kennison Sandoz (University of Louisiana Lafayette)
Abstract: Learning history and the role it plays in our behavior has been conceptualized differently throughout the history and development of psychology. While cognitivistic conceptualizations of learning history focus on the mediating role of structural constructs like memory, the traditional behavior analytic account has treated learning history in terms of past contingencies of reinforcement coming to bear on present behavior via changes in the biology of the organism (Skinner, 1974). Whether in the form of memory, or hypothetical biological changes to the organism, both treatments of psychological history appeal to hypothetical unobservable constructs to explain how events of the past come to influence behavior in the present. . The current paper considers these dominant approaches in contrast to the treatment of learning history from an interbehavioral perspective - that is, as an aspect of the interbehavioral field. This paper will further explore how approaching history as part of the psychological present (Hayes, 1992) might inform intervention, with a particular emphasis on educational contexts.
 
 
Symposium #552
CE Offered: BACB
Interteaching: What We Can Learn from Recent Research in Higher Education
Monday, May 30, 2022
3:00 PM–4:50 PM
Meeting Level 2; Room 204A/B
Area: TBA/EDC; Domain: Applied Research
Chair: Catherine M. Gayman (Troy University)
Discussant: Philip N. Hineline (Temple University - Emeritus)
CE Instructor: Catherine M. Gayman, Ph.D.
Abstract:

Interteaching is a pedagogy that has growing empirical evidence supporting its efficacy. The method was initially described by Boyce and Hineline in 2002, and since then over 40 studies have been published investigating its effect on learning outcomes. Overall, the method has been found to increase student exam scores, increase student participation during class, and lead to more positive course evaluations. This symposium will start off with a review of the basic components of interteaching. The first presentation will summarize a study in which the discussion component was compared in an online undergraduate course against a traditional essay style online discussion. The second presentation will describe a study that compared an interteaching style discussion to posting to an online discussion board in a graduate level behavior analysis course. The third presentation will review results of a study that investigated the quality points component of interteaching in an online undergraduate course. The fourth presentation will summarize a study that evaluated the quality of preparation guides used in and online course. These four presentations will provide a sampling of the recent research being conducted on interteaching.

Instruction Level: Basic
Keyword(s): Higher Education, Interteaching, Online instruction, Pedagogy
Target Audience:

Course instructors and/or fieldwork supervisors

Learning Objectives: After attending this symposium, participants should be able to: 1) Identify and describe the basic components of interteaching; 2) Describe two studies that evaluated the discussion component of interteaching in an online format; 3) Summarize a study investigating the quality points component of interteaching; 4) Describe a study that investigated the quality of the preparation guide.
 
Evaluating the Discussion Component of Interteaching in an Online Asynchronous Class
CATHERINE M. GAYMAN (Troy University), Stephany Hammock (Troy University), Sherwhonda Taylor (Troy University), Stephanie Jimenez (University of Pittsburgh at Johnstown)
Abstract: The present study evaluated the effect of using different online discussion styles in an alternating treatments design across three sections of an online, nine-week asynchronous Psychology of Learning class. All three components were taught using the interteaching method. One component used an interteaching-style discussion, the second component used an essay-style discussion, and the third component was a control condition with no discussion. Although there were no significant differences in exam scores across discussion type, F(2,184) = .241, p = .78, the majority of participants scored higher on weekly exams (70.11%) and questions from the final (74.60%) following either the interteaching or essay discussion. In addition, of the students who reported a preference, a plurality rated interteaching as both their preferred teaching method (47.62%) and the one they learned the most from, 60.87%. The present findings suggest that the style of discussion may not be essential in an online asynchronous discussion format.
 
Comparative Effects of Using Interteaching and Discussion Boards in a Graduate Single Case Design Course
BRENNA R GRIFFEN (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Cody Lindbloom (University of Arkansas)
Abstract: Since the climate of higher education instruction has shifted from students taking on-campus instruction to online instruction, an evaluation of evidence-based practices for online learning is needed. One promising practice, interteaching, involves students reviewing course materials prior to pairing with a peer to explore the content together through the answering of preparation guide questions and the discussion of aspects of the content which were and were not clear. Not only have past researchers found this practice to be effective in promoting higher quiz and examination scores, but studies have also shown that students prefer using interteaching. Similarly, the usage of the discussion board has shown to increase academic performance. In fact, desirable outcomes such as positive interactions among peers and the promotion of student engagement have occurred through the usage of online discussion boards. This study used a single case reversal design to compare interteaching and posting to an online discussion board to determine their effects on content acquisition and preference of those graduate students enrolled in a behavior analysis course. Although the results of the study indicate similar effectiveness for both conditions, interteaching was generally more preferred than posting to the online discussion board.
 
An Examination of Quality Points in Interteach in a College Course
KAREN O'CONNOR (Trinity Christian College), Brandon C. Perez (Trinity Christian College), Sara Baillie Gorman (Trinity Christian College), Casey J. Clay (Children's Hospital of Orange County), Jessica Clevering (Trinity Christian College)
Abstract: The present study evaluated the effect of using quality points as a component of interteach. Participants were undergraduate students enrolled in two course sections of an introduction to applied behavior analysis (N=54). The study used a multi-element design. The first half of the semester both sections participated in interteaching without quality points. During the second half, students had the opportunity to earn quality points based on an established criterion. The quality points condition was randomized and alternated between sessions. Students were surveyed regarding interteach prior to quality points and at course completion. Visual analysis of the multielement data indicate that quality points did not increase student quiz performance in one section and potentially increased student quiz performance in the second section. Additional statistical analyses will be conducted to examine group differences and to examine patterns related to the number of quality points earned. The current results suggest that quality points may not improve student performance on quizzes. The majority of students reported high levels of acceptance of interteaching and a preference for quality points. The present findings suggest that quality points may be a socially valid component in interteaching; however, may not be a necessary component of this method.
 
An Evaluation of the Development of Preparation Guide Used During Interteaching
JAMES L. SOLDNER (University of Massachusetts Boston), Rocio Rosales (University of Massachusetts Lowell)
Abstract: The preparation guide component of Interteaching (Boyce & Hineline, 2002) is intended to guide students through a reading assignment and consists of a range of questions based on the principles of Bloom’s Taxonomy (Saville, et al., 2011). To date, only one prior study has evaluated the impact of the preparation guide component of interteaching. Canello-Malone et al. (2009) evaluated the effects of answering vs. student-generated questions on student performance, showing only slightly higher quiz scores when students were required to generate questions. The present study was designed to further examine the preparation guide component of interteaching in two sections of an online course. An alternating treatment design with counterbalancing was employed to evaluate the effects of “high-quality” compared to “low-quality” preparation guides on weekly quiz performance. “Low-quality” prep guides were designed to include the first three levels of Bloom’s taxonomy; whereas the “high-quality” prep guides were deigned to include all six levels. All other components of interteaching as described by Boyce and Hineline were implemented across all class sessions. Findings indicate student performance was similar for both conditions across seven quizzes. Implications of these results will be discussed as well as suggestions for future research on this topic.
 
 
Symposium #555
CE Offered: BACB
Evaluating Behavioral Interventions for Individuals Diagnosed With Autism Spectrum Disorder Delivered via Direct Telehealth
Monday, May 30, 2022
4:00 PM–4:50 PM
Meeting Level 2; Room 258A
Area: AUT/VBC; Domain: Applied Research
Chair: Julia Ferguson (Autism Partnership Foundation)
CE Instructor: Julia Ferguson, Ph.D.
Abstract:

Many applied behavior analytic service providers for autistics/individuals diagnosed with autism spectrum disorder (ASD) have had to transition from in-person service delivery to providing services through telehealth – directly or otherwise. Much of the telehealth research in the field of applied behavior analysis (ABA) has focused on training other individuals through telehealth to implement in-person ABA-based procedures. More research is needed to guide best practices for behavioral interventions delivered via direct telehealth. This symposium includes three studies that evaluated behavioral interventions (i.e., the Cool versus Not Cool™ Procedure, instructive feedback within a dyad arrangement, and discrete trial teaching) for autistics/individuals diagnosed with ASD delivered via direct telehealth.

Instruction Level: Intermediate
Keyword(s): DTT, Instructive Feedback, Social skills, Telehealth
Target Audience:

The target audience is practicing behavior analysts (e.g., BCBA, BCaBA, RBTs) and those providing intervention for individuals diagnosed with autism spectrum disorder.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify and describe some conditions under which behavioral interventions for autistics/individuals diagnosed with ASD delivered via direct telehealth may be effective; (2) identify and describe at least three behavioral interventions for autistics/individuals diagnosed with ASD that can be effectively delivered via direct telehealth; (3) identify and describe at least two skills that can be effectively targeted through behavioral interventions delivered via direct telehealth.
 
Evaluating the Cool versus Not Cool™ Procedure via Telehealth
JOSEPH H. CIHON (Autism Partnership Foundation; Endicott College), Julia Ferguson (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership)
Abstract: Autistics/individuals diagnosed with autism spectrum disorder (ASD) commonly display qualitative impairments in social behavior that commonly result in the use of interventions directly targeting the development of social skills. The COVID-19 pandemic has highlighted the need for effective social skills interventions that can be delivered via telehealth. The Cool versus Not Cool™ procedure has continually been documented as effective within the literature. However, its reported use has been limited to in-person delivery. The purpose of this study was to evaluate the effectiveness of the Cool versus Not Cool™ procedure conducted via telehealth to teach three children diagnosed with ASD to change the conversation when someone is bored. The results of a nonconcurrent multiple baseline across participants demonstrated that all three participants reached the mastery criterion in four to eight sessions. Responding generalized to another adult for two of the three participants and all three participants maintained correct responding. Social validity measures indicated the skill was important to teach, the intervention was acceptable and effective, and the telehealth format was an acceptable replacement for in-person intervention for these three participants.
 

Maximizing Behavioral Intervention Delivered via Telehealth for Individuals Diagnosed With Autism Spectrum Disorder

JULIA FERGUSON (Autism Partnership Foundation), Maddison J Majeski (Autism Partnership Foundation; University of North Texas), Joseph H. Cihon (Autism Partnership Foundation; Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College), John James McEachin (Autism Partnership), Ronald Leaf (Autism Partnership)
Abstract:

Due to the COVID-19 pandemic, many applied behavior analytic service providers have had to quickly change how they provide services for individuals diagnosed with autism spectrum disorder and transition away from in-person service delivery. One way in which behavior analysts have adapted is to provide services directly through telehealth. This study sought to evaluate the effects of instructive feedback in a dyad arrangement during discrete trial teaching delivered via telehealth to teach tact relations to six children diagnosed with autism spectrum disorder. During all sessions all participants and the experimenter were located in different physical locations. Results of a nonconcurrent multiple baseline design demonstrated that all participants learned their primary and secondary targets. Five of the participants acquired the observational primary and secondary targets without direct teaching. Areas of future research and clinical implications are discussed in the context of telehealth service delivery during the COVID-19 pandemic and in general.

 

A Comparison of Direct Telehealth and In-person Discrete Trial Teaching When Teaching Expressive Labels

Kandice Knopp (Autism Partnership; Endicott College), Julia Ferguson (Autism Partnership Foundation), Jessica Piazza (Endicott College), CHRISTINE MILNE-SEMINARA (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College)
Abstract:

Recent behavior analytic research has demonstrated that the provision of applied behavior analytic services via direct telehealth can be an effective teaching modality for some learners with autism spectrum disorder (ASD). Historically, teaching procedures based on applied behavior analysis, including discrete trial teaching (DTT) have been provided and evaluated via in-person delivery. This study sought to compare the implementation of DTT via direct telehealth to DTT implemented in-person within and across participants. Specifically, this study evaluated the two delivery modalities in terms of skill acquisition, maintenance, efficiency, and learner responding during teaching sessions. Results of an adapted alternating treatments design nested into a multiple baseline design demonstrated that all three participants diagnosed with ASD met the mastery criteria for the expressive labels taught. Areas of future research, participant prerequisite skills, and clinical implications will be discussed in the context of these results.

 
 
Symposium #557
CE Offered: BACB
Recent Advancements in the Assessment and Treatment of Automatically Reinforced Behavior
Monday, May 30, 2022
4:00 PM–4:50 PM
Meeting Level 2; Room 258B
Area: AUT; Domain: Applied Research
Chair: Alyssa Rojas (University of South Florida)
CE Instructor: Alyssa Rojas, M.S.
Abstract:

This symposium includes three papers that involve the assessment and treatment of automatically reinforced behavior. In the first paper, Kacie McGarry will present a literature review summarizing treatment approaches for automatically reinforced stereotypy for individuals with Autism Spectrum Disorders (ASD) in the past 7 years. Results of the literature review showed punishment-based procedures were overall more effective at decreasing stereotypy. There was also an increasing trend in evaluations comparing effectiveness of treatments but few studies conducting maintenance, generalization, or schedule thinning within the evaluation. Implications for best practices and future research will be discussed. In the second paper, Katie Haggerty will present a study describing a process to subtype automatically reinforced stereotypy based upon functional analyses and prescribe treatments based upon the subtype. Results of the study were consistent with previous research on automatically reinforced self-injury. In the third paper, Mary Llinas will present a study comparing different schedules of noncontingent access to matched stimuli during the treatment of automatically reinforced stereotypy. Results showed that continuous access to competing items and activities was necessary to decrease stereotypy.

Instruction Level: Intermediate
Keyword(s): automatic reinforcement, environmental enrichment, stereotypy
Target Audience:

Target Audience is BCBAs, Behavior Analysis Students, Direct Care staff working with individuals with ASD and related disabilities.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe research trends for treatment evaluations for automatically reinforced stereotypy (2) Discuss how functional analysis methodology can be used to subtype stereotypic behavior and describe the different treatment approaches based upon subtypes. (3) Describe competing stimuli assessments and how different schedules of access to competing stimuli affect levels of automatically reinforced stereotypy.
 
Recent Research Trends in the Treatment of Automatically Reinforced Stereotypy: A Review of the Literature
KACIE MCGARRY (Florida Institute of Technology), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology), Mary Louise Lewis (Florida Institute of Technology)
Abstract: In this literature review, we review studies from January 2014 to May 2020 that aimed to reduce lower-order stereotypy, defined as restrictive and repetitive behavior. Studies included in the present review were those in which (a) a functional behavior assessment identified automatic reinforcement to be the maintaining variable (b) direct observation and measurement of (c) stereotypy was conducted to (d) evaluate an intervention to reduce lower-order stereotypy. Studies that met the criteria for inclusion were evaluated along with a number of dimensions related to publication characteristics, subject and setting characteristics, quality of operational definitions, treatment categories, and the efficacy of treatment. Results of this literature review found the non-reporting of demographic and treatment variables led to ethical confounds and the inability to evaluate the relationship between demographic variables and treatment effects. This presentation will review demographic variables, treatment considerations, and future research considerations.
 
Subtyping Stereotypy and Delineating Effective Type-Based Treatment
KATHERINE HAGGERTY (Stride Autism Centers), Michael E. Kelley (University of Scranton), Justine Henry (Florida Institute of Technology), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology), Robert LaRue (Rutgers University)
Abstract: Individuals diagnosed with Autism Spectrum Disorder (ASD) often engage in automatically reinforced stereotypic behaviors, which are repetitive in nature, lack variability, and persist over time with no identifiable social function. We adapted subtyping procedures designed for self-injurious behavior to categorize stereotypy based on behavioral patterns generated in a competing items assessments and pairwise functional analysis. In Study 1, we demonstrated the efficacy of retrospective subtyping for stereotypy. In Study 2, we demonstrated the efficacy of prospective subtyping for stereotypy as a guide for treatment selection. In Study 3, we tested the predictive validity of the prospective subtyping for stereotypy by implementing targeted interventions for two of three participants. Results of Studies 1 and 2 were consistent with past research on automatically reinforced self-injurious behavior. Results of Study 3 demonstrated an effective, data-based approach to treatment selection for automatically maintained stereotypy.
 

A Comparison of Continuous, Dense, and Lean Schedules of Noncontingent Access to Matched Competing Stimuli to Reduce Stereotypy

MARY LLINAS (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Ryan Joseph Walz (ABA Technologies, Inc.)
Abstract:

Noncontingent or response-independent access to matched, competing stimuli has been shown to be effective to decrease automatically maintained challenging behavior. Despite research on its effectiveness, various schedules of noncontingent access to matched competing stimuli have not been directly compared. The purpose of the current study was to compare the effectiveness of and preference for continuous, dense (fixed-time 30 s), and lean (fixed-time 60 s) schedules of noncontingent access to matched competing stimuli to decrease automatically maintained stereotypy exhibited by two children with autism. We also conducted a within session analysis of the lean condition to examine possible mechanisms responsible for the effects of the procedure. The results showed that the continuous schedule was most effective and most preferred to reduce stereotypy for both participants. A social validity measure indicated that the participant's caregivers approved of and preferred the continuous schedule.

 
 
Invited Paper Session #558
CE Offered: PSY/BACB/QABA/NASP — 
Ethics
Diversity submission A Risk-Driven Approach to Applied Behavior Analysis Across Ages: Implications for "Medical Necessity"
Monday, May 30, 2022
4:00 PM–4:50 PM
Meeting Level 2; Room 258C
Area: DDA; Domain: Service Delivery
Chair: Patrick Romani (University of Colorado, Anschutz Medical Campus)
CE Instructor: Rachel Taylor, Ph.D.
Presenting Author: RACHEL TAYLOR (Center for Applied Behavior Analysis)
Abstract:

Applied behavior analysis (ABA) is the “gold standard” for service provision aimed at helping young children diagnosed with autism spectrum disorders (ASD). However, the increased attention to this population may be detracting from the value associated with taking an ABA approach to support individuals of all ages, across a range of diagnoses. Further, the shift to define ABA as medically necessary for individuals diagnosed with ASD (APBA, April 10, 2020) requires effective patient, provider, and payor collaboration, and recent publications have highlighted the need for structured approaches to decision-making based in analytical ethics to support this transition. Accordingly, APBA released guidelines directing practitioners to provide services based on individualized risk exposure requiring a more patient-informed approach to care. The purpose of the current presentation is to outline a collaborative risk-driven approach designed to help guide practitioners to make ethically informed decisions regarding ABA service delivery, regardless of setting, age, or severity. Considerations regarding a potential divide between science and ABA-based service delivery will be addressed, including misconceptions about that which defines our professional and ethical obligations; specifically, how our related responsibilities extend far beyond particular ABA-based clinical programming procedures, necessitating constant empirical evaluation of the overall continuity of care for a given individual (e.g., placement, transition, community-based activities, and more).

Instruction Level: Intermediate
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how ABA services need to be adjusted for individuals across a range of ages and diagnoses; (2) describe the benefits associated with adopting a risk-driven approach to ABA service delivery; (3) identify the defining features of “medically necessary” services and related implications for ABA-based practice across both crisis and non-crisis scenarios; (4) identify several common misconceptions regarding ABA-based practices and procedures and discuss crucial considerations related to established BACB ethical requirements.
 
RACHEL TAYLOR (Center for Applied Behavior Analysis)
Dr. Rachel Taylor (formerly Dr. Tarbox) has supported individuals diagnosed with neurodevelopmental disorders for more than 20 years. She started her career working in several prestigious institutions including the New England Center for Children and the Kennedy Krieger Institute at Johns Hopkins Hospital. She is the former Co-Director of Research and Development for the Center for Autism and Related Disorders (CARD) and the former Chief Clinical Offer for Intercare Therapy, Inc.. Dr. Taylor has also held several academic positions including founding Department Chair for the ABA Masters and PhD programs at The Chicago School of professional Psychology Los Angeles, and Faculty member in Psychology at the California State University Los Angeles and Channel Islands. Dr. Taylor is as an Advisor to the Cambridge Center for Behavioral Studies, Scientific Council member for the Organization for Autism Research, and former Executive Council member for the International Association for Behavior Analysis (ABAI), in addition to her longstanding service on the Board of Directors for the California Association for Behavior Analysis (CalABA), most recently as the 2020 Conference Chair. Her interests include 1) protecting against a potential divide between science and practice and 2) demonstrating how ABA produces socially significant improvements regardless of age or diagnosis.
 
 
Symposium #559
CE Offered: BACB
Behavioral Instruction: Useful Applications for Teaching Graduate Students
Monday, May 30, 2022
4:00 PM–4:50 PM
Meeting Level 2; Room 205B
Area: EDC/TBA; Domain: Applied Research
Chair: Kendra Guinness (Regis College)
CE Instructor: Kendra Guinness, Ph.D.
Abstract:

This symposium will outline three lines of research that used asynchronous behavioral instruction to teach graduate students skills needed in order to be successful students in behavior analysis. These study demonstrate the utility of asynchronous behavioral instruction to teach graduate students how to enter practicum data on their fieldwork tracker, how to correctly use Association Psychological Association (APA) formatting, and teaching graphing conventions. By using behavioral instruction to teach APA formatting, participants increased their accuracy in APA citations across trained and novel exemplars. After using behavioral instruction to teach correct data entry for fieldwork, all participants scored above the mastery criterion in their completion of both their daily fieldwork logs and monthly form. Finally, behavioral instruction and checklists were helpful in teaching graduate students to use correct graphing conventions. Limitations and areas of future research will be discussed.

Instruction Level: Intermediate
Keyword(s): APA citations, behavioral instruction, graduate students, graphing conventions
Target Audience:

professors and/or supervisors and those teaching graduate students

Learning Objectives: Participants will be able to (1)Use behavioral instruction to teach correct graphing conversions. (2) Use behavioral instruction to teach correct data entry on fieldwork forms. (3)Use behavioral instruction to teach correct APA formatting for graduate students
 
Effects of Behavioral Instruction and Feedback Checklists on Graphing Conventions
KENDRA GUINNESS (Regis College), Philip N. Chase (Simmons University), Kylan S. Turner (Simmons University), Judah B. Axe (Simmons University)
Abstract: Graphing is a complex but critical skill for behavior analysts. We evaluated the effects of conceptual training modules based on behavioral instruction and feedback checklists on verbal behavior about graphing conventions and adherence to graphing conventions with graduate students in behavior analysis. In Experiment 1, conceptual training increased the accuracy of verbal behavior about graphing conventions, though both participants achieved criterion in the absence of instruction for some skills. When graphing adherence failed to meet criterion, feedback checklists were implemented, which resulted in criterion performance. In Experiment 2, the checklists were provided as the primary intervention. Two out of four participants reached criterion for graphing adherence and verbal behavior with this intervention alone, while the remaining two participants reached criterion after a combination of checklists and conceptual training. This evaluation highlights the utility of a sequential approach to training the component skills of a complex repertoire while assessing skill acquisition at the level of the individual learner.
 

Teaching American Psychological Association Citations Formatting Using Behavioral Instruction

JACQUELYN MACDONALD (Regis College), Kendra Guinness (Regis College), Ryan Atkinson (Simmons University Regis College), Diana Parry-Cruwys (Regis College)
Abstract:

The current study evaluated the use of an asynchronous, computer-based programmed system of instruction to teach graduate students to accurately cite references using APA formatting. Nine master’s students in ABA participated. Participants were taught to complete in-text and full reference citations in a concurrent multiple probe across skills design for 7 participants and a concurrent multiple probe across participants design for 2 participants. Most participants did not correctly use APA citation formatting when probed in the baseline condition. Following training, participants increased their accuracy in APA citations across trained and novel exemplars. Two participants’ data showed limited functional control due to increases in baseline. One participant required an additional visual checklist to reach mastery criterion for one skill. Participants reported increased confidence with APA citations formatting following training and overall satisfaction with the training. Limitations to the current study and future uses of behavioral instruction as a technology will be discussed

 

Training Graduate Students to Enter Practicum Data Using Behavioral Instruction

RYAN ATKINSON (Regis College Simmons University), Diana Parry-Cruwys (Regis College), Jacquelyn M. MacDonald (Regis College)
Abstract:

The purpose of the current study was to assess the effects of asynchronous behavioral instruction on correct practicum fieldwork data entry. This was conducted in two phases. Phase 1 targeted the completion of daily practicum fieldwork activities, whereas Part 2 focused on the completion of monthly fieldwork forms. Participants were twenty graduate students beginning their practicum experiences in pursuance of their BCBA credentials. The majority of participants did not reach the mastery criterion in baseline after only reviewing the practicum resources provided by the BACB for both phases. After undergoing training, all participants scored above the mastery criterion in their completion of both their daily fieldwork logs and monthly forms. Limitations and areas for future research are discussed.

 
 
Symposium #561
CE Offered: BACB — 
Supervision
Preparing Pre-Service Behavior Analysts
Monday, May 30, 2022
4:00 PM–4:50 PM
Meeting Level 2; Room 203
Area: TBA; Domain: Applied Research
Chair: Clare Liddon (University of Dayton)
Discussant: Clare Liddon (University of Dayton)
CE Instructor: Clare Liddon, Ph.D.
Abstract:

As the demand for Board Certified Behavior Analysts (BCBA) continues to grow, the need for high quality training across modalities grows with it. Performance feedback is an integral tool to an effective training environment. When providing training and supervision for pre-service behavior analysts, feedback is used to shape the skillsets of future clinicians. This symposium will include two presentations that will review the effects of feedback across modalities during training for pre-service behavior analysts and will conclude with discussion.

Instruction Level: Intermediate
Keyword(s): parent training, performance feedback, supervision
Target Audience:

The target audience for this is practitioners and professors that contribute to the training of pre-service behavior analysts and/or to the training of individuals seeking BCBA certification.

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) describe performance feedback and its impact on the training of preservice behavior analysts overall; (2) describe effects of a remote format on feedback efficacy for parent training; (3) describe the effects of delayed versus immediate feedback on implementation of evidence-based interventions.
 
Effectiveness of Immediate versus Delayed Performance Feedback on Accurate Implementation of an Evidence-Based Intervention
Jessica Akers (Baylor University), Tonya Nichole Davis (Baylor University), Remington Michael Swensson (Baylor University), NICOLE OGUINN (Baylor University)
Abstract: Treatment fidelity is the extent to which essential intervention components are implemented accurately and consistently. This is an important component to implementing evidence-based practices for individuals with intellectual and developmental disabilities, as higher levels of treatment fidelity are directly related to improved outcomes and strength of the intervention. Therefore, it is important to identify methods to promote and maintain high levels of treatment fidelity among practitioners implementing behavior analytic interventions. The purpose of this study was to evaluate the relative effectiveness of immediate and delayed performance feedback on the implementation of interventions incorporating compound schedules of reinforcement (i.e., multiple and chain schedules). Specifically, we provided immediate feedback for implementation of one of the compound schedules and delayed feedback for the implementation of the other compound schedule. We randomly assigned feedback to compound schedules ensuring an equal number of pairings across the participants. Participants were graduate students enrolled in a verified course sequence and completing supervised field experience. The results indicate that both immediate and delayed performance feedback effectively increased the fidelity of implementation, however participants did report a preference for immediate performance feedback.
 
Evaluation of the Effectiveness of Remote Performance Feedback on Accurate Implementation of Parent Coaching
Jessica Akers (Baylor University), Tonya Nichole Davis (Baylor University), Kristina McGinnis (Student- Baylor University), REMINGTON MICHAEL SWENSSON (Baylor University)
Abstract: The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telepractice to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote performance feedback was provided regarding participants’ implementation of caregiver coaching. The results indicate that remote performance feedback increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and performance feedback.
 
 
Symposium #562
CE Offered: BACB
Evaluations of Clinical Contexts and Interventions Impacting Staff Behavior
Monday, May 30, 2022
4:00 PM–5:50 PM
Meeting Level 2; Room 257B
Area: AUT/OBM; Domain: Applied Research
Chair: Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology )
Discussant: Corina Jimenez-Gomez (Auburn University)
CE Instructor: Kimberly Sloman, Ph.D.
Abstract: This symposium includes four applied studies that evaluate contexts impacting staff behavior, including implementation of client programming and work attendance, in clinical settings. The first paper by presented by Mary Lewis will discuss the effects of staff implementation of self-monitoring on discrete trial instruction (DTI), specifically intertrial intervals. The second paper by presented Kamila Garcia Marchante will discuss the effects of data collection type (i.e., continuous vs. discontinuous) on treatment integrity of discrete trial instruction. The third paper presented by Kacie McGarry will discuss the effects of data collection type (i.e., continuous vs. discontinuous) on staff behavior (e.g., learning opportunities, client engagement, praise statements) during discrete trial instruction. The last paper presented by Paula Antonelli will discuss a goal setting intervention to decrease RBT call outs. We will welcome Dr. Corina Jimenez-Gomez to present a summary and discussion of each of the papers.
Instruction Level: Intermediate
Keyword(s): continuous data, discontinuous data, self-monitoring, staff management
Target Audience: intermediate
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the effects of self-monitoring on rate of DTI (2) state the differential effects of data collection system on staff behavior and treatment integrity (3) discuss the effectiveness of goal setting and incentive systems on RBT call outs
 
Effect of Self-Monitoring on Inter-Trial Intervals During Discrete Trial Training
MARY LOUISE LEWIS (Florida Institute of Technology), Rachael Tilka (Florida Institute of Technology), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology), Katie Nicholson (Florida Institute of Technology)
Abstract: Self-monitoring is a common tool within a treatment package, but rarely evaluated as a sole intervention. This intervention is cost effective and requires little to no supervisor involvement. Discrete trial training (DTT) can be a difficult program to implement fluently. However, accurate implementation can lead to a decrease in intertrial intervals (ITI) as well as problem behavior and an increase in learning opportunities for clients. Therefore, the purpose of this study was to evaluate the effects of registered behavior technicians using self-monitoring to increase their rate of trials, which could also lead to a decrease in intertrial intervals. A multiple baseline across participants design was used to assess the effects of self-monitoring on ITI duration while implementing DTT in an ASD clinic. Results showed an increase in the rate of trials due to self-monitoring and a decrease in intertrial interval duration for both participants. In the future, self-monitoring may be a valuable tool for direct staff employees implementing complex programs.
 
Assessing the Impact of Data Collection System on Treatment Integrity
KAMILA GARCIA GARCIA MARCHANTE (University of Miami), Yanerys Leon (University of Miami), Franchesca Izquierdo (University of Miami), Anibal Gutierrez Jr. (University of Miami), Elaine Espanola (University of Miami), Brandi Burton (University of Miami)
Abstract: : Several factors have been shown to impact treatment fidelity (e.g., training, competing contingencies). One competing contingency that could impact treatment fidelity is data collection system (i.e., continuous or discontinuous). Researchers have suggested that the demand to collect continuous data during discrete trial instruction (DTI) may result in degraded integrity. Despite the advantages of continuous data, researchers have suggested that such advantages should be weighed with the potential cost of degraded levels of integrity. The purpose of this study was to assess treatment integrity of implementation during DTI when therapists were collecting data continuously versus discontinuously (i.e., first trial only). Preliminary data show that treatment integrity was often higher when therapists were collecting trial-by-trial data compared to first-trial-only data.
 

Evaluating the Effects of Continuous and Discontinuous Data Collection on Staff Behavior During Discrete Trial Instruction

Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology), KACIE M MCGARRY (Florida Institute of Technology), Sandhya Rajagopal (Marcus Autism Center), Mary Louise Lewis (Florida Institute of Technology), Julianne I Fernandez (Florida Institute of Technology; Scott Center for Autism Treatment)
Abstract:

Several studies have evaluated the effects of different data collection systems on efficiency and effectiveness of skill acquisition programs for individuals with autism and related disabilities. Fewer studies have evaluated the effects of the data collection system on staff behavior. Lotfizadeh, Herron, and Poling (2019) compared the frequency of learning opportunities during continuous (trial-by-trial) and discontinuous (first trial only) data collection. Results showed that therapists implemented a greater number of trials during the continuous data collection condition. The purpose of our study was to extend these findings by comparing the effects of continuous and discontinuous electronic data collection methods on both number of learning trials and quality of staff interaction (i.e., orientation to student, praise and reinforcer delivery). Results show that while number of trials was relatively consistent across both data collection systems, discontinuous data resulted in a higher quality of staff-student interaction. Implications for student outcomes and staff preference will also be discussed.

 
Goal Setting to Decrease Registered Behavior Technician Call Outs
PAULA ANTONELLI (Behavior Basics, Inc), Victoria Ryan (Behavior Basics Inc.)
Abstract: Frequent callouts of registered behavior technicians providing direct therapy for children with autism spectrum disorder (ASD) and mental health diagnoses have negative impacts on clinical organizations, staff, and clients’ overall treatment consistency and therapeutic progress. Many organizations within the human service field experience the negative impacts of callouts and strain this causes on other staff. The current study set out to decrease registered behavior technician callouts by creating a standard criterion for attendance for staff’s preferences to be honored (i.e., schedule preferences and approval of non-medical time off requests) and to be eligible for a performance-based merit increase at set review times. The current study was able to increase staff daily attendance for scheduled sessions and maintain above 90% for five consecutive months without providing additional monetary incentives.
 
 
Symposium #563
CE Offered: BACB
Behavior Analysis and Telehealth: Examples of Application
Monday, May 30, 2022
4:00 PM–5:50 PM
Meeting Level 1; Room 104A
Area: CBM/DDA; Domain: Service Delivery
Chair: Shawn P. Quigley (Melmark)
Discussant: Sean D. Casey (Heartland Feeding)
CE Instructor: Sean D. Casey, Ph.D.
Abstract:

Technology has been leveraged to improve life conditions for many individuals. The use of technology to improve educational, behavioral, and medical conditions is often referred to as telehealth. Behavior analysts have experience providing supports in telehealth models that span several decades. The applications include educational instruction, reduction of challenging behavior, feeding, training, and much more. The COVID-19 pandemic created a context for professionals to implement telehealth based models to safely provide continuity of care. The purpose of this symposium is to review general considerations of telehealth (e.g., definition, technology, practice guidelines), review outcomes of behavior analytic telehealth service delivery models (e.g., feeding; outpatient university clinic), and discuss social validity of a behavior analytic telehealth service delivery model.

Instruction Level: Intermediate
Keyword(s): Service Delivery, Telehealth
Target Audience:

Intermediate Audience Experience with telehealth models, varied service delivery models, and populations with help with application of information presented.

Learning Objectives: 1) Attendees will state the Health Resources and Services Administration (HRSA) definition for telehealth and compare to other discipline specific definitions (e.g., medicine). 2) Attendees will state at least four considerations for implementing a behavior analytic telehealth service model. 3) Attendees will describe the application of a behavior analytic telehealth model to support individuals with an identified feeding disorders and receiving outpatient services. 4) Attendees will state social validity factors associated with behavior analytic telehealth services.
 

The Effects of Transition to Telehealth Delivery of Applied Behavior Analysis Treatment During the COVID-19 Pandemic

VANESSA CALHOUN (Behavior Change Institute), Joy Pollard (Behavior Change Institute; Stanford University), Linda A. LeBlanc (LeBlanc Behavioral Consulting LLC), Christan Ann Griffin (Behavior Change Institute), Joseph Baker (Stanford University)
Abstract:

New telehealth service delivery models have emerged during the COVID-19 pandemic to address access barriers, including a direct telehealth service model of ABA services. Recent research has suggested that direct delivery of ABA treatment via telehealth can be successful for some patients (DiGennarro Reed, 2020; Ferguson et al., 2020; Pollard et.al, 2020). Telehealth service delivery models benefit families by facilitating patient choice and timely access to care in both rural and urban communities. In this session, we will review data from patients who transitioned from in-person delivery of ABA services to direct delivery via synchronous videoconference. We will also review how we addressed challenges with implementing different telehealth service delivery models. Case studies and video examples of clients receiving direct ABA treatment via telehealth will be presented to demonstrate different models of direct telehealth service delivery outlined in the Council for Autism Service Providers Telehealth Practice Parameters.

 
Efficacy of and Unexpected Benefits in the Treatment of Pediatric Food Refusal Using a Fully Virtual Treatment Model
JENNIFER E. DAWSON (Devereux Advanced Behavioral Health SPARC), Dena Kelly (Devereux Advanced Behavioral Health SPARC), Desiree Noelle Heckers (Devereux Advanced Behavioral Health SPARC), Brittany Ann Doan (Devereux Advanced Behavioral Health SPARC)
Abstract: The efficacy of the behavioral treatment of pediatric feeding disorders is well documented in the literature. In addition to the intensity of the procedures often utilized in treatment, the time commitment from the family is typically immense. Most treatment programs, and hence most research, are conducted in structured clinic or hospital settings, most often utilizing trained therapists as the feeder, at least in the initial phase of treatment. Generalization to parents and other family members as well as to other environments, is critically important in the maintenance and continuation of gains. Given the amount of research in this area and the well-established treatment protocols used in clinical practice, the effectiveness of conducing intensive feeding protocols entirely via a telehealth model was questionable. This talk will present data from over 25 individuals whose entire intensive feeding treatment was conducted via telehealth between the months of April 2020-August 2021. Child gains were on par with in-person treatment while parent fidelity and acceptability were high. Additional, outcomes observed include increased client attendance in follow up visits, decreased cancellations, and a decrease in the use of extinction based procedures.
 
A Comparison of Behavioral and Social Validity Outcomes Across Distinct In-Vivo and Telehealth Behavioral Treatment Models
MATTHEW O'BRIEN (The University of Iowa), Kelly M. Schieltz (University of Iowa), David P Wacker (The University of Iowa)
Abstract: Researchers at the University of Iowa have shown that behavioral assessment and treatment delivered via telehealth is feasible (Wacker et al., 2013), effective (Lindgren et al., 2020), and efficient (Lindgren et al., 2016) in treating challenging behavior displayed by young children with autism. Results from these studies have shown that there is little difference in child behavior or parent acceptability between telehealth and in-vivo models when using the same treatment (Lindgren et al., 2016). However, some clinical care models utilize very different types and degrees of assessment and treatment, which may impact the outcomes achieved. To further understand outcomes related to differences in services we compared outcomes for matched samples (age, gender, developmental level) from two distinct service delivery models that utilized different service modalities (in-vivo versus telehealth) and different timing and dosage of treatment (intensive outpatient versus weekly therapy) for young children with autism that use the same assessment and treatment approach (i.e., functional analysis and functional communication training). Our results show that, on average, both models provide effective treatment with high parent satisfaction. We discuss the results in relation to (a) how to systematically expand telehealth services, and (b) how to further evaluate treatment by treatment delivery interactions.
 
The Social Acceptability of Consultative Behavior Analytic Service Provided via Telehealth
JESSICA DETRICK (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Kelsey E. Stapleton (Western Michigan University), Leanne Latocha (Western Michigan University), Daphne Snyder (Western Michigan University)
Abstract: “Telehealth” can be defined as the use of audio-visual transmission of information using videoconferencing and broadband internet (Machalicek et al., 2016). The demand for services to be implemented via telehealth has increased due to the COVID-19 pandemic. Research has demonstrated that a telehealth model of behavioral consultation is effective for implementing assessment and treatment services within behavior analysis (Machalicek et al., 2016; Wacker et al., 2013). However, as behavior analysts we are obligated to assess client and stakeholder preference for services (Behavior Analyst Certification Board, 2020). We collected data on the social acceptability of our consultative behavior analytic services delivered using a telehealth model at approximately quarterly intervals via descriptive surveys for one year. Survey data were collected from both caregivers and clients. In this presentation, we will review the results of our social acceptability surveys, which indicated that our services remained generally accepted over time. We will review issues encountered with telehealth services, as well. Finally, we suggest a hybrid model for delivering telehealth services as a “best-possible solution.”
 
 
Symposium #565
CE Offered: BACB
Diversity submission Behavioral Systemic Applications in Promoting Well-Being and Cultural Humility in Medical Education
Monday, May 30, 2022
4:00 PM–5:50 PM
Meeting Level 1; Room 153A
Area: OBM/CSS; Domain: Translational
Chair: Ramona Houmanfar (University of Nevada, Reno)
Discussant: Kaston Dariel Anderson-Carpenter (Michigan State University)
CE Instructor: Kaston Dariel Anderson-Carpenter, Ph.D.
Abstract:

Medical education has addressed implicit biases associated with burnout, cooperation and equitable patient care in classroom settings, but there is evidence that in some cases, simply teaching about cultural differences may only reinforce some negative stereotypes. Based on the alarming epidemic pertaining to burnout in medical education and practice, and high frequency of medical errors that are products of team dynamic, medical schools are developing curricular elements that increase resiliency, self-compassion, and empathy towards diverse patients to combat these effects. Acceptance and Commitment Training (ACT) has received the attention of medical educators and professionals as an effective approach for management of burnout and implicit biases inhibiting cooperation and patient care. Research has demonstrated ACT has positive outcomes in a wide variety of settings with a wide variety of populations including: mental health and innovation, stigma, stress, burnout, sick leave, physical and psychological well-being, absenteeism, college performance, and worksite distress. This symposium will provide an overview of applied research pertaining to implicit behavioral assessment and ACT with the focus on medical education.

Instruction Level: Intermediate
Keyword(s): cultural humility, implicit bias
Target Audience:

Audience members should have a basic understanding of behavioral systems analysis and implicit behavioral assessment.

Learning Objectives: Participants will be able to: 1) Understand the conditions under which implicit biases are most likely to occur, 2) Understand the role behavioral scientists can have with respect to interdisciplinary work in healthcare settings, 3) Understand the construct of cultural humility and how it relates to Acceptance and Commitment Training, implicit bias, and patient care.
 
Diversity submission 

Utilizing Behavior Scientific Measurement to Assess Medical Student Clinical Engagement With a Standardized Patient

(Applied Research)
ALISON SZARKO (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Gregory S. Smith (University of Dayton), Donna West (University of Nevada, Reno), Kian Assemi (University of Nevada, Reno), Neda Etezadi-Amoli (University of Nevada, Reno - School of Medicine), Timothy Baker (University of Nevada, Reno - School of Medicine), Melissa Patricia Piasecki (University of Nevada, Reno - School of Medicine)
Abstract:

The practice of medicine is inherently stressful and social. To be truly effective as a healthcare provider, one must not only know how to healthfully manage the psychological stressors of the current U.S. healthcare system - which has been noted as being a breeding ground for burnout - but one must also be able to continuously and humbly adapt to the ever evolving cultural climate the healthcare system is a part. Ideally, in a way that ensures each patient is treated with dignity, respect, and equity. In order to ensure healthcare providers are equipped with the repertoires required to sustain healthy and culturally humble repertoires in medicine, medical educators should continuously and systematically examine the impact their curricula have on healthcare student performance. In 2016, our research group began to systematically introduce a series of Acceptance and Commitment Training (ACT) sessions as a mandatory component of students’ medical curriculum. The current study explored one wing of this research, by exploring the relationship between measures of implicit bias, psychological flexibility, and clinical engagement during a standardized patient encounter with third-year medical students. Preliminary results and implications for future research will be discussed.

 
Diversity submission 

Examining the Relationships between Psychological Flexibility, Implicit Burnout, and Cooperativeness Among Medical Students

(Applied Research)
GREGORY S. SMITH (University of Dayton), Ramona Houmanfar (University of Nevada, Reno), Kian Assemi (University of Nevada, Reno), Alison Szarko (University of Nevada, Reno), Brooke M. Smith (Western Michigan University), Nicole Jacobs (University of Nevada, Reno - School of Medicine), Melissa Patricia Piasecki (University of Nevada, Reno - School of Medicine), Timothy Baker (University of Nevada, Reno - School of Medicine)
Abstract:

As part of our longstanding interdisciplinary collaboration with the University of Nevada, Reno School of Medicine (UNR Med), we have focused on longitudinal measurement in a variety of domains of implicit biases identified as important by medical school administrators. Implicit bias has been a means of assessing change over time in domains related to student wellness and diversity issues. Additionally, we introduced an Acceptance and Commitment Training (ACT) curriculum to promote student well-being, psychological flexibility, and resilience to well-known stressors of medical training. This presentation examines a particular slice of the overarching interdisciplinary work with a focus on longitudinal implicit measures of burnout and cooperation, which is viewed as a crucial component in naturalistic medical settings (e.g., a doctor’s willingness and ability to delegate to and depend on other members of the healthcare team). These longitudinal assessments are considered in the context of corresponding assessments of psychological flexibility (i.e., Acceptance and Action Questionnaire-II [AAQ-II]) before and after implementations of ACT, stratified by students identified as “at-risk” by the AAQ-II and a comparison of healthy controls, in order to understand the complex relationships among these variables and the impact of the ACT curriculum over time

 
Diversity submission 

Exploring Effects of an Acceptance and Commitment Training-Based Cultural Humility Training With Medical Students

(Applied Research)
KIAN ASSEMI (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Nicole Jacobs (University of Nevada, Reno - School of Medicine), Anayansi Lombardero (University of Nevada, Reno - School of Medicine), Alison Szarko (University of Nevada, Reno), Donna West (University of Nevada, Reno)
Abstract:

Cultural humility was originally introduced by healthcare providers as an alternative to cultural competence. While cultural competence was conceptualized as an outcome, cultural humility was considered a lifelong ongoing process. Cultural humility refers to a psychological posture in which self-reflection, self-critique, taking the role of a life-long learner, identifying, and intervening on power imbalances, and non-paternalistic partnerships with clients are embraced. Medical practitioners work with patients from a wide variety of cultural backgrounds and work in highly stressful environments. It is important practitioners have the tools to best treat their patients, mitigate their own biases, and acquire the skills to establish a healthy rapport with patients from different backgrounds. As such, an online Acceptance and Commitment Training (ACT) based cultural humility training module was developed for medical students enrolled in a medical Spanish elective in order to aid in the establishment of such a repertoire. A recently developed Cultural Humility Multidimensional Scale was identified as the primary dependent variable to assess participants’ cultural humility repertoires before, after and several weeks following the training. The preliminary data including the aggregated pre and post scores of the Cultural Humility Multidimensional Scale demonstrate the positive impact of ACT on participants’ target skills.

 
Diversity submission 

Measuring the Social Validity of an Acceptance and Commitment Training-Based Wellness Curriculum With Medical Students

(Applied Research)
DONNA WEST (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Alison Szarko (University of Nevada, Reno), Kian Assemi (University of Nevada, Reno), Annelise Dankworth (University of Nevada, Reno), Nicole Jacobs (University of Nevada, Reno - School of Medicine), Timothy Baker (University of Nevada, Reno - School of Medicine), Melissa Patricia Piasecki (University of Nevada, Reno - School of Medicine)
Abstract:

Behavior analytic literature has highlighted the importance of social validity as a source of consumer feedback pertaining to the goals, procedures, and effects of behavioral interventions. This study examined the utility of social validity in the development of an Acceptance and Commitment Training (ACT) curriculum in medical education. While ACT has been shown to be efficacious in higher education settings, there is still a need to ensure those receiving ACT find it socially valid. Medical students are a unique population given their heightened and chronic levels of stress. Therefore, medical students’ buy-in and engagement with ACT is critical to its experiential impact as related to their stress management, psychological flexibility, and patient care skills over time. Given the complexity of the medical training systems and stressful nature of medical students’ experiences throughout their education, their feedback pertaining to the quality, duration, and timing of ACT is critical to its success as a training program. This study’s primary goal was to determine the social validity of an ongoing ACT-based wellness curriculum for first year medical students at a Western U.S. medical school and will provide insight on the aspects of the ACT curriculum students perceived as most beneficial.

 
 
Special Event #566
CE Offered: BACB
Task Force on Contingent Electric Skin Shock: Update and Invitation for Members to Share Viewpoints
Monday, May 30, 2022
4:00 PM–5:50 PM
Ballroom Level 3; Ballroom East/West
Domain: Translational
Chair: Michael Perone (West Virginia University)
CE Instructor: Stephanie M. Peterson, Ph.D.
Panelists: DOROTHEA C. LERMAN (University of Houston-Clear Lake), STEPHANIE M. PETERSON (Western Michigan University), DEAN C. WILLIAMS (University of Kansas)
Abstract:

The ABAI Executive Council has appointed a task force to study the use of contingent electric skin shock in the treatment of problem behavior. The members of the task force will summarize their work to date and welcome the viewpoints of invited guests as well as members of the audience.

DOROTHEA C. LERMAN (University of Houston-Clear Lake)
STEPHANIE M. PETERSON (Western Michigan University)
DEAN C. WILLIAMS (University of Kansas)
 
 
Paper Session #567
CE Offered: BACB
Teaching Eye Contact to Children With Autism Through Parent Training Via Telehealth: Using Shaping Without Prompting in Social Play
Monday, May 30, 2022
5:00 PM–5:25 PM
Meeting Level 2; Room 254B
Area: AUT
Instruction Level: Intermediate
Chair: Dag Strömberg (Stockholm University)
CE Instructor: Dag Strömberg, M.S.
 
Teaching Eye Contact to Children With Autism Through Parent Training Via Telehealth: Using Shaping Without Prompting in Social Play
Domain: Applied Research
DAG STRÖMBERG (Stockholm University), Smita Awasthi (Behavior Momentum India), Lise Renat Roll-Pettersson (Stockholm University)
 
Abstract: Deficits in eye contact are a common feature of autism spectrum disorder (ASD) which has been found to negatively affect learning opportunities. Previous research has shown shaping without prompting to be effective in teaching eye contact to children diagnosed with ASD (Fonger & Malott, 2019). The current collaborative study between Behavioral Momentum, India, and Stockholm University, Sweden, evaluated the effects of a shaping procedure, implemented by parents trained and supervised via telehealth, to teach two preschool-aged children with ASD to make eye contact in naturalistic social play interactions. A multiple baseline design across settings was used. For each child, eye contact was taught in three different child-preferred play settings where the parent was a necessary component. The target behavior, eye contact, was divided into five successive learning phases. Both children acquired eye contact for a duration of 1 to 2 seconds across several settings without direct prompting. Results suggested a high degree of social validity, as measured by the participating parents' self-reports as well as indices of happiness observed in the two children. Furthermore, this study confirms that when cultural aspects are taken into consideration telehealth can be used to train and supervise parents across geographical regions.
 
Target Audience:

Participants should have a working knowledge of the practical application of behavior analysis with clients. Participants can include BCBAs, teachers, psychologists, special education teachers and speech language pathologists.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe why eye contact is a socially significant behavior for children with autism; (2) Describe how shaping can be used to improve eye contact in children with autism; (3) Describe how indices of happiness can be used to measure social validity.
 
 
Symposium #569
CE Offered: BACB
Physical Activity, Drinking, and Smartphone Use During a Global Pandemic: Investigating Variables That Impact Choice Behavior Related to Health and Wellness
Monday, May 30, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 103
Area: CBM/CSS; Domain: Applied Research
Chair: Meghan Deshais (Rutgers University)
CE Instructor: Meghan Deshais, Ph.D.
Abstract:

Many Americans struggle to consistently make choices that support their health and wellness under optimal conditions. Those choices become even more challenging when people are faced with increased stressors, limited resources, and social isolation, things that many people experienced during the COVID-19 pandemic. The three presentations in this symposium all focus on behaviors impacting people’s health and were conducted during the COVID-19 pandemic. In the first presentation, researchers assessed the effects of adding motivational interviewing to a client-led behavioral coaching intervention to increase physical activity. In the second presentation, researchers evaluated the effects of a tele-health delivered contingency management + deposit contract intervention on problematic smartphone use with individuals who reported experiencing negative side effects of smartphone use. In the third presentation, researchers analyzed the relationship between alcohol consumption and other variables in a large sample of adults using the Reinforcer Pathology model, a behavioral economic model of addiction.

Instruction Level: Intermediate
Keyword(s): choice, health, wellness
Target Audience:

Practitioners, Researchers interested in health behavior

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the effects of a contingency management and deposit contract intervention on problematic smartphone usage in college students; (2) explain the impact of adding motivational interviewing to a client-led behavioral coaching intervention on physical activity; (3) discuss how the COVID-19 pandemic offered an opportunity to evaluate all three components of the reinforcer pathology model.
 

The Effects of Behavioral Health Coaching Plus Motivational Interviewing on the Physical Activity of Healthy Adults

RYLEY ACREA (University of the Pacific), Matthew P. Normand (University of the Pacific), Carolynn S. Kohn (University of the Pacific)
Abstract:

Health coaching (a client-centered approach to improve health outcomes) shows promise as a preventive strategy to reduce the burden of illnesses caused by physical inactivity. One component of health coaching that warrants more research is motivational interviewing. The current study used a multiple baseline across participants design to determine the effects of adding motivational interviewing to a client-led behavioral coaching intervention to increase physical activity. All participants took more steps during intervention compared to baseline, and three of four participants met their daily goal more often during the Behavioral Coaching plus MI phase compared to the Behavioral Coaching phase alone. The current study provides a method for evaluating the effectiveness of MI as part of a behavioral intervention and suggests that MI might be facilitative when added to a behavioral intervention.

 

A Preliminary Evaluation of the Effects of a Contingency Management and Deposit Contract Intervention on Problematic Smartphone Use With College Students

DEVIN JUNE WILLIAMS-BUTTARI (Caldwell University), Meghan Deshais (Rutgers University), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University)
Abstract:

Problematic smartphone use (i.e., use that impedes the user’s daily functioning or results in harmful consequences) is a growing public health concern (Busch & McCarthy, 2021) that could be addressed via behavioral intervention. We recruited six college students who reported experiencing negative side effects of smartphone use and who sought to decrease their daily problematic smartphone use (PSU). The effects of a telehealth delivered contingency management (CM) + deposit contract intervention on smartphone use was evaluated. During the CM + deposit contract condition, participants deposited $40 and had the opportunity to earn back their entire deposit by meeting daily smartphone usage goals. To promote adherence to research procedures, participants also had the opportunity to earn a $20 cooperation bonus. During the intervention, three of six participants met their daily smartphone usage goals in 100% of sessions. For all participants, lower levels of PSU were observed during intervention relative to baseline. These findings provide preliminary evidence that CM +deposit contract interventions could be a viable, low-cost approach to addressing PSU.

 
The Behavioral Economics of Lockdown: An Examination of Depression and Drinking to Cope as Reinforcement Pathology During Summer, 2020
MATTHEW J DWYER (Rowan University), Bethany R. Raiff (Rowan University)
Abstract: Some have suggested modeling drinking to cope with depression during the COVID-19 pandemic through a behavioral economic model of addiction, known as Reinforcer Pathology (RP). RP models are said to be comprised of three parts: (1) high reinforcer demand, (2) steep discounting of delayed rewards and (3) low levels of engagement or access to alternative reinforcing activities. These three components are said to contribute to problematic alcohol use. However, studies rarely include measures of all three components in a single study, and previous studies evaluating engagement with alternative reinforcing activities have been limited in scope, focused primarily on college students. Furthermore, RP has not been used to identify the behavioral mechanisms of drinking to cope with depression during the pandemic and its associated lockdown requirements. These early restrictions imposed in response to the pandemic presented an opportunity to evaluate the RP model. The goal of this study was to investigate how engagement in valued activity, in a general online population, mediates the relationship between alcohol use and depressive symptomology during COVID-19 restrictions. Participants (n = 820) were recruited from social media websites between June and July of 2020 who endorsed past month alcohol use. For this first stage of analyses, the relationship between engagement in valued activities, depression, and alcohol use were modeled. Results supported behavioral activation mediating the relationship between depression and alcohol use, suggesting preliminary support for the RP model, however additional analyses comprising the other components of the RP are still in progress.
 
 
Symposium #570
CE Offered: BACB
Current Trends and Advances in Research on Safety Skills Training
Monday, May 30, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 251
Area: DDA/AUT; Domain: Applied Research
Chair: Rasha Baruni (University of South Florida )
CE Instructor: Rasha Baruni, M.S.
Abstract:

Children may encounter a variety of safety threats which can lead to fatalities. Although parents and caregivers must always strive to keep environments safe, children must receive safety skills training so that they learn to engage in safety responses should they encounter a safety threat. This symposium will present three papers on current research related to safety skills training. Two presentations focus on interventions to teach children with autism spectrum disorder (ASD) safety skills and one presentation discusses critical features in the safety skills literature. This discussion paper is the first presentation and it outlines critical features in the literature that have emerged related to best practices for assessing and training safety skills and provides recommendations for practitioners. The next presentation describes an evaluation of generalization-enhanced behavioral skills training (BST) to teach children with ASD poison prevention skills. The final presentation describes a BST program with prompts to teach children with ASD to respond to bullying statements. As a whole, these presentations will highlight recent advances in safety skills research, and considerations for best practice related to teaching safety skills to children.

Instruction Level: Intermediate
Keyword(s): BST, prevention, safety skills
Target Audience:

Practitioners, researchers, and students who work with neurotypical children and children with developmental disabilities and use behavioral skills training to teach safety skills.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify the main critical features that have emerged in the literature; (2) Identify how behavioral skills training was implemented to teach poison safety skills to children diagnosed with autism; (3) Discuss why teaching children to behave discriminatively towards different topographies of bullying may be important.
 
Critical Features in Teaching Safety Skills to Children
RASHA BARUNI (University of South Florida), Raymond G. Miltenberger (University of South Florida)
Abstract: Children may encounter safety threats from the physical environment (e.g., firearms or poisonous substances) or from the behaviors of others (e.g., abduction or sexual abuse lures). Such encounters may result in injury or death if children do not learn skills to respond safely. Research over the last 35 years has investigated approaches to assessing and training safety skills. This paper reviews critical features that have emerged in the research related to best practice for assessing and training safety skills. We emphasize the importance of in situ assessments, effective training approaches, the need for data-based decision making, strategies for enhancing generalization and maintenance, accessibility of training programs, and approaches to training different populations. Following a discussion of each critical feature presented in this paper, we provide recommendations for practicing behavior analysts.
 

Using Generalization-Enhanced Behavioral Skills Training to Teach Poison Safety Skills to Children With Autism

ELLIE MOROSOHK (Adapt and Transform Behavior), Raymond G. Miltenberger (University of South Florida)
Abstract:

It is important for children to learn safety skills, especially involving dangerous stimuli such as medicine that can be found in almost every household. This study examined a generalization-enhanced behavioral skills training package to teach children with autism poison safety skills. Three children ages 4- to 10-years-old received generalization enhanced BST to teach the safety skills required when they found pills. In situ assessments were conducted both in home and in the clinic to examine whether the skills generalized to the natural setting. All children engaged in the safety skills following training. The results of this study indicated that generalization enhanced BST is an effective method of teaching poison safety skills to children with autism.

 

Teaching Children With Autism Spectrum Disorder How to Respond to Different Topographies of Bullying

MAYA FALLON (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), Christine Felty (University of Nebraska Medical Center’s Munroe-Meyer Institute), Emily Ferris (University of Nebraska Medical Center; Munroe Meyer Institute), Kortlyn Tawney (University of Nebraska Medical Center’s Munroe-Meyer Institute), Katlyn Altic (University of Nebraska Medical Center’s Munroe-Meyer Institute)
Abstract:

Children diagnosed with autism spectrum disorder (ASD) are at risk for bullying (Zeedyk et al., 2014). Bullied children are at risk for physical injury, social and emotional distress, self-harm, depression, anxiety, and death (Center for Disease Control and Prevention [CDC], 2020). The prevalence of bullying and its impact on a child’s quality of life make effective interventions to teach responses that may increase their emotional and physical safety warranted. Stannis et al. (2019) evaluated Behavioral Skills Training (BST) and in-situ training (IST) to teach four adults with intellectual disabilities appropriate responses to bullying statements. Similar procedures have yet to be evaluated with children with ASD. In addition, Stannis et al. (2019) taught one set of responses for various topographies of bullying. Bullying could be described as having subcategories that differ in degrees of severity or danger. The difference in the degree of danger may warrant the child to respond differently. We extended Stannis et al. (2019) by evaluating BST and textual prompts in teaching children with ASD to respond to instances of unkindness and threats of physical or material harm. Furthermore, we assessed the social validity of our target responses and teaching procedures with caregivers and the child when applicable.

 
 
Symposium #572
CE Offered: BACB
Changing Choice: Explorations on Effective Soft-Commitment Procedures and Effects of Aversive Stimulation on Self-Control
Monday, May 30, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 152
Area: EAB; Domain: Basic Research
Chair: Camilo Hurtado-Parrado (Southern Illinois University)
CE Instructor: Camilo Hurtado-Parrado, Ph.D.
Abstract:

Impulsive behavior is the preference of a smaller sooner (SS) reinforcer over a larger later (LL) reinforcer; the opposite is self-control behavior. Impulsive choice characterizes many behaviors posing significant risks to public health (e.g., substance abuse and pathological gambling). Despite major advances in our field towards understanding factors that affect impulsive preference (e.g., fading, framing, and priming procedures to reduce delay discounting), there is still a need to continue identifying relevant variables and strengthening procedures that reduce impulsive choice. The first presentation will examine commitment (behavior emitted at a time prior to the choice point that eliminates or reduces the probability of impulsive behavior), its two types (strict and soft), and will explore a framework for the development and evaluation of effective soft-commitment procedures. The second presentation will analyze the findings of an experiment that tested the effects of noncontingent visual aversive stimulation on human self-control. It will also compare these findings with previous research that has shown that other forms of aversive stimulation (intense noise and cold water) increase impulsive behavior. The last presentation will build on the second, discussing the findings of a study that explored the effects of mild noncontingent aversive stimulation (electric shocks) on self-control and preference reversal of Wistar rats.

Instruction Level: Intermediate
Keyword(s): aversive control, commitment, preference reversal, self-control
Target Audience:

It is ideal that participants in the audience have a basic understanding of the overall behavior analytic approach to choice, including the notion of self-control behavior and delay discounting.

Learning Objectives: At the conclusion of the presentation, participants will be able to... (1) Differentiate soft and strict commitment in self-control, and theoretical and methodological approaches to understand them. (2) Differentiate self-control and impulsive behavior, and the experimental methodologies implemented in behavior analysis to study them. (3) Define delay discounting and some procedures to measure it. (4) Name the effects of aversive stimulation on self-control behavior of human and rodents reported on related research
 
Toward effective soft commitment procedures
ALVARO A. CLAVIJO ALVAREZ (Universidad Nacional de Colombia)
Abstract: As the procedures for improving self-control outside the lab are still far from successful compared to those that researchers use in the lab, identifying what makes them effective in natural environments is a priority. Self-control entails forgoing temptations or immediate smaller sooner rewards, SSR, to pursue larger later and frequently more abstract rewards, LLR. The more valued immediate junk food and sedentary lifestyle, the addictive substances, or the social non-productive life, among others, prevent people from having a happier and healthier life in the future. In the lab, commitment is the successful procedures’ key component, and two commitment procedures exist: strict and soft. Strict commitment works in simple ambivalence situations wherein preventing the future contact with temptations is possible, while soft commitment works when in complex ambivalence situations wherein it is impossible to prevent the future contact with more abstract temptations. The value reversals that the hyperbolic delay discounting models predict account for the effectiveness of the strict procedure, but it is insufficient to account for the effectiveness of the soft procedures, which seems to depend on pattern building, bundling, and substitution. The purpose of this presentation is to examine a framework for the development and evaluation of effective soft commitment procedures. Some pilot data support the framework partially.
 
Effects of Non-Contingent Aversive Visual Stimulation on Choice Behavior
KAREN VIVIANA HENAO BARBOSA (Universidad Nacional de Colombia)
Abstract: Exposure to some types of non-contingent aversive stimulation, such as high-intensity noise, decreases self-control behavior. As human and nonhuman animals frequently face different forms of aversive stimulation, it is crucial to understand how other types of stimulation alter self-control choices. This study evaluated how much non-contingent aversive visual stimulation decreases self-control responses on Colombian college students compared to the results obtained with aversive noise and cold pressure pain. A standard program presented one button on the left side and another on the right side of a computer screen. One of the buttons delivered 2-points (impulsive alternative - SS) immediately. A 16 s waiting time followed. The other button delivered 10 points after a 16 s delay (self-controlled alternative - LL). In a non-contingent matching to sample trials procedure, geometrical figures were the sample while IAPS images depicting mutilated humans with the geometrical figure (correct comparison stimulus) superimposed on them was the comparison stimulus. Participants solved a delay discounting task before and after the self-control choice task. The k and AUC values did not indicate how some participants behaved, and non-contingent exposure to aversive visual stimulation only generated an impulsive choice pattern in the short term.
 

Self-Control and Preference Reversal in Wistar Rats Exposed to Noncontingent Shocks

CAMILO HURTADO-PARRADO (Southern Illinois University), Julian Cifuentes (University of Birmingham, England), Alejandro Segura (Universidad de Guadalajara, Centro de Estudios e Investigaciones en Comportamiento (CEIC))
Abstract:

Green and Estle’s (2003) procedure was systematically replicated to explore the effect of non-contingent shocks on self-control and preference reversal of Wistar rats. Subjects chose between a smaller-sooner (SS) and a larger-later (LL) reinforcer. Eight of the rats also received concurrently 0.5-s shocks of 0.25mA in a 60-s random time schedule throughout all phases of the experiment. During baseline, rats chose between SS = 2 pellets after a 0.5-s delay and LL = 4 pellets after a 6-s delay. Most rats slightly preferred LL at the start of this phase. Except three non-shocked subjects, rats increased their LL preference across sessions, with shocked rats showing an overall higher increase. In phase 2, delays were added systematically only in the LL option until each animal showed a steady SS preference (number of pellets in SS and LL was not changed). The amount of time added until rats showed SS preference varied across subjects (6 to 36 s). Shocked rats overall showed more responding on LL throughout the different increments in delays. In phase 3, systematic increases in SS and LL of 5-s, 15-s, and 25-s were implemented to reverse the rats’ preference from the SS option to the LL option. Subjects exposed to shocks showed greater preference for the LL option across all the delays. Our findings overall are not aligned with the previously-reported increase of impulsive behavior under contingent and noncontingent aversive stimulation. For example, humans exposed to aversive noise and immersion of hands in cold water increased their responses in SS (Flora et al., 1993, 2003). Also, noncontingent aversive tone disrupted fixed-interval responding of rats, increasing unnecessary responding (Reed, 2011). The distribution of non-contingent shocks pre and post reinforcement on each option (SS and LL) was explored as a potential explanation (e.g., higher rate of shocks delivered after reinforcement in SS).

 
 
Panel #573
CE Offered: BACB
Suggestions for Establishing and Maintaining Research Productivity at Small Universities
Monday, May 30, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 204A/B
Area: EDC; Domain: Translational
CE Instructor: Cody Morris, Ph.D.
Chair: Cody Morris (Salve Regina University )
ADEL C. NAJDOWSKI (Pepperdine University)
JASON C. VLADESCU (Caldwell University)
KAREN M. LIONELLO-DENOLF (Assumption University)
Abstract:

Sciences thrive when they receive contributions from a wide variety of perspectives and research groups. Therefore, it is critical that the field of behavior analysis supports all early-career behavior analysts who are interested in conducting and publishing behavior analytic research. However, researchers working outside of traditional research programs may experience obstacles and difficulties in establishing and maintaining research agendas. This panel discussion will help prepare potential researchers by focusing on the challenges faced by researchers working at small universities. The panelists will consist of three tenure-track faculty of different small universities who have a history of successfully traversing the nuances of research in small universities. Each panelist will talk about the obstacles they faced when beginning their research and provide advice for those aspiring to conduct research in similar settings. Time will be given to allow for questions and discussion with the audience.

Instruction Level: Basic
Target Audience:

Early-career behavior analysts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) establish a system for conducting research at small universities; (2) create and manage research collaborations; (3) identify funding and resources options for research.
Keyword(s): Mentorship, Professional Development, Research Productivity
 
 
Symposium #574
CE Offered: BACB
Building Positive Classroom Environments and Repertoires to Facilitate Cooperation and Eliminate Problem Behavior Deceleration Procedures
Monday, May 30, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 205A
Area: EDC/AUT; Domain: Applied Research
Chair: Kent Johnson (Morningside Academy)
CE Instructor: Kent Johnson, Ph.D.
Abstract:

Adopting a constructional approach to building repertoires increases cooperation amongst students and eliminates the desire to focus on targeting the deceleration of “problem” behavior. With reluctant learners for whom school has been a generally aversive experience, increasing the frequency of positive reinforcement can pay significant and extensive dividends. This symposium will describe and illustrate three different efforts to improve the learning environments of typical and near-typical students, as well as learners with developmental disabilities. First, Jason Guild and Kathy Fox will describe the application of the Morningside Model of Generative Instruction to a novel population of students learning functional living skills and classroom readiness repertoires. Next, Justin Halton will describe how supervisors at the Judge Rotenberg Center increased coaching of classroom teachers to enhance academic instruction and increase the use of positive reinforcement procedures. Finally, Hannah Jenkins will detail how she modified the Good Behavior Game to reduce aversive procedures in order to increase the frequency of positive reinforcement and increase cooperation amongst students.

Instruction Level: Basic
Keyword(s): building repertoires, classroom management, cooperation, instruction
Target Audience:

behavioral educators, teachers, behavior analysts

Learning Objectives: 1. At the conclusion of the presentation, participants will be able to describe, define, and illustrate the Good Behavior Game. 2. At the conclusion of the presentation, participants will be able to describe and illustrate how to teach classroom readiness skills. 3. At the conclusion of the presentation, participants will be able to describe and illustrate how to use teacher coaching to increase positive reinforcement procedures.
 
The Mystery Behavior Game: Turning the Good Behavior Game on its Head
HANNAH JENKINS (Morningside Academy), Andrew Robert Kieta (Morningside Academy)
Abstract: The Good Behavior Game has historically been used as a positive punishment procedure that creates cooperation through competition between groups in a single classroom. Using punishment procedures can influence students to make quick and short-lasting changes in behavior. To create long-lasting effects, the presenter modified the Good Behavior Game to use natural positive reinforcement at high rates for multiple behaviors. Following eight core design principles of governing groups, as defined by Ostrom, the students agree upon values, expectations, rewards, and punishments. Subsequently, the Good Behavior Game is switched from delivering a punisher for breaking a rule to accessing reinforcers for meeting expectations. Students now have multiple ways in which they can access reinforcement for multiple behaviors. Whereas the original game punished “talk-out” and “out-of-seat” behaviors, the Mystery Behavior Game rewards a variety of appropriate behaviors simultaneously during instruction and independent/partner activities. Community building occurs during the Mystery Behavior Game when students encourage each other to meet expectations individually and in groups. Data reveals substantial positive effects of the Mystery Behavior Game on increasing pro-social behavior and decreasing disruptive behavior.
 
Generative Instruction at New Story Schools of Ohio
JASON GUILD (New Story Schools Ohio), Kathy Fox (New Story Schools)
Abstract: Effective instruction should be available to all students, regardless of their disability. New Story Schools Ohio (Formerly Haugland Learning Center), located in Columbus, Ohio serves students with autism and other disabilities ages 5-21 in grades K-12. Eleven years ago, our collaboration with Morningside Academy began in our K-8 ASPIRE program leading to tremendous gains, including its students averaging more than one year’s grade level equivalency growth in the subjects of reading, writing, and math for six straight years. As our school has grown, we looked to bring elements of the Morningside Model of Generative Instruction (MMGI) to the rest of our students who would not have traditionally fit into the ASPIRE program. Our data show that the initial results for students working on classroom readiness and functional living skills have been very promising. The introduction of elements of MMGI has increased group participation, decreased behaviors of concern, and reduced the number of staff needed to support the students. This presentation will focus on the steps taken to apply MMGI to novel situations and new learners and the achievements of those students.
 

Monitoring and Evaluating Classroom Performance Through Teacher Coaching

JUSTIN HALTON (Judge Rotenberg Center), Casey Gallagher (Judge Rotenberg Center)
Abstract:

Effective classroom management and quality instruction are two of the most desired attributes for any educational environment. At the Judge Rotenberg Center, a residential educational program for students ages 7-22 with severe disabilities and behavioral challenges, we have built procedures aimed to monitor and improve classroom management and instruction in the classroom. From March-September 2021, teachers did not receive the regularly planned observations and feedback due to Covid-19 related concessions. Upon returning to our previous practice, we wanted to take the opportunity to evaluate the effectiveness of our coaching system as it relates to teacher and student performance. Following baseline observations and data collection scheduled for October 2021, we will implement our coaching plan with an average coaching rate of 1x/week for each teacher over the next several months across all 20 classrooms at the Judge Rotenberg Center. Our data shows that increased rates of elicited responses from students and increased teacher praise statements may be attributed in part to teacher coaching. This study will help inform our future efforts to create learning environments with high rates of student responding and teacher praise.

 
 
Symposium #575
CE Offered: BACB
Optimizing Reading Instruction: From Research to Practice
Monday, May 30, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 205B
Area: EDC/VBC; Domain: Translational
Chair: Emily Messiah (University of Kansas)
CE Instructor: Robin Kuhn, Ph.D.
Abstract:

According to the International Literacy Association (2021), “Children have the basic human right to read.” Implementation of effective and efficient reading intervention is necessary to ensure all learners become competent readers better able to participate in society (UNESCO, 2021). Research identifying effective and efficient reading interventions has been translated into reading curricula, which have been adopted and implemented across various educational settings. The first presentation in this symposium will provide an example of how to improve reading using a behavior-based teaching strategy: TAGteach. The second presentation will review the evidence supporting various methods of reading instruction and discuss one approach that integrates Direct Instruction (DI) and Precision Teaching (PT) with Applied Behavior Analysis (ABA) to optimize reading gains: Celeration Education. The third presentation will use illustrative case examples to demonstrate how to teach reading using Celeration Education. Individualized instruction will be emphasized across learning profiles as a necessary component for maximizing fluent decoding and reading comprehension.

Instruction Level: Basic
Target Audience:

Behavior Analysts

Learning Objectives: At the conclusion of the symposium, attendees will: (1) state how to investigate the use of TagTeach to improve reading fluency; (2) describe various behavioral approaches to teach reading and their supporting evidence; (3) specify how Direct Instruction and Precision Teaching can be combined to teach reading within service delivery.
 

An Evaluation of TAGteach to Improve Oral Reading Performance of Nonsense Words With College Students

(Applied Research)
PIERCE TAYLOR (Rollins College), April Michele Williams (Rollins College)
Abstract:

Reading is an important skill that behavior analysts are well equipped to teach. TAGteachTM offers a promising systematic technology for behavior analysts and non-behavior analytic teachers to improve oral reading performance. The purpose of this study was to evaluate the efficacy of TAGteach as an intervention to decrease reading errors and increase oral reading fluency with nonsense text. Baseline performance on a passage of nonsense text was established and target utterances were determined for intervention. TAGteach was introduced to teach participants the correct pronunciation of nonsense words. Generalization and maintenance of performance were also assessed. The number of errors was high and fluency (i.e., speed of correctly reading the passage) was low during baseline but both improved following the TAGteach intervention. These results suggest TAGteach effectively promotes reading acquisition and improving fluency, although its use should be examined in educational settings and with existing languages.

 
From Project Follow Through to Celeration Education: The Evolution of Effective Reading Interventions
(Theory)
KYLENE CAQUELIN (University of Kansas), Christopher Topham (Celeration Education), Emily Messiah (University of Kansas), Robin Kuhn (University of Kansas)
Abstract: What are best practices in reading instruction and how are they informed by research? This presentation will briefly review the research supporting various reading interventions through a behavioral lens to include methods designed to produce fluent, accurate decoding and strong comprehension. Direct Instruction (DI; Engelmann & Carnine, 1982) and Precision Teaching (PT; Lindsley, 1971/1990) will be discussed in depth (Binder & Watkins, 1990; Johnson & Street, 2004; Tucci et al., 2004), along with other methods of reading instruction that are compatible with Applied Behavior Analysis (ABA). Celeration Education’s service delivery model successfully combines DI and PT with ABA to teach reading and will be discussed in relation to the reading curriculum and practices that informed its development and refinement. A detailed description of the model, including adaptations made for remote service delivery, will be provided to guide in the implementation of service from referral and intake, through ongoing assessment and intervention, and data-based decision-making.
 
Individualizing Instruction: The Child Knows Best
(Service Delivery)
EMILY MESSIAH (University of Kansas), Christopher Topham (Celeration Education), Kylene Caquelin (University of Kansas), Robin Kuhn (University of Kansas)
Abstract: All learners have different baseline reading repertoires, learning histories, and motivators. Individualizing instruction to meet the unique needs of each learner is essential for ensuring successful, efficient learning. According to Haughton et al. (1992), active student involvement in the form of “personal aims, curriculum options, and shared decision making” (p. 33) is one of seven elements necessary for optimal outcomes. The other six elements address invested instructors teaching pinpoints of component and composite skills to fluency across multiple learning channels. Instructors carefully scope and sequence curriculum and measure progress using the Standard Celeration Chart. Through illustrative examples, two cases will be presented showcasing beginning readers and fluent readers with a focus on comprehension. Additional adaptations will be considered for remote learning, learning channel differences, special populations, and caregiver involvement. Celeration Education’s service delivery model individualizes reading intervention through effective integration of Direct Instruction (DI), Precision Teaching (PT), and Applied Behavior Analysis (ABA) within Haughton et al.’s guiding framework.
 
 
Symposium #577
CE Offered: PSY/BACB
Going "Soft": Exploring Compassion, Mindfulness, and the Therapeutic Relationship in Applied and Clinical Behavior Analysis
Monday, May 30, 2022
5:00 PM–5:50 PM
Meeting Level 1; Room 156C
Area: PCH/CBM; Domain: Theory
Chair: Jessica Auzenne (University of North Texas)
Discussant: Luisa F Canon (Institute for Effective Behavioral Interventions (IEBI)/ ACT to Thrive)
CE Instructor: Luisa F Canon, Psy.D.
Abstract:

Relationship variables such as mindful presence and compassion, though often dismissed as “soft skills,” are critical to the quality and effectiveness of applied and clinical behavior analysis. The job of a behavior analytic practitioner is to identify, critically analyze, and intervene upon relationships between context and behavior, so that they can promote meaningful change. To the extent that the practitioner is part of the context in which all this takes place, the practitioner-client relationship cannot be extracted from the analysis. In this way, the behavior analytic practitioner’s skills with regards to mindfulness and compassion have immense practical value. In this symposium, the presenters will explore these important variables in the therapeutic relationship and present methods for fostering and measuring such components. The first paper presents a conceptual behavioral analysis of compassionate behavior, along with practical implications for behavior analysts. The second paper presents a multiple baseline study across practitioners on the effects of process-based notetaking on clinical behavior analyst mindfulness and subjective alliance. Finally, the discussant will offer thoughts and invite commentary with regards to relationship variables and the therapeutic context provided in behavior analysis.

Instruction Level: Basic
Target Audience:

Basic

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe components of a behavioral definition of compassionate behavior; (2) Describe potential benefits of clinical behavior analytic approaches to in-session psychotherapeutic processes, such as alliance; (3) Describe the value of mindfulness and compassion as variables in the therapeutic relationship
 
Beyond Experimental Control: Toward a Behavioral Definition of Compassion and Applications for Behavior Analysts
HANNAH KAPLAN-REIMER (Louisiana Contextual Science Research Group), Emily Kennison Sandoz (University of Louisiana Lafayette)
Abstract: Applied Behavior Analysis (ABA), including clinical behavior analysis, is fundamentally a pro-social practice aimed at helping individuals by expanding their repertoires to be more meaningfully effective. However, ABA has faced criticism for lacking certain qualities of compassionate practices such as warmth and flexibility. Recently, perhaps in partial response to these criticisms, more attention is being paid to how we might foster such practices in the field. Though various definitions and descriptions of compassion have been suggested, having a concise, but comprehensive, functional definition of compassion, or compassionate behavior, would be useful in planning, executing, and training such practices effectively. This paper will provide a brief review of definitions of compassion, with particular attention to the utility of extant definitions of compassion in the behavior analytic literature. In addition, we will propose a functional definition of compassionate behavior in terms of the motivating, establishing, or augmenting functions it has for the recipient’s appetitive repertoire. Finally, we will explore implications of this working definition in terms of recommendations for evoking compassionate behavior in behavior-analytic practice, particularly when working with autistic people, their families, and their therapists. We will conclude with suggestions for further areas of research and development.
 
Trust the Process: Examining the Effects of Process-Based Note Taking on Therapist Perceptions of Alliance and Therapist Mindfulness
ABBEY WARREN (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana Lafayette)
Abstract: Psychotherapy research has identified the therapeutic alliance between client and therapist as the prototypical integrative variable of therapy due to its importance across all treatment modalities (Wolfe & Goldfried, 1988) and the degree of impact it has on therapy outcome (Jordan, 2003). While most commonly explored outside of behavior analysis, clinical behavior analytic approaches such as Acceptance and Commitment Therapy (ACT) and Functional Analytic Psychotherapy (FAP) include explicit incorporation of the therapeutic alliance as a fundamental aspect of the contingencies necessary for clinically-relevant learning. A next step in this line of research involves the identification of therapist behaviors that positively impact the development and strength of alliance. For example, the extent to which a therapist exhibits “mindful” behaviors during a therapy session predicts the strength of the alliance. Process-based approaches to therapy emphasize mindfulness and related constructs as clinical processes of change. This study employs a single-case design to monitor the use and effects of process-based note taking across a small sample of therapists. Using a multiple baseline design, effects on therapist mindfulness and therapist perceptions of alliance will be examined in comparison to a baseline phase without the use of process-based note taking. Implications for future research will be discussed.
 
 
Invited Tutorial #578
CE Offered: PSY/BACB/QABA/NASP
Demystifying the Motivating Operation
Monday, May 30, 2022
5:00 PM–5:50 PM
Meeting Level 2; Room 258C
Area: PRA; Domain: Basic Research
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Caio F. Miguel, Ph.D.
Chair: Sarah Frampton (May Institute, Inc. )
Presenting Authors: : CAIO F. MIGUEL (California State University, Sacramento)
Abstract:

Motivating operations (MO) are antecedent variables responsible for the transitory effects of reinforcing consequences. The MO concept helped behavior analysts focus on environmental, rather than organismic variables when trying to predict and control someone’s wants and needs, as MOs can be defined, observed, measured, and manipulated. The MO also served to stimulate research and allow clinicians to better understand behavioral functions in clinical settings. Despite its obvious utility, the MO is a complex and controversial concept involving multiple origins, effects, and functions. The purpose of this talk is to describe the different types of MOs, differentiate between motivational and discriminative effects, and address some of the most common misconceptions about the concept regarding the utility of the value-altering effect, the direct nature of its control over behavior, its private nature, the multiple functions of MOs, and the need for the different types of Conditioned MOs.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts; graduate students; licensed psychologists

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the two main effects of the MO and why they should be separate; (2) describe the different types of conditioned MOs and their relevance for practice; (3) describe and be able to respond to some of the main criticisms of the MO concept; (4) describe different ways to manipulate MOs; (5) describe the indirect effects of the MO and learn to recognize them.
 
CAIO F. MIGUEL (California State University, Sacramento)
Dr. Caio Miguel is a Professor of Psychology and Director of the Verbal Behavior Research Laboratory at California State University, Sacramento. He is also an adjunct doctoral advisor at Endicott College, MA. He is the past editor of The Analysis of Verbal Behavior and a former Associate Editor for the Journal of Applied Behavior Analysis. Dr. Miguel's research focuses on the study of verbal behavior and stimulus control. He has given hundreds of professional presentations around the world, and has had 90 manuscripts published in English, Portuguese, and Spanish. He is the recipient of the 2013 award for outstanding scholarly work by the College of Social Sciences at Sacramento State, the 2014 Outstanding Mentor Award by ABAI, the 2019 Award for Excellence in Teaching Verbal Behavior, the 2019 Alumni Achievement Award from the Department of Psychology at Western Michigan University, and the 2020 Jack Michael Award for Outstanding Contributions to Verbal Behavior. He is the co-founder of Verbale - a firm that provides behavior-analytic consultation all around the world.
 
 
Special Event #580
CE Offered: BACB
Presidential Address: Some Thoughts About the Future: Science, Culture, and Values
Monday, May 30, 2022
6:00 PM–6:50 PM
Ballroom Level 3; Ballroom East/West
Instruction Level: Intermediate
Chair: Carol Pilgrim (University of North Carolina Wilmington)
CE Instructor: Carol Pilgrim, Ph.D.
 

Presidential Address: Some Thoughts About the Future: Science, Culture, and Values

Abstract:

In his seminal paper “Some Thoughts About the Future” (1986), Skinner delineated directions that he thought were critical for the experimental analysis of behavior to take in order to thrive in the future. Now seems to be a fitting time to reflect upon the ways in which behavior analysis as a discipline can flourish in the years ahead, particularly in light of the world’s recent sociocultural challenges. Skinner long envisioned that the science of behavior would mature sufficiently to be effectively applied at the level of a culture, where mechanisms of selection could be implemented in ways that supported the well-being of all members and the longevity of the group. I contend that a science of cultural behavior may be well poised to promote cultural change if synthesized with the research program and conceptual framework supplied by relational frame theory (RFT), and applied methods drawn from these innovations that help create a science of intentional change. In this presentation, I explore how cultural practices are selected and transmitted not only by direct-acting contingencies, but also due to the influence of verbal stimulus functions, or indirect acting contingencies. I provide examples from such diverse topics as political propaganda or rhetoric and prejudice and stigma. I further explore how acceptance and commitment training (ACT), scaled up and applied at a systems level, may be able to alter the functions of verbal stimuli so that cultural practices consistent with a community’s shared values can be established. Planning for the future requires a behavior analytic conceptualization of values, which has been traditionally defined as the reinforcers that maintain a culture’s practices. Challenges persist in arranging contingencies whereby people value not only the well-being of others but their culture’s future as well. RFT helps behavior analysts appreciate valuing as a verbal process, whereby statements of values enhance the efficacy of reinforcers for behaviors consistent with those values. This approach can help us develop a technology for promoting shared or collective values among communities of people, to include, for example, celebrating diversity, promoting the well-being of others, and caring about the future. Although the primary purpose of this address is to serve as a call to action for the broad-scale application of RFT and ACT to propel a behavior analytic science of cultural change, I conclude by suggesting that the discipline itself engage in something akin to values clarification to ensure that our field adapts to changing circumstances and shifts paradigms so that the field itself has longevity. We may not have time to waste.

 
RUTH ANNE REHFELDT (The Chicago School of Professional Psychology, Chicago)
 
Ruth Anne Rehfeldt received her Ph.D. from the University of Nevada, Reno in 1998, and is a professor at the Chicago School of Professional Psychology, Chicago and Director of the Center for Autism Spectrum Disorders. Dr. Rehfeldt has contributed both basic and applied research that is impressive for its bench-to-bedside translation in the area of derived stimulus relations. Particularly noteworthy is her applied work demonstrating the effectiveness of interventions based on derived stimulus relations for learners ranging from young children to persons with disabilities to graduate students. Her work has contributed to the understanding of complex forms of human behavior, focusing on verbal behavior, rule governance, observational learning, stimulus equivalence, and perspective-taking. Dr. Rehfeldt has also served on a number of editorial boards and was editor of The Psychological Record for more than a decade.  
 
Target Audience:

All convention registrants are welcomed and encouraged to attend.

 
 

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