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Developing Interventions: The Role of Sustainability and Social Validity in Intervention Effectiveness |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/CSS; Domain: Translational |
CE Instructor: Katherine Bateman, Ph.D. |
Chair: Katherine Bateman (University of Washington) |
CAROLYN TRUMP (University of Northern Colorado) |
MARCUS FULLER (Texas A&M University) |
SANDY SMITH (Texas A&M University) |
Abstract: Implementation of evidence-based practices can be conceptualized as not only a set of practices, but also as a decision-making process. This process identifies multiple variables that affect sustainability of interventions. Further, when creating behavior intervention plans for all students, including those with autism spectrum disorder (ASD), it is important that teachers, practitioners, and other interventionists evaluate and consider contextual variables that affect sustainability and overall acceptability of interventions as a whole. Sustainability and acceptability of intervention are two of the most important factors when evaluating the effectiveness of interventions, however, emphasis is not always placed on these two factors in practice. This panel presentation examines these variables and provides recommendations to increase overall effectiveness of interventions as a whole. This presentation is meaningful for all practitioners in roles that require development, implementation, and analysis of behavior interventions in school settings, as positive outcomes rely heavily on these critical factors. |
Instruction Level: Intermediate |
Target Audience: This presentation is targeted towards practicing BCBAs working to develop interventions with strong contextual fit to ensure prolonged sustainability of intervention. |
Learning Objectives: 1. Determine variables that affect contextual fit of interventions in various contexts, including classrooms, homes, and community settings. 2. Develop a thorough understanding of issues of sustainability and social validity and the role they play in acceptability of interventions as a whole. 3. Analyze interventions for strong contextual fit. 4. Identify strategies for Behavior Analysts to build strong partnerships in settings in which they are providing consultation, as well as suggestions to identify and analyze the acceptability and social validity of interventions. |
Keyword(s): autism, contextual fit, intervention, sustainability |
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The Contribution of Qualitative Research to the Understanding of the Application, of Lack Thereof,of Behavior Principles |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/DDA; Domain: Translational |
Chair: Megan M. Griffin (Whitworth University) |
CE Instructor: Megan M. Griffin, Ph.D. |
Abstract: Qualitative research is often undertaken to understand and improve practices within a particular discipline. Qualitative researchers are interested in understanding how people perceive or interpret their lived experiences rather than working to find and prove a hypothesis or discover a cause and effect. For example, understanding others’ theoretical ways of seeing the application of behavior principles to challenging behavior is a possible objective for the coding and thematic analysis that is typical of qualitative research. This symposium will address the process of qualitative research including the use of coding, memos, nodes, and themes. The presenters will address the research process of coding, categorization of codes and subsequent generation of themes. Qualitative research requires additional methods of triangulation of data (e.g., member checking, auditor, critical friend) and these methods will also be discussed , as will the iterative nature of the analysis of data in qualitative research. |
Instruction Level: Advanced |
Keyword(s): interviews, mealtime behavior, Qualitative research, systematic coding |
Target Audience: This symposium is appropriate for researchers and practitioners who are interested in the perspectives of consumers of ABA services. The presenters will provide information about qualitative research and the insights that the iterative nature of qualitative data analysis provides when investigating the perspectives of consumers served by ABA researchers and practitioners. |
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Qualitative Methodology to inform Applied Behavior Analytic Practices: A Literature Review |
(Theory) |
TIFFANY OTERO (University of New Mexico) |
Abstract: As the field of Applied Behavior Analysis (ABA) grows and transforms, so too are the methods of inquiry utilized to inform practices. Single case design methodology remains the predominant method of inquiry. However, qualitative methods have increased in prevalence, often as a measure of social validity and feasibility of practices. In this presentation, we provide the findings of a systematic literature review on the use of qualitiative methods in behavior analytic research. Specifically, we will discuss the prevalence of qualitative methodology in behavior analytic content. We will also discuss the most common qualitative methods used and for which purposes they serve. Finally, we will provide information on limitations and considerations for the future. |
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Understanding Caregivers’ Perceptions of Feeding/Mealtime Interventions for Their Young Child With a Feeding Difficulty |
(Theory) |
DEIRDRE M. MULDOON (The College of Saint Rose) |
Abstract: For this qualitative research nine caregivers were interviewed and recorded. Recordings were transcribed. Transcriptions were systematically coded and analyzed for the lived experiences of caregivers around mealtimes/feeding and difficult behavior. Three qualitative researchers coded each interview separately and a list of codes, nodes and themes was generated and shared following each meeting. Additional codes and nodes were generated as the interview coding proceeded and each code was accepted as long as 2/3 of the researchers agreed to its inclusion. Codes will be condensed into themes and a minimum of three main themes will be generated through the reiterative process of qualitative data analysis; these themes will be discussed in detail. The contribution of the understanding achieved (i.e., of parents’ perceptions of interventions around feeding and mealtimes) qualitative analysis and results will be discussed, as well as the process of qualitative research itself. Member checking and an audit is planned upon completion of coding and thematic analysis (data analysis is ongoing at the time of this submission). |
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Qualitative Research and Contextual Fit |
(Theory) |
SUSAN R COPELAND (University of New Mexico), Megan M. Griffin (Whitworth University) |
Abstract: Practitioners often complain that families, teachers, or other individuals in applied settings do not implement interventions as planned or continue to implement them when services are faded. Qualitative research has potential for better understanding the factors that influence this problem. In this presentation, we will define and describe qualitative research and its potential contributions to behavior analytic work. To do this, we will examine findings from three single case research studies examining the use of self-management strategies to decrease problem behavior of children with Fetal Alcohol Spectrum Disorder (FASD) as a means of exploring how future qualitative studies could be designed to understand more deeply the contextual fit of behavior analytic interventions, particularly with families from diverse linguistic and cultural backgrounds. |
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Passport Pedagogy: Applied Behavior Analysis for International School Students With Special Education Needs |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/AUT; Domain: Translational |
Chair: Jeremy H. Greenberg (The Children's Institute of Hong Kong) |
CE Instructor: Jeremy H. Greenberg, Ph.D. |
Abstract: The benefits of Applied Behavior Analyst for International School Students has been on the increase. In this symposium, three papers will illustrate these benefits for a range of primary and middle school learners. The first paper will report on how our science can be used to gather social validity measures to benefit inclusion of students with special education needs and their peers. The second paper will show how techniques from our science can improve and replace stereotypy and the third paper will show how video modelling can be used to teach drawing in middle school students with autism spectrum disorder. |
Instruction Level: Intermediate |
Keyword(s): autism, international school, social validity, video modeling |
Target Audience: Supervisors, Behavior Analysts, and Special Educators |
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All For One And One For All: Establishing Social Validity Measures for Inclusion |
(Applied Research) |
Jeremy Greenberg (The Children's Institute of Hong Kong), HIU CHING CHEUNG (The Children's Institute of Hong Kong) |
Abstract: Applied Behavior Analysis is increasingly effective at improving the inclusion of students with special education needs. Techniques from our science have been used to successfully include students and benefit all students in the primary school classroom. Using direct observation techniques and social validity measures we have discovered how well typical students attend to the teacher in group instruction in a variety of conditions and primary age ranges. This information can be used to develop criteria for inclusion of students with special education needs successfully. |
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Using Functional Behavior Assessment and Conditioning Procedures to Replace Stereotypy in an International School Student With Autism |
(Applied Research) |
JEREMY H. GREENBERG (The Children's Institute of Hong Kong), Jamie So (The Children's Institute of Hong Kong) |
Abstract: The present study used functional behavior assessment and a treatment package including conditioning of toy play with a student with autism in an international primary school. The functional behavior assessment confirmed that the behaviors were being maintained through automatic reinforcement. The procedure was a partial replication from research conducted with adults and preschool students. Our student was 11 years old and had a long history of stereotypy behaviors and a limited community of reinforcers. This study tested for the external validity of the treatment package. |
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Using Video Modelling to Teach Drawing Skills in Middle School and High School Students With Autism |
(Applied Research) |
PHOEBE KIT YING LAU (The Children's Institute of Hong Kong), Hoi Ting Daryl Cheung (The Children's Institute of Hong Kong) |
Abstract: Video Modelling has been found to be effective to teach a wide range of b behaviors with greater efficiency than direct instruction. Using this antecedent based strategy, we taught drawing to two students with autism in an international school classroom setting. Both the middle school and high school student improved their drawing based on the video modelling treatment package. |
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Teaching the Use of Different Speech-Generating Device Displays to Individuals With Autism During Natural Routines |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VRB; Domain: Translational |
Chair: Cindy Gevarter (University of New Mexico) |
CE Instructor: Cindy Gevarter, Ph.D. |
Abstract: Typically, speech-generating device interventions for children with autism spectrum disorder have often involved discrete-trial approaches. Recently, there has been a trend towards using naturalistic developmental behavioral approaches for children with autism spectrum disorder. These approaches embed behavioral principles within natural contexts, routines, and social interactions. Natural communication partners (e.g., parents, peers) are also often involved in such approaches. There is a need for speech-generating device research that explores the utility of these more naturalistic approaches across a variety of device display formats. This symposium will explore how different speech-generating device display formats (including simple grid-based formats, dynamic navigational grids, and visual scene displays) can be incorporated into different natural routines (e.g., play, art activity, meal time, conversation) with natural communication partners (parents and peers). All three studies embedded a variety of behavioral techniques (e.g., prompting, time delay) into natural routines in order to encourage the use of speech-generating devices for communicative purposes. Results indicate that naturalistic interventions with behavioral components can be effective for teaching communication responses to individuals with ASD across a range of display formats. |
