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Who’s Afraid of the IRB? A Framework for Conducting Meaningful, Ethical Research in Applied Settings |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/OBM; Domain: Translational |
CE Instructor: Gina T. Chang, Ph.D. |
Chair: Gina T. Chang (Autism Learning Partners) |
MARK R. DIXON (Southern Illinois University) |
KRISTINE RODRIGUEZ (Autism Learning Partners) |
ELIZABETH LANDERS (Autism Learning Partners) |
Abstract: Behavior Analysts in the applied setting have a unique opportunity to contribute to a robust literature base by providing replication of existing best practices, and by evaluating treatment models rooted in behavior analytic literature. We are compelled by our ethical code (and our funding sources) to continue to disseminate evidence that Applied Behavior Analysis (ABA) is an effective treatment for Autism Spectrum Disorder. The call to disseminate, combined with the opportunity of capturing progress in real-world settings, is a powerful argument for conducting meaningful applied research. In practice, there are numerous potential hurdles to conducting quality applied research. This panel will propose an approach for creating infrastructure to support in-house research initiatives, as well as strategies for implementation within the time and resource constraints faced by practicing Behavior Analysts. Additionally, the panelists will review the benefits of mentorship and collaboration between academics and practitioners, as well as self-reported benefits to clinicians who participate in research efforts in the applied setting. |
Instruction Level: Intermediate |
Target Audience: Behavior Analysts |
Learning Objectives: Participants will be able to identify 3 benefits to a mentorship collaboration with an academic research advisor. Participants will be able to identify 3 organizational processes to support ethical, compliant research efforts, including process for IRB application. Participants will be able to design measurement systems for staff engagement. |
Keyword(s): applied, ethical, IRB, research |
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Self-Care and Wellbeing: Taking Care of Yourself so You Can Take Care of Others |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/OBM; Domain: Translational |
Chair: Julie M. Slowiak (University of Minnesota Duluth; InJewel LLC) |
CE Instructor: Julie M. Slowiak, Ph.D. |
Abstract: According to the most recent report of the US Employment Demand for Behavior Analysts, annual demand for Board Certified Behavior Analysts (BCBAs) has increased about 800% from 2010 to 2017. While this leads to greater job security in the field, it also means that employers are under a great deal of stress to provide services to significantly more clients, leading to either turning away business and money, or pressuring staff to take on more than they can handle. Gregoire (2016) reported that levels of stress in the workplace are reportedly 18% – 24% higher now than they were 30 years ago. The first presentation in this symposium will provide an overview of the theory of self-care and Basic Conditional Factors (BCFs), commonly overlooked barriers to self-care. The second presentation will provide an overview of results from a recent study that examined the relationships between self-care strategies, job crafting practices, work-life balance, work engagement, and burnout among behavior analysts. The third presentation will provide an example of how self-care practices have been integrated into the organizational culture of a multi-specialty practice pediatric practice and provide suggestions for how these practices can be generalized to other settings. |
Instruction Level: Basic |
Keyword(s): burnout, community-care behaviors, self-care, wellbeing |
Target Audience: Professionals, including behavior analysts, working in human service settings of any type, interested in supporting personal and professional health and wellbeing of individuals and organizations; psychologists, behavior analysts, practitioners, and graduate students. |
Learning Objectives: At the conclusion of the presentation, attendees will be able to: (1) identify Basic Conditional Factors (BCFs) as overlooked barriers to self-care that should be included in self-care planning; (2) describe specific actions within domains of self-care and job crafting practices that predict work-life balance, work engagement, and burnout and include these in professional self-care action plans; (3) describe how employers and leaders can embed self-care planning into their organization's culture. |
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Programming Self-Care: A Look at Semi-Static Variables and Behavior Change |
(Theory) |
SHANE T. SPIKER (Positive Behavior Supports, Corp.) |
Abstract: Within the Orem (2001) theory of self-care, behavior change is the primary focus. Around behavior change are discussions surrounding burnout, compassion fatigue, quality of life, and other elements that highlight significant impact on the carer. This talk will focus on overlooked barriers to self-care; Basic Conditional Factors (BCFs). These semi-static variables create significant barriers that often prevent behavior change from effectively occurring and maintaining naturally. In highlighting BCFs in self-care planning, an interventionist may be more successful in actively treating self-care deficits and creating a care system that benefits the carer and supports alike. |
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Self–Care and Job Crafting Practices Among Behavior Analysts |
(Theory) |
JULIE M. SLOWIAK (University of Minnesota Duluth; InJewel LLC) |
Abstract: This study extended the findings of previous research that indicated high levels of burnout and low levels of job satisfaction and burnout among practitioners who provide applied behavior analysis (ABA) services (Plantiveau, Dounavi, & Virués-Ortega, 2018). Over 700 behavior analysis practitioners were surveyed to explore the relationships between self-care strategies, job crafting practices, work-life balance, work engagement, and burnout among those who work in human service settings. Results support those of previous research, revealing higher than average levels of disengagement and exhaustion (two dimensions of burnout). In addition, regression analyses revealed that several factors self-care and job crafting practices significantly predict levels of work-life balance, work engagement, and dimensions of burnout. Specific findings from this research will be discussed and can be used to inform interventions to reduce burnout and exhaustion and improve overall wellbeing and job satisfaction among this professional demographic. |
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Embedding Self-Care / Wellness Behaviors into Organizational Culture: Implications of a Case Study |
(Service Delivery) |
BECCA TAGG (Del Mar Center for Behavioral Health) |
Abstract: This portion of the symposium will discuss the application of self-care / community-care behaviors into the organizational culture of a multi-specialty practice pediatric practice in southeastern North Carolina that includes behavior analytic services. Benefits of self-care and community-care behaviors will be discussed as well as specific examples of application in this case study. Suggestions for application outside of this case study will be provided as well as limitations. |
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Correspondence Between Relational Responding and Bidirectional Naming as a Verbal Developmental Cusp |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/EAB; Domain: Translational |
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Discussant: Dermot Barnes-Holmes (Ghent University) |
CE Instructor: Dermot Barnes-Holmes, Ph.D. |
Abstract: Growing evidence suggests complementary findings in research on verbal development and relational responding. A large body of research in relational responding demonstrates stimulus control involving complex human behavior and communication including language. Simultaneously, decades of research findings in verbal development and applications identified stimulus control for the range of cusps and how this changes children’s prognosis. This program of research suggests experiential and reinforcement sources of stimulus control that lead to incidental language learning as bidirectional naming (BiN) and the component unidirectional naming (UniN). Another body of research on BiN increasingly points to the presence of BiN as a facilitator of relational responding. We present and discuss two papers whose findings show correlational and functional relations between the presence of and onset of the BiN cusp and arbitrary derived relations (AAR). Each body of research represents extensions of behavior analysis to domains traditionally seen as exclusive properties of cognitive psychology. Findings showing the intercept of stimulus control for these lines of investigation are evidence of a more mature science that promises a bright future for the science of behavior. |
Instruction Level: Intermediate |
Target Audience: Intermediate level, behavior scientists, |
Learning Objectives: 1. Describe how bidirectional naming is a verbal developmental cusp. 2. Describe the relation between bidirectional naming and other relational frames. 3. Describe how bidirectional naming appears to be a predictor of AAR. |
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Relations Between the Cusp of Bidirectional Naming and Derived Relations in Preschoolers |
(Basic Research) |
GEORGETTE MORGAN (Columbia University; Fred S. Keller School), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: Bidirectional Naming and derived relational responding have both commonly been used to explain the accelerated rate in word learning that often occurs within the second to third year of life. However, there has been limited research on how these repertoires may intersect and relate to each other. Across two analyses we evaluated the relation between Bidirectional Naming (BiN) and derived relational responding demonstrated by 31 preschool students with and without diagnoses. Within the first experiment we tested the presence and strength of relations between BiN, arbitrary and non-arbitrary relations which were mutually and combinatorial entailed. Data from the first analysis indicated a strong, significant correlation between participants’ degree of BiN and scores on tests of derived relations. The second analysis compared the mean differences between the establishment of arbitrary unimodal and cross-modal relations for 18 preschool students, selected from participants included within Experiment 1. The data indicated a significant difference for both cross-modal and unimodal derived relations. The obtained results of both experiments have implications for research in how Bidirectional Naming and derived relational responding may lead to learning at accelerated rates and in new ways. |
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Degrees of Bidirectional Naming and Derived Listener and Speaker Relations |
(Basic Research) |
FAHEEMA ABDOOL-GHANY (Columbia University and Graduate School of Arts and Sciences), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: As a child develops new cusps and capabilities, their behavior comes in contact with new contingencies and they can learn in new ways. We examined how degrees of bidirectional (BiN) naming correlated with children’s other derived relations. BiN is the joining of listener and speaker repertoires such that hearing object-name relations produces corresponding speaker and listener behavior. Unidirectional naming (UniN) occurs when this experience produces listener, but not speaker behavior. Students who did not demonstrate listener and speaker components of were classified as having No Incidental Naming (NiN). In an ABAB design, we rotated between two conditions: 1) directly reinforcing speaker (tact) responses and testing for the emergence of listener (point to) responses, and 2) directly reinforcing listener responses and testing for the emergence of speaker responses. Results suggested that participants with BiN readily derived speaker and listener responses, participants with UniN readily derived listener, but not speaker responses, and participants with NiN had difficulty acquiring directly reinforced responses and deriving responses. Our results suggest ways to differentiate instruction for children with different capabilities and have implications for the overlap between verbal behavior and derived relations research areas. |
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PDS: Giving Effective and Engaging Oral Presentations |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Translational |
CE Instructor: Florence D. DiGennaro Reed, Ph.D. |
Chair: Allyson R Salzer (University of Kansas) |
PATRICK C. FRIMAN (Boys Town) |
FLORENCE D. DIGENNARO REED (University of Kansas) |
AMY J. HENLEY (Western New England University) |
Abstract: Effective presenting is an important skill for graduate students do develop in the context of their training. However, effective dissemination is often neglected in training programs which is problematic in regard to professional advancement and overall dissemination to the field. This question-and-answer-style Professional Development Series panel will offer an opportunity for students to ask questions regarding oral presentations. The panelists will discuss all components to presenting, from creation of slides and effective story-telling to delivery based on audience type. Panelists will focus on three main components to presentations: organization and structure, slides, and delivery. Presenters will offer advice on how to give effective and engaging presentations while giving enough time for ample questions from the audience. The goal of this panel is to offer insight and advice to students on how to become a more effective and engaging presenter through the expertise of the invited panelists |
Instruction Level: Basic |
Target Audience: Graduate students, certified behavior analysts |
Learning Objectives: At the conclusion of the panel, attendees should (1) have a basic overview of how to design and set-up an oral presentation, (2) learn basic aesthetic tips on the creation of slides, and (3) learn how to keep targeted audiences engaged by providing an effective presentation. |
Keyword(s): Dissemination, Presentations, Professional Development |
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Expanding the World’s Collective Wisdom of Behavioral Science Through Dissemination |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/CSS; Domain: Translational |
CE Instructor: Paul F. Gavoni, Ed.D. |
Chair: Paul F. Gavoni (Brett DiNovi & Associates, LLC) |
BRETT J. DINOVI (Brett DiNovi & Associates, LLC) |
KEN WAGNER (Aubrey Daniels International) |
SARAH E. TRAUTMAN-ESLINGER (STE Consultants, LLC) |
Abstract: Often thrown into the bucket of “behavior sciences,” Behavior analysis is frequently misunderstood or even maligned by members of the general population who believe it is something “done” to a person with special needs or autism without regard to social validity or the environment. As behavior analysts, we understand the great need for the technology of ABA across almost every facet of life. From moms, teachers, and coaches to CEOs and even world leaders, a fundamental understanding of the principles of behavior can drastically improve performance, outcomes, and quality of life across multiple environments. However, our skillsets and reinforcers are predominantly related to the application, not the dissemination of the science. Most people are left in the dark regarding the greatest science in the world. After all, what science can benefit all other sciences by improving the performance of their perspective scientists? This panel discussion will focus on current efforts to disseminate while providing participants tips and techniques for Expanding the World's Collective Wisdom of Behavioral Science to Change the Landscape of Government, Education, Industry, and Society at Large. |
Instruction Level: Basic |
Target Audience: Behavior Analysts seeking to expand the field and impact of behavior analysis through dissemination. |
Learning Objectives: 1. The participant will be able to describe various challenges related to dissemination, and strategies for overcoming those. 2. The participant will be able to describe at least two different ways to disseminate the science. 3. The participant will be able to list ways to pair with and create a “want” for the science. |
Keyword(s): Dissemination, Education |
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The Effects of Lag Schedules and Teacher Presentation Rates on Academic, Play, and Social Behavior of Children With Autism |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/EAB; Domain: Translational |
Chair: Juliana Aguilar (Utah State University) |
Discussant: Matthew Tincani (Temple University) |
CE Instructor: Matthew Tincani, M.S. |
Abstract: This symposium involves studies investigating the effects of lag schedules and teacher presentation rates on academic, play, and social behavior of children with autism. The first presentation will discuss using a lag schedule to teach variable play behavior in preschoolers with autism, and assessing preference for variable or repetitive play. The second presentation will discuss using fixed and varied instructional arrangements to establish varied intraverbal responses. The third presentation will discuss the role of intertrial intervals of instruction presentation on skill acquisition and rates of problem behavior. The final presentation will discuss skill acquisition and problem behavior rates during two different intertrial intervals of instruction presentation, as well as student preference for instruction presentation rate. The discussant will provide comments on each of these studies. |
Instruction Level: Intermediate |
Keyword(s): instruction rates, lag schedules, variability preference |
Target Audience: BACBs, graduate students, researchers |
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Choice for Variability in Children With Autism |
(Basic Research) |
ANNIE GALIZIO (Utah State University), Thomas S. Higbee (Utah State University), Sara Peck (Utah State University), Lorraine A Becerra (University of Missouri), Jay Hinnenkamp (Utah State University), Amy Odum (Utah State University) |
Abstract: Although individuals with autism tend to behave repetitively, certain reinforcement contingencies (e.g., lag schedules) can be used to increase and maintain behavioral variability. In a lag schedule, reinforcement is only delivered for responses that differ from recent responses. We designed the present study to promote variable play behavior in preschoolers with autism interacting with playsets and figurines, and to assess preference for variability and repetition contingencies. Limited data have shown a preference for variability in pigeons and college students, but this effect has not yet been explored in clinical populations. In this experiment, three preschoolers with autism were taught to discriminate between variability and repetition contingencies. With one set of discriminative stimuli, only play behaviors that met a lag schedule were reinforced, and with another, only repetitive play behaviors were reinforced. After differential performance was established, participants were presented with a choice between the two sets of stimuli, and participants completed a play session with the corresponding contingency. Two participants showed a slight preference for variability over repetition, and the other showed indifference. These results indicate that some individuals with autism play repetitively, not because they prefer repetitive play, but because they would require additional teaching to play variably. |
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Evaluating the Effects of Instructional Arrangements Involving Lag Schedules on Varied and Different Intraverbals |
(Applied Research) |
VICTORIA L VERGONA (Caldwell University), Ruth M. DeBar (Caldwell University), Kenneth F. Reeve (Caldwell University), Jaime DeQuinzio (Alpine Learning Group), Lauren Alicia Goodwyn (Caldwell University) |
Abstract: Individuals with autism spectrum disorder (ASD) often exhibit language deficits including stilted and repetitive speech. These challenges may be stigmatizing and interfere with socialization. Promoting varied and different responses remains an important area of focus. Lag schedules of reinforcement have been shown to increase response variability across a range of skills including intraverbal responses. Few studies have assessed the effects of instructional arrangements on variability. We extended research by assessing the effectiveness of teaching responses to non-mastered intraverbals in a fixed- or variable-order on varied and different responding by children with ASD using an adapted alternating treatments design. After acquiring six responses to a single intraverbal, the effects of lag schedules were evaluated. The fixed-order arrangement was slightly more effective and efficient compared to the varied-order instruction arrangement on establishing varied and different intraverbal responses. Procedures were favorably ranked and outcomes were reported as socially valid. Implications and areas of future research will be discussed. |
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Intertrial Intervals as an Independent Variable in Teaching Students With Autism |
(Applied Research) |
WILLOW HOZELLA (Pennsylvania Training and Technical Assistance Network), Chrystal Jansz Rieken (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology) |
Abstract: Research on the importance of antecedent variables when teaching persons with autism has the potential to provide pragmatic methodologies for the applied setting. This study replicated and extended the work of Roxburgh and Carbone (2013) on the effects of the rate of teacher-presented instructional demands as an independent variable. An alternating treatment design was used to evaluate the effects of the rate of teacher presented instructional demands across three intertrial intervals (1 s, 5 s, 10 s). Dependent variables were frequency of problem behavior, frequency of teaching trials for target skills, frequency of error responses, frequency of mastered skills presented, and rates of reinforcement during discrete trial instruction with four students with autism. Results indicated that reduction of intertrial intervals resulted in a commensurate increase in rates of socially mediated positive reinforcement, increased rates of instructor presented teaching trials, and a decrease in frequency of problem behavior. Issues related to the importance of replication, the role of translational research in applied settings, and conceptual analyses of the role of motivating operation on the occurrence of problem behavior will also discussed. |
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The Effects of Two Teacher Presentation Rates on Responding During Easy and Hard Tasks for Children at Risk for or With Autism Spectrum Disorder |
(Applied Research) |
ZIWEI XU (INGCare), Hui Yin ( N/A), Tangchen Li (Ohio State University) |
Abstract: This study was a partial replication and an extension of Roxburgh and Carbone (2012). The purpose of the study was three-fold. First, we evaluated the effects of varied teacher-presented instructional demands (inter trial interval = 1s, 5s) on the opportunities of respond, the number of responses emitted, percentage of correct responses, and percentage of intervals with disruptive behavior for three children with autism. Second, we compared the effects of varied teacher presentation rates on responding, especially the accuracy of responding and occurrences of disruptive behavior during easy and hard tasks. Third, we used a concurrent-chain procedure to assess participant preferences for teacher presentation rates during easy tasks. An alternating treatment embedded in ABAB without baseline design was used to compare the effects of the two treatment conditions (inter trial interval = 1s, 5s) and two task conditions (easy and hard). The results of the study demonstrated that as compared to extended intertrial interval (ITI), brief ITI increased the rate of instructional demands presented, rate of learner responses emitted, and rate of correct responding during both tasks while increasing percentage of correct responding and reducing problem behaviors during hard tasks only. During easy tasks, the participants’ choices between two rates were inconsistent, suggesting avoidance contingency might have been in effect. |
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Humor, Brains, and Video Games: The Many Ways to Link Physiology With Basic and Rehabilitative Behavioral Paradigms |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: BPN/EAB; Domain: Translational |
Chair: April M. Becker (University of North Texas; University of Texas Southwestern Medical Center) |
Discussant: Christina Nord (University of Lethbridge) |
Abstract: Neuroscience constitutes a branch of the biological sciences that is easily integrated with Behavior Analysis in several ways, including direct analysis of neural signals in behavioral experiments, the use of behavioral approaches to help rewire the brain and improve lost skills after brain injury, and theoretical integration of biological measures and neurological events into the behavioral paradigm. This symposium will present varied basic, applied, and theoretical work in the Neuro-operant realm currently conducted at the University of North Texas in association with the Beatrice H. Barrett Endowment for Research in Neuro-Operant Relations. Two basic talks will integrate physiological, neurological, and behavioral data into an analysis of covertly mediated stimulus equivalence, and into an examination of humor responses. An applied project will show the results of using a Wii gaming system to improve rehabilitation of balance deficits after brain injury. Finally, the divide between stimulus and response when considering events occurring inside the skin will be considered on a theoretical and practical level. |
Instruction Level: Intermediate |
Keyword(s): Brain Injury, Complex Behavior, Theory, Philosophy, Verbal Behavior |
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Use of a Virtual Reality Gaming System to Improve Balance in Individuals With Chronic Stroke |
(Applied Research) |
SELENA CRUZ (University of North Texas), Stephon Primus (University of North Texas), April M. Becker (University of North Texas; University of Texas Southwestern Medical Center) |
Abstract: The Wii Fit U game utilizes a Wii Balance Board™ (WBB) that provides precise feedback contingencies, thereby potentially increasing the dose of quality therapy with or without the presence of a therapist during post-stroke rehabilitation. Additionally, an engaging video-game could improve treatment adherence, a critical aspect of making progress, by potentially increasing the rate and quality of reinforcement embedded in therapy. The present study has three aims: 1) Develop a behaviorally rigorous therapy for improving balance in chronic stroke victims using the Wii Fit U and WBB; 2) Evaluate the program’s effects on Berg Balance Scale (BBS) and Center of Balance (COB) scores using a within-subject experimental design; 3) Assess social validity of behavioral gains by evaluating the program’s effects on participant’s "subjective balance confidence" (i.e., their Activities-Specific Balance Confidence (ABC) scores). A reversal design is used wherein the experimental gameplay condition and no intervention condition are alternated for 6 to 10 weeks. It is expected that participants will exhibit greater performance in the game as well as better BBS and COB score improvement when the Wii Fit U game is administered at a high therapeutic dose, and that increased ABC scores will correlate with improved BBS and COB scores. |
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Stimulus Equivalence Formation, Covert Verbal Behavior, and the Role of Compatible and Incompatible Responses |
(Basic Research) |
ELIZABETH LOVITZ (University of North Texas), Daniele Ortu (University of North Texas) |
Abstract: While the descriptive understanding of stimulus equivalence is widely accepted within the field of behavior analysis, its interpretation is more contentious. The emergence of reflexivity, symmetry, and transitivity without direct reinforcement of the responses that make up these relations is puzzling in light of our basic understanding of reinforcement contingencies. The present study explores the role of covert verbal behavior in the emergence of equivalence relations in an arbitrary matching to sample task using participants recruited from the general population, as well as college students. Participants engage in a computerized matching to sample task with arbitrary stimuli under three different conditions. Baseline consists of matching to sample training of four conditional discriminations using arbitrary stimuli yielding two, three-member equivalence classes and tests for the resulting symmetry, transitivity and equivalence relations. The order of the two experimental phases is counterbalanced across participants and these phases consist of one of two conditions, engaging in behavior that was either compatible with covert verbal behavior or incompatible with covert verbal behavior concurrently with the tests for equivalence. A final phase consists of a return to baseline. Behavioral data collection is ongoing and EEG data collection will follow to assess N400 response changes across conditions. |
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A Neurobehavioral Analysis of Humor Responses |
(Basic Research) |
EDWARD BRANDON AMEZQUITA (University of North Texas), Daniele Ortu (University of North Texas) |
Abstract: Laughter and humor responses in general are a crucial part of human behavior. However, compared to other examples of human behavior, they have received relatively little attention from the scientific community and by the behavior analytic community in particular. The purpose of this study is to assess what are the controlling variables for humans to emit a laugh or humor response. We compare behavioral and physiological (EEG, GSR, and Eye Muscles) responses to the presentation of sentences that either end with a putative punchline or not. There are five total responses in this experiment : An initiation response delivers the first word of a joke, a delivery response presents the next word of a joke, a punchline delivery response presents the punchline to the joke, and finally the termination responses ends the trial with a self-report response of “not funny” or “funny”. The number of sentences is kept constant across the joke and non-joke conditions, and presentation of jokes and non-jokes is randomized across trials. Participants will be college students who are first language English speakers. Data collection is ongoing and results will be interpreted within the framework of the basic literature on priming, N400 responses and intraverbal control. |
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Towards a Natural Line of Fracture Between Behavior and Environment: Climbing Out of the Pigeonhole of the Skin on the Other Side |
(Theory) |
APRIL M. BECKER (University of North Texas; University of Texas Southwestern Medical Center) |
Abstract: Behavior analysis has successfully built a science on the study of environment-behavior relations. While it has long been acknowledged that the skin constitutes an arbitrary and potentially misleading structural divide between these two phenomena, the search for a more functional distinction deserves further exploration. This talk will start from the radical behaviorist standpoint that covert behavior is not different in kind from overt and is distinguished merely via technology-related thresholds enabling multi-observer measurement. We will discuss strategies for differentiating events that occur inside the skin, which new technology has placed squarely in the prevue of direct measurement, and distinguishing them as part of either stimulation or response. Such events include endogenous or exogenous chemicals administered locally or via general circulation, neural activation (including receptor activation, early processing, integration, premotor, and motor stages), artificial neural activation, various avenues of internal sensation, proprioceptive and automatic response-produced feedback, and more. Various mutually exclusive approaches to the question will be considered along with their practical implications for the behavior of the scientist and thus the advancement of the science. |
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A Flat Earth or Behavioral Full Worldview: The Need for Behavior Analysts to Rely Upon the Fundamentals of Our Science |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/TBA; Domain: Translational |
Chair: Jonathan W. Ivy (The Pennsylvania State University - Harrisburg ) |
Discussant: Shawn P. Quigley (Melmark) |
CE Instructor: Jonathan W. Ivy, Ph.D. |
Abstract: As access to information increases with internet searches and almost instantaneous global communication, behavior analysts become exposed to a wide-variety of perspectives and strategies for treatment implementation. This exposure can cause behavior analysts’ worldview to shift from applying the theoretical foundations of behavioral science to incorporating other worldviews (e.g., mentalistic, non-scientifically supported theories) into their clinical practice. Some behavior analysts have confused the technologies of behavior analysis (e.g., curricula, assessments, etc.) for behavior analysis itself or have not adopted a behavioral worldview. “If this were a theoretical issue only, we should have no cause for alarm; but theories affect practice… Confusion in theory means confusion in practice” (Skinner, p. 9, 1968). This symposium, which includes four presentations and a discussion, will examine the variables that impact the shift to or away from a behavior analytic "worldview", the necessity for incorporating a behavioral worldview into ethical practice, and the impact for not utilizing a behavioral worldview. |
Instruction Level: Intermediate |
Keyword(s): behavioral philosophy, behaviorism, ethics, theory gap |
Target Audience: Practicing behavior analysts, students of behavior analysis, clinical supervisors. |
Learning Objectives: 1) Define worldview and adequately describe the behavioral worldview. 2) State the impact of philosophical coursework on the evolution of worldview. 3) Differentiate between a “point-and-click behaviorist” and a “world view behaviorist”. 4) Differentiate between an open and closed worldview, and why the former is more likely to lead to scientific advancement than the latter. |
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One Worldview to Rule Them All |
(Service Delivery) |
RONALD LEAF (Autism Partnership), Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College), Justin B. Leaf (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
Abstract: A worldview is the lens through which we look and make sense of the world. A worldview constructs the foundation of what we believe, and dictates how we explain, assess, and deal with the phenomena of interest. Behavior analysts, through their training, are exposed to and supposedly embrace the worldview of behaviorism and all that that means, such as adherence to scientific attitude and practice, that informs our assessment and treatment of behavior. However, there is accumulating evidence that behavior analysts are using and supporting treatments and interventions that are not based upon the behavior-analytic worldview or conceptualization of behavior. Such practice hurts consumers, hurts our field, and demonstrates ethical disarray on the part of the behavior analyst. Behavior analysts have an ethical and practical responsibility to adhere only to behaviorism as their worldview and behave according to only its tenets and philosophy. |
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Can a Science of Teaching Teach a Scientific Worldview? |
(Theory) |
KIMBERLY MARSHALL (CCSN: Center for Independence; Endicott College) |
Abstract: It is evident that the concepts and principles of behavior analysis are well defined. However, it is less evident that behavior analysts have a thorough understanding of the philosophy of their science. Despite the wealth of resources available and coursework requirements in philosophy, it has been demonstrated that many behavior analysts do not hold a behavior analytic worldview (Bailey & Burch, 2016; Oliver, Pratt, & Normand, 2015; Schreck, Karunaratne, Zane, & Wilford, 2016). A worldview, the standpoint through which one interprets their environment, influences treatment choice and the quality of intervention that clients receive. The Behavior Analyst Certification Board®, has announced upcoming changes that will hopefully improve adherence to a behavior analytic worldview, including revised course content requirements to include 90 hours on the philosophical underpinnings of behavior analysis with the implementation of the 5th Edition Task List in 2022 (BACB, 2017b). Consequently, research into the effectiveness of coursework targeted at teaching the philosophical underpinnings of applied behavior analysis in teaching a behavior analytic worldview grounded in a philosophy of science is necessary and timely. Preliminary data will be presented on the impact of philosophical coursework on the evolution of worldview in students of behavior analysis, and the results will be discussed with regard to additional training interventions. |
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The Point-and-Click Behaviorist or a Behavioral World View Behaviorist: Where is Our Field Heading? |
(Service Delivery) |
KIMBERLY A. SCHRECK (Penn State Harrisburg), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg ) |
Abstract: Despite ethical requirements that behavior analysts function under a behavioral world view, it appears that some behavior analysts have adapted more of a conspiracy theory – flat earth world view not based upon our science. In fact, evidence indicates that some behavior analysts believe that the behavioral world view only applies to specific populations and age groups – not the full earth. This may be due to a lack of understanding and application of the fundamental philosophy of the science or an over-reliance on marketing behavioral analysis to specific populations and commercialized guides as easy to use as a point-and-click google search. Marketing may have been appropriately conducted to disseminate to the public behavior analysis’ effectiveness for specific populations, it may have marketed too well – changing behavior analysts’ world view. Although curriculum and guides initially may have been appropriately developed to assist behavior analysts, but not replace the fundamental applications of the science, the over reliance on their simplicity may be replacing the comprehensive understanding and use of the behavioral world view and application of such. Without a thorough understanding and application of a comprehensive behavioral worldview, behavior analysts may evolve into superficial and unethical, point-and-click behavioral technicians and not analysts. |
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If You Want to Have a Worldview, You Probably Should Get Out to See the World |
(Service Delivery) |
JAMES T. TODD (Eastern Michigan University) |
Abstract: Until recently, it would have been typical to find behavior analysts trained in or at least heavily exposed to other fields of psychology, and other fields altogether. Because they had seen other things they had good reason to understand the conceptual advantages of the radical behaviorist worldview. Now we have behavior analysts trained entirely in dedicated applied behavior analysis programs, increasingly taught by people with similar training, using a largely proscribed syllabus, seeing little or nothing apart from what will be helpful for successfully remediating a fairly narrow range of behavior problems in a fairly narrow range of the population. That is, they might know a lot about certain kinds of contingencies, but they probably do not know about behavior as a general matter, its range and richness, full of things we cannot begin to explain (and hardly ever try to). That is, their worldview will not be so much about behavior generally, but about those things that their contingencies can encompass and do something about. Radical behaviorism, the philosophy of a science, will be replaced by “radical proceduralism,” the philosophy of a profession. An open worldview designed to broaden inquiry risks being replaced by a closed worldview, one focused on just those things it can deal with, falsely confident it has all the answers because it only knows to ask certain kinds of questions. |
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Call Me Crazy! Using Behavior Analysis in Inpatient Psychiatry: Understanding Serious Mental Illness From a Behavior Analyst's Point of View and the Importance of Interdisciplinary Collaboration |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/OBM; Domain: Translational |
CE Instructor: Jennifer Morrison-Diallo, Ph.D. |
Chair: Jennifer Morrison-Diallo (NYC Health + Hospitals/Kings County) |
SHYLA ROSHIN (NYC Health + Hospitals/Kings County) |
PAULINA KACZMARCZYK (NYC Health+ Hospitals/Kings County) |
TAMI GATTA (NYC Health + Hospitals/Kings County) |
Abstract: Providing behavior analytic services in an acute inpatient psychiatric setting can be very challenging, especially when working with individuals with serious mental illness, significant trauma history, co-morbid personality disorders, and limited intellectual functioning. A team of behavior analysts at NYC Health + Hospitals/Kings County in Brooklyn, NY work with an interdisciplinary team of clinicians to provide evidence-based behavior analytic treatment for people with varying serious mental illnesses. This panel will include an interdisciplinary team (behavior analyst, Doctor of Nursing, and Peer Specialist) which will discuss the trials and tribulations of providing behavior analytic services for individuals in an environment where people do not have experience with behavioral interventions. Some topics discussed among the panel will include: a) understanding serious mental health symptoms and behaviors from a function-based behavior analytic approach; b) the importance of “playing nicely in the sandbox” and receiving support to create effective service delivery models; and c) discussion of other treatment modalities and how behavior analysts can work with others to create effective behavior change. This panel will also provide a few case studies of challenging cases to provide other behavior analysts in attendance some creative ideas and solutions to very complex, challenging cases in mental health settings. |
Instruction Level: Basic |
Target Audience: Behavior analysts in public health settings; Behavior analysts who work with individuals diagnosed with mental health diagnoses; Behavior analysts who are interested in systems change and collaboration |
Learning Objectives: 1. Participants will learn how to apply functional behavior assessments to psychiatric diagnoses 2. Participants will understand how to more effectively create partnerships with other disciplines and service areas. 3. Participants will participate in a discussion of high risk case examples and apply behavior analytic principles to interventions for people that are diagnosed with serious mental illness |
Keyword(s): Behavior Assessment, Interdisciplinary Collaboration, Mental Health |
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Approaches to Assessment and Treatment of Unique Presenting Concerns in Clinical Settings |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT; Domain: Translational |
Chair: Chathuri Illapperuma (University of Nebraska-Medical Center; Munroe Meyer Institute; Center for Autism Spectrum Disorders) |
Discussant: Tracy L. Kettering (Bancroft) |
CE Instructor: Tracy L. Kettering, Ph.D. |
Abstract: In this symposium we provide a discussion of unique presenting concerns and clinical evaluations in clinic settings. The first two papers address schedule thinning considerations functional communication training (FCT). The study by Smith and colleagues evaluates a comparison of a compound schedules of reinforcement involving discriminative stimuli (e.g., multiple or chained schedules, Greer et al., 2016) or within the context of probabilistic, progressive-delay schedules (e.g., contingency-based progressive-delay schedule, Ghaemmaghami et al., 2016) and the relative efficacy of these two methods during schedule thinning for individuals with severe challenging behavior. Similarly, the study by Salvatore and colleagues investigates the efficiency and preference for alternative activities during schedule thinning within FCT. Garcia and Wunderlich extend the work of Edgerton and Wine (2017) by using a function-based treatment to increase appropriate voice volume responses. Last, another unique study by Weber and colleagues implemented an adaptation of the Good Behavior Game with a sibling dyad to decrease destructive behavior. Dr. Tracy Kettering will provide comments on navigating challenges presented by adaptations of assessment and treatment to address unique cases in a clinical setting. |
Instruction Level: Intermediate |
Keyword(s): Destructive Behavior, Functional Analysis, GBG, Schedule Thinning |
Target Audience: Behavioral specialists Graduate Students Practitioners |
Learning Objectives: 1. Attendees will be able to distinguish between chained, multiple, and probabilistic thinning schedules. 2. Attendees will be able to identify unique presenting functions and function- based treatment for voice-volume behaviors. 3. Attendees will be able to identify adaptations of the Good Behavior Game to decrease destructive behaviors in a sibling dyad. |
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A Comparative Analysis of Procedures to Teach Delay Tolerance |
(Applied Research) |
Katherine Brown (Utah State University), Reagan Gaynor (University of Nebraska Omaha), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute), SEAN SMITH (University of Nebraska Medical Center) |
Abstract: Reinforcement schedule thinning, or delay tolerance training, is necessary to make functional communication training (FCT) an effective treatment in naturalistic contexts (Hagopian, Boelter, & Jarmolowicz, 2011). Delay tolerance training is often implemented within the context of a compound schedule of reinforcement involving discriminative stimuli (e.g., multiple or chained schedules, Greer et al., 2016) or within the context of a probabilistic, progressive-delay schedule (e.g., contingency-based progressive-delay schedule, Ghaemmaghami et al., 2016). The purpose of this experiment was to evaluate the relative efficacy of these two methods of delay tolerance training procedures for three individuals referred to a clinic for the assessment and treatment of destructive behavior. First, we conducted a functional analysis and successfully implemented FCT. Next, we conducted a comparative analysis of compound schedules and probabilistic, progressive-delay schedules for teaching delay tolerance within an alternating treatments design. The results showed that the rates of destructive behavior did not differ significantly across the two delay tolerance strategies, however, maintenance of correct FCRs was better in the compound schedule condition for two participants. Results will be discussed in terms of the duration of exposure to establishing operations maintaining destructive behavior and the potential limiting conditions of each strategy. |
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Efficiency and Preference for Alternative Activities During Schedule Thinning With Functional Communication Training |
(Applied Research) |
GIOVANNA SALVATORE (Rowan University), Christina Simmons (Rowan University), Kimberly Ford (Rowan University) |
Abstract: Functional communication training (FCT) is an effective treatment for decreasing socially-reinforced destructive behavior (Carr & Durand, 1985). Multiple schedules are frequently used to thin the reinforcement schedule during FCT (Hanley et al., 2001). An extinction burst is possible with each schedule thinning step, contributing to slow treatment progress. In clinical practice, individuals are often expected to sit and wait during periods of restricted access to functional reinforcers; however, in the natural environment, they generally do not wait without alternative items/activities available. Ten children referred for treatment of destructive behavior participated in this study. Therapists conducted functional analyses and taught participants a functional communication response to access functional reinforcers. Therapists implemented a multiple schedule during schedule thinning, comparing a control condition (nothing available during S-delta intervals) to separate conditions with embedded items/activities during S-delta intervals (moderately preferred tangible items, attention, demands). After reaching the terminal schedule in at least one condition, therapists assessed participant preference across S-delta conditions. For 80% of participants, the terminal schedule was only reached with alternative items/activities. All participants demonstrated preference for alternative items/activities and therapists indicated preference for conducting these sessions. For 6 participants, we simultaneously targeted an escape function during the S-delta condition including demands. |
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An Experimental Analysis of Voice Volume for Children With Autism Spectrum Disorder |
(Applied Research) |
ARTURO GARCIA (Rollins College), Kara L. Wunderlich (Rollins College) |
Abstract: Inappropriate prosodic production is often observed, but rarely treated, communication skill deficit for individuals with autism. Few studies have evaluated the acoustic characteristics of prosody in children with ASD, and obtaining a pragmatic measurement of their conversational skills is typically limited to parent and teacher report measures. In one exception in the research, a previous study by Edgerton and Wine (2017) implemented an intervention for shaping the conversational speech volume of an intellectually disabled participant. Expanding on the previous literature, we conducted a functional analysis of the voice volume responses (VVR) of two children with ASD utilizing similar procedures to those from Edgerton and Wine. Further, we evaluated the efficacy of using a function-based treatment, in conjunction with the visual feedback from the app, to increase appropriate VVR. Results of the evaluation, as well as implications for the treatment of inappropriate voice volume and other prosodic behaviors, will be discussed. |
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Effects of the Good Behavior Game with Siblings |
(Applied Research) |
Katherine Brown (Utah State University), Reagan Gaynor (University of Nebraska Omaha), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute), JESSIE WEBER (University of Nebraska Medical Center’s Munroe-Meyer Institute) |
Abstract: With the increased prevalence of developmental disorders, the genetic loading associated with many developmental disorders (e.g., autism spectrum disorder; Bertrand et al., 2001), and the comorbidity between developmental disorders and destructive behavior (Matson & Rivet, 2009), practitioners are likely to encounter families with multiple children who engage in destructive behavior. To date, few studies have examined the use of behavior-analytic treatments to simultaneously treat the destructive behavior of siblings. The present study evaluated the use of the good behavior game, a behavior group contingency intervention, to decrease destructive behavior engaged in by two siblings. Procedural integrity data was also collected in an outpatient and home setting to evaluate the feasibility of the treatment. Results showed a decrease in both participants’ rates of destructive behavior to near-zero levels. |
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Advances on the Sequence of Discrimination Training and Variables that Affect Acquisition |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VBC; Domain: Translational |
Chair: Mary Halbur (Marquette University) |
Discussant: Jason C. Vladescu (Caldwell University) |
CE Instructor: Mary Halbur, M.S. |
Abstract: The purpose of the present symposium is to provide an overview of research advances on varaibles that impact the efficiency of language acquisition interventions. Two presentations will discuss the role of stimulus disparity within conditional discrimination training and two presentations will evaluate the efficiency of instructional sequences on acquisition of targets. In the first study, Halbur and colleagues compared the acquisition of high-disparate sounds, low-disparate sounds, and words as sample stimuli during conditional discrimination training for children with autism spectrum disorder (ASD). In the second study, Wu and colleagues manipulated stimulus disparity of color saturation and conducted analyses to identify error patterns during conditional discrimination training. In the third study, Martin, Lechago, and Romo investigated acquisition of listener skills when the instructional sequences (i.e., English-Spanish, Spanish-English, mixed language) were varied for bilingual children with ASD. In the fourth study, Devine, Cox, and Petursdottir conducted multiple experiments that evaluated the impact of tact instruction on the establishment of bidirectional intraverbals and other relations. Following the four presentations, our discussant will summarize, provide clinical recommendations for efficient teaching procedures, and suggest areas for future research. |
Instruction Level: Intermediate |
Keyword(s): conditional discriminations, emergence, intructional sequencing, stimulus disparity |
Target Audience: behavior analysts, graduate students, researchers |
Learning Objectives: Following the symposium attendees will be able to: 1. Describe recent research that evaluates the efficiency of behavioral interventions 2. Consider procedures to analyze error patterns during conditional discrimination training 3. Identify areas for future research on instructional sequences and stimulus disparity during discrimination training. |
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Comparison of Sounds and Words as Sample Stimuli for Discrimination Training |
(Applied Research) |
MARY HALBUR (Marquette University), Tiffany Kodak (Marquette University), Jessi Reidy (Marquette University), Xi'an Maya Williams (Marquette University), Devin Seth (Indiana University), Chris Halbur (University of Iowa) |
Abstract: Children with Autism Spectrum Disorder (ASD) often have difficulty acquiring conditional discriminations. However, previous researchers have suggested that the discrimination of nonverbal auditory stimuli may be acquired more efficiently (Eikeseth & Hayward, 2009; Uwer, Albrecht, Suchodoletz, 2002). For example, a child may learn to touch a picture of a piano after hearing the musical instrument more quickly than the word, ‘piano’. The purpose of the present study was to extend previous research by assessing acquisition of automated spoken words to environmental sounds. We compared sets of stimuli comprised of words, high-disparity sounds, and low-disparity sounds for children with ASD in a multiple baseline design. In the first set, sounds and words that the children were likely to encounter in their natural environment were selected. Results suggested that sounds were acquired rather than words or more efficiently than words. However, the similarity and overlap between sounds should be considered. Clinical applications and suggestions for future research will be discussed. |
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Quantitative Analysis of Parametric Changes in Sample Disparity With Children Diagnosed With Autism Spectrum Disorder |
(Basic Research) |
WEIZHI WU (Florida Institute of Technology), Tiara Putri (Florida Institute of Technology), Shawn Patrick Gilroy (Louisiana State University), Corina Jimenez-Gomez (Auburn University), Christopher A. Podlesnik (Auburn University) |
Abstract: Conditional discrimination skills are foundational in teaching many functional skills in children diagnosed with Autism Spectrum Disorder (ASD). Antecedent- and consequence-based intervention are commonly used without the understanding of patterns comprising these errors. A framework based in behavioral-choice and signal-detection theory can quantify error patterns due to (1) biases for certain stimuli or locations and (2) discriminability of stimuli within the conditional discrimination. Three children diagnosed with ASD responded in delayed matching-to-sample procedure. We manipulated sample disparity through changes in relative color saturation between samples on a touchscreen across four experimental conditions. Sample-disparity differences were high, low, zero, and a return to high disparity. Decreases in sample disparity primarily produced corresponding decreases in discriminability without systematic changes in stimulus or location biases. These findings demonstrate the use of these analyses to identify error patterns during conditional-discrimination performance in a clinically relevant population under laboratory conditions. Further development of this framework could result in the development of technologies for categorizing errors during clinically relevant conditional-discrimination performance with the goal of individualizing interventions to match learner-specific error patterns. |
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Effects of English-Spanish Instructional Sequences and Language Preference on the Acquisition of Conditional Discriminations |
(Applied Research) |
ARABELLE MARTIN (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake), Christine Romo (Texana) |
Abstract: There is limited research evaluating how teaching multiple languages and identifying preferred language of instruction affect acquisition of verbal behavior for bilingual children diagnosed with autism spectrum disorder (ASD). Speaking both the familial native language and the language predominantly spoken in the community is socially, educationally, and culturally relevant. The purpose of this study was to examine the effects of instructional sequences and language preference on the rate of acquisition of a receptive identification task targeting English and Spanish nouns with two Spanish-English bilingual children with ASD. An adapted alternating treatments design was employed to compare three instructional sequences: 1) English-Spanish, 2) Spanish-English, and 3) mixed language (both English and Spanish at same time). Results for one participant showed the mixed language training sequence to be the most efficient training sequence and the Spanish-English training sequence to be the most efficient for the other participant. Results suggest that language preference may not impact the rate of acquisition of receptive identification targets in both languages. The results of this study provide empirical support for teaching both the familial and the dominant culture to bilingual children with ASD. Data will be collected for a third participant. |
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Tact Instruction as a First Step Toward Establishing Intraverbals |
(Applied Research) |
BAILEY DEVINE (Waypoint Behavioral Health Solutions), Reagan Elaine Cox (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
Abstract: Two experiments were conducted with typically developing children (5-9 years) as participants to evaluate the effects of tact instruction on the establishment of intraverbal relations between the names of U.S. states and their respective state birds and flowers. In Experiment 1 (4 participants) we compared the efficiency of two instructional sequences; tact-before-intraverbal and listener-before-intraverbal, using an adapted alternating-treatments design combined with a multiple-baseline design across participants. After tact instruction, all participants performed at mastery in probes for bidirectional intraverbals and other derived relations, so intraverbal instruction was not necessary. By contrast, only one participant demonstrated intraverbals at mastery after listener instruction. The remaining three went on to receive intraverbal instruction, but the listener-before-intraverbal sequence resulted in a greater number of trials before intraverbals were established than did tact instruction alone. In Experiment 2 (3 participants), tact-only instruction was compared with intraverbal-only instruction without a preliminary step. Tact instruction established bidirectional intraverbals for all participants, whereas unidirectional intraverbal instruction did so for 2 of 3 participants. Tact instruction took fewer trials than intraverbal instruction for 2 participants, whereas intraverbal instruction took fewer trials for 1 participant. The process of building intraverbal repertoires may be achieved most efficiently through tact instruction. |
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Behavior Analysis and Crime: Smuggling, Killing, and Justice Systems |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Translational |
Discussant: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago) |
CE Instructor: James Nicholson Meindl, Ph.D. |
Abstract: Criminal behavior is a broad, socially significant problem that affects many individuals and wider communities across the world. For example, in America, mass shootings occur on average 334 times per year, and smuggling activities contribute towards acts of terrorism which cause devastation and costs countries billions to manage. A factor that can increase the likelihood of a person committing criminal activity is a previous learning history with crime, and operant behaviors with which it is associated. If conceptualized behaviorally, environmental factors and functional relations maintaining criminal repertoires could be addressed pragmatically and effectively. The possible applications of behavior analysis to criminal activity are broad-ranging, and we will present the application of the science in a port setting to analyze and explore behaviors of interest, explore behavioral skills training for active shooting scenarios, present a behavioral conceptualization of mass killings, and research the use of behavior analysis in criminal justice systems. Although the applications presented in this symposium are diverse, they represent an attempt to understand criminal behaviors, and how these can be manipulated or changed with behavior analysis. |
Instruction Level: Intermediate |
Keyword(s): BST, justice systems, mass killings, smuggling |
Target Audience: Any individual who wants to learn more on a new dissemination topic Those in behavior analysis with interest in expanding into their communities |
Learning Objectives: Audience members will learn about another potential route of dissemination of behavior analysis. Audience members can describe potential steps to take if in an active shooter scenario. Audience members can discuss issues of social validity and how behavior analysis can have an impact. |
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Evaluating the Effect of Specialist Detection Dogs Presence in Ports |
(Applied Research) |
EMMA WILLIAMS (Bangor University), Rebecca A Sharp (Bangor University), Gareth Harvey (Bangor University, North Wales, UK ) |
Abstract: There is little research on the effectiveness of specialist dogs as a deterrent against smuggling in ports. Smuggling is a covert behavior, and therefore unlikely to be able to be observed or measured directly. Similarly, the use of dogs as a deterrent requires a measure of not current behavior, but future behavior, which means that the behavior and antecedent are temporally distant and the relationship between them difficult to determine. We used an alternating treatments design to measure a proxy behavior; how people respond to the presence of a dog. We observed passengers in a port when a police officer was present, a police officer with an unmarked specialist dog was present, and a police officer with specialist dog wearing a high visibility jacket was present. We found that when the salience of the dog was increased (i.e., it was wearing a coat) more people engaged in behaviors such as looking at the dog, talking to it, or changed direction when they saw it. Although these data do not measure smuggling behavior directly, our study represents a first attempt to evaluate empirically the possibility that dogs are discriminative stimuli for the punishment of smuggling behavior in ports. |
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CANCELED: Behavioral Skills Training for Active Shooter Scenarios: Human Service |
(Applied Research) |
JACQUELINE NOTO (Florida Institute of Technology), Katie Nicholson (Florida Institute of Technology), Sandhya Rajagopal (Florida Institute of Technology), James Arnold Riswick-Estelle (Florida Institute of Technology), Nicholas Weatherly (Florida Institute of Technology) |
Abstract: Active shooter scenarios have become increasingly prevalent in school and healthcare settings. Unfortunately, little information is available on training for active shooter scenarios when a staff member is also responsible for a client. Previous research suggests that around 75% of individuals freeze across a variety of emergency situations. Through training, it is likely this freezing will decrease. Behavioral skills training has been shown to be an effective way to train safety skills in prior research. We found that behavioral skills training was more effective than an informational video at increasing correct responses to three different active shooter scenarios among three behavioral clinicians. Responding was also assessed for generalization to novel antecedent stimuli for the conditions of run, hide, and fight. All participants generalized after one or fewer sessions. Furthermore, responding maintained over a 2 week period at 83% correct responding or higher. These findings may impact how active shooter training is conducted specifically in terms of needed active participation of the learner. |
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Extending Behavior Analysis to Active Shootings: A Conceptual Analysis |
(Theory) |
JAMES NICHOLSON MEINDL (The University of Memphis), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg ), Mason Baughmann (Pennsylvania State University - Harrisburg), Amanda Hammer (Pennsylvania State University - Harrisburg) |
Abstract: Active shooting events are unfortunately all too common in the United States. Statistics from the Federal Bureau of Investigation indicate that between 2000 and 2018 there were 277 active shooter incidents resulting in 884 deaths and 1,546 wounded casualties. Further, there appears to be an increasing trend across time in both number of incidents and casualties. When an active shooting event occurs the typical response is to either propose physically preventing future shootings (e.g., restrict access to guns; provide enhanced security) or to suggest the cause is a mental health disorder. Far less frequently discussed are accounts to explain how the shooter came to engage in the destructive behavior. This talk will describe the currently popular explanations of active shooters and identify the limitations of those traditional accounts. A more behavioral perspective of active shooters/mass killers will then be detailed. Finally, the advantages of this behavioral approach for both researchers and interventionists will be described, as will the inherent challenges to a behavioral account of active shootings. |
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The Application and Dissemination of ABA to the Civil and Criminal Justice Systems |
(Basic Research) |
TIMOTHY TEMPLIN (HABA) |
Abstract: Applied Behavior Analysis is a field that has served many different areas and assisted many individuals and families in need. In addition, it has also been of benefit to businesses and organizations with Organizational Behavior Management programs. Many new areas from diet and fitness to industrial safety have sought solutions from a behavioral point of view. The criminal justice field has grappled with identification, management of incarceration, probation and parole, recidivism and numerous other problems directly related to behavior change. Among the areas where both fields (criminal justice and behavior analysis) converge are: domestic violence prevention, competency to stand trial programs, juvenile justice, preventing suicide in the correctional system, the stopping of mass violence and rehabilitation. Articles written on these subject matters have included the prevention of abduction for adults and children with disabilities (2010, 2013 and 2014), trial contingency management in a drug court (2008) and sex offender assessment (2006, 2014 and 2017), reducing prison misconduct (2006), and the elimination of domestic violence (1995 and 2008) as well as other pertinent topics. In this discussion, the different ways that behavior analysis could be of benefit to this very human area are examined, and suggestions are made regarding how to disseminate our knowledge to one of our most vexing social problems: crime and delinquency. |
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Overcoming Barriers to Parent Training |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT; Domain: Translational |
Chair: Christopher Miyake (Center for Autism and Related Disorders) |
CE Instructor: Christopher Miyake, M.Ed. |
Abstract: Parent training can have many benefits for the families of individuals with autism spectrum disorder (ASD), most notably in improving parent-child interactions. Furthermore, collaboration with parents is often used to generalize gains made during applied behavior analysis (ABA) sessions. In addition to aiding the child, parent training can also improve parental well-being. Given the potential benefits, strategies to increase parent involvement in their child’s ABA program are critical. Involving parents in formal parent training is an important method in gaining this involvement; however, this can be challenging in some situations. Addressing and analyzing the sources of these obstacles are valuable in increasing the amount and quality of parent training received by families. In the first talk, a literature review on the barriers to implementing parent training will be presented. Following this discussion, data will be shared on the effects of a parent training program on parents’ use of strategies and parental well-being. Lastly, strategies for training behavior analysts to implement parent training will be discussed. Across the talks, emphasis will be placed on practical strategies that practitioners can implement to improve delivery of parent training. |
Instruction Level: Basic |
Keyword(s): BST, Naturalistic, Parent Training |
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A Review of Barriers to Parent Training |
(Service Delivery) |
CHRISTOPHER MIYAKE (Center for Autism and Related Disorders), Dennis Dixon (Center for Autism and Related Disorders (CARD)), Karen Nohelty (Center for Autism and Related Disorders) |
Abstract: Parent training is a critical component of programs for individuals with autism spectrum disorder (ASD). While the intensity, form, and function of parental involvement in ASD intervention varies greatly, research has shown that caregiver participation has many potential benefits. Understanding the factors that increase parent involvement and lessen the barriers to treatment is critical to maximizing outcomes. One potential barrier is a misunderstanding of what is included under the label of parent training as research has shown that one indication of dropping out before the first session was the type of content provided. Another barrier can arise from practitioners not focusing on the relationship building aspects of training such as empathy, warmth, and humor with research pointing to a link between the relationship of clinician and caregiver as a factor in parental compliance or resistance. Other barriers to treatment can be found in studies that have shown a link between elevated levels of depression, anxiety and higher levels of fatigue and greater physical health impairment. This combined with other research showing a link between parental stress and a lack of participation in services points to a need to address these factors if clinicians want to reduce barriers to treatment. |
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Randomized Controlled Trial (RCT) of a Naturalistic Parent Training Program |
(Applied Research) |
ESTHER HONG (Center for Autism and Related Disorders (CARD)), Dennis Dixon (Center for Autism and Related Disorders (CARD)), Christopher Miyake (Center for Autism and Related Disorders (CARD)), Nicholas Marks (Center for Autism and Related Disorders (CARD)) |
Abstract: Parent training is a critical component of treatment programs for individuals with autism spectrum disorder (ASD). However, treatment gains noted in the research vary greatly. The current study expanded upon past research on the naturalistic developmental behavioral intervention, Project ImPACT, by modifying procedures to increase accessibility to parents (e.g., removing homework) and incorporate collaborative practitioner strategies (e.g., open-ended questions). Families were randomly assigned to the active treatment or the treatment as usual control group. For both groups, twelve weekly sessions (1.5 hours total per week) were implemented for children with ASD (2-8 years old) and their parents. For the active treatment group, each week the clinician reviewed the target skill(s) with the parent during a 1-hour session and then used behavior skills training (BST) to support the parent in demonstrating the target skill(s) with their child during a subsequent 30-minute session. Measures of parent’s use of strategies were scored from a video of interaction with their child at pre- and post-treatment sessions. Additionally, measures of parental adherence to the treatment, self-efficacy, and stress were collected, along with family demographic information. These results provide support for naturalistic parent training strategies and elucidate potential factors in the delivery of parent training. |
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Using Behavioral Skills Training (BST) to Teach Clinicians to Accurately Implement Naturalistic Parent Training Program |
(Applied Research) |
KAREN NOHELTY (Center for Autism and Related Disorders), Dennis Dixon (Center for Autism and Related Disorders (CARD)) |
Abstract: Parent training is a critical component of programs for individuals with autism spectrum disorder (ASD). Especially as new behavior analysts are entering the field at greater rates, strategies to ensure they are sufficiently trained to provide this service can increase quality of services. Additionally, methods of training that can be used when the trainer and trainee are not in the same physical location are especially valuable. In the present study, clinicians with a BCaBA or BCBA, with varying years of experience, were recruited to implement a naturalistic parent training program. Prior to implementation with parents, clinicians were taught the study procedures using behavior skills training (BST) in a role play context via telehealth. In this case study, clinicians did not meet criteria during baseline. After implementation of BST, clinicians achieved criterion in program implementation in a role play setting. During sessions with the parent, clinicians also accurately implemented the program. Identifying procedures that improve training can help behavior analysts when supervising others; additionally, identifying procedures specifically related to implementing parent training can aid in increasing the provision of this valuable service. |
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Behavioral Laboratory Research on Components of Acceptance and Commitment Training |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/EAB; Domain: Translational |
Chair: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Discussant: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
CE Instructor: Jonathan J. Tarbox, Ph.D. |
Abstract: The effectiveness of Acceptance and Commitment Training (ACT) is supported by over 300 randomized controlled trials. ACT was developed on the basis of behavior analytic principles but most previous research has been in the context of psychotherapy interventions. More research is needed on the basic mechanisms responsible for behavior change within ACT. This symposium brings together two laboratory studies that examine components of ACT, from a relational frame theory perspective. The first presentation, by Barbara Gil-Luciano, consists of a study that evaluated the effects of two different defusion strategies on lab measures of rumination and memory. The second presentation, by Jorge Ruiz-Sanchez, examines the effects of a rule-governed behavior protocol on experimentally induced fear and avoidance. |
Instruction Level: Intermediate |
Keyword(s): ACT, fear, RFT, rumination |
Target Audience: Behavior analysts |
Learning Objectives: Attendees will be able to describe rule-governed behavior motivative procedures to for decreasing avoidance responding in the presence of feared stimuli. Attendees will be able to describe how relational frame theory can be used to analyze private verbal responses and stimuli and their role in rumination. Attendees will be able to describe the radical behavioral philosophical basis for addressing private events in the science of behavior analysis. |
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Promoting Rumination and Analyzing the Differential Effect of Defusion Protocols on a Memory Task |
(Basic Research) |
BARBARA GIL-LUCIANO (Universidad Nebrija & MICPSY, Madrid), Tatiana Calderon (Konrad Lorenz, Colombia), Daniel Tovar (Konrad Lorenz, Colombia), Beatriz Sebastian (Universidad Almería, Spain), Francisco Ruiz (Konrad Lorenz, Colombia) |
Abstract: Psychological inflexibility is made of distinct reactions that are oriented to lessen distress. In this sense, worry and rumination (RNT) are strategies that seem to be common denominators in many psychological disorders. Cutting-edge RFT approach suggests that both strategies are triggered by framing thoughts in hierarchical relations. This study had two parts. Firstly, we explored such a hierarchical organization of thoughts with two ruminative induction procedures, analyzing their impact on a memory task. Secondly, we examined the differential effect of two defusion protocols that aimed to alter the discriminative avoidant functions of triggers for RNTand a control condition.Results suggest that inducting RNT with stronger triggers (thoughts at the top of the hierarchy, or “big ones”, that symbolically contain or are inclusive of weaker thoughts or triggers) showed a more negative effect in the task performance than inducting RNT with less stronger triggers. Results also indicate that participants that were intervened with the defusion protocol that specifically containedhierarchical cues to reduce the discriminative avoidant functions of triggers for RNTshowed a better performance at post-test, in comparison with participants that received a defusion protocol that only contained deictic cues, and with a control condition. Results also informed that, when promoting a hierarchical relation between the individual (deictic I) and his or herstronger triggerfor RNT, the level of concentration was higher at post-test than when targeting an individual’s less stronger trigger – all triggers being related.Clinical implications of these findings are discussed. |
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Analyzing the Impact of a Higher-Order Motivative Protocol (Values) on Experimentally Induced Fear and Avoidance Responding |
(Basic Research) |
L. JORGE RUIZ-SANCHEZ (University of Almería), Carmen Luciano Soriano (University AlmerÃa, Spain) |
Abstract: Defusion and values-based protocols are built of interactions that involve responding under the overarching motivative functions, as higher-order establishing operations, while integrating rules-driven emotive functions present at the moment. The present study aims to analyze the impact of a higher-order motivate protocol (values) on experimentally induced fear responding. Firstly, 55 participants underwent an aversively conditioned task where non-avoidance was followed by shocks and noises, whereas a black screen followed avoidance responding. Next, participants randomly received one of three protocols: (a), conditional motivative protocol, which involved a conditional relation between non-avoidance and earning money; (b), as (a) plus adding a higher-order function for non-avoidance (conditional + higher-order motivative protocol). And (c), the same as previous but only a higher-order function was included (higher-order motivative protocol). Lastly, participants repeated the experimental task. Results show that the conditional motivative protocol has little impact on avoidance behavior, whereas higher-order motivative protocols suppress completely avoidance behavior, even in the presence of elicited fear responses. |
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On the Frontiers of Social Justice in Applied Behavior Analysis: Emerging Discourses |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/EDC; Domain: Translational |
Chair: Malika Pritchett (University of North Texas) |
CE Instructor: Natalia Baires, M.S. |
Abstract: Social justice can be defined as the distribution of wealth, opportunities, and privileges to promote fair and just relations. Although behavior analysts’ efforts towards social justice can be traced back to the late 1980s, analyses of the movements are still in their infancies. The current symposium will consist of three presentations directed at the promotion of social justice within the field. First, an analysis of the Journal of Applied Behavior Analysis will be provided to discuss inherent power imbalances between behavior-analytic researchers and human research subjects. Recommendations to diffuse such power will be approached from the perspectives of collaboration and cultural humility. Next, findings will be presented on the presence of Latina professors teaching in educational programs accredited through the Association for Behavior Analysis International. To date, researchers have not examined racial and ethnic identities of professors in the academy, which is necessary if diversity and equity is truly being targeted. Barriers to gathering such data will be discussed, in addition to the proposal of solutions to sustain diversity and equity within the field. Finally, an approach to increase social justice narratives will be described. The approach will discuss the importance of taking perspectives of others experiencing social injustice, which is foundational towards ensuring the distribution of wealth, opportunities, and privileges for all. |
Instruction Level: Basic |
Keyword(s): latina professors, power imbalances, social justice, social-justice narratives |
Target Audience: Behavior-analytic researchers, behavior-analytic faculty, students in behavior analysis, behavior analysts |
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Coloniality of Power and the Science of Applied Behavior Analysis: A Conceptual and Descriptive Analysis of Human Subject Research Practices |
(Theory) |
MALIKA PRITCHETT (University of North Texas), Shahla Susan Ala'i (University of North Texas), Josef Harris (University of North Texas), Melody Jones (University of North Texas) |
Abstract: Humans are research subjects in behavioral sciences. The researcher’s main responsibility is the protection of human research subjects. Power imbalances are inherent within the researcher-subject relationship which establishes the researcher as the dominant knowledge seeking authority and the subject as the subordinate target of research, often times in need of protection. The science of behavior analysis was born in a Western hegemonic context which sustains and perpetuates dichotomous research relationships. Applied Behavior Analysis (ABA) is the scientific discipline dedicated to solving problems of utmost human significance. However, inherent tensions between the scientific agenda of the academy and the use of vulnerable human research subjects, establishes competing contingencies which threaten equality and collaboration. An analysis of publication trends in the Journal of Applied Behavior Analysis provides a platform to discuss the underlying motivating factors and trends through the decades. This analysis provides insight to the degree to which Applied Behavior Analytic research has been reflective of the status quo or a catalyst for social reform. Thoughtful recommendations on research methodologies are presented to promote the progression of the science through the neutralization of power imbalances and diffusion of power. These methods are rooted in collaboration and cultural humility. |
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Missing Identities: Who is Participating in Behavior Analytic Higher Education? |
(Theory) |
NATALIA BAIRES (Southern Illinois University), Sebastian Garcia-Zambrano (Southern Illinois University), Darwin S Koch (Southern Illinois University) |
Abstract: Increasing diversity and equity has recently gained momentum in behavior analysis. In the previous five years, data have supported significant progress in the presence of women in our discipline (Nosik, Luke, & Carr, 2018; Li, Curiel, Pritchard, & Poling, 2018), including the creation of the Women in Behavior Analysis conference (Sundberg, Zoder-Martell, & Cox, 2019). Despite these accomplishments, there is a lack of information regarding the racial and ethnic identities of behavior analysts, which should be considered when promoting diversity and equity. With Latinxs (a gender-neutral term) growing in the U.S., the number of Latinx behavior analysts is likely to increase. Although there are more women than men at the ranks of assistant and associate professor in programs accredited through the Association for Behavior Analysis International (ABAI; Li, Gravina, Pritchard, & Poling, 2019), it is unknown how many Latina professors there are, which has great implications for the training and mentoring of future behavior analysts who come from similar backgrounds. In addition to presenting data on Latina professors teaching in ABAI-accredited programs, the current presentation will also discuss the barriers encountered when identifying such individuals. Moreover, viable solutions that can create change will be proposed, including the development of networks to provide coherent support to Latinas interested in pursuing higher education and the establishment of outlets for research related to sustaining diversity and equity. |
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Shifting Perspectives: A Social Justice Program Description |
(Theory) |
GABRIELLE MORRIS (University of North Texas), Emily Perez (University of North Texas), Shahla Susan Ala'i (University of North Texas), April Bass (University of North Texas), Alicia Re Cruz (University of North Texas) |
Abstract: We live in a world of increasingly apparent social disparities. Tensions around these issues can be confusing and uncomfortable. Humans are easily able to see things from their own perspective, but struggle with the perspective of the “other”. If they are able to expand and shift perspective, they may be better able to understand and witness different lived experiences. Media offers a platform for examining social justices and injustice with some degree of detachment and allows exposure to multiple situations and events. Groups that are composed of people with different perspectives and are able to view media together, may increase perspective taking of each individual in the group and build appreciation for the unique insights offered by the individual group members. Such groups can be directed to build narratives that are grounded in social justice. This presentation will describe an approach for increasing social justice narratives through the use of media and a collective shaping process. Two examples of this approach will be described with accompanying media. The first example will focus on equity based intimate partner relationships. Following, the second example will focus on solidarity within hegemonic societal relationships. Both examples will address the varying power dynamics, indicators of relation types, and self-reflective observations. |
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Offering Clients Choice of Instructional Strategy and Behavior Reduction Parameters With Concurrent Operant and Concurrent Chain Procedures |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Translational |
Chair: Amanda Mahoney (The Chicago School of Professional Psychology ) |
Discussant: Kathryn M. Kestner (West Virginia University) |
CE Instructor: Kathryn M. Kestner, Ph.D. |
Abstract: Presenting choices to nonvocal and early verbal learners is frequently achieved by arranging concurrent choices wherein two or more stimuli are put in front of the learner with the prompt “choose.” The paired-stimulus preference assessment is one example of a paired-choice arrangement. Some choices, such as the choice of intervention or choice of music to listen to, present challenges as they cannot be easily represented by an item or icon. The first presentation will describe a concurrent chain procedure for offering choice between errorless instruction and error correction within the Picture Exchange Communication System and a receptive identification task. We will report data on the relative efficiency of these instructional strategies and client preference for instructional strategy. The second presentation will report the effects of presenting choice of music via an iPad on vocal stereotypy. Data will be reported on the effects of music- and song-level interactions. Our discussant, who has in-depth experience in basic and applied research on choice and concurrent operants, will then provide her comments and considerations. |
Instruction Level: Basic |
Keyword(s): Concurrent operant, Error correction, Errorless, Vocal stereotypy |
Target Audience: Board Certified Behavior Analysts and Board Certified Assistant Behavior Analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Define concurrent operant and concurrent chain procedures and describe recent applied studies utilizing these procedures 2) Describe a procedure for assessing client preference between these errorless learning and error correction strategies 3) Describe a procedure for applying concurrent choice arrangements to reduce vocal stereotypy |
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Assessing Client Preference for Errorless or Error Correction Procedures Within the Picture Exchange Communication System |
(Applied Research) |
DAVID BRIAN FAIRCHILD (The Chicago School of Professional Psychology ), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology ), Amanda Mahoney (The Chicago School of Professional Psychology ) |
Abstract: Following food and color preference assessments, we taught three children with autism to select a picture icon, place the icon on a strip, and deliver the strip to the experimenter in exchange for the backup food item as an early step in the Picture Exchange Communication System (PECS). Following paired stimulus preference assessments, two food items were taught using errorless learning procedures and two food items were taught using error correction procedures. Prior to each trial, the participant touched a color card to initiate the trial. During preference evaluation, both color cards were presented and the color selected initiated trials of the corresponding instruction type and food items. We ran preference assessments followed by receptive identification trials with arbitrary stimuli to test whether the selection response was controlled by motivating operations related to the food items. Preference for instructional strategy emerged for one of three participants and remained stable during receptive identification training. For two participants the instructional strategies were equally effective and efficient and for one participant neither strategy was effective. This study demonstrates a simple procedure that can be used to assess participant choice for instructional strategy without increasing training time or effort, but more research is needed. |
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Evaluation of a Concurrent Choice Arrangement for Music on Vocal Stereotypy in Children With Autism |
(Applied Research) |
BECCA YURE (The Chicago School of Professional Psychology), Susan D. Flynn (The Chicago School of Professional Psychology) |
Abstract: We conducted a preference assessment that included musical stimuli and, for those that selected music, we examined the effects of presenting musical stimuli via an iPad on sensory-maintained vocal stereotypy in three children with autism. Pressing an icon resulted in the corresponding song playing through headphones and the participant could change the song by pressing a different button at any time. Data were analyzed across condition type (music vs. no music) and song type. This intervention produced a reduction of vocal stereotypic behavior three of three participants, with socially significant decreases for at least one participant. Future research will be discussed to include the assessment of specific stimulation maintaining vocal stereotypy, competing stimulation, and the role of concurrent choice for substitutable reinforcers to treat automatically-maintained behavior. |
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A Behavioral Approach to Teaching Writing Behaviors |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/VBC; Domain: Translational |
Chair: Cameron Mittelman (The Chicago School of Professional Psychology) |
CE Instructor: Cameron Mittelman, M.A. |
Abstract: Effective writing ability is arguably one of the most important skills an individual must acquire. Despite the crucial role of effective writing skills in today’s society, many individuals do not possess strong writing ability and do not consider themselves good writers, as only 27% of 12th grade students met the criteria for “Proficient” writing, while 21% of 12th grade students met the criteria for “Below Basic” writing (National Center for Education Statistics, 2011). This distribution is even more concerning for black and Hispanic students. These findings suggested that many individuals leaving the public secondary education system lack the skills required to successfully meet the writing demands of the workplace and of higher education. With that in mind, this symposium will demonstrate several ways in which behavior analytic methods may be used shape different aspects of the writing process. The first presentation will review an intervention package consisting of programmed instruction and rate-building to develop revision skills. The second presentation will examine the use of lag schedules to increase variable fictional writing with children with autism. The final presentation will present an integration of precision measurement, pinpointing, and multiple learning channel practice with mechanics exercises. |
Instruction Level: Intermediate |
Keyword(s): Fluency, Precision Teaching, Programmed Instruction, Writing |
Target Audience: The target audience for this symposium are behavior analysts, teachers, supervisors, and anyone else who is required to either develop written products or to review written products as apart of their job. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) pinpoint specific writing behaviors that may need to be developed; (2) describe fluency-based procedures for developing the pinpointed behaviors; (3) describe schedules of reinforcement that may maintained continued occurrence of the developed writing behaviors. |
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The Effects of Programmed Instruction and Fluency-Building on Writing Error Detection and Correction |
(Applied Research) |
CAMERON MITTELMAN (The Chicago School of Professional Psychology) |
Abstract: The present study examined the effects of a three-component intervention package consisting of computer-delivered programmed instruction combined with fluency-based practice involving example and non-example discrimination along with non-example correction on participants’ ability to identify and correct to three different writing targets: passive voice, grammar errors, and inconcise writing. Using a multiple probe across writing targets experimental design, participants’ individually completed the three components of the intervention one at a time with revision probes occurring after each component. Results showed some variation across writing targets and across participants, but in general the intervention package resulted in improved revision ability as all four participants showed higher rates of correct revisions per minute after the three phases of the intervention when compared to baseline rates for all three of the writing targets. Furthermore, the achieved changes in revision accuracy showed clear maintenance over time for the majority of the writing targets for three of the four participants. However, the intervention package appeared to have mixed outcomes for the participants’ ability to revise their own writing, with only two of the four participants having fewer errors for all three writing targets on the generalization probe. |
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The Effects of LAG Schedules of Reinforcement on Fictional Writing |
(Applied Research) |
LAWRENCE PLATT (The Chicago School of Professional Psychology) |
Abstract: Writing is used in numerous contexts from filling out a job application to taking standardized exams. Writing can also be used as an outlet for creative and imaginative ideas. Individuals with autism experience difficulty engaging in imaginative ideas (American Psychological Association, 2013). The literature on creative writing and increasing sentence variability with individuals with autism is limited. Lag schedules of reinforcement have been used to increase vocal variability (Esch, Esch, Love 2009), mand variability (Brodhead, Higbee, Gerencser & Akers 2016), and intraverbal repertoires (Contreras & Betz 2016). Lag schedules were extended in this study to look at variable fictional sentences with two children with autism using a multiple baseline across participants design. For one participant the Lag schedule condition resulted in almost 100% increase in novel sentences compared to the continuous schedule of reinforcement condition. For the other participant a 50% increase in novel sentences in the Lag schedule condition compared to the continuous schedule of reinforcement. Implications are that Lag schedules of reinforcement can be used to increase the novelty of responding. |
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Shaping Technical Writing With Precision Measurement |
(Service Delivery) |
ADAM HOCKMAN (The Mechner Foundation) |
Abstract: Clear technical writing is critical for communicating complex information to professional and lay audiences. Due to a lack of instruction and practice, behavior analysts and researchers who venture beyond formulaic article writing are prone to structural and stylistic errors. Such writing patterns are noticeable and less desirable to some readers. In her technical writing course Writing Solutions for Behavior Analysts, Marilyn Gilbert introduced a series of Flags—stimuli that signal a particular situation in one’s writing that may need to be changed. The course helped students fluently identify and change Flags that make writing unclear, misleading, or unnecessary. When teaching stylistic writing, Gilbert employed an age-old copywork exercise or the rewriting of an exemplar text to shape an easy and approachable style that effectively communicates scientific information. Many successful writers, including Benjamin Franklin, have used the copywork exercise to improve overall and domain-specific writing (e.g., sales copy). This paper will present an integration of precision measurement, pinpointing, and multiple learning channel practice with Gilbert’s mechanics exercises (Flags) and an eyes/ears copywork approach to promote high-level writing among behavior analysts and other science writers. |
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Reinforcing Positive Peer Reports via Group Contingencies: Effects of Tootling on Mean Behaviors and Recently Taught Social Skills |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/DEV; Domain: Translational |
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center) |
CE Instructor: Christopher Skinner, Ph.D. |
Abstract: Tootling interventions involve using interdependent group-oriented rewards to enhances student reports of classmates’ student-helping-student behaviors. Tootling has been shown to decease typical inappropriate classroom behaviors including out of seat behavior and calling out, but not antisocial behaviors. In Study I, a withdrawal design showed that tooting caused immediate decreases in antisocial behaviors (e.g., mean behaviors like name-calling). Researchers have not evaluated the effect of tootling on the behaviors which students are reporting. In Study II, social skills training was used to teach compliment-giving behavior, and during the tootling intervention rewards were delivered contingent upon peer reports of classmates’ giving compliments. Visual analysis of our A-B-A-B figures showed that the tootling intervention enhanced students compliment giving behavior, not just reports of compliment giving behavior, in a generalized setting. This behavior-specific tootling intervention enhanced compliment-giving behavior in a generalized setting. In Study III, a multiple baseline design was used to sequentially enhance three recently-taught social skills in a generalized setting. Discussion focuses on using tootling to reduce antisocial behaviors and promote generalization and maintenance of recently-taught social skills. |
Instruction Level: Intermediate |
Keyword(s): generalization, mean behaviors, social skills, tootling |
Target Audience: Those who work in educational settings |
Learning Objectives: Attendees will acquire an understand of how tootling can be used to decrease mean behaviors. Attendees will acquire an understanding of how tootling can be used to increase a recently taught social skill. Attendees will acquire an understanding of how tootling can supplement sequential social skills training. |
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Reducing Mean and Disrespectful Social Behaviors in Third Grade Students: Extending Research on Tootling |
(Applied Research) |
BAILEIGH KIRKPATRICK (The University of Tennessee), Shelby Wright (The University of Tennessee), Stephanie Daniels (University of Tennessee), Kala Taylor (University of Tennessee), Christopher Skinner (The Univesity of Tennessee), Merilee McCurdy (University of Nebraska-Lincoln), tara moore (The University of Tennessee) |
Abstract: The current study was designed to extend research on tootling interventions. Tootling involves reinforcing students’ reporting of their peers' incidental prosocial behaviors, specifically student-helping-student behaviors. Reinforcement is provided via the application interdependent group-oriented bonus rewards. While previous researchers reinforced the class contingent upon the number of tootles (i.e., peer reports of classmates’ student-helping-student behaviors), during the current study group rewards were delivered contingent upon the number of different students who received tootles. A withdrawal (A-B-A-B) design was used to determine if a tootling intervention decreased antisocial/disrespectful interactions of four, teacher-nominated students in an after-school, third-grade classroom. Visual analysis of a repeated measures graph and effect size estimates suggest that the tootling intervention decreased these interactions. Discussion focuses on the failure to maintain gains during the withdraw phase and future research designed to enhance and evaluate the generalizability of tootling interventions and the effects of similar interventions over time and across dependent variables. |
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Behavior Specific Tootling: Enhancing First-Grade Students’ Use of a Recently- Instructed Social Skill a Natural Social Setting |
(Applied Research) |
SHELBY WRIGHT (The Unviersity of Tennessee), Baileigh Kirkpatrick (The University of Tennessee), Stephanie Daniels (University of Tennessee), Christopher Skinner (The Univesity of Tennessee), Tara moore (the University of Tennessee), Merilee McCurdy (University of Nebraska-Lincoln) |
Abstract: Tootling interventions involve teaching students to report their classmates’ student-helping-student behaviors and reinforcing these reports, not the actual behavior, via interdependent group contingencies. Tootling has been shown to decrease disruptive classroom behaviors and enhance on-task behavior. The current study was designed to extend this research by teaching students to report classmates’ engagement in a recently taught social skill (giving compliments) and providing rewards contingent upon the number of peer reports of classmates giving compliments. The dependent variable was actual student compliment giving behavior. Thus, this was the first study where researchers measured the effect of tootling on the actual behavior that students reported. Results from our withdrawal design showed that the modified tootling intervention enhanced compliment giving in first-grade students in a setting and context that differed from the social skills training environment (i.e., while they were engaged in a small group math activity). Specifically, visual analysis of a repeated measures graph and effect size estimates suggest the intervention caused immediate, consistent, and meaningful increases in compliment-giving behavior while students engaged in small-group math activities. Discussion focuses on study limitations, future research, and the applied implications associated with supplementing social skills training with positive peer reporting. |
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Using Tootling to Sequentially Enhance and Maintain Multiple Social Skills in Natural Social Environments |
(Applied Research) |
CHRISTOPHER SKINNER (The Univesity of Tennessee), Shelby Wright (The University of Tennessee), Margaret Crewdson (the University of Tennessee) |
Abstract: The current study was designed to extend research on combining social skills training with tootling to enhance student engagement in social skills in their natural social context. The intervention included an interdependent group contingency with randomly selected criteria which involved the class receiving rewards contingent upon students reporting classmates’ desired social behaviors. First reinforcement was delivered contingent upon reports of classmates’ compliment-giving. In subsequent phases peer reports classmates’ providing encouragement and saying thank you were added to the contingency but students did not know which of the peer-reporting target behaviors would be selected as criteria for reinforcement. Results from our multiple-baseline across-behavior design provide three demonstrations of a treatments effect. When peer-reports of each social skill were added to the contingency, the targeted social behavior increased. Discussion focuses on supplementing social skills training with tootling in order to enhance the probability of students engaging in social skills outside the social skills training context. |
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Expanding Behavioral Safety to New Areas |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Archives |
Area: OBM; Domain: Translational |
Chair: Christoph F. Bördlein (University of Applied Sciences Würzburg-Schweinfurt) |
CE Instructor: Christoph F. Bördlein, Ph.D. |
Abstract: Behavioral Safety is not only relevant to “classical” physical work in plants. It’s also important in social service organizations and other environments that are not typically in focus, when thinking about workplace safety. This symposium highlights several developments in behavioral safety. One is the application of the well-established procedures to work environments previously not being targeted much by behavior analysis. The first talk is about the use of the Performance-Diagnostic Checklist – Safety (PDC-S) to enhance safety in two social service institutions. The other presentations in this symposium describe the collaborative effort of machinery safety experts and behavior analysts to include the knowledge of behavior analysis into international standards of workplace safety like the International Standard Organization (ISO) and the International Electrotechnical Commission (IEC). Behavior analysis introduces it’s measurement and assessment strategies to machinery safety, to make the human factor – once thought of as a “soft” factor – more controllable and manageable. Perspecitves for future developments are discussed. |
Instruction Level: Intermediate |
Keyword(s): behavioral saftey, international standards, machinery safety, PDC |
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Using the PDC-Safety and the PDC-Human Services to facilitate safety in social service institutions |
(Service Delivery) |
CHRISTOPH F. BÖRDLEIN (University of Applied Sciences Würzburg-Schweinfurt) |
Abstract: Employees in social service institutions, e.g. those providing day care for mentally and / or physically impaired adults or social work assistance for endangered youths face a variety of safety hazards. Those hazards origin not only from the physical environment but also from the behavior of the people taken care of. To analyze the contingencies influencing the safety of employees in organizations, Martinez-Onstott, Wilder, and Sigurdsson (2016) developed the Performance Diagnosis Checklist Safety (PDC-S). The PDC-HS (Human Services; Carr, Wilder, Majdalany, Mathisen & Strain, 2013) addresses performance problems including safety issues in human service organizations. We present two applications of these checklists to analyze the contingencies underlying safety issues in an intermediate home for children with various behavior problems and in a sheltered workshop for adults with multiple mental and physical disabilities. Results were used to develop safety checklists for behavioral self-monitoring of employees and safety observations of the work environment and the behavior of the people looked after. |
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Experiments in Behavioral Safety in Machinery Safety in Japan |
(Applied Research) |
RIEKO HOJO (National Institute of Occupational Safety and Health), Shoken Shimizu (National Institute of Occupational Safety and Health, Japan), Kyoko Hamajima (National Institute of Occupational Health, Japan), Shigeo Umezaki (National Institute of Occupational Health, Japan), Koichi Ono (Komazawa University) |
Abstract: The author reports about her attempts to introduce behavior analysis to the machinery safety field in Japan. Behavior analysts and machinery safety experts sometimes work together for experiments and in the applied setting, and the results are applied to safety measure at industrial worksite. Among these activities in the machinery safety field, the most characteristic one is participation to international standards, such as International Standard Organization (ISO) and/or International Electrotechnical Commission (IEC). ISO develops and publishes International Standards. It creates documents that provide requirements, specifications, guidelines or characteristics that can be used consistently to ensure that materials, products, processes and services are fit for their purpose. On the other hand, the IEC is the world’s leading organization that prepares and publishes International Standards for all electrical, electronic and related technologies. The principles of human behavior are an element of the current collaborative safety, required by machinery safety and it contributes to establish these standards. We show several examples of this new approach and discuss the new development intiated by this collaboration. |
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The Safety Management System as a New Achievement Place for Behavior Analysis |
(Service Delivery) |
SHOKEN SHIMIZU (National Institute of Occupational Safety and Health, Japan), Rieko Hojo (National Institute of Occupational Safety and Health), Kyoko Hamajima (National Institute of Occupational Health, Japan), Shigeo Umezaki (National Institute of Occupational Health, Japan), Koichi Ono (Komazawa University) |
Abstract: These days an enormous change in the society system, called the Industrial Revolution has been appeared all over the world, such as Industry 4.0, and Connected Industries and/or Society 5.0 in Japan. In such situation, man-machine collaboration is quite important because machines and humans at workplace are connected by Internet of Things (IoT) or/and Information and Communications Technology (ICT) devices. All these industrial revolutions refer to productivity. A way of thinking and measures about safety which is adopted to such society should be established now. So far, safety at workplace has been protected and maintained by specialists from the machinery safety field, mainly focusing on the hardware side. On the other hand, human factors have not been sufficiently considered in the machinery safety field so far. Therefore, rational measurements, analysis and evaluation of human behavior is now important for collaborative safety. Specialists in machinery safety found that behavior analysis is one of the most applicable sciences for the novel safety measure, because it measures human behavior objectively, quantitatively and directly. In this presentation, we propose some approaches for collaborative activity with specialists from the field of behavior analysis to manage safety in machinery safety field together. Those are participating to international standards, quantitative evaluation of machinery systems and analysis of risk assessment. |
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Key Dimensions of Performance Feedback: From Literature to the Lab |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Translational |
Chair: Andressa Sleiman (Univeristy of Florida ) |
CE Instructor: Andressa Sleiman, M.A. |
Abstract: Performance feedback is one of the most common strategies employed in interventions within the field of organizational behavior management (OBM) and has been demonstrated to improve performance across a variety of settings and behaviors when used effectively. Despite its accumulation of empirical support overall, the key variables influencing feedback efficacy, maintenance, and treatment implementation require further evaluation. The presentations in this symposium seeks to further this evaluation by 1) providing an updated review on the existing evidence regarding the use of feedback in 75 articles published in the Journal of Organization Behavior Management from 1998 to 2018, 2) assess performer preference for feedback timing relative to task completion (e.g., after step, after trial, and after session), 3) and evaluate the effects of performer reactions to feedback on subsequent feedback delivery and observation accuracy. Each presentation will highlight the importance of identifying various feedback components as they relate to treatment efficacy and implementation. Implications for future research and the utilization of performance feedback in applied settings will be discussed. |
Instruction Level: Basic |
Keyword(s): OBM, Performance Feedback |
Target Audience: Open to all audiences. |
Learning Objectives: After attending this symposium, attendees should be able accomplish the following: 1) outline the essential characteristics influencing feedback effectiveness identified in previous research 2) describe the relation between task completion and performer preference for feedback timing 3) explain the effects of performer reactions to feedback on observation and feedback accuracy. |
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An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in Organizational Settings (1998-2018): An Update and Extension |
(Applied Research) |
ANDRESSA SLEIMAN (Univeristy of Florida ), Sigridur Soffia Sigurjonsdottir (Oslo Metropolitan University), Aud Kielland Elnes (Oslo Metropolitan University), Nicole Gravina (University of Florida) |
Abstract: In organizational behavior management (OBM), feedback can effectively increase and maintain performance across settings and target behaviors. Feedback has been extensively studied, being one of the most studied independent variables in the Journal of Organizational Behavior Management (JOBM). Alvero, Bucklin, and Austin (2001) conducted an objective review of the effectiveness and essential characteristics of performance feedback in organizational settings between 1985-1998. This talk will present an update and extension of the Alvero et al. (2001) review by summarizing the effective characteristics of feedback based on 75 articles that implemented feedback as an intervention in an applied setting that were published in JOBM, and in the Journal of Applied Behavior Analysis (JABA) between 1998 and 2018. Feedback effectiveness will be presented for the following characteristics: feedback source, feedback medium, feedback privacy, feedback participants, feedback frequency, the immediacy of feedback, feedback combinations (e.g., feedback + goal setting or feedback + incentives), and feedback nature (increase or decrease behavior). |
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Identifying the Relation Between Feedback Preferences and Performance |
(Applied Research) |
JANELLE KIRSTIE BACOTTI (University of Florida), Emma Grauerholz-Fisher (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Performance feedback is a commonly used organizational behavior management (OBM) intervention (Gravina et al., 2018) that typically yields consistent effects (Alvero et al., 2001). Although feedback applications have varied, a noteworthy characteristic that might affect feedback effectiveness is timing (Lechermeier & Fassnacht, 2018). Prior research has used verbal report as an indicator of preference across immediate and delayed feedback (Reid & Parsons, 1996). Given the frequent use and practical utility of feedback, we assessed feedback preference across three feedback timing options: after step, after trial, and after session. We used a direct-selection paradigm to assess feedback timing preferences with undergraduate students completing two multistep computerized tasks. The data obtained suggest that most subjects shifted their preference from relatively proximal (e.g., after step) to distal feedback (e.g., after session) as they acquired the tasks. A few subjects’ preferences seemed unrelated to increases in performance. We discuss implications based on the current findings and future directions for research. |
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You Talking to Me?Effects of Performer Reactions on Observation and Feedback Accuracy |
(Applied Research) |
JESSICA A. NASTASI (University of Florida), Nicholas Matey (University of Florida), Andressa Sleiman (University of Florida ), Nicole Gravina (University of Florida) |
Abstract: Performance feedback can be a valuable tool for behavior change when used effectively. Despite its utility, delivering feedback may be aversive to the observer, affecting the accuracy of subsequent observations and feedback. A study conducted by Matey et al. (2019) evaluated the effects of required feedback delivery on observer accuracy and found that accuracy was lower when performance feedback was required compared to observation-alone, suggesting the performer’s reaction to feedback may be one variable influencing subsequent accuracy. The current study sought to evaluate the effects of feedback reaction-type on observer accuracy and feedback delivery. First, undergraduate students were randomly assigned to either positive, neutral, or negative reaction groups. Then, in phase one, participants were trained to score a confederate’s posture as either “safe” or “at-risk”. During phase two, participants were instructed to deliver feedback to the confederate after each session. The confederate reacted to this feedback differently depending on group assignment (i.e., positive, negative, or neutral). Preliminary results indicate observation accuracy in the negative-reaction group may be lower after feedback delivery compared to accuracy in the neutral-reaction and positive-reaction groups. Implications for these findings and suggestions for future research will be discussed. |
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The State of Our Union: Current Issues and Future Directions of Behavior Analysis |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/DDA; Domain: Translational |
CE Instructor: Justin B. Leaf, Ph.D. |
Chair: Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
JUSTIN B. LEAF (Autism Partnership Foundation; Endicott College) |
ROBERT K. ROSS (Beacon ABA Services) |
MELISSA L. OLIVE (Applied Behavioral Strategies LLC) |
Abstract: The field of Applied Behavior Analysis (ABA) has grown faster than many of us have ever imagined. Current projections estimate there will be over 120,000 Behavior Analysts worldwide within the next 5 years. The panelists will provide the audience with their perspective about the current state of the field. In doing so the panelists will discuss areas in which ABA has excelled (e.g., functional analysis, certifying individuals, single subject designs) as well as areas requiring additional growth (e.g., marketing, collaborating with other fields, large scale outcomes). Additionally, the panelists will provide their perspective on the future directions of ABA (e.g., private equity, increasing number of technicians, licensure laws) and how behavior analysts can continue to promote quality behavioral intervention with the new challenges. All Board Certified Behavior Analysts have an ethical responsibility to our profession to “uphold and advance the values, ethics and principles of the profession of behavior analysis” (BACB Professional and Ethical Compliance Code for Behavior Analysts, Section 6.01). As such, the panelists will also discuss current and future ethical responsibilities to the field. Questions and comments from the audience will be encouraged throughout. |
Instruction Level: Intermediate |
Target Audience: Graduate students, practitioners, researchers, and professors. |
Learning Objectives: 1. Attendees will identify the difference between certification and scope of competence. 2. Attendees will identify how they can comply with the BACB Professional and Ethical Compliance Code, Sections 6.01 & 6.02. 3. Attendees will identify 5 strategies they can use in their everyday practice that will support ethical practice in Behavior Analysis. |
Keyword(s): certification, ethics, Growth, quality intervention |
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PDS: Branching Out: Finding Success in Diverse Areas of Practice |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: AAB/DEV; Domain: Translational |
Chair: Ronald J. Clark (Florida Institute of Technology) |
CHRISTY A. ALLIGOOD (Disney's Animal Kingdom and University of Florida) |
AMBER MARIE MARACCINI (Renown Health) |
JANET S. TWYMAN (blast) |
Abstract: Behavior Analysis is a scientific approach that emphasizes environmental contingencies to solve a large array of problems. The field has continuously produced literature on evaluations and treatments that cover a multitude of issues. Although our field has support in many areas of practice, a considerable percentage of our applied applications focus on autism and developmental disability treatment. With an ever-growing field, the interest of those involved in behavior analysis is also seeing a large increase in variability. This panel aims at highlighting some of the novel applications of behavior analysis in diverse areas. The panelists will discuss some of their own experiences implementing behavior analysis in these areas and will provide time to answer questions from the audience. If you have interest in applying behavior analysis into novel areas, this panel aims to help provide insight into this process. |
Instruction Level: Basic |
Keyword(s): Diversity, Novel Application, Panel, Professional Development |
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Behavioral Economics and Verbal Behavior Mash-Up: Investigations of Broader Behavior Analytically-Rooted Societal Impacts |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/CBM; Domain: Translational |
Chair: Victoria Diane Hutchinson (Saint Louis University) |
CE Instructor: Victoria Diane Hutchinson, M.S. |
Abstract: The present symposium explores the ways in which verbal behavior and behavioral economics may shed light on some of the larger societal problems we face as humans. In the first presentation, we empirically explore RFT-based conceptualizations of gambling behavior beyond those of equivalence to frames of comparison and the ways in which those contextual variables (along with our own verbal behavior about them) may push around our behavior. Second, we'll address conceptually-cutting-edge perspective, wherein we propose different interventions for distinct repertoires within what we might broadly consider, impulsivity. Finally, we explore delay and social discounting within the context of climate change, and the need for modern behavior analysis to hold a seat at the table of discussions around sustainability initiatives. |
Instruction Level: Intermediate |
Keyword(s): Gambling, Impulsivity, Sustainability |
Target Audience: -intermediate-advanced |
Learning Objectives: Describe how behavior science can contribute to solving complex social issues Identify self-rule formation through contextual control, in a gambling context. Attendees will be able to describe how different forms of impulsivity likely involve different behavioral repertoires and therefore will likely respond differently to different treatments |
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Derived Rule Following and Relational Framing in a Gambling Context |
(Applied Research) |
VANSHIKA GUPTA (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Previous research on derived rule following has shown that participants will switch their response patterns following discrimination training, and will adhere to new rules established during training even contingencies do not match the new rules. However, this research has only included equivalence class formations. Therefore, the current study sought to replicate and extend this research to include relational frames of comparison (i.e., more/less than). During a slot machine task, three recreational gamblers wagered on one of two slot machines with equal payout rates, each identified by an arbitrary stimulus covering the payout rates. Participants were randomly assigned to one of three legs within a multiple-baseline design with predetermined phase lengths. Following baseline, participants completed a match-to-sample program where contextual cues of more/less than were paired with the arbitrary stimuli used on the slot machines. Tacting of participant’s self-rule was measured using a fill-in-the-blank and multiple choice test, before and after training. Following training, two participants altered their response options to play on the slot machine paired with the contextual cue of ‘more than’, and played less on the machine paired with the cue ‘less than’. Further, all three participants responded with 100% accuracy on the self-rule tests following training. |
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Behavioral Conceptual Analysis of Two Dimensions of Impulsivity: Impulsive Disinhibition Versus Impulsive Decision-Making |
(Theory) |
YI YANG (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Impulsivity is a multifaceted construct, including inability to wait, rapid action without forethought, and an inability to inhibit inappropriate behaviors. In behavior analytic research, impulsivity is often studied by examining choices between smaller-sooner reinforcers over larger-later reinforcers, as in delay discounting. However, researchers have begun to acknowledge what could be an important distinction, between ‘‘impulsive disinhibition,’’ e.g., Go/No-Go tasks, and ‘‘impulsive decision-making,’’ e.g., Delay-Discounting tasks (Reynolds, Ortengren, Richards and de Wit, 2006). This presentation will conduct a radical behavioral conceptual analysis of this distinction and identify the separate implications for both repertoires of behavior, both for studying them in the lab, and for application to socially significant behavior. In particular, it seems probable that different intervention procedures may work for addressing the two different repertoires. For example, present moment attention training may help individuals focus on moment-to-moment self-control, as in go/no go tasks, whereas values-based interventions may help individuals behave with respect to longer-term self-control tasks, such as delay discounting. |
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Delay Discounting and Social Discounting With Climate Change Policy Preference |
(Theory) |
CELESTE UNNERSTALL (Missouri State University ), Jordan Belisle (Missouri State University) |
Abstract: According to the Intergovernmental Panel on Climate Change, considerable changes in human behavior are needed to curb the impacts of climate change. Current estimates suggest that we may reach the climate point of no return (PNR) by the year 2035 assuming a 2% increase in the relative rate of no emission consumption. We describe several studies conducted by our research lab from a Behavioral Economic and Relational Frame Theory synthetic framework that address preferences for policies that attempt to limit or constrain CO2 emissions by affecting human action. The first series of studies evaluate policy preference to delay PNR as analogous to monetary discounting of reinforcer loss. Results show that people discount high emission commodities similar to currency. Results also show that redistributive policies may generate greater policy support and willingness to forego high emission commodities in service of the value of climate change sustainability. The second series of studies extend this model by directly comparing policies developed by politicians seeking presidency in the upcoming US election, as well as embedding measures of social discounting. Results again support preference for redistributive policies and that policies that redistribute reinforcement locally are more likely to be accepted and produce greater willingness than policies that seek to redistribute reinforcement internationally. These series of studies speak to a need to inform policy with modern advances in applied behavior analysis. |
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Assessing and Training Complex Behaviour (Classification and Analogy) Using Relational Frame Theory |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/EAB; Domain: Translational |
Chair: John D. McElwee (Pennsylvania VB3) |
Abstract: Relational Frame Theory (RFT) argues that language and cognition may be explained in terms of derived (arbitrarily applicable) relational responding (also known as relational framing). Furthermore, RFT research has by now provided substantial evidence in favour of this thesis not least by modelling a number of arguably important areas of linguistic-cognitive functioning based on controlled laboratory demonstrations of this phenomenon. The present symposium includes data from a number of relatively recent RFT-based studies that illustrate this approach. Study 1 focused on training class inclusion responding as a key repertoire of classification, using a RFT approach in which class inclusion involves containment and comparison relations and their combination. Study 2 assessed acquisition of relational framing in young children using a novel RFT-based procedure, with a particular focus on the acquisition of analogical responding, conceptualised within RFT as the relating of derived relations. Study 3 involved a number of experiments to train analogical responding (i.e., relating derived relations) in young children using a multiple baseline across participants design. |
Instruction Level: Intermediate |
Keyword(s): Analogy, Classification, Language, RFT |
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Training Class Inclusion Responding in Individuals With Autism |
(Basic Research) |
SIRI MING (Private Practice), Patrycja Zagrabska (National University of Ireland, Galway), Teresa Mulhern (Carlow College, Ireland), Ian T. Stewart (National University of Ireland, Galway), John D. McElwee (Pennsylvania VB3) |
Abstract: Class inclusion requires responding to an item simultaneously as a member of both a class and a more inclusive class containing that class. For example, a child might be presented with pictures of several dogs and several cats, with more dogs than cats and asked, “Are there more dogs or more animals?” The correct answer (‘animals’) requires responding to a dog as simultaneously both a member of the class ‘dogs’ as well as of the superordinate class ‘animals’. Ming et al. (2018) trained class inclusion in typically developing children and individuals with autism using a Relational Frame Theory approach in which class inclusion requires containment and comparison relations and their combination. Participants received multiple exemplar training using a non-concurrent multiple baseline design in which class containment relations were represented by placing pictures within nested transparent boxes. More recent work has facilitated improved control by using a concurrent design and recording all stimulus categories in both baseline and training, thus enabling a more unambiguous demonstration of generalization and maintenance. It also showed contingent feedback alone as insufficient to allow successful performance but that an intervention involving non-arbitrary guidance but less intensive than in Ming et al. could facilitate the required repertoire. |
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Assessing Relational Responding in Young Children Using a Novel Relational Frame Therory-Based Relational Evaluation Procedure-Based Format |
(Basic Research) |
ELLE KIRSTEN (Fit Learning & National University of Ireland, Galway), Ian T. Stewart (National University of Ireland, Galway) |
Abstract: Relational Frame Theory (RFT) sees operant acquisition of various patterns of relational framing (frames) as key to linguistic and cognitive development and it has explored the emergence of a range of psychological phenomena (e.g., analogy, perspective-taking) in these terms. One potentially important advance for RFT research is to develop a better idea of the normative development of relational framing in childhood. This was one of the aims of the present study, which sought to measure relational responding of various types, and at various levels of complexity in young children across a range of ages. A second aim of the study was to focus in particular on analogy, or the relating of relations, as one particularly important pattern of relational responding. The present study examined a range of frames including coordination, comparison, opposition, temporality, and hierarchy at a number of different levels of complexity (non-arbitrary relating, non-arbitrary relating of relations, arbitrarily applicable relating and arbitrarily applicable relating of relations) in young children ranging in age from 3 to 7. Performance overall as well as under various subheadings was correlated with both age and intellectual ability. Outcomes and their implications are discussed. |
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Training Analogical Responding in Young Children Across Several Multiple Baseline Design Studies |
(Basic Research) |
IAN T. STEWART (National University of Ireland, Galway), Elle Kirsten (Fit Learning & National University of Ireland, Galway) |
Abstract: Analogical (A:B::C:D) relational responding is a key skill in the development of verbal and intellectual repertoires. This paper will 1) briefly review a Relational Frame Theory (RFT) based assessment of analogical relations, and, 2) discuss RFT-based training procedures used to train arbitrary analogical relations in typically developing children and children with Autism Spectrum Disorder (ASD). The RFT-based instrument used in this study allows assessment and training of (i) non-arbitrary (physical) relations (ii) non-arbitrary analogy (relating non-arbitrary relations) (iii) arbitrarily applicable relational responding (relational framing) and (iv) arbitrarily applicable analogical relational responding (relational framing relational frames themselves). A series of multiple baseline design studies used this instrument to test and train arbitrary analogical relations in nine 5-year old typically developing children, and three 10-14-year old children with ASD. All participants generated analogical responses during novel, generalization, and maintenance probes. Data from testing, training, and generalization trials will be presented and discussed, as well as the impact training had on the verbal repertoires of children with ASD. |
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Teaching Derived Relational Responding and Arbitrary Applicable Relational Responding to Children With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VBC; Domain: Translational |
Chair: Breanna Newborne (My Canopy) |
Discussant: James Moore (Canopy Children's Solutions) |
CE Instructor: James Moore, Ph.D. |
Abstract: Derived relational responding (DRR), in general, refers to the ability to perform novel responses that have never been directly taught in a variety of different and novel conditions by relating concepts together. In other words, relating may be simply defined as responding to one event in terms of another. For example, rhesus monkeys may be trained to respond relationally to, and thereby select the taller or two stimuli (see Harmon, Strong, & Pasnak, 1982). This response, which can be produced by humans and animals, is controlled entirely by the nonarbitrary or formal properties of the stimuli (i.e., one stimulus is actually taller than the other, and as such is not a verbal process. In contrast, Arbitrary Applicable Relational Responding (AARR) is a verbal process, because it is under the control of contextual features beyond the formal properties of the related stimuli or events. Both types of generalized operants are often significantly impaired in individuals with autism. In this symposium, data will be presented on teaching both DRR and AARR to children with autism in clinical settings. |
Instruction Level: Intermediate |
Keyword(s): arbitrary-applicable relational-responding, autism, derived-relational responding, verbal behavior |
Target Audience: Practicing behavior analysts |
Learning Objectives: 1. Participants will define and describe derived relational responding. 2. Participants will define and describe arbitrary applicable relational responding. 3. Participants will describe four specific applications of DRR and AARR to the treatment of autism. |
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A Method for Evaluating and Teaching Basic Derived Relational Responding for Children With Autism Spectrum Disorder |
(Service Delivery) |
BREANNA NEWBORNE (Canopy Children's Solutions), James Moore (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions ) |
Abstract: Recently, the importance of teaching individuals with autism spectrum disorder the generalized operant behavior known has derived relational responding (DRR) has been highlighted (Ming, Moran, & Stewart, 2014). Although an entire curriculum system, known as the PEAK Relational System, Equivalence Module (PEAK-E, Dixon, 2015) has emerged, some behavior analysts may not have the ability to switch curriculum materials in order to accommodate for the evaluation and teaching of DRR. In this presentation, a model for evaluating and teaching DRR, using single exemplar training will be offered, as well as data across six participants. Three multiple baseline designs across participants were employed to evaluate the effects, with IOA and integrity data collected across 25% of all sessions. |
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Using Matrix Training to Teach Multiple Echoic Targets in Children With Autism Spectrum Disorder |
(Service Delivery) |
ROBYN BREWER (Canopy Children's Solutions), Mary Nicole Thomason (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions ) |
Abstract: Matrix training is a type of teaching that leverages derived relational responding as a generalized operant to produce more effective and efficient outcomes (e.g., Axe & Sainato, 2010; Sidman, 1994). This method is a generative approach to teaching specific targets in which stimuli are arranged in a matrix resulting in the direct training of fewer targets with others emerging without training. In the current presentation, matrix training was used to teach echoic targets of increasing difficulty with two children with autism. Results suggest that matrix training may offer an effective and efficient method for teaching a broad number of echoic targets. A multiple baseline across matri |
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Further Examination of Teaching Coin Equivalencies to Individuals With Autism |
(Service Delivery) |
LAURA-KATHERINE K BARKER (Canopy Children's Solutions), Madeline Potter (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions ) |
Abstract: The use of conditional discrimination training promotes the emergence of novel relations (Sidman & Tailby, 1982). Stimulus equivalence paradigms have been used to teach a variety of skills/task to various populations. Keintz, Miguel, Kao, and Finn (2011) conducted conditional discrimination training to teach children with autism to discriminate between basic coins and their values. The current study aimed to replicate and extend these findings by incorporating alternative coin values (e.g.., two nickels are equal to a dime). Ten relations emerged following training on a dictated coin to an actual coin, an actual coin to a printed price, a dictated price to a printed price, and alternative coins to a printed price. All participants reached mastery from pre- to posttest following relatively few training sessions with the exception of one relation for two participants. |
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Teaching a Non-Arbitrary Frame of Coordination to Promote the Emergence of Multiple Operant Targets Related to Sameness for Children With Autism |
(Service Delivery) |
MARK GARRETT YEAGER (Canopy Children's Solutions), Lana Warren (Canopy Children's Solutions), James Moore (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions ) |
Abstract: Arbitrary Applicable Relational Responding (AARR) is a verbal process, often significantly impaired for individuals with ASD. Deficits in AARR are not universal or consistent across individuals with ASD. Some individuals may show some ability with AARR with less complex stimuli, but as the complexity increases, so too does their difficulty in navigating the relations. Given that the engine of AARR and relational framing is language, and considering that a core feature of ASD is impairment in language and communication, it is reasonable to assert that many individuals with ASD may show significant impairment in AARR and relational framing. In the current presentation, two children with autism were taught non-arbitrary frame of coordination targets (namely picture-to-picture matching). Once this skill was mastered, not only did it generalize to new targets within the same operant class, but a novel operant (namely gross motor imitation) also emerged without training. |
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Beyond Politically Correct: Practical Steps Toward a More Equitable and Culturally Diverse Behavior Analysis |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/PCH; Domain: Translational |
Chair: Elizabeth Hughes Fong (Saint Joseph's University) |
Discussant: Denisha Gingles (Signature Behavior Analytic Services) |
CE Instructor: Elizabeth Hughes Fong, Ph.D. |
Abstract: In the last two years, diversity, social justice, and cultural humility have received a surge of interest in the applied behavior analytic (ABA) community, likely largely bolstered by social movements such as MeToo and BlackLivesMatter. This symposium brings together four presentations that provide practical action items for research and practice. The first presentation, by Elizabeth Fong, will bring a broader historical perspective to the conversation surrounding diversity in ABA and will engage the audience in some brief self-reflective and group activities. The second presentation, by Jacqueline Ramirez, reviews research on cultural humility training and provides specific actionable recommendations that the audience can put into practice today. The third presentation, by Robyn Catagnus, presents results of a review of research published in six behavior analytic journals and assesses the presence of cross-cultural research published in these journals. The fourth presentation, by Zoey Ulrey, presents a conceptual functional analysis of leadership behaviors relevant to preventing harassment in organizations. The symposium concludes with a discussion by Denisha Gingles. |
Instruction Level: Intermediate |
Keyword(s): culture, diversity, harassment, social justice |
Target Audience: Any behavior analysts |
Learning Objectives: Attendees will be able to provide a behavior analytic definition of culture. Attendees will be able to summarize the results of previous research on the effectiveness of cultural humility training programs. Attendees will be able to summarize the results of previous research on cross-cultural provision of ABA services. Attendees will be able to discuss the function of leader behaviors relevant to harassment prevention. |
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Examining Diversity and Culture in Behavior Analysis |
(Service Delivery) |
ELIZABETH HUGHES FONG (Saint Joseph's University) |
Abstract: This discussion with begin with a brief history of ABA in regards to diversity and culture. From there, ethics, supervision, interventions, as well as challenges and potential solutions will be examined. Participants will be asked to participate in a few self-reflective and group activities to challenge their views on diversity and multiculturalism. Finally, discussion around increasing culturally aware behavior analytic skills in practice as a practitioner and supervisors will be explored, as well as a discussion on some of the barriers that perpetuate the lack of diversity and equity in our field. |
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The Big Elephant in the Room: Culture |
(Service Delivery) |
JACQUELINE RAMIREZ (University of Southern California ), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: The topics of cultural competence and cultural humility have received increasing attention in the behavior analytic profession. Although the terms are often taken as synonymous, they are not the same. The concept of cultural competence assumes that, after sufficient training, one might become competent in another’s culture. The concept of cultural humility asserts that one can never become fully competent in another’s culture, so a more realistic and productive goal is to become humble and open with respect to culture. The field of applied behavior analysis has done very little research addressing the topic. In fact, few training programs in behavior analysis include training in cultural humility as a requirement. A best practice for teaching these frameworks has not been identified and there is a critical need to outline the relevance of cultural humility and to expand on studies from similar disciplines that have a head start in identifying what works. Identifying best practices will enable practitioners to provide ethical, socially significant, and socially validated interventions to our consumers and families, thus remaining true to our ethical code and dimensions of applied behavior analysis.This presentation will make specific, testable recommendations for how behavior analytic training and research may be brought to bear on establishing culturally humble clinician repertoires of behavior. |
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Working in a Cross-Cultural Context? You Can’t Rely on the Research (Yet) |
(Service Delivery) |
Stacee Leatherman (The Chicago School of Professional Psychology), ROBYN M. CATAGNUS (The Chicago School of Professional Psychology), Thomas Wade Brown (Ball State University) |
Abstract: If you are working in a cross-cultural context, you may not find many empirical studies to guide you… yet. Many US practitioners are providing cross-cultural behavior analytic supervision and services, often driven by the growing global demand for autism spectrum disorder (ASD) intervention. These practitioners should rely on empirical research regarding how to best serve a wide variety of cultures, especially when working with a new population. Yet, there are very few studies in US behavior-analytic journals of cross-cultural research with participants from minority groups, immigrant communities, or cultures outside of North America and Europe. A systematic review of 6 behavior-analytic journals (2009-2019), using various search terms related to diversity and culture, yielded just 20 studies reporting participants were from cultural groups such as these, and only two of these included participants with disabilities. This deficit in the literature is exacerbated by key term inconsistency and a (well-established) lack reporting of race and ethnicity in research. Still, there are risks associated with international dissemination and cross-cultural services with a lack of sufficient evidence to guide practitioners. We call for more reports with specific recommendations for diverse populations and suggest inclusive research and practice strategies. |
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Behavioral Conceptual Analysis of Leadership Behaviors for Harassment Prevention |
(Theory) |
ZOEY ISABELLA ULREY (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: This presentation consists of a conceptual functional analysis of leadership behaviors. Under what conditions do leaders intervene in instances requiring someone to take a stand or act as a bystander and what are the maintaining consequences of those behaviors? Accordingly, what are the maintaining contingencies for less optimal behaviors, such as actively avoiding intervening in instances of potential harassment? Furthermore, how do leader behaviors relevant to harassment influence subordinates’ behavior, both in the presence and absence of the leader? This presentation will review literature on leadership behavior and analyze the contingencies maintaining leadership behaviors relevant to harassment prevention. We will then identify where interventions should target change for the improvement of leader behavior at the individual level and how this has the potential to affect organizational culture at a larger level, with the goal of bringing about more equitable organizational cultures that prevent harassment. |
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Developmental Behavioral Economic View |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/OBM; Domain: Translational |
Chair: Mansi Shah (Dare Institute) |
Discussant: William Joseph Harrigan (Harvard Extension School) |
CE Instructor: William Joseph Harrigan, Ph.D. |
Abstract: The role of behavior analysis in understanding composite variables, such as life satisfaction, is best understood in small steps. Questions of what effects the value of different reinforcers have are important steps in understanding how we can make life better. In this symposium four different investigations of reinforcement will be presented. The first presentation is a proposed instrument for exploring the relationship between task interest and time on task; influenced by the work of John Holland. The second presentation discusses behavioral predictors of burnout, and how a lack of fit between personal interests and the demands of their environment leads to emotional exhaustion. The third presentation discusses how artistic ability, and science and research interest relate to creativity. The fourth presentation discusses how gratitude evolves with developmental stage, and how intimate relationships, and emotional complexity contribute to gratitude. Each of these presentations shows steps toward developmental behavioral economic modeling of reinforcement and its effects. |
Instruction Level: Basic |
Keyword(s): Burnout, Creativity, Gratitude, Value Development |
Target Audience: The target audience is people who know behavioral science, and want to increase their knowledge of the developmental pathways in acquiring new and effective behaviors. People who are interested in how to combine behavior analysis with behavioral development. People who want to have a broad perspective of critical applications of behavior analysis to real world problems. |
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Sharpening Interest Measurement: Questions of Time |
(Theory) |
WILLIAM JOSEPH HARRIGAN (Harvard Extension School), Sarthak Giri (Dare Institute) |
Abstract: Models of professional interest, such as the Holland RIASEC (Realistic, Investigative, Artistic, Social Enterprising. Conventional) inventory, have determined, through factor analysis, six reinforcers factors that predict and control behavior. However, due to lack of a direct behavioral measure of these interest grouping, precise prediction is difficult. The original Holland measure asks about whether they prefer to do a task or not. Two modifications are proposed. The first proposed instrument assesses the amount of time participants say they prefer to spend on tasks in each of the six RIASEC groups. The second proposed instrument measures the amount of time participants spend on each of six tasks that have been selected to show preferences for each of the RIASEC interests. This allows for a directly measurable time on task variable to assess the extent of participant’s interest. One goal of these changes is to give participants and researchers a clearer notion of how much they would like to perform their prefer tasks. By giving the concrete variable of time on tasks, participants apply a familiar cost. By asking the participant to consider opportunity cost, a more robust notion of the value of these reinforcers can be inferred. |
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Quantifying the Role of Job-Person Fit in Work Related Burnout |
(Basic Research) |
SARTHAK GIRI (Dare Institute), Kyona Schacht (Boston University) |
Abstract: Burnout is a multivariate psychological syndrome, described and measured by, per Maslach Burnout Inventory (MBI), one’s emotional exhaustion, depersonalization, and personal accomplishment. The job-person fit framework states that a poor fit between a person’s interest and the nature of the job and day-to-day tasks increases the risk for burnout. In order to determine whether burnout scores would be higher for those whose interests do not match their job, participants (N= 55) were asked to take an anonymous online survey. The survey consisted of: modified Holland RAISEC Inventory (HRI), Maslach Burnout Inventory (MBI), and questions about their job and the amount of time they spent doing tasks that would appeal to one of the 6 RAISEC groups. The HRI was modified to make it shorter, more behavioral and face valid. The results indicated that a mismatch in their personal interests and the task they performed at work indicated burnout in 2 out 3 variables: Emotional Exhaustion (r = 0.323) and Depersonalization (r = 0.334). Implications for future research are discussed. |
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Indicators of Value of Creativity as a Personal Quality in Adults |
(Basic Research) |
ALEXANDRA DODZIN (Langley High School), Shutong Wei (Dare Association, Inc.) |
Abstract: Certain people tend to place a great value on creativity. To identify what behavioral factors underlie creativity, survey data was collected from 107 anonymous participants. The survey of 117 questions were separated into sections that pertained to different aspects of creativity: 1) external and internal evaluation of creative character traits; 2) personal perception of likelihood to complete certain tasks; and 3) the frequency of completion of creative tasks. The factors of the rating scale are the following: 1) originality and creative thinking (factor loading .754); 2) importance of creativity as part of character (factor loading .709); 3) building and understanding the design of mechanical objects (factor loading .671); 4) intuition (factor loading .664). The factors of the power scaled instrument are 1) artistic ability (factor loading .778); 2) science and research (factor loading .742). The results show that individuals are more likely to value creativity more and exhibit more creative behaviors who are high in these factors. Interest and personal characteristics both play a big role in behavioral development. This paper isolates some of those factors and make people more creatively productive. The paper also addresses the difference between creativity and originality and how creativity manifests itself in individuals. |
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Caring, Gratitude, and Other Prosocial Behaviors |
(Basic Research) |
SHUTONG WEI (Dare Association, Inc.), Weilyn Chong (Hong Kong International School) |
Abstract: The focus of this article is to provide an understanding of what caring is and why it is one of the bases of behavioral economics. It addresses the definition of care, how it differs from the actions of gratitude, stages at which caring can be identified and how caring underlies societal actions and development. The paper also analyzes how caring changes depending on which stage an organism is performing at, how big of a social structure the organism is in and how caring is necessary in human societies. The paper details the results from an anonymous online survey designed to measure the perceived value of caring and gratitude. The first factor noted both an intimate relationship and immediate reaction. The first factor had a loading of 0.819. This included either parental relationships, immediate reactions to other people’s actions or both. The second factor with the indicated less intimate relationships and longer reaction time, not with more emotional complexity. The second factor had a loading of 0.816. This included strangers, non-relatives, and reactions that require long term memory retrieval to perform. |
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Collaborative Approach to Supporting Severely Impacted Adults |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/DDA; Domain: Translational |
Chair: David Pyles (Pyles & Associates) |
Discussant: David Pyles (Pyles & Associates) |
CE Instructor: Adrienne Hursh, M.A. |
Abstract: Collaboration amongst interdisciplinary teams to manage treatment outcomes should be a first line of defense in effective behavior support with adults. Most of the time, figuring out the function of the target problem behavior is an easy task. The difficulty arises when treatment objectives are targeted in isolation thus creating a significant barrier to effective intervention. Often times adults with disabilities are served by various providers including behaviorists, psychiatrists, mental health professionals and non-behaviorally trained direct support staff. More often the consultation model for behavior services is used and the behaviorist is charged to work with a team of professionals and paraprofessionals that may or may not be focused on the same objectives. Initial and ongoing collaborative treatment planning will allow for more effective interventions. The talks that are presented in this symposium show measurable effects of professionals and paraprofessional who use a collaborative treatment model to support various individuals. |
Instruction Level: Basic |
Keyword(s): adults, collaborative model, problem behavior |
Target Audience: The target audience for this presentation includes any professionals working in the field alongside other professionals and paraprofessionals. |
Learning Objectives: Attendees will identify when and how to collaborate with other providers Attendees will learn to determine when the collaboration is effective or ineffective Attendees will learn strategies to manage ongoing collaboration |
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Collaboration With Psychiatrists: Working With Dually-Diagnosed Adults |
(Service Delivery) |
ADRIENNE HURSH (Pyles and Associates) |
Abstract: When working with dually diagnosis adults, behavior analysts want to minimize the need for medication for behavior challenges. The treatment evaluations presented here include collaboration between a Board Certified Behavior Analyst (BCBA) and a psychiatrist to achieve medication stabilization and behavior reduction. The targeted individuals include (1) a 59 year old woman diagnosed with Schizoaffective disorder, Depressed type and Moderate Intellectual Disability, (2) a 41 year old woman diagnosed with Bipolar Disorder, Severe Intellectual Disability, and Autism, and (3) a 30 year old woman diagnosed with Anxiety Disorder, Schizophrenia, Moderate Intellectual Disability, Epilepsy and Pseudo-Seizures. All of the ladies live in a group home setting (not all in the same home) and have a history of frequent hospitalizations as well as residing in state-run facilities. A collaborative model was used with the psychiatrist and direct staff that included development and implementation of a behavior plan, as well as visual/graphical feedback for decision-making with medications. Across all individuals, behavior challenges reduced and medication changes due to increasing behavior problems was no longer needed. |
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Collaboration With Paraprofessionals to Decrease Severe Problem Behavior |
(Service Delivery) |
SHAI MAOR (Pyles and Associates) |
Abstract: Working with adults usually means utilizing a consultative approach where the BCBA is the consultant and paraprofessionals are the direct line staff. When this happens, collaboration with the service providers who employ the paraprofessionals and the paraprofessionals themselves is essential. In addition, the behavior program must include a strong staff training component to ensure accurate and consistent delivery of the behavior program. Without collaboration and staff training, the behavior program cannot be fully adopted to ensure effective support for the individual. This presentation includes treatment evaluations of collaborative models for three males, ages 23-28. All have dual diagnoses and have 2:1 staffing ratios due to the intensity of problem behaviors. Attendees will be presented with data that represent collaborative work with paraprofessionals that is focused on behavior plan implementation and overall behavior excess reduction. |
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Applications of Derived Relational Responding in Diverse Contexts |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/PCH; Domain: Translational |
Chair: Alexander Jenkins (Southern Illinois University-Carbondale) |
Discussant: Timothy M. Weil (Tandem Behavioral Health & Wellness) |
CE Instructor: Alexander Jenkins, Ph.D. |
Abstract: A wealth of empirical support exists for applications of derived relational responding (DRR) in diverse contexts. To date, however, limited research exists around the ways in which DRR fits into the societally-significant domain of gambling and monetary exchange. To that end, the present symposium seeks to explore how our own verbal behavior may come to occasion different patterns of gambling behavior, and shift preference as a function. Further, we aim to add to the growing body of literature around DRR by investigating monetary exchange via observational learning |
Instruction Level: Intermediate |
Keyword(s): DRR, Gambling, RFT |
Target Audience: intermediate |
Learning Objectives: attendees will learn how to conceptualize derived relational responding in the context of gambling attendees will learn how observational learning may give rise to derived relational responding attendees will be able to describe the overarching nature of derived relational responding to less explored contexts and the way(s) in which verbal behavior interacts with other forms of behavior |
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Establishing Derived Equivalence Relations of Monetary Exchange via Observational Learning With Individuals With Autism |
(Applied Research) |
KWADWO O. BRITWUM (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Anne Sheerin (Southern Illinois University) |
Abstract: The present study investigated whether two adults with Autism will demonstrate equivalence relations after observing each other demonstrate specific prerequisite conditional discriminations. Participants were taught in group context to perform relations between objects of particular value and a combination of dollar bills and coins equal to the value of the object (A1234B1234). Afterwards, participants were taught in the same group context to perform relations between combinations of money equal to the value of the objects (B), and a separate combination of dollar bills and coins that is equal to the value of B (B1234C1234). Each participant was trained on two separate class members while the other participant observed, (a) participant 1 (class members 1 &2), (b) participant 2 (class members 3&4). Post training probes revealed the emergence of equivalence relations between combinations of money and particular objects for all stimulus classes involved in direct training with each participant. Results provide some implications for the use of equivalence-based instructional programs with individuals with Autism in group context. |
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Verbal Behavior and Derived Preference in Gambling Tasks |
(Applied Research) |
LINDA MUCKEY (Southern Illinois University), Alexander Jenkins (Southern Illinois University-Carbondale), Benjamin Camp (Southern Illinois University-Carbondale), Dejan Milic (Southern Illinois University-Carbondale), Mark R. Dixon (Southern Illinois University) |
Abstract: The following series of experimental manipulations examines the emergence of derived relational responding in a simulated gambling environment. Prior to undergoing any relational training or other procedures, participants’ responses in a conditional discrimination procedure under several contextual stimuli (different colored backgrounds) were probed. Each of the four colored backgrounds were presented in randomized order with three stimuli presented inside the colored box. No feedback was provided. Participants then completed one 20-trial preference assessment comparing red and blue background slot machines and one 20-trial preference assessment comparing green and yellow background slot machines. Following preference assessments, participants underwent a three-phase conditional discrimination procedure. Participants were initially trained on the relational response of selecting the highest or best stimulus (1st place, $100, quarter) in the array in the context of the BLUE background. Feedback was provided in the form of awarding one point and a correct bell noise following the response. Mastery criterion was considered to be selecting the correct stimulus 10 times consecutively. Following training in BLUE context, selecting the lowest or worst stimulus (4th place, one dollar, penny) was reinforced in the RED context. Selecting the third best (3rd place, nickel, five dollar) stimulus was reinforced in the context of the GREEN background. No training was conducted for the YELLOW context. Responses in the YELLOW context were only probed before and after training. Participants responding towards each machine in the preference assessment was compared before and after relational training. All slot machines were on similar payout densities and reinforcement schedules. Results and implications will be discussed. |
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Basic, Translational, and Reverse-Translational Research on Resurgence and Reinstatement |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB; Domain: Translational |
Chair: Carolyn Ritchey (Auburn University) |
Discussant: Andrew R. Craig (SUNY Upstate Medical University) |
CE Instructor: Carolyn Ritchey, M.S. |
Abstract: Effective interventions for socially significant problem behavior (e.g., aggression, self-injury) may be susceptible to treatment relapse. Resurgence and reinstatement are laboratory models of relapse which may occur following treatments for problem behavior arranging alternative sources of reinforcement. Resurgence occurs when reducing or eliminating reinforcement for an alternative response increases a previously reinforced and then extinguished response. Reinstatement refers to the reoccurrence of a target response following the presentation of stimuli that previously maintained that response. Both forms of relapse can threaten the long-term success of clinical interventions. Research on resurgence and reinstatement may facilitate the development of methods to better understand and mitigate these types of treatment relapse. This symposium comprises four presentations on resurgence and reinstatement. Kaitlyn Browning will present a reverse-translational study examining the effects of alternative-response discrimination training on resurgence in rats. Amanda Miles will discuss the effects of presenting conditioned reinforcers while extinguishing an alternative response on resurgence in pigeons. Carolyn Ritchey will present a human operant study evaluating the effects of training history on resurgence and variability. Finally, Ashley Bagwell will present the results of a series of translational studies examining reinstatement of responding in non-clinical populations and individuals with developmental disabilities. |
Instruction Level: Basic |
Keyword(s): reinstatement, resurgence, translational research, treatment relapse |
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Repeated Resurgence With Conditioned Reinforcement |
(Basic Research) |
AMANDA MILES (West Virginia University), Brian R. Katz (West Virginia University), Anthony Oliver (University of Vermont; West Virginia University), Karen G. Anderson (West Virginia University), Kennon Andy Lattal (West Virginia University) |
Abstract: Resurgence, transient increase in previously reinforced responses after eliminating alternative reinforcement, is an indication of behavioral flexibility under changing conditions. Prior experiments showed delivery of either reinforcers or their associated stimuli (conditioned reinforcers) while extinguishing alternative responses decreases resurgence magnitude. However, these associated stimuli were not shown to function as conditioned reinforcers. Thus, the present experiment aimed to identify stimuli that functioned as conditioned reinforcers and then determine if their presentation mitigated resurgence. Four experimentally naïve male White Carneau pigeons were exposed to a repeated within-session resurgence procedure (Cook & Lattal, 2019). In each session responses in the Alternative Reinforcement phase were reinforced under a variable-ratio (VR) 40 schedule with presentation of food and a blue light. In Resurgence Test phases food delivery was omitted, but a light still was presented on the same VR-40 schedule. On even-numbered sessions the blue light was used, whereas on odd-numbered sessions a novel orange light was used. For all pigeons a greater magnitude of resurgence was observed during odd-numbered sessions. Further, higher rates of alternative responding during even-numbered sessions indicated that the blue light did function as a conditioned reinforcer. Therefore, presentation of conditioned reinforcers while extinguishing an alternative response does mitigate resurgence. |
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Examination of Alternative-Response Discrimination Training on Resurgence in Rats |
(Basic Research) |
KAITLYN BROWNING (Utah State University), Timothy A. Shahan (Utah State University) |
Abstract: Resurgence is an increase in a previously suppressed behavior following a worsening of conditions for a more recently reinforced alternative behavior. Given the clinical relevance of resurgence, many have assessed procedures that may be used to mitigate resurgence. For example, Fuhrman, Fisher, and Greer (2016) showed that, following alternative-response discrimination training, presentation of a stimulus that signaled the unavailability of alternative reinforcement (S-) eliminated resurgence. In a reverse-translational experiment, we aimed to replicate and extend these findings in rats. Following baseline in which the target response was reinforced, rats received discrimination training in which the alternative response produced food in one component of a multiple schedule (S+) and was on extinction in the second (S-), while target responding was placed on extinction in both. In the final phase, resurgence of target responding was assessed in both components by removing alternative reinforcement in the S+ component. Resurgence occurred at comparable rates in both components. One potentially important difference between the current study and Fuhrman et al. is that they tested only in the presence of the S- whereas we tested for resurgence in both S+ and S-. Additional experiments designed to examine this difference will be discussed. |
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Examining Effects of Training History on Humans’ Resurgence and Variability Using a Novel Touchscreen Procedure |
(Basic Research) |
CAROLYN RITCHEY (Auburn University), Yuto Mizutani (Aichi Gakuin University), Toshikazu Kuroda (Aichi Bunkyo University), Shawn Patrick Gilroy (Louisiana State University), Christopher A. Podlesnik (Auburn University) |
Abstract: Using a novel touchscreen interface, this study assessed the degree to which the duration of training a target response influenced resurgence of target responding versus inducing general variability. University students were randomly assigned to one of three groups in which they could swipe an animated 3D soccer ball to spin any angle. Phase 1 began with a 3-min (Group Long) or 1-min (Group Short) period during which stars equaling 5 cents were presented contingent upon every target response falling within ±22.5 degrees of the first swipe. Group None completed Phase 1 after a single unreinforced swipe, comprising no training history. Phase 2 followed for all groups with a 3-min period during which every alternative swipe, 180-degrees from the target-swipe direction (±22.5 degrees), produced reinforcers. During testing in Phase 3, all reinforcer deliveries ceased during the last 2-min period. For all groups in Phase 3, target and non-target responding increased from the end of Phase 2. Several findings were consistent with previous research: (1) Longer training history produced higher levels of target responding during testing; (2) Phase-3 target responding was positively correlated with training response rates; and (3) increases in target responding did not exceed increases on controls, indicating extinction-induced variability. |
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Translational Evaluations of Reinstatement of Responding: Reinstating Effects of Previously Neutral Stimuli |
(Applied Research) |
ASHLEY BAGWELL (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Andrea Ramirez-Cristoforo (The University of Texas at Austin ), Fabiola Vargas Londono (The University of Texas at Austin) |
Abstract: Reinstatement is a type of relapse that involves the recurrence of responding during response-independent delivery of reinforcing stimuli following extinction. It has been suggested that the mechanism responsible for reinstatement involves the taking on of discriminative stimulus properties by reinforcing stimuli. We will present data from a series of studies that focus on relapse in the form of reinstatement across several translational experimental preparations including arrangements with (a) non-clinical responses with non-clinical populations that served as analogues to clinical situations in which there may be a risk of reinstatement of problem behavior and (b) reinstatement of problem behavior exhibited by individuals with autism and other developmental disabilities. Specifically, we evaluated the effects of response independent provision of previously neutral stimuli following extinction in which reinforcing stimuli were withheld. Our results showed (a) reinstatement is an effect that may represent a challenge to treatment with regard to clinical relapse in the form of recurrence of problem behavior and (b) factors other than the discriminative properties of reinforcing stimuli may contribute to reinstatement of responding. Results will be discussed both in terms of potential clinical implications as well as possible future directions in translational and applied research contexts. |
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Caregiver Training: An Integral Component of Behavior-Analytic Service Delivery |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Translational |
Chair: Emily L. Baxter (Syracuse University) |
Discussant: William H. Ahearn (New England Center for Children) |
CE Instructor: Emily L. Baxter, M.S. |
Abstract: In order for behavior-analytic treatments to be maximally effective, caregiver training (e.g., parents, teachers) is necessary. This symposium will describe four studies examining methods for assessing variables related to poor caregiver performance and strategies for training caregivers to implement behavioral interventions. The first study describes an evaluation of the psychometric properties of the Performance Diagnostic Checklist-Human Services, designed to assess the environmental determinants of poor staff performance. The second study will present data examining the utility of a self-instructional manual for training special-education teachers and graduate students in behavior analysis to select appropriate prompting strategies. The third presentation describes a study evaluating methods for training staff to implement task analyses with high levels of fidelity. Finally, the fourth presentation will describe a randomized controlled trial assessing the effects of a manualized parent-training program targeting high-frequency challenging behaviors displayed by children with autism spectrum disorder. Training caregivers to become effective treatment agents is an integral part of behavior-analytic service delivery and each presentation will provide thoughtful insights on the topic. To end, the discussant will review the collective findings and provide directions for future research. |
Instruction Level: Intermediate |
Keyword(s): caregiver training, parent training, staff training, treatment integrity |
Target Audience: The target audience for this symposium will be students, researchers, and practitioners that are interested in caregiver training. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the clinical and social significance of caregiver training; (2) describe environmental variables related poor staff performance; (3) summarize at least one research-based strategy for training caregivers. |
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Further Evaluation of the Reliability and Validity of a Staff Performance Assessment Tool |
(Service Delivery) |
DANIEL J CYMBAL (Florida Tech) |
Abstract: Behavior analysts have recently developed informant-based tools to assess the variables responsible for poor staff performance. One such tool, the Performance Diagnostic Checklist-Human Services (PDC-HS), has been shown to be useful. However, empirical evaluation of the tool’s reliability and validity has been limited. Wilder, Lipschultz, Gehrman, Ertel, & Hodges (2019) found that the PDC-HS was largely valid and reliable when participants scored assessment-based videos depicting a staff performance problem. However, one limitation of this study was the degree to which the staff performance problem depicted in the video accurately represented the complexity of real-world staff problems. The present study extends Wilder et al., utilizing the same experimental framework but with performance problem scripts drawn from actual answers given by supervisors in the field. We collected data from 21 staff participants at varying levels of education and experience working at behavior-analytic therapy sites. Each participant scored three different videos with varying performance problems twice, and these responses provided the basis for calculations of validity, interrater reliability and test-retest reliability. Results suggest that the tool was generally valid and reliable, but differences between the results of Wilder et al. and the current study are apparent. Recommendations for future research are provided. |
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Training Teachers and Graduate Students to Evaluate and Select Prompting Strategies for Their Students |
(Service Delivery) |
LANDON COWAN (University of Houston- Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), KALLY M LUCK (University of Houston - Clear Lake), Megan Skrbec (University of Houston - Clear Lake), Amber Prell (University of Houston- Clear Lake) |
Abstract: An extensive literature base has demonstrated the successful application of various response prompts and prompt-fading procedures when teaching students with developmental and intellectual disabilities. However, few practical resources exist to guide special-education teachers and clinicians in the evaluation and selection of prompting strategies for individual students and specific skills. We used a multiple baseline across participants design to evaluate the efficacy of a self-instructional manual for training special-education teachers and graduate students in behavior analysis to select appropriate prompting strategies to use with students across a variety of skills. Participants included eleven teachers and five graduate students. Results indicated that the self-instructional manual was effective for improving their evaluation, selection, and implementation of appropriate response prompts and five different prompt-fading strategies. Results have implications for the development of decision-making tools to guide teachers and clinicians in the selection of interventions for learners.
Keywords: Prompts, prompt fading, prompting strategy, special education, teacher training, manualization, self-instruction |
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Increasing and Maintaining Procedural Integrity Using a Brief Video Model |
(Service Delivery) |
BRANDI TODARO (The New England Center for Children; Western New England University
), William H. Ahearn (New England Center for Children) |
Abstract: Treatment integrity is an important variable in delivering effective ABA services. Common components of caregiver training include didactic instruction, video modeling, and role play. Mueller et al. (2003) conducted a study in which different training packages were used to train parents to implement feeding protocols. They suggest that little research has been conducted with people who are naïve to the field. The current study sought to examine ways of effectively training new staff to implement a task analysis with a high degree of treatment integrity. Participants were recruited among new hires to the New England Center for Children. A multiple baseline design across a dyad of teachers was used to examine the effects of implementing two types of training procedures, didactic instruction and video modeling. One training procedure was implemented for six training sessions and then the other for an additional six training sessions. Data have been collected for a total of four dyads. Both methods improved integrity and exposure to a second training method further improved integrity. Interobserver agreement data were collected on treatment integrity in a minimum of 33% of each condition and total agreement averaged above 85%. |
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Developing a Behavioral Parent-Training Program Specific to High-Frequency Maladaptive Behaviors in Autism Spectrum Disorders |
(Service Delivery) |
EMILY L. BAXTER (SUNY Upstate Medical University; Syracuse University), William Sullivan (Upstate Medical University), Avery Albert (Syracuse University), Nicole M. DeRosa (SUNY Upstate Medical University), Kevin Antshel (Syracuse University), Henry S. Roane (Upstate Medical University) |
Abstract: Manualized parent-training protocols (e.g., the Incredible Years) are available to parents whose children engage in problematic behaviors. These protocols typically utilize an eclectic range of therapeutic strategies. To date, however, there has not been a manualized parent-training protocol that exclusively utilizes behavior analytic-based techniques to address problematic behaviors common among children with Autism Spectrum Disorder (ASD). We examined the efficacy of a 6-week, focused parent training intervention across 38 parents of children with ASD. Parents were randomized into either a behavioral parent training or an active control intervention. A variety of outcome measures were used to examine the effects of the intervention at baseline, the conclusion of treatment, and at a 6-month follow-up. The primary outcome measure was the Clinical Global Impression-Improvement (CGI-I) scale administered by an Independent Evaluator (IE) who was unaware of treatment assignment. The CGI-I scale score reflected the IE’s assessment of overall improvement from baseline to endpoint. Differences in improvement were found between groups. In the control group, 22.2% of families improved significantly, compared to the treatment group, of which 62% of families improved significantly. Results will be discussed in relation to other manualized parent-training protocols, and directions for future research will be presented. |
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Different Applications and Outcomes of Preference Assessments With College Students and Individuals Diagnosed With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Translational |
Chair: Faris Rashad Kronfli (University of Florida) |
CE Instructor: Faris Rashad Kronfli, Ph.D. |
Abstract: This symposium will include presentations on research related to the application and outcomes of various preference assessments. First, researchers will present a series of studies looking at choice among a series of outcomes. Specifically, researchers evaluated a) the likelihood that college students would exhibit a negative time preference (i.e., save the best for last) among hypothetical choices and b) the correspondence between preference outcomes when choices were hypothetical and real. Second, researchers will present a comparison of a) preference for conversation topics using vocal and multiple-stimulus-without-replacement preference assessments and b) how the results of these preference assessments correspond to reinforcer assessments among individuals diagnosed with ASD who have complex vocal-verbal repertoires. Third, researchers will present data evaluating if a) topographically similar, healthier foods can be used as substitutes for less healthy foods that are commonly used as reinforcers and b) determine if preference rank for the healthy alternatives predict this substitution among individuals diagnosed with ASD. Implications for interventions and future research will be discussed. |
Instruction Level: Intermediate |
Keyword(s): autism, college students, preference assessment |
Target Audience: Board Certified Behavior Analysts, Students in undergraduate or graduate behavior analysis programs, Registered Behavior Technicians |
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When Do We Save the Best for Last? Outcome Category as Predictor of Time Preference in Sequences |
(Basic Research) |
MARIANA I. CASTILLO (UMBC), Shuyan Sun (UMBC), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County) |
Abstract: Generally, immediate outcomes are preferred to delayed outcomes, and in economics, this is referred to as positive time preference. If positive preference is normative, when asked to schedule a set of outcomes, people should typically prefer to start with the best outcome, and end with the worst. Several studies have shown that when a choice is among a sequence of outcomes, people typically exhibit negative time preference (i.e., saving the best for last - STBFL). We conducted a series of studies looking at predictors of time preference in sequences. In Study 1 we surveyed 192 college students about their preference for the order in which they would experience hypothetical outcomes with sequences of categorically-different outcomes (e.g., noxious stimuli, food, exercise, school work, leisure). A significantly smaller percentage of participants STBFL relative to prior studies, but the percentage was highest when sequences involved noxious stimuli or food. In Study 2 we examined the correspondence between 8 college students’ preference for the order in which they would experience sequences of categorically-different outcomes when those were hypothetical versus real. Participants were most likely to STBFL with noxious stimuli when those were real, and least likely to STBFL when scheduling real or hypothetical exercises. |
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Identifying Preference for and Reinforcing Efficacy of Conversation Topics Among Individuals Diagnosed With Autism Spectrum Disorder |
(Applied Research) |
FARIS RASHAD KRONFLI (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Failure to consider preferred conversation topics when working with individuals who have complex vocal-verbal behavior might create aversive learning contexts when teaching social skills. For example, an individual learning to join a conversation might be less inclined to participate if the topic chosen is not preferred. However, commonly used preference assessment procedures might not be appropriate given the functioning level of the individual. Therefore, the purpose of the current experiment was to replicate and extend previous research by comparing preference for conversation topics using a self-report measure, a multiple-stimulus-without-replacement (MSWO) preference assessment, and a reinforcer assessment. High levels of correspondence between self-report, MSWO, and reinforcer assessment hierarchies were observed with four out of six subjects, whereas only the self-report or MSWO hierarchy had a high degree of correspondence with the reinforcer assessment hierarchy for the other two out of six subjects. Implications for interventions when teaching complex social skills and directions for future research are discussed. |
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Substitutability of Healthier Alternatives for Edible Reinforcers in Children With Autism Spectrum Disorder |
(Applied Research) |
SARAH CATHERINE WEINSZTOK (University of Florida), Iser Guillermo DeLeon (University of Florida), Kissel Joseph Goldman (University of Florida) |
Abstract: Pediatric nutrition and weight status was listed as a primary focus of the Healthy People 2020 report. Individuals with autism spectrum disorder (ASD) may be especially vulnerable to nutritional deficits; these individuals may exhibit selective or restrictive eating habits and might often receive edible reinforcers within the context of early intervention services. Selective eating repertoires can lead to overweight, obesity and/or nutritional deficits. One way to combat overweight and obesity through nutrition is to replace unhealthy foods with healthier substitutes. Therefore, the purposes of this study were: (1) to determine if topographically similar, but healthier, alternatives would substitute for less healthy foods commonly used as reinforcers, and (2) determine if preference rank for the alternatives predicts this substitution. Preferred foods and healthier alternatives were first ranked through paired-stimulus preference assessments. The most highly preferred snack food was then examined in a concurrent progressive-ratio assessment against both its formally similar alternative, and the most highly preferred alternative foods. The purpose of this assessment was to determine which, if any, healthier alternatives functioned as substitutes for the preferred snack foods. Alternatives were considered substitutes if responding shifted towards the healthier alternative as the behavioral cost to access the preferred food increased. Results show that some healthier, formally similar, alternatives readily substitute for highly preferred foods. Implications for interventions to increase nutritional status among individuals with autism are discussed. |
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Gratuity in the Community: Behavioral Science Studies of Interpersonal Gratitude |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/OBM; Domain: Translational |
Chair: E. Scott Geller (Virginia Tech) |
Abstract: The three applied behavioral science studies proposed for this 50-minute symposium evaluated the impact of behavior-based interventions designed to increase expressions of gratitude in a community, a restaurant, and a classroom setting. For the first community-based study, pedestrian behavior was observed at three well-marked crosswalks on a university campus to assess the frequency of gratitude hand signals given to the drivers of stopped vehicles. A sign at the crosswalk with the prompt, “Please Thank Drivers with a Wave,” increased the overall percentages of gratitude waves from a low Baseline average of 7.1% to an average of 26%. For the second study, diners at local restaurants systematically recorded the behavior of their meal servers on two occasions: a Baseline condition and then with a sign on the table displaying, “Your Tip So Far” and the addition of a quarter following each desirable server behavior. This intervention increased the frequency of positive server-diner interactions from an average of 8.79 to 15 per hour. For the third study, students thanked their professors at the end of class with a special “Thank You Card” (TYC). The reactions of the professors were documented, as well as students’ mood-stated before and after delivering the TYC. |
Instruction Level: Basic |
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Pedestrian-to-Driver Gratitude at Campus Crosswalks: Intervening to Increase a Low Baseline |
(Applied Research) |
MEGAN DIAMOND (Virginia Tech), Jack Wardale (Virginia Tech), Emily Warren (Virginia Tech), Jessie Yu (Virginia Tech) |
Abstract: For 21 consecutive weeks pedestrian-to-driver signs of gratitude were observed at two busy crosswalks at Virginia Tech in one-hour sessions between 9 a.m. and 5 p.m. One observer randomly selected vehicles that stopped for pedestrians. That selection was relayed to the reliability observer for event recording. Figure 1 depicts the observation/recording sheet. After 11 weeks of Baseline, a student held a sign at each crosswalk that read, “Please Thank Drivers with a Wave,” as shown in Figure 2. Following this Intervention, the same prompting sign was placed on a stand at the crosswalks for six weeks. Figure 3 depicts the percentage of pedestrians waving gratitude at the crosswalks per phase. A reliability observer was present for 40% of all observations, and the percent agreement for gratitude exceeded 90%. As shown in Figure 3, the average percentage of pedestrians showing gratitude was 9.3% of 40,510 during 11 weeks of Baseline. During the first Intervention phase, gratitude increased to an average of 27% of 1650 pedestrians. When the prompt was not held by a student, the percentage of gratitude averaged 15% of 14,536 pedestrians. A withdrawal phase showed a return to Baseline, with an average of 5.7% of 49,268 pedestrians showing gratitude. |
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Contingency Management by Restaurant Diners: A Behavior-Based Gratuity Intervention |
(Applied Research) |
JACK CONNOR WARDALE (Virginia Tech), Jordan Oliver (Virginia Tech), Samuel Browning (Virginia Tech), Agota Banks (Virginia Tech) |
Abstract: Two research students dined at a restaurant of their choice on two successive occasions, the first time for Baseline, and the second for an Intervention that included placing a sign on the table that read “Your Tip So Far,” as shown in Figure 1. The diners collectively recorded the behaviors of their wait staff on the observation sheet depicted in Figure 2. Every interaction with the wait staff was recorded in consecutive five-minute time intervals. When two diners observed a positive interaction, one diner added a quarter next to the sign. After paying for the meal, a diner asked the primary waitperson for his/her opinion of the gratuity contingency. Ten pairs of diners completed the observation sheet for ten Baseline meals and ten Intervention meals. Figure 3 depicts a time-series graph of the number of positive wait-staff interactions per five-minute interval for one hour, with one function for the Baseline condition and the other for the Incentive/Reward contingency. The average number of positive interactions during Baseline was 8.79 per hour, and 15.0 per hour during the Intervention meals—a 41.4% increase. All of the servers stated appreciation for the Intervention because their gratuity was larger than usual. |
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Gratuity in the Classroom:
One-on-One Appreciation from Student to Professor |
(Applied Research) |
JORDAN OLIVER (Virginia Tech), Matt Harris (Virginia Tech), Owen Callahan (Virginia Tech), Nolan Barrett (Virginia Tech) |
Abstract: At the end of 2018 and continuing into 2019, student researchers chose another person in one or more of their classes and gave him or her a mood survey to complete and the “Actively Caring for People” thank-you card (TYC) depicted in Figure 1 to give to the professor at the end of class. Both the research student and the other person completed the mood survey depicted in Figure 2 at the start of class, and again at the end of class after they had delivered the top half of the TYC to their professor.
After completing the post-intervention mood survey, the student answered the two open-ended questions on the bottom half of the TYC to assess the professor’s reaction to receiving the TYC and the student’s personal experience giving the card. A content analysis of these data showed uniformly positive reactions from both the deliverer (student) and the recipient (professor) of the TYC. Figure 3 depicts average mood state of the students (n=74) before and after delivering the TYC to their professors (n=37), and indicates a marked increase in the mood states of sociability, happiness, and motivation but not for calmness and satiation. |
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Enhancement of Reading Competence With Headsprout: A Computer-Based Behavioral Intervention |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/DEV; Domain: Translational |
Chair: Julian C. Leslie (Ulster University) |
Discussant: Janet S. Twyman (blast) |
CE Instructor: Julian C. Leslie, Ph.D. |
Abstract: The failure of a large proportion of children in early education to reaching desired standards of reading competence is a concern in many countries. Many small scale studies have demonstrated the effectiveness of Headsprout (R) in enhancing reading skills in young children but computer-based behavioral interventions have rarely been implemented on a wide scale. There are many obstacles to this, mostly cultural rather than scientific, but it is important to overcome these if behavior analysis is to make a major contribution in this essential area of basic education. As Headsprout is currently available inexpensively there is an opportunity to make rapid progress with this agenda and we have been working on this in Northern ireland for a number of years. The first paper in this symposium reports a large-scale study recruiting participants from a number of primary schools in the region, and the second paper reviews the series of studies conducted to date, identfying successes and also the scientific and a cultural issues that remain to be addressed. |
Instruction Level: Intermediate |
Keyword(s): computer-based instruction, mainstream education, reading competence |
Target Audience: Professionals and researchers working in mainstream and special education settings. |
Learning Objectives: Following this session, those attending: 1. will be aware of the widespread deficits in reading attainment in schools internationally; 2. will have some knowledge of the the Headsprout Early reading program; 3. will have reviewed evidence of the effectiveness of the Headsprout Early reading program in closing the gap between age-typical readers and disadvantaged children. |
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Better Reading for Better Outcomes: Impact of Headsprout Early Reading on Literacy of Disadvantaged Primary School Children in Northern Ireland |
(Applied Research) |
GERRY MCWILLIAMS (Ulster University), Claire E. McDowell (Ulster University, Coleraine), Una O'Connor Bones (Ulster University), Julian C. Leslie (Ulster University) |
Abstract: A quarter of UK primary school children leave school below the expected literacy level. In Northern Ireland, although the literacy of primary school children is improving, the gap between disadvantaged and other children is not closing. This study is providing an HER intervention for children across 8 schools in Northern Ireland with high levels of disadvantage, using a pre-test, post-test study design to test the impact of HER on literacy performance. Additionally, this research analysed the correlation between the time spent on HER and subsequent improvements in literacy performance. Distinctive features are the relatively large scale, and the use of school staff and resources to deliver HER, thus increasing ecological validity and sustainability. Measures include a standardised reading assessment in combination with a bespoke fluency and accuracy test, administered before, during and after HER training. Baseline, midpoint and post intervention data will be reported. Findings suggest HER contrubted towards closing the gap in reading attainment between disdadvantaged primary school children and their age-matched peers, and that this type and scale of study can contribute to school-wide adoption of computer-aided behavioural interventions to support children’s reading progress. |
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What Have We LearnedAbout Reading? A Review of a Research Programme to Enhance Reading Competence in Disadavantaged Children in Northern Ireland |
(Applied Research) |
JULIAN C. LESLIE (Ulster University), Catherine Storey (Queen's University Belfast), Claire E. McDowell (Ulster University, Coleraine) |
Abstract: Many countries face continuing problems in developing literacy and reading skills in primary education with substantial numbers of children missing national literacy targets. Behaviour analysis focusses on the need to specify key skills that comprise any higher-order activity and then train them explicitly in a program that is individualised. For reading, key skills are phonemic awareness, use of phonics, fluency, guided oral reading, and acquisition of new vocabulary words. The Headsprout Early Reading© program, developed by behaviour analysts, is an online package which targets each of the skills through intensive systematic phonics training. It makes use of computer-based instruction and promotes higher levels of student engagement and enjoyment. We have carried out several studies within mainstream schools in Northern Ireland using Headsprout© to improve the reading skills of disadvantaged children and have obtained encouraging results. The most recent stage has been to carry out a study involving a number of schools, and have the classroom teachers implement the Headsprout© program. This is closer to our overall goal of district-wide implementation. There are further challenges in sustaining behaviour-based interventions in schools, and it will be suggested that we can usefully draw on the huge literature on autism interventions to address these. |
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