Instruction Level: Intermediate |
Keyword(s): communication partners, naturalistic intervention, speech-generating device |
Target Audience: The target audience for this event would be BCBAs and related practitioners with interests in behavioral approaches to speech-generating device interventions (e.g., special education teachers, speech-language pathologists). |
Learning Objectives: 1. Participants will be able to identify different behavioral strategies that can be incorporated into naturalistic speech-generating device interventions 2. Participants will be to describe different speech-generating device formats 3. Participants will identify naturalistic routines that are appropriate for speech-generating device intervention |
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An Embedded Naturalistic Teaching Approach to the Increase Multi-step Speech-Generating Device Responses of Children With Autism Spectrum Disorder |
(Applied Research) |
CINDY GEVARTER (university of new mexico), Mariah Groll (University of New Mexico), Erin Stone (University of New Mexico), Adriana Medina (University of New Mexico) |
Abstract: This study evaluated the effectiveness of embedded naturalistic instruction for teaching multi-step speech-generating device (SGD) responses to three preschool-aged males with autism spectrum disorder (ASD). Parents were taught to embed opportunities to request objects, request help, reject items, and make comments during every-day routines (e.g., play, meal time). During intervention, parents used time delay, prompting, reinforcement, and device proximity to encourage the use of two-step SGD responses on a grid-based display with category folders (e.g., vehicles, animals). The display format was selected based upon prior dynamic assessment to determine appropriate formats. Effects of intervention were evaluated using a multiple-probes across participants design. For object requesting, all three participants showed an immediate increase in responding that maintained at high levels. Other pragmatic functions also increased, but at a more gradual pace. All three participants showed generalized responding when new items were introduced, and when display pages with a larger array of folders and vocabulary items were assessed. |
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The Effects of Speech-Generating Devices on the Communication of Adolescents With Autism Spectrum Disorder During Social Interactions |
(Applied Research) |
SALENA BABB (Penn State University), Ciara Ousley (Penn State) |
Abstract: Social interactions are a critical component of quality of life. These interactions are often complicated for adolescents with autism spectrum disorder (ASD), as they experience difficulty in participating in social interactions with their peers. The challenges of social interactions are further intensified for those adolescents with ASD who have difficulty with speech. Speech-generating device (SGD) interventions designed to support communication during social interactions with peers in natural environments are needed for these individuals. Video visual scene displays (video VSDs) capture dynamic routines that support communication. This study used a multiple-probe across participants design to assess the impact of an intervention using videos with integrated visual scene displays (video VSDs), presented on a tablet-based app, on the communication of four adolescents with ASD and complex communication needs and their peer partners. The automatic pausing of a video at key points served as a prompt for communication opportunities and provided the necessary vocabulary within the VSD. Following intervention, all four participants demonstrated an increase in communicative turns and in modes of communication used (including speech), suggesting that video VSDs may be an effective tool for supporting social communication. |
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The Establishment of Peer Manding during Naturally Occurring Routines |
(Applied Research) |
ELIZABETH R. LORAH (University of Arkansas), Jessica Miller (University of Arkansas), Brenna Griffin (University of Arkansas) |
Abstract: The use of handheld computing devices outfitted to function as speech-generating devices (SGD) for young children with autism, continues to gain popularity in educational and clinical settings. Within such settings, it is typically the case that early mand training is taught in a teacher-student dyadic manner. While this has proven to be effective for early mand training, given the social communication needs of young children with autism, greater effort should be placed on establishing peer-peer dyadic manding. Thus, the purpose of this study was to evaluate the effectiveness of a five-second time delay, with full-physical, in the acquisition of manding from a peer-listener, for three preschool aged children with a diagnosis of autism, using a SGD. The instructional arrangement incorporated manding for a missing item, during an arts and crafts activity, incorporating naturally occurring routines within the procedures. The results indicated that all three participants acquired the ability to mand for the missing item from the peer-listener and two of the three participants indicated maintenance of this skill. Limitations of this study and considerations for future evaluations will also be discussed within this presentation. |
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Current Trends in the Assessment of Treatment Outcomes of Behavioral Services for Autism and Other Developmental Disabilities |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Translational |
Chair: Aida Tarifa Rodriguez (ABA España, Universidad Autónoma de Madrid) |
Discussant: Brian Reichow (University of Florida) |
CE Instructor: Javier Virues Ortega, Ph.D. |
Abstract: The evaluation of treatment outcomes is key to a wider adoption of behavioral treatments by key players in health and education including health insurance providers, advocacy groups, and government agencies. As part of this symposium we will present a series of pioneering studies in the area of treatment evaluation and outcome research in behavioral services for people with autism and fragile X syndrome. Study 1 from Scott Hall's group at Standford University presents a randomized controlled trial of function-driven interventions for problem behavior provided via telehealth. Study 2 from Svein Eldevik's group at Oslo Metropolitan University presents a 10-year follow up of treatment outcomes for adolescents and adults that have received early intensive behavioral intervention (EIBI) during childhood. Study 3 by Bill Ahearn's group at the New England Center for Children presents an evaluation of an early detection and treatment protocol. The study hopes to demonstrate that early detection followed by early treatment can result in optimal outcomes for young children with autism. Finally, Study 4 by Javier Virues-Ortega's group at The University of Auckland and Universidad Autónoma de Madrid presents the results of a case-control study aimed at identifying neural biomarkers of treatment outcomes. The study compared a range of neural pathways in two groups of children with autism who had or had not received parent-managed behavioral intervention. Together these studies feature a variety of emerging approaches to evaluate behavioral services. Dr. Brian Reichow author of several high-impact Cochrane reviews of EIBI will discuss the session. |
Instruction Level: Advanced |
Keyword(s): biomarkers, EIBI autism, fragile X, outcome research |
Target Audience: Practitioners, researchers, advocates and policy decision-makers. |
Learning Objectives: Understand the key characteristics of several approaches to outcome research in ABA including: 1. Randomized controlled trials and randomized clinical trials 2. Early detection studies 3. Extended follow-up and longitudinal analyses 4. Case-control studies |
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Delivering Early Interventions for Children With Fragile X Syndrome via Telehealth: Outcomes of a Randomized Controlled Trial |
(Applied Research) |
SCOTT S. HALL (Stanford University), Katerina Monlux (Stanford University/Oslo Met), Arlette Bujanda (Behavior Change Institute and Stanford University), Joy Pollard (Behavior Change Institute) |
Abstract: Introduction:Early Interventions for children with developmental disabilities are increasingly being delivered via telehealth to reduce health access disparities. In this paper, we describe the outcomes of a study designed to evaluate behavior analytic treatments for problem behaviors exhibited by young children with fragile X syndrome (FXS), the most common known inherited cause of Autism Spectrum Disorder. Methods:Participants were 61 boys with FXS, aged 3 to 10 years, who exhibited problem behavior on a daily basis. Following a functional analysis, participants were randomized to receive function-based behavioral treatment over 12 weeks (n=26) or treatment as usual (n= 25). The primary outcome measures were scores obtained on the Aberrant Behavior Checklist- Community (ABC-C) and the Treatment Acceptability Rating Form - Revised (TARF-R). Results:Children who received function-based behavioral treatment via telehealth evidenced significant decreases in problem behavior compared to those who received treatment as usual (Cohen’s d = 0.65, p<.001). Scores obtained on the TARF-R indicated that treatment acceptability remained high at 4-week follow-up. Discussion:These data provide initial evidence to support the efficacy of delivering function-based behavioral treatments via telehealth for this population. The advantages and disadvantages of using RCT designs to evaluate treatment effects will be discussed. |
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Treatment Gains from Early Intensive Behavioral Interventionare Maintained in Adolescents and Adulthood |
(Applied Research) |
SVEIN EIKESETH (Oslo Metropolitan University ), Dean Smith (UK Young Autism Project), Diane W. Hayward (UK Young Autism Project), Catherine M. Gale (UK Behaviour Analysis and Research Group CIC), Lars Klintwall (Stockholm University) |
Abstract: This presentation reports the current outcomes of adolescents and adults with autism who received Early Intensive Behavioral Intervention (EIBI) in their childhood. Nineteen children (16 boys and three girls) who had received two years of EIBI starting at a mean age of 2.9 years took part in an extended follow up 12 years later. Results showed that participants had significantly increased their cognitive and adaptive standardized scores during the two years of EIBI, and that these gains were maintained 10 years after EIBI had ended. Participants also showed a significant reduction in autism symptoms between intake and follow-up. Participants had not received any additional psychiatric diagnoses and were not taking psychotropic medication at the 10-year follow up. Results indicate that treatment gains achieved in EIBI are maintained into adolescence. Treatment outcomes during adulthood are reported for eight children from Eikeseth, Smith, Jahr and Eldevik (2002, 2007) who received either three years of EIBI (n = 4) or three years of eclectic special education (n = 4). Preliminary results suggest that children who had received EIBI made larger gains and maintained their progress to a greater extent than those who received eclectic treatment. Overall, our results indicate that gains made after EIBI may persist into adolescence and adulthood. |
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Early Identification and Treatment of Autism Symptomatology in Infant Siblings |
(Applied Research) |
KATHRYN COUGER (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William H. Ahearn (New England Center for Children) |
Abstract: Infant siblings of children diagnosed with ASD have a 19% recurrence risk at 3 years old (Ozonoff et al., 2011). The point at which symptoms emerge is documented in the literature as occurring within 6-12 months. Treatment protocols that have roots in ABA have shown best outcomes. Graupner and Sallows (2017), in a sample of 55 infant siblings, reported symptoms in children under 3 months old. They were able to remediate symptoms in 13 of 14 siblings. The purpose of this study was to replicate their findings. Currently 41 siblings under 6 months of age have been recruited and are receiving bi- weekly screenings focusing on identifying symptoms. Seven of those babies have shown some symptoms and ABA therapy and/or parent coaching has been provided. All babies receive standardized assessment at 3-month intervals. Data to date reveal that earlier age and greater intensity of treatment results in best outcomes. Interobserver agreement averaged 94%. These findings have implications for service delivery and long term financial obligations. |
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A Callosal Biomarker of Behavioral Intervention in Autism: A Case-Control Study |
(Applied Research) |
JAVIER VIRUES ORTEGA (Universidad Autónoma de Madrid
The University of Auckland), Nerea Lopez (Universidad Española de Educación a Distancia), Nicole McKay (The University of Auckland), Jessica Catherine McCormack (The University of Auckland), Rosalie Liu (The University of Auckland), Ian Kirk (The University of Auckland) |
Abstract: The current study used MRI-derived diffusion imaging data (TBSS and seed-based tractography) to investigate whether there was a relationship between the type of intervention people diagnosed with ASD had previously received and their current brain connectivity. Twenty-five children and adolescents with ASD, with and without a history of parent-managed behavioral intervention, underwent an MRI scan with a diffusion data acquisition sequence. We conducted a region of interest analysis and tract-based spatial statistics. Significantly different fractional anisotropy values (believed to indicate white matter integrity) were found in the posterior corpus callosum of those exposed to parent-managed behavioral intervention relative to those who were not. The corpus callosum is the largest interhemispheric white matter bundle and callosal abnormalities have been previously found in people diagnosed with autism. The current case-control study paves the way for larger longitudinal randomized controlled trials. This area of research is critical to explore the possible clinical application of neuroimaging in measuring treatment efficacy in people diagnosed with autism spectrum disorder and to establish the biological plausibility of behavioral interventions. |
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ACTing the Part: Expanding the Reach of ACT-Based Efforts Within Behavior Analysis |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: AUT/EDC; Domain: Translational |
Chair: Dana Paliliunas (Missouri State University) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Abstract: In the last decade, the applications of acceptance and commitment training (ACT) has exploded within behavior analysis practice. The scope of ACT investigations, however, has been somewhat limited to efforts within the autism spectrum disorder (ASD) population. To that end, the present symposium seeks to expand the empirical reach of ACT to populations outside that of ASD, and discuss the overarching implications of using ACT as a viable, behavior-analytically-rooted approach in a thoroughgoing fashion. |
Instruction Level: Basic |
Keyword(s): ACT, AIM, Psychological Flexibility |
Target Audience: intermediate |
Learning Objectives: Attendees will be able to describe how to measure the effects of values procedures on behavioral persistence in the lab Attendees will learn how to best support staff in the implementation of behavior analytic implementation Attendees will be able to describe stimulus equivalence procedures as they relate to staff training efforts |
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Values and Persistence: Evaluating the Effectiveness of Brief Values Exercises on a Persistence Task in the Laboratory |
(Applied Research) |
JAY LEUNG (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Persisting with an aversive task is needed in virtually all important areas of human functioning, including academic, vocational, social, fitness, and even familial functioning. Values-based interventions have been shown to be effective in a variety of psychology studies, but little research has evaluated the effects of values-based interventions on task persistence. The objective of this study is to evaluate the effects of values-based interventions on measures of persistence in the laboratory setting, and to identify interventions that are likely to be effective and potential good candidates outside of the lab. The intervention consists of brief ACT values exercises in the lab setting. The study includes typically developing adult participants that are university students and employees. The study uses single case experimental designs to evaluate the effects of the interventions at the level of the individual participant, wheras the majority of previous research on values-based interventions has used group designs and/or indirect measures of behavior. Data collection on this study is ongoing with six participants. |
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Watch Me Try: Acceptance and Commitment Training for Improving Athletic Performance of Young Adults With Autism Spectrum Disorder |
(Applied Research) |
THOMAS G. SZABO (Florida Institute of Technology), Chris Palinski (Las Vegas, NV), Paula Willis (Las Vegas, NV) |
Abstract: Few studies have examined the effects of contextual behavior science interventions for adult athletes with Autism Spectrum Disorder. Those few, reviewed herein, show preliminary empirical support for treating behavioral deficits exhibited by young adults with Autism Spectrum Disorder engaged in competitive sports. In the current study, we evaluated a novel iteration of Acceptance and Commitment Training called Watch Me Try and compared it to direct contingency management to facilitate athletic performance of young adults with Autism Spectrum Disorder using a concurrent multiple baseline across participants design. The title and language used in establishing the intervention were geared specifically to the social development of the participants. All three athletes increased their attendance, heart rate, and length of falls during training to simulate desired performance during competitions and subsequently, their competition performances improved. One improved with direct contingency management alone; the other two required the Watch Me Try approach to bolster their performance. |
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Investigations of Psychological Flexibility as a Mediator for Academic, Prosocial, and Maladaptive Behavior Change in a Twice Exceptional Student Sample |
(Applied Research) |
DANIEL HOWELL (Arizona State University
Department of Psychology), Adam DeLine Hahs (Arizona State University), Michael DeLaet (Arizona State University) |
Abstract: Acceptance and commitment therapy (ACT) is an empirically-based intervention that has been effectively used in clinical settings to increase clients’ psychological flexibility. To date, however, there is limited evidence within school settings. The Accept, Identify, Move (AIM), was used during the current study. A multiple baseline across subjects design was used to evaluate the effects of the AIM curriculum on participants’ psychological flexibility using the Children’s Psychological Flexibility Questionnaire (CPFQ). Participants in this study all attended the same school and ranged in age from 7 years of age to 18 years of age. The CPFQ was administered during each phase of the study, and teachers completed the caregiver version of the questionnaire based on what they believe their student’s score were. Differences between groups were measured, and students will be directly observed to see if AIM effects on-task behavior. The extend to which psychological flexibility serves as a mediating variable to improvements in academic, prosocial, and maladaptive behavior will be discussed both specifically and broadly. |
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How Are We Doing? A Closer Look at Clinical Outcomes and Caregiver Behavior |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA; Domain: Translational |
Chair: Jessica L Becraft (Kennedy Krieger Institute; Johns Hopkins University School of Medicine) |
Discussant: Linda A. LeBlanc (LeBlanc Behavioral Consulting LLC) |
CE Instructor: Jessica L Becraft, Ph.D. |
Abstract: Applied behavior analysis (ABA) has long been recognized as effective treatment for child problem behavior. Indeed, hundreds of studies demonstrate that ABA is highly effective in reducing aberrant behavior. Often such studies give little consideration to caregiver behavior, despite the fact that caregivers often (a) initiate the process that results in treatment and (b) are responsible for implementing treatment recommendations. In this symposium, we explore aspects of ABA related to clinical outcomes and caregiver behavior. In the first presentation, we will discuss the changing landscape of service delivery for child problem behavior and contingencies that necessitate an emphasis on caregivers. Second, we will present data on caregivers’ goals for treatment as a way to identify barriers to effective treatment outcomes. The third presentation will explore the validity of caregiver ratings for treatment effects. Finally, the fourth presentation will focus on caregiver treatment fidelity, treatment acceptability, and choice of treatment. Together, these presentations will highlight the role caregivers do (and should) play in behavioral treatment. |
Instruction Level: Intermediate |
Keyword(s): behavioral treatment, caregivers, problem behavior, treatment outcomes |
Target Audience: practicing behavior analysts, behavior analysis researchers, parents of children receiving behavior analysis treatment |
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Valuation of Behavioral Analysis: From Social to Societal Validity |
(Theory) |
MICHAEL F. CATALDO (Kennedy Krieger Institute; Johns Hopkins University School of Medicine) |
Abstract: Over the past five decades, Behavioral Analysis has existed – and some might say flourished – in an environment that has been increasingly stable and supportive. Several factors, present and predicted, suggest that continued support for Behavior Analysis will increasingly be related to clinical outcomes for behavioral treatment and consumer choice. Aside from its heuristic value, such Societal Validity is directly related to the potential – if not anticipated – disruption of the stable support that we have benefitted from to date. This first presentation will explore the trends in meta-data, both within the field and at a macro level, that influence the future direction and opportunities for both research and practice in Behavior Analysis. Included will be discussion of the societal valuation processes, workforce projections, and economic factors that will affect stability and support. |
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Parent Perception of Problem Behavior: A Thematic Analysis of Parent Descriptions of Problem Behavior |
(Applied Research) |
NADRATU NUHU (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Joanna Lomas Mevers (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Alexis Constantin Pavlov (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Nathan Call (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University) |
Abstract: Children with developmental disorders are at increased risk of presenting with problem behaviors (Kanne & Mazurek, 2011; Jang, Dixon, Tarbox, & Granpeesheh, 2011; Emerson et al., 2001). To date, it has been well established that interventions employing applied behavior analysis (ABA) techniques are effective at reducing the rates of problem behaviors in these individuals (National Standards Report, 2009). Caregivers seeking ABA services for children that engage in problematic behaviors typically initiate the process by receiving an intake to assess the client’s presenting problems and caregiver’s associated concerns. Referrals for the assessment and treatment of severe problem behavior are typically based on caregiver report. While observations are crucial, qualitative information received from parents is vital in determining the level of services an individual may need (Scheithauer et al., 2018). The project focuses on coding caregiver descriptions of their child's problem behavior at the initial intake meeting for reoccurring themes that may provide insight about caregiver perceptions of their child’s problem behavior. Caregivers reported a number of concerns regarding the impact of their child’s problem behavior on the family (e.g., damage to property, emergence of mental health problems, and limited family involvement in the community). |
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The Validity of Parent Evaluation of Treatment Effects |
(Applied Research) |
JESSICA L BECRAFT (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Michael F. Cataldo (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Patricia F. Kurtz (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Usai Bah (Kennedy Krieger Institute) |
Abstract: Treatment effects in behavior analysis are typically evaluated by a behavior analyst or similarly trained individual. In the case of child problem behavior, however, parents’ evaluation of treatment effects are critical because parents initiate treatment services, are expected to implement treatment protocols, and, ultimately, determine when treatment is no longer required. We compared parent evaluation of treatment effects for severe problem behavior to that of trained observers in two studies. In the first study, parents collected data on their child’s behavior in baseline and treatment sessions. In the second study, parents viewed pre- and post-treatment videos of other children and scored the level of problem behavior in each clip. Results indicate good session-by-session correspondence with trained observers in both studies. In addition, the majority of parents had similar overall evaluations of treatment effectiveness as trained observers (i.e., percentage reduction in problem behavior). These studies suggest a valid use of parent data to evaluate treatment effects for severe problem behavior, which can be used to evaluate maintenance and generalization of treatment and to justify services to third party payers. |
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Caregiver Training and Choice in Reducing Problem Behavior for Children With Autism Spectrum Disorder |
(Applied Research) |
ASHLEY ANNE STEVENS (The Mentor Network, REM Minnesota), Casey J. Clay (University of Missouri), Alison Jo Cooper (Thompson Center for Autism and Neurodevelopmental Disorders ), Savannah Tate (University of Florida), SungWoo Kahng (Rutgers University) |
Abstract: Caregivers have a large impact on the long-term effectiveness of any Applied Behavior Analysis (ABA) treatment plan designed for their child’s needs. There is a call-to-action to develop more effective training procedures and implement strategies to gain buy-in up front to maintain caregiver adherence. The purposes of this current study were to (1) further evaluate the effectiveness of nontechnical instructions on fidelity in a Behavioral Skills Training component analysis for caregivers with previous exposure to behavior analytic procedures, (2) evaluate whether caregiver choice is impacted by treatment effectiveness alone, or if graphic feedback is needed, and (3) evaluate the preference for and effects of providing choices to caregivers via social validity data. Three caregivers requesting Applied Behavior Analysis services for their child were involved in treatment planning and implementation of protocols in an alternating treatment with initial baseline and final best practice design. Results indicated (1) nontechnical protocols alone were not sufficient in training any of the caregivers to fidelity, despite previous exposure to behavior analytic procedures, (2) treatment effectiveness impacted 2/3 caregivers’ choices of implementation whereas graphic feedback was necessary for 1/3 caregivers, and (3) overall, the study processes were deemed socially valid for all caregivers. |
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Empowering the Learner: Using Interteaching to Improve Higher Education |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Translational |
Chair: Catherine M. Gayman (Troy University) |
Discussant: Philip N. Hineline (Temple University - Emeritus) |
CE Instructor: Catherine M. Gayman, Ph.D. |
Abstract: Interteaching is a behavioral teaching method with growing empirical evidence supporting its efficacy. Over 30 published empirical studies have examined the effectiveness of interteaching in higher education. However, more research is still needed to examine the influence of different interteaching components and the methods used for instructional delivery. The first presenter will acquaint the audience with interteaching and describe results of a study which compared interteaching to standard lecture centered teaching with and without prep guides in an online asynchronous format. The second presenter will share results of a classroom study which compared two different methods of running the discussion component of interteaching. The third presenter will highlight the findings of a series of studies in which interteaching was first compared to another active learning strategy known as the Learning Pathway (LP), and then the addition of Say All Fast Everyday Shuffle (SAFMEDS) to interteaching was evaluated. The final presenter will discuss results of a meta-analytic review on the effectiveness of interteaching. Together, these four presentations illustrate current interteaching research in higher education. |
Instruction Level: Intermediate |
Keyword(s): higher education, interteaching, pedagogy |
Target Audience: Academics, supervisors, and teachers. |
Learning Objectives: After attending this symposium, participants should be able to: 1) Identify and describe the basic components of interteaching 2) Summarize the main findings of a study applying interteaching in an online asynchronous format 3) Summarize the main findings of a study investigating the discussion component of interteaching 4) Summarize the main findings of a study comparing interteaching to other active learning methods 4) Summarize the main findings of a recent meta-analytic review on the effectiveness of interteaching |
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Can Access to Preparation Guides Alone Enhance Lecture-Based Teaching? |
(Applied Research) |
CATHERINE M. GAYMAN (Troy University), Stephanie Jimenez (University of Pittsburgh at Johnstown), Tara Elizabeth Casady (Bassett Army Community Hospital) |
Abstract: The present study investigated the effect of adding interteaching preparation guides to traditional lecture-based teaching in an online, asynchronous undergraduate psychology class. Specifically, the study compared (1) interteaching which used a preparation guide, a written group discussion in Canvas, and a brief clarifying lecture, (2) standard teaching that consisted of a video lecture, and (3) standard teaching plus preparation guides. Total average exam scores following interteaching were significantly higher than scores following standard teaching with or without preparation guides. Most participants reported learning more during interteaching weeks and preferred interteaching more than standard lecture. These results indicate that access to preparation guides in the absence of other components of interteaching was not enough to significantly improve exam grades. |
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An Investigation of the Group Discussion Component of Interteaching With and Without Completed Prep Guides |
(Applied Research) |
STEPHANIE JIMENEZ (University of Pittsburgh at Johnstown), Catherine M. Gayman (Troy University) |
Abstract: Interteaching is an evidence-based learning strategy that shifts the focus away from a passive learning model found in lecturing to a more active, student-centered learning methodology. It utilizes prep guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategy used in these studies vary slightly. The current study used a group design in one undergraduate course over two semesters to investigate how the removal of completed prep guides during the group discussion affected academic success. One group experienced the standard interteaching method, where students completed the prep guide prior to class and referred to their prep guide answers during the group discussion. The second group completed the prep guide prior to class, but then were asked to not refer to their answers during the in-class group discussion. Those in the second group had exam scores that were consistently lower and rated interteaching as less preferable than those who experienced standard interteaching. Results from this study should allow for more effective implementation of interteaching. |
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Interteaching in Community Health: A Comparison of Active Learning Strategies and Follow-Up |
(Applied Research) |
JONATHAN A. SCHULZ (University of Kansas), Vincent Thomas Francisco (University of Kansas, Department of Applied Behavioral Science) |
Abstract: A number of studies suggest that interteaching (IT) is more effective than traditional teaching methods (i.e., lecture); however, research is needed to compare IT to other active learning strategies (i.e., strategies that foster critical thinking by engaging students in analysis, synthesis, and evaluation through discussion and active student responding). Therefore, an IT informed teaching method was compared to an active learning strategy known as the Learning Pathway (LP) in an undergraduate community health and development course. Results indicate that students performed slightly higher on multiple-choice quizzes during the IT condition and correctly answered more fill-in-the-blank midterm and final exam questions related to content covered in the IT condition. However, students indicated that they preferred the LP teaching method. A follow-up study addressed a limitation of Study 1 by examining the effects of Say All Fast Minute Everyday Shuffle (SAFMEDS) as part of IT on student performance. Results indicate students performed similarly on multiple-choice quizzes whether or not they completed SAFMEDS but answered more fill-in-the-blank final exam questions related to content covered during interteach sessions with SAFMEDS. This study highlights the need to evaluate interteaching as compared to other active learning strategies and integrate other behavioral teaching strategies with interteaching. |
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A Systematic Review and Quantitative Analysis on the Effectiveness of Interteaching |
(Theory) |
CAMILO HURTADO PARRADO (Troy University & Konrad Lorenz Fundación Universitaria), Nicole Pfaller-Sadovsky (Queen's University Belfast), Lucia Medina (Fundacion Universitaria Konrad Lorenz), Catherine M. Gayman (Troy University), Kristen A. Rost (Troy University), DANIELA CARDILLO (Fundacion Universitaria Konrad Lorenz), Derek Schofill (Troy University) |
Abstract: Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline, 2002). In the present study, we updated and expanded previous interteaching reviews, and conducted a meta-analysis on its effectiveness. Systematic searches in EBSCO, ERIC, MEDLINE, PsycARTICLES, PsycINFO, SCOPUS, Web of Science, and theses/dissertations repositories identified 38 relevant studies (2005-2018). Preliminary analyses identified the following main findings: (a) nearly 70% of studies were conducted in undergraduate face-to-face courses, with class subjects primarily related to social sciences; (b) 50% of studies used single-case designs (42% of studies used group designs); (c) seven interteaching components (i.e., prep guides, discussions, record sheets, clarifying lectures, contingency on discussions or prep-guide completion, frequent evaluations, and quality points) were implemented with different degrees of consistency; (d) nearly 65% of studies reported using five of the seven components identified; (e) the most commonly reported components were discussions, record sheets, prep guides, and frequent evaluations; (f) overall effect size of interteaching versus traditional lecture across different measures of student performance (e.g., scores on exams and quizzes) was medium to high; (g) overall effect size of different variations on the implementation of interteaching (e.g., discussion-group size, clarifying-lecture scheduling, class size) was small. |
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Recent Applied and Translational Research on Treatment Relapse |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Translational |
Chair: Ashley Marie Fuhrman (Rutgers University and Children's Specialized Hospital) |
CE Instructor: Ashley Marie Fuhrman, Ph.D. |
Abstract: Functional communication training (FCT) is a common treatment that clinicians often use with individuals who engage in severe problem behavior. Many studies have shown that treatment relapse may occur following successful treatment with FCT when disruptions to treatment occur (e.g., during periods when reinforcement is unavailable). To improve the durability and generality of FCT, it is important for basic, translational, and applied researchers to evaluate procedures to decrease relapse of problem behavior and increase the persistence of appropriate alternative responses. The three presentations in this symposium will discuss recent research on treatment relapse. First, Ashley Fuhrman will present on a translational study evaluating the effects of training one alternative response versus multiple alternative responses on the resurgence of target behavior. Next, Courtney Mauzy will present on the effects of alternative response preference on resistance to change during functional communication training (FCT). Finally, Dan Mitteer will discuss the effects of the combination of contextual changes and procedural integrity errors on target behavior and alternative behavior during a test for relapse. |
Instruction Level: Intermediate |
Keyword(s): Preference, Procedural integrity, Response persistence, Treatment relapse |
Target Audience: Practitioners, faculty, graduate students, and professionals |
Learning Objectives: Attendees will be able to: 1. Describe the recent research on and possible effects of training multiple alternative responses during differential reinforcement of alternative behavior on the resurgence of target responding , 2. Explain the effects of alternative response preference on resistance to change during functional communication training (FCT), and 3. Describe the effects of the combination of contextual changes, omission errors, and commission errors on target and alternative behavior during FCT. |
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Resurgence Following Traditional and Interdependent Differential Reinforcement of
Alternative Behavior |
(Applied Research) |
ASHLEY MARIE FUHRMAN (Rutgers University and Children's Specialized Hospital), Wayne W. Fisher (Rutgers Robert Wood Johnson Medical School), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Timothy A. Shahan (Utah State University), Andrew R. Craig (SUNY Upstate Medical University) |
Abstract: Clinicians frequently prescribe functional communication training (FCT) as a treatment for severe destructive behavior. Recent research has shown that FCT treatments are susceptible to treatment relapse in the form of resurgence of destructive behavior when individuals contact periods in which reinforcers are unavailable. Behavioral Momentum Theory (BMT) is a quantitative model of behavior researchers have employed to predict treatment relapse when the reinforcement component of FCT is suspended, which may occur when a caregiver is unable to implement treatment. Although many studies support the accuracy of BMT, it does not provide predictions for training multiple alternative responses during FCT, which recent research suggests can decrease resurgence. A novel theory of resurgence, Resurgence as Choice (RaC), allows researchers to test predictions of programming multiple alternative responses. The current study used a translational arrangement to evaluate the effects of training one alternative response versus multiple alternative responses on the resurgence of target behavior. Findings showed that multiple-response training did not decrease resurgence of target responding consistently; however, it increased the total amount of responding observed during the resurgence phase and decreased the overall probability of the target response. |
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The Potential Effects of Mand Preference on the Long-Term Maintenance of Functional Communication Training |
(Applied Research) |
COURTNEY MAUZY (University of Georgia), Joel Eric Ringdahl (University of Georgia), Wendy K. Berg (The University of Iowa), Kelly M. Schieltz (University of Iowa), Karla Zabala (University of Georgia) |
Abstract: Functional communication training (FCT; Carr & Durand, 1985) is the most frequently used reinforcement-based treatment to reduce problem behavior exhibited by individuals with developmental disabilities (Tiger, Hanley, & Bruzek, 2008). However, less is understood regarding long-term maintenance of FCT effects when treatment disruptions are encountered. Nevin and Wacker (2013) suggested that maintenance might be best defined, based on Behavioral Momentum Theory (BMT), as the persistence of adaptive behavior and the lack of resurgence of problem behavior when challenges to treatment occur. Ringdahl and colleagues (2018) utilized this conceptual framework to evaluate the impact of variables related to response topography, specifically preference for mand modality, on the persistence of appropriate behavior. Results suggested using high-preferred mand modalities identified through a concurrent-operant preference assessment increased appropriate behavior persistence. However, the high-preferred mand contacted more overall reinforcement pairings as a by-product of the procedures used to identify preference. In the current study, we addressed this potential confound by equating the number of response-reinforcer pairings across response alternatives during the preference assessment. Current results indicate high-preferred mands were more persistent than low-preferred mands, replicating the findings of Ringdahl et al., 2018, while controlling for response-reinforcer pairings. |
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Effects of Combining Contextual Changes, Omission Errors, and Commission Errors on Target and Alternative Behavior |
(Applied Research) |
DANIEL R. MITTEER (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Kayla Rechelle Randall (University of Nebraska Medical Center's Munroe-Meyer Institute ), Ryan Kimball (University of St. Joseph), Sean Smith (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Most studies examining treatment relapse during functional communication training have assessed child target behavior (e.g., destructive behavior) and alternative behavior (e.g., communication response) when contextual changes occur with perfect treatment integrity or when omission errors (i.e., extinction for the alternative response) occur in the absence of a context change. Mitteer et al. (2018) found caregivers tended to make omission and commission errors by occasionally withholding or reinforcement following communication requests or delivering reinforcement following destructive behavior, respectively, during contextual changes or increased destructive behavior. No studies have examined the combination of contextual changes and omission and commission errors. Three children with autism spectrum disorder (a) emitted a target response (i.e., pad touch) for a preferred item in a home-like context, (b) emitted an alternative response (e.g., card touch) for that preferred item in a clinic context while the target response was extinguished, and (c) experienced a combined-relapse test in which the experimenter programmed the same rates and types of errors that caregivers made in Mitteer et al. within the home-like context. During the combined-relapse test, target behavior equaled or exceeded baseline ranges in all cases and alternative behavior extinguished in two cases. |
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Escaping the Uncomfortable: Why the Measurement of Experiential Avoidance Matters |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/PCH; Domain: Translational |
Chair: Madison Taylor Logan (University of North Texas) |
Discussant: Emily Kennison Sandoz (University of Louisiana at Lafayette) |
CE Instructor: Elizabeth Meshes, Ph.D. |
Abstract: Experiential avoidance (EA), or attempts to escape unwanted internal experiences (e.g., thoughts, feelings) at the expense of long-term commitment to personal values, has wide-reaching effects for a variety of socially important problems. This symposium will explore EA in both its existing and potential forms of measurement. The first presentation will cover an analogue study which measures levels of EA by exposing adult participants to aversive sounds in the context of delayed reinforcement. The second presenter will discuss how an existing measure, the Avoidance and Fusion Questionnaire, was used to investigate avoidance as a moderation of sexual prejudice and political affiliation among a college student sample. Both studies found that EA could be measured reliably. The results of the first study prove useful to an Acceptance and Commitment Therapy model, as choices changed from smaller, sooner reinforcement to larger, later reinforcement - mapping on to valuing. The hypothesized moderating role of EA in the relationship between political affiliation and sexual prejudice investigated in the second study was found to be insignificant, and the authors will discuss potential reasons for this finding. Measurement limitations and future directions will be covered. |
Instruction Level: Basic |
Keyword(s): Contextual Psychology, Experiential Avoidance, Measurement |
Target Audience: BCBA, Scientist-Practitioners, participants interested in Clinical Behavior Analysis |
Learning Objectives: 1. Participants will learn how to measure experiential avoidance in at least two ways. 2. Participants will be able to identify the relationship between political affiliation and sexual prejudice. 3. Participants will be able to discuss the relationship between experiential avoidance and delayed reinforcement. |
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Toward the Development of a Delay Discounting Model of Experiential Avoidance |
(Basic Research) |
ELIZABETH MESHES (The Chicago School of Professional Psychology; Exceptional Minds
), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids), Amy Odum (Utah State University) |
Abstract: Experiential avoidance, which can be functionally defined as choosing short-term negative reinforcement over long-term values-oriented positive reinforcement, has been argued to be at the core of a large variety of socially important problems. Relatively little previous laboratory research has studied these functional relations and this study attempted to develop a laboratory preparation that pits shorter-term avoidance over longer-term positive reinforcement. Participants were exposed to choices between avoidance of an aversive sound (i.e., immediate, smaller negative reinforcement) or listening to an aversive sound for a period of time and accumulating money (i.e., delayed, larger positive reinforcement). Three experiments were conducted that evaluated varying magnitudes of delays to and the value of the positive reinforcer, in order to identify the point at which individual participants’ choices changed from the smaller, sooner reinforcer to the larger later reinforcer and vice versa. The potential applicability of this model is discussed as it relates to behavior problems that appear to involve experiential avoidance at their core. In addition, the implications for evaluating components of acceptance and commitment therapy (ACT) are discussed. |
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Politics Predict Prejudice: Exploring Experiential Avoidance as a Moderator of Political Beliefs and Sexual Intolerance |
(Applied Research) |
MADISON TAYLOR LOGAN (University of North Texas), Taylor Johnson (University of North Texas), Amy Murrell (University of North Texas) |
Abstract: Sexual minorities are at an increased risk of violence and face discrimination as a result of intolerance. Existing literature supports the idea that traditional conservative values regarding gender and family structure are related to increased sexual prejudice. However, there is limited research surrounding the role that experiential avoidance (EA) plays in this relationship. The present study hypothesized that (1) higher political conservatism is positively correlated with greater intolerance toward sexual minorities and (2) EA moderates this relationship. Participants were 293 (180 democrat, 113 republican) students recruited from a large, public university in the south central United States as part of a larger study. Survey measures were administered online and included a sexual prejudice subscale of the Intolerant Schema Measure (ISM), the Avoidance and Fusion Questionnaire (AFQ), and a demographic survey. Results of the Spearman correlation supported the first hypothesis that there is a significant relationship between political affiliation and intolerance, (rs = .268, p < .001). Experiential avoidance did not moderate this relationship (ß= .047, p = .406). The implications of these results along with limitations of the study and future directions will be discussed. |
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Examining the Role of State vs. Trait Variables on Delay Discounting Across Human and Animal Subjects |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 1/2 |
Area: EAB/VRB; Domain: Translational |
Chair: Luis Rodriguez (Idaho State University) |
Abstract: Delay discounting, a behavioral measure of impulsive choice, is the decrease in subjective value of a reward as delay to its receipt increases. Steeper delay discounting has been associated with various health outcomes such as substance use, obesity, problematic gambling, risky sex, etc., and may be an underlying mechanism in the development and maintenance of these maladaptive health behaviors. The discounting literature has as abundance of evidence suggesting that an individual’s sensitivity to delayed outcomes is related to both state and trait properties. The purpose of this symposium is to present new data detailing effects of state and trait properties on delay discounting across rats and humans. The speakers will present data revealing the cross-species trait-like behaviors in the discounting of differing outcomes, the changes in discounting that can be observed across the lifespan and pubertal development, and the role verbal stimuli play in influencing discounting states. These results highlight the similarities and differences in trait and state like factors between non-humans and human subjects. |
Instruction Level: Intermediate |
Keyword(s): choice, delay discounting, framing effects, state trait |
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Delay Discounting of Food and Water in Rats Shows Trait Characteristics |
(Basic Research) |
CAROLINE TOWSE (Utah State University), Jeremy Haynes (Utah State University), Annie Galizio (Utah State University), Charles Casey Joel Frye (Utah State University), Amy Odum (Utah State University) |
Abstract: Delay discounting is the tendency for the subjective value of a reward to decrease as the time until receipt increases. It is an important predictor of maladaptive behavior such as substance abuse, problematic gambling, and risky sexual behaviors. Discounting of delayed outcomes appears to have both state and trait properties in humans. State manipulations of discounting (e.g., outcome framing) demonstrate that discounting can be affected by relatively short-term manipulations; however, discounting is also stable within individuals. The present study focuses on examining the trait properties of delay discounting in non-human animals. Long-Evans rats completed a discounting task from approximately 85 post-natal days to 365 days of age with two different commodities, food and water, that alternated daily. Results indicate discounting of water is significantly and positively correlated with discounting of food. Furthermore, delay discounting decreased overall across time. These results replicate prior research with humans, providing evidence of trait-level discounting in rats. |
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Relation Between Age, Puberty, and Obesity in Food Delay Discounting |
(Applied Research) |
YAEEUN LEE (Idaho State University), Erin B. Rasmussen (Idaho State University) |
Abstract: No current study has investigated the degree to which age is related to food delay discounting (DD). Puberty, a time at which eating patterns tends to shift as food intake increases and maintains to accompany growth spurts, may predict a change in food discounting. The present study examined the relations between DD for food and age, as well as the variables of obesity and puberty statuses, as measured by physician-report. Data from an ongoing study with 25 children and 86 adult participants were examined using regression analyses. There were no main effects of age, and puberty and obesity statuses (e.g., body mass index, percent body fat) on food discounting. However, regression analyses revealed magnitude effects (smaller magnitudes were discounted more steeply) with age identified as a significant predictor for medium (p=0.001) and large (p=0.005) magnitudes of food DD when controlling for puberty and obesity statuses. |
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The Effects of Obligatory and Preferential Frames on Delay Discounting |
(Basic Research) |
Laura Barcelos Nomicos (University of Nevada, Reno), KENNETH W. JACOBS (University of Nevada, Reno), Matt Locey (University of Nevada, Reno) |
Abstract: Human decision-making is partly determined by the verbal stimuli involved in a choice. Verbal stimuli that may be particularly relevant to human decision-making are the words “should” and “like”, whereby “should” is presumably associated with what one ought to choose and “like” is presumably associated with what one prefers to choose. The purpose of the current investigation was to test the potential effects of “should” and “like” on decisions in a monetary delay discounting task. Eighty-three participants were recruited from Amazon’s Mechanical Turk and were randomly assigned to a sequence of two conditions—Should and Like—in a repeated measures experimental design. Based on condition assignment, the questions “Which should you choose?” and “Which would you like to choose?” appeared above each monetary option and its respective delay. Overall, participants demonstrated significantly lower levels of discounting in the Should condition when compared to the Like condition. The implication is that questions using the words “should” and “like” may constitute separate classes of frames referred to as obligatory and preferential respectively. The current presentation will explore that implication along with the data that indicate a particularly interesting sequence effect: Participants discount less in the Should condition when they are asked “Which would you like to choose?” first. |
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Recent Applications of Behavior Analysis to Physical Activity |
Sunday, May 24, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/CSS; Domain: Translational |
Chair: Stephanie L. Kincaid (Rollins College) |
Discussant: Carole M. Van Camp (University of North Carolina Wilmington) |
CE Instructor: Carole M. Van Camp, Ph.D. |
Abstract: Physical activity is topography of behavior that has numerous demonstrated benefits contributing to overall health and wellbeing for individuals of all ages. However, problematic trends with respect to physical activity have recently been reported on a worldwide scale (Guthold, Stevens, Riley, & Bull, 2018). Given the readily apparent social significance of this behavior, it is perhaps unsurprising that a variety of behavior-analytic techniques have been explored for understanding, and promoting, physical activity. This symposium includes recent investigations in physical activity assessment and intervention. Studies include applications of behavior analysis to a variety of physical activity topographies (running, swimming, and playground time) and populations (children and adults). Three studies are aimed at identifying variables that contribute to, or maintain, physical activity by using surveys, functional analysis (FA), and literature review. Two studies evaluated interventions to increase physical activity, including differential reinforcement (DR) based on the results of an FA, and behavioral skills training (BST). |
Instruction Level: Basic |
Keyword(s): BST, exercise, functional analysis, physical activity |
Target Audience: Practicing behavior analysts, applied behavior analysis researchers or students with an interest in health or physical activity. |
Learning Objectives: 1. Discuss the correspondence between objective and self-report measures of physical activity. 2. Compare and contrast the survey and functional analysis methods of identifying variables that maintain or contribute to physical activity. 3. Identify barriers to assessment and treatment of physical activity with children and adults. 4. Describe two intervention strategies for increasing physical activity in applied settings. |
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Music's Effects on Running: A Behavior Analytic Review of the Psychological Research |
(Service Delivery) |
JENNIFER L. COOK (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: While the sports psychology literature offers an abundance of studies on the effects of music on running, there have been no behavior analytic contributions. Promoting running may be an important area to consider in health and exercise because individuals who consistently run for exercise have a 29 to 50% lower risk of cardiovascular mortality than nonrunners (Lee et al., 2014). The extant literature suggests listening to preferred music while running may have positive effects on performance for, or adherence to, a running routine (e.g., Karageorghis, & Priest, 2012b). However, findings on music’s effects on running have been inconclusive across this literature. This may be due, in part, to the pervasive approach taken by literature reviews to lump together outcomes from studies assessing the effects of music for any exercise modality, not just running. Another issue may be the practice of primarily basing the conclusions on self-report measures. Thus, this review evaluated the correspondence between objective and self-report results, and focused on the objective dependent variables as the primary measure for change to re-evaluate the conclusions of music’s effects on running. |
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The Peculiarities of Runners: A Survey of Runners’ Behavior and Factors Influencing Running |
(Applied Research) |
SHREEYA DESHMUKH (USF), Jennifer L. Cook (University of South Florida), Raymond G. Miltenberger (University of South Florida), Cynthia P. Livingston (University of North Florida), Jeremy Buttice (University of South Florida) |
Abstract: While there is a plethora of psychology research examining the effects of music on running, no study to date has considered a survey of runners’ current behaviors. That is, there is no information about the potential antecedents or consequences that maintain the ongoing running routines, the type of devices they use, common running modalities (e.g., indoor, outdoor, track, treadmill), and the reasons for their choices and habits (how they plan to run and what motivates them or creates challenges for them). This online survey was completed by 555 current runners, aged 18 to 72. The purpose of this survey was to (a) gather information about what most runners commonly do to formulate hypothesis on the possible mechanisms that maintain running, and (b) further use that information to inform methodology decisions for subsequent studies evaluating effects of music on running. Results of the survey elucidated several potentially important commonalities, such as age ranges, preferred auditory sources, devices, and environments. These results are at odds with many of the variables incorporated in research related to running. Future research should consider some of these factors that have been shown to be already embedded within the running community. |
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A Functional Analysis of Physical Activity in Children with Intellectual and Developmental Disabilities |
(Applied Research) |
ALEXANDRA KNERR (Rollins College), Stephanie L. Kincaid (Rollins College) |
Abstract: The U.S. Department of Health and Human Services recommends children get 60 min of moderate-to-vigorous physical activity each day. However, it is estimated that zero to 42% of children with intellectual and developmental disabilities meet these guidelines. Determining the function may lead to more effective interventions for increasing physical activity levels in these children. The present study adapted the methods of Larson, Normand, Morley, and Miller (2014) to conduct a functional analysis of physical activity in children with intellectual and developmental disabilities. For each subject, rates of physical activity were measured using pedometers in five conditions: Verbal attention, adult interaction, music, ignore, and control. This multi-element functional analysis was embedded within a treatment analysis in an attempt to increase the child’s rate of physical activity during their typical playground time. The findings will be compared with those of physical activity functional analyses conducted with other populations. Practical applications and potential avenues for future research will also be discussed. |
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The Effects of Behavioral Skills Training on the Acquisition of Swimming Skills |
(Applied Research) |
LINDSEY ERIN WRIGHT (Quest, Inc. ) |
Abstract: Childhood obesity is a growing public health concern. Studies have suggested that children diagnosed with autism spectrum disorder (ASD) have a prevalence of obesity higher than that of the general population (Hill, Zuckerman, and Fombonne, 2015). Specific interventions to increase physical activity in this population are needed to promote a more active lifestyle. The current study evaluated the effects of Behavior Skills Training (BST) on the acquisition of aquatic skills needed to swim laps for three participants diagnosed with ASD. Prior to implementation of BST, each participant was evaluated using the American Red Cross Learn-to-Swim Level 4 criteria. Skills selected were those needed to swim laps for exercise. Baseline data showed that targeted skills were 0% correct. Treatment was evaluated using a multiple baseline across skills. Results showed that the percentage correct increased for all skills following BST. These results suggest that BST is a viable approach for teaching swimming as exercise to children with ASD. |
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Training Teachers in Evidence-Based Practices to Improve the Behavior and Academic Functioning of Students in Iceland |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/TBA; Domain: Translational |
Chair: Anna-Lind Petursdottir (School of Education, University of Iceland) |
Abstract: In Iceland, teachers have had a strong preference for teaching methods based on construcitivist beliefs, over methods based on direct transmission beliefs (e.g. OECD, 2009). Also, Icelandic teachers consider discipline and students with behavior problems to be one of the most challenging aspect of their jobs. In this symposium we will present recent research regarding the implementation of evidence-based practices to improve the behavior and academic functioning of students in Iceland. Harpa Oskarsdottir and Zuilma Gabriela Sigurdardottir will present a group comparison study assessing the effects of Direct Instruction and fluency building on the reading performance of students in special education. Gudrun Björg Ragnarsdottir will discuss 25 case studies conducted by graduate students receiving training in implementing explicit instruction and fluency building to improve the reading performance of their elementary students. Anna-Lind Petursdottir and Margret Sigmarsdottir will end the symposium by presenting data on changes in students persistent behavior problems and academic engagement following function-based interventions implemented by graduate students as part of training in an university course. Each presentation will include a discussion of the implications of the data and considerations for implementation of evidence-based strategies in collaboration with teachers who have limited knowledge in the area. |
Instruction Level: Basic |
Keyword(s): direct instruction, fluency building, function-based intervention, teacher training |
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Reading instruction using direct instruction and fluency training in special education in 4th to 7th grade in Iceland |
(Applied Research) |
HARPA ÓSKARSDÓTTIR (University of Iceland), Zuilma Gabriela Sigurdardottir (University of Iceland) |
Abstract: Direct Instruction (DI) is an evidence-based and empirically tested teaching method that has been found to be very effective in English-speaking countries. DI has been especially effective when combined with fluency training methods. These methods are not generally in use in Iceland although dozens of single-case experiments have indicated that they are very effective when psychology students have used them with special education students. In this project, a group comparison was undertaken to study the effects of trained teachers using DI and fluency building in reading instruction on the reading performance of students in special education over 2,5 school years. Participants were in total 16 students in 4th-7th grade in three comparable elementary schools in Iceland, one had the experimental group, the other two schools had the comparison group. Performance in reading was evaluated and comparisons were made within the experimental and comparison groups at the beginning and end of each school year and between the experimental and comparison groups. Results show that students in the experimental group had better outcome on every variable tested at the end of the study, they read faster, made fewer errors, were more accurate, and scored higher in reading comprehension than the comparison group. |
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Training teachers in explicit instruction and fluency building: 25 case studies from a university course |
(Service Delivery) |
GUDRUN BJORG RAGNARSDOTTIR (University of Iceland) |
Abstract: Improved student reading ability has been a priority for the past years in Icelandic schools. In this study, 25 master-level students received training through a distance education course to use evidence-based methods; explicit instruction and fluency building. They implemented intervention with 18 boys and seven girls (aged 6 to 13 years). Eighteen pupils had reading difficulties and 13 pupils also were Icelandic language learners or had been diagnosed with ADHD, autism or language impairment. In the course, master-level students taught 15 lessons over a period of five weeks focusing on increasing pupils reading ability through explicit instruction and fluency building. Pupils increased their reading ability on average by 14 words per minute over the five week intervention phase. A majority, or 23 of 25 pupils, achieved public reading goals set by the Directorate of Education in Iceland. Results indicate that training through a distance education course can enable teachers to implement evidence-based interventions and thereby improve the reading ability of children with and without reading difficulties. |
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Guiding teachers to conduct behavior assessment and function-based interventions through a distance education course |
(Service Delivery) |
ANNA-LIND PETURSDOTTIR (University of Iceland), Margret Sigmarsdottir (School of Education, University of Iceland) |
Abstract: This presentation describes how graduate students have been trained to conduct functional behavioral assessments and individualized behavior support plans to decrease persistent student behavior problems. This team-based training has been offered as part of an elective course on behavioral and emotional difficulties at the School of Education, University of Iceland. The aim was to train graduate students (prospective and current teachers) to mentor other teachers in evidence-based practices to improve student behavior and well-being. The training has involved independent readings, lectures, various assessment and intervention materials, on-site assignments, step-by-step instructions, and written feedback. Teams have conducted AB single subject designs to assess changes in students´ target behaviors. A case study will be provided to illustrate the process, describing how the persistent disruptive behavior of a 13-year-old 8th grader decreased on average from 53 to 3 instances per 20-minute observations and academic engagement increased from 37% to 91% after function-based interventions. Also, data will be presented from 74 cases in preschools up to secondary schools, showing an average of 78% reduction in disruptive behavior, 89% reduction in aggressive behavior, and 92% increase in academic engagement of students. |
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PDS: The Joys (and Perils) of Writing: How to Prepare a Manuscript for Publication |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Translational |
CE Instructor: Jovonnie L. Esquierdo-Leal, Ph.D. |
Chair: Jovonnie L. Esquierdo-Leal (University of Nevada, Reno) |
RUTH REHFELDT (Southern Illinois University) |
MITCH FRYLING (California State University, Los Angeles) |
RICHARD F. RAKOS (Cleveland State University) |
Abstract: Preparing a manuscript for publication starts before you have actually engaged in the behavior of writing. You must determine whether your research has contributed something new and interesting as well as what audience might be interested in learning about it. Putting our hypotheses, methodology, and results on paper in a carefully constructed way is not an easy task and requires adequate training. Those who are new to this process—and anyone else for that matter—often find publishing to be an intimidating and daunting task. Thus, the publication process is approached with apprehension and wariness. Our goal is to reduce apprehension and build confidence by providing tips and advice on how to write and submit a manuscript for publication. A panel of experts will cover topics that range from the type of manuscript to submit and how to structure that manuscript to preparing a cover sheet for submission. Topics and questions will be solicited from ABAI members in advance, and time will be allocated for in-person questions. |
Instruction Level: Basic |
Keyword(s): Publication, Publishing, Writing |
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Research on Imagining and Problem Solving: Investigations into Private Events and Complex Behavior |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VRB/AUT; Domain: Translational |
Chair: April N. Kisamore (Hunter College) |
CE Instructor: April N. Kisamore, Ph.D. |
Abstract: There has recently been an increased interest in research on complex behavior such as imagining and problem solving. Problem solving is relevant to a variety of social, academic, and employment tasks, but we have little research to guide practices in these areas. In addition, behavior analytic researchers have only recently begun to evaluate the effects of prompting private events, such as imagining, on subsequent overt responding. The three papers in this symposium provide examples of how behavior analysts are pushing the boundaries in research on complex behavior. The authors of the first paper evaluated the effects of teaching skills to solve common social problems, the second sought to teach children with ASD how to imagine to answer complex questions, and the purpose of the third was to determine if there were any effects of instructing imagining on emergent relations. |
Instruction Level: Intermediate |
Keyword(s): applied research, basic research, problem solving, visual imagining |
Target Audience: Behavior analytic researchers or clinicians interested in learning more about recent advances in our understanding of private events and problem solving. |
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Teaching Individuals with Autism to Solve Social Problems |
(Applied Research) |
VICTORIA DANIELA CASTILLO (Endicott College), Adel C. Najdowski (Pepperdine University), Megan Michelle St. Clair (Halo Behavioral Health), Peter Farag (Halo), Emma Isabel Moon (Halo Behavioral Health) |
Abstract: A defining feature of autism spectrum disorder is demonstration of deficits in social skills (DSM-5, American Psychological Association, 2013). Being able to solve social problems is a social skill that is important for successful social interaction, maintenance of relationships, and functional integration into society (Bonet et al., 2015), yet there is limited research that has been conducted on this topic with individuals with autism. This study uses a nonconcurrent multiple baseline across participants design to assess the efficacy of a social problem-solving intervention consisting of multiple exemplar training, error correction, and reinforcement on the acquisition, maintenance, and generalization of social problem solving to naturally occurring untrained social problems. Current data represent baseline and pretraining performance for two participants and the introduction of intervention for participant one. Data thus far demonstrates an initial increase in social problem solving upon implementation of the intervention. Future data will be reported on the effects of the intervention on social problem solving for the two current participants as well as an additional third participant. |
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Effects of Visual Imagining on the Acquisition of Multiply Controlled Intraverbals in Children With Autism |
(Applied Research) |
SHANNON RAIMONDO (Caldwell University), April N. Kisamore (Hunter College), Sharon A. Reeve (Caldwell University), Tina Sidener (Caldwell University) |
Abstract: Intraverbals that children learn early in development (e.g., song fill-ins, chains) are often the result of simple stimulus control. As the intraverbal repertoire becomes more complex, it is rare that these responses are controlled by a single discriminative stimulus; rather they are under the control of multiple stimuli. The purpose of this study was to systematically replicate and extend the work of Kisamore, Carr, and LeBlanc (2011) by evaluating the effects of visual imagining training on multiply controlled intraverbals in children with ASD. We programmed for generalization by using multiple exemplars of stimuli and assessed across novel responses and a novel category. We included measures of external validity by including participant scores on several language assessments and we included measures of social validity of our stimuli, procedures, and outcomes. We predicted that there would be an increase in responding to the complex intraverbals following visual imagining training and that responding would generalize both within and across categories. Preliminary data suggest an increase in responding following training and some generalization across categories. However, generalization within categories is not as robust. Additional data collection is ongoing. |
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Effects of Visual Imagining on Speed of Emergent Conditional Discriminations |
(Applied Research) |
REAGAN ELAINE COX (Texas Christian University), Camille Roberts (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
Abstract: The purpose of this study was to evaluate the effects of instructed visualization on emergent relations between visual stimuli. Participants were college students at Texas Christian University. 25 participants were assigned to each of three groups. The standard group received match-to-sample (MTS) training to relate abstract visual stimuli to nonsense text labels prior to training to relate pairs of labels. The reverse group received the same training in the opposite sequence, and the directed visualization group received the standard training sequence with the addition of instructions to visualize the abstract stimuli when learning to relate the pairs of textual stimuli. A post-test assessed emergent relations between the abstract stimuli. We predicted that the directed visualization group would perform with greater speed and accuracy than the standard group, and that the standard group would in turn outperform the reverse group due to uninstructed visualization. Preliminary data suggest participants in all groups are responding with similar speed on the post-test. However, participants in the directed visualization group are performing with higher accuracy on the post-test test than the other groups. Additional data collection is ongoing. |
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Evaluating Procedural Variations and Staff Training of Functional Analysis Procedures |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/DEV; Domain: Translational |
Chair: Jessica Lynn Amador (Caldwell University) |
Discussant: Richard Wayne Fuqua (Western Michigan University) |
CE Instructor: Richard Wayne Fuqua, Ph.D. |
Abstract: Practitioners serving individuals who have interfering behaviors that impact learning and quality of life have an ethical and a legal obligation to assess maintaining variables and to develop a function-based intervention. Conducting a functional analysis has long been considered the gold standard in assessment and treatment of problem behavior. This symposium will present four papers addressing procedural variations of the traditional functional analysis or evaluations of staff training procedures. The first paper will examine the correlation between trial-based and traditional models of functional analysis for adults with autism in community settings. The second paper will present upon the comparative outcomes and social validity measures of trial-based functional analyses (TBFA) to a descriptive data collection method. The third paper will discuss training functional analysis skills with video modeling and video self-monitoring. The final paper evaluated the efficacy of computer-based instruction (CBI) on teaching how to conduct a TBFA with practitioners and evaluated the effects on implementing a TBFA with a confederate. Results are promising that CBI can lead to effective staff training. Collectively, these studies highlight advances in both procedural variations or staff training procedures of functional analyses. |
Instruction Level: Basic |
Keyword(s): Functional analysis, Staff training, TBFA |
Target Audience: BCBA |
Learning Objectives: 1) To identify procedural variations of a functional analysis 2) To identify effective staff training procedures of functional analyses 3) To identify conditions under which procedural variations of functional analyses can be employed |
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Examining the Correlation Between Trial-Based and Traditional Models of Functional Analysis for Adults With Autism in Community Settings |
(Applied Research) |
JAMES MARAVENTANO (Douglass Developmental Disabilities Center), Jenna Budge (Rutgers University), Robert LaRue (Rutgers University) |
Abstract: Challenging behavior is an often-cited barrier to long-term employment and community-based opportunities for individuals with autism spectrum disorder (ASD). While functional analysis (FA) procedures are essential for developing treatment plans to address challenging behaviors, FAs are typically conducted under controlled environmental conditions which do not closely resemble the natural environment. Further, it is possible the function of challenging behavior in controlled environments are different from more naturalistic settings, thus emphasizing the importance of assessing challenging behaviors in the natural environment. Trial-based functional analysis (TBFA) procedures (Sigafoos & Saggers, 1995) may be a more viable method for assessing challenging behaviors in more naturalistic settings where more traditional FA methods may not be feasible. For the present study, TBFAs were conducted for three adults diagnosed with ASD who engage in challenging behaviors (e.g. self-injury, aggression) at their community work and exercise sites. The results from the TBFAs were compared to results of brief (5-minute) FA sessions to determine if the TBFA results align with the more traditional FA methodologies. Further, latency to respond data were collected during TBFAs to further discern behavioral function for unclear results. Results of the TBFAs were then utilized to develop function-based treatments for addressing the challenging behaviors presented by the participants. |
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ABC Data Collection vs. Trial-Based Functional Analyses: An Assessment Comparison of Severe Problem Behavior of Adults With Autism Spectrum Disorder |
(Applied Research) |
JULIA IANNACCONE (City University of New York Graduate Center; Queens College), Emily A. Jones (Queens College, The Graduate Center, City University of New York), Misbah Bibi (Queens College) |
Abstract: Adults with Autism Spectrum Disorder (ASD) displaying problem behavior face the additional challenges of limited funding and access to effective treatment, along with increased severity of problem behavior, when compared to children. Consequently, questionably effective descriptive assessment methods, such as ABC data, are frequently used. In a broader study evaluating effective treatment of severe problem behavior displayed by adults with ASD, trial-based functional analyses (TBFAs) were conducted to identify the reinforcing variables of problem behavior and guided effective functional communication treatments. Results and social validity of the TBFA were compared to the more common assessment approach used in settings providing treatment to adults engaging in problem behavior, ABC data collection, which many presume to be as effective and efficient, or more, than functional analyses. The two assessment approaches yielded inconsistent functions. Social validity questionnaires resulted in mixed overall preference; however, ABC data scored higher in ease/practicality and TBFA scored higher in objectivity/ effectiveness. These results support the use of TBFA, compared to ABC data, to effectively and efficiently assess problem behavior in adult settings. |
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Training Functional Analysis Skills With Video Modeling and Video Self-Monitoring |
(Applied Research) |
HALEY CIARA HUGHES (Western Michigan University), Richard Wayne Fuqua (Western Michigan University), Shanice Carlson (Western Michigan) |
Abstract: Board Certified Behavior Analysts have an ethical obligation to first conduct a functional assessment (PECC, 2014, 3.01a) to identify the controlling variables for reducing challenging behaviors. The Functional Analysis (FA) yields more accurate results than other types of functional assessment (Iwata & Dozier, 2008), making this type of assessment an important practitioner skill to acquire. Despite being considered a gold standard for training a variety of skills, behavioral skills training (BST) is often very time intensive on the part of the trainer (Iwata et al., 2000). Video self-monitoring (VSMN) may be an alternative, effective way to train students to implement FAs (Field et al., 2015). This study evaluated the efficacy of several training strategies on student implementation of FA skills, including interventions featuring instruction plus video modeling (IVM), and VSMN, with and without feedback. Results revealed that IVM produced a notable, but insufficient, improvement in performance. All participants showed further performance improvement with the addition of VSMN and VSMN plus feedback. |
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Evaluating The Effects of Computer-Based Instruction to Teach Trial-Based Functional Analysis to Practitioners |
(Applied Research) |
JESSICA LYNN AMADOR (Caldwell University), Ruth M. DeBar (Caldwell University), Tina Sidener (Caldwell University), Andrew W. Gardner (University of Arizona - College of Medicine - Department of Psychiatry) |
Abstract: Children who engage in problem behavior are often mainstreamed and educated in the public schools. The Individuals with Disabilities Education Act requires that special education teachers address students’ interfering behavior in the least restrictive environment. A trial-based functional analysis (TBFA) is a form of a functional behavior analysis whereby conditions are embedded naturally into scheduled activities of the school day to determine environmental variables responsible for problem behavior. For educators to be included in this process, it is important that staff are trained effectively and efficiently. Computer-based instruction (CBI) offers advantages as staff training and may require less time, less supervision, and permit training across multiple people. The efficacy of CBI on teaching how to conduct a trial-based functional analysis to practitioners remains unknown. The purpose of the current study was to evaluate the efficacy of CBI on teaching how to conduct a TBFA with practitioners and evaluated the effects on implementing a TBFA with a confederate. Results are promising that CBI can lead to effective staff training. |
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Extending the Renewal Literature Through Basic and Translational Research |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB; Domain: Translational |
Chair: Madeleine Diane Keevy (University of Nebraska Medical Center; Children's Specialized Hospital - Rutgers University Center for Autism Research, Education, and Services) |
Discussant: Michael E. Kelley (University of Scranton) |
CE Instructor: Michael E. Kelley, M.S. |
Abstract: Although behavior-analytic treatments are often effective in achieving initial reductions in a target behavior, target behavior may relapse due to changes in reinforcement or stimulus conditions. Renewal occurs when changes in the stimulus context following treatment produce relapse of extinguished behavior. Researchers typically examine renewal using a three-phase arrangement. After reinforcement of target behavior in Context A followed by extinction in Context B, the organism transitions to Context A (ABA renewal) or a new context (ABC renewal), and extinction continues. This symposium presents four basic and translational renewal studies that demonstrate the varied applications of the renewal paradigm. Our first presenter will present a study conducted with rats that compared ABA renewal after extinction or omission training in Phase B. The second presenter will describe two studies conducted with rats: the first using an ABC renewal preparation, and the second examining the effects of discriminative training on ABC renewal. The third presentation details a series of translational studies modeling renewal of problem behavior in dual-language homes and by multilingual individuals with autism and other developmental disabilities. The final presenter will speak about a translational renewal study conducted in an analog organizational setting. |
Instruction Level: Intermediate |
Keyword(s): context, relapse, renewal, translational research |
Target Audience: Researchers interested in the experimental analysis of behavior, translational research, and relapse research will be an appropriate target audience. Practitioners interested in understanding the behavioral mechanisms of relapse of undesirable behavior may also be appropriate. |
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ABA Renewal After Response Elimination With an Extinction or an Omission Contingency |
(Basic Research) |
CATALINA REY (University of Vermont), Eric A. Thrailkill (University of Vermont), Kate Goldberg (University of Vermont), Mark E. Bouton (University of Vermont) |
Abstract: Insights from extinction research have been useful to researchers and clinicians in the domain of Applied Behavior Analysis. Behavioral treatments are effective for producing initial reductions in problem behavior; however, relapse after treatment is common and a major barrier to treatment efficacy. It is possible that relapse might be influenced by the specific response elimination technique and that different treatments for problem behavior might be differentially susceptible to relapse. The present study compared ABA renewal after responding was eliminated by extinction or omission training in rats. In this experiment, lever pressing was reinforced with food pellets in Context A and then eliminated with either extinction or omission training in Context B. The response was then tested in Contexts A and B in either the presence or absence of free food pellets delivered on a random time schedule. All rats showed higher responding when tested in Context A than Context B, and there was little evidence that omission training attenuated this ABA renewal effect. Also, noncontingent pellets increased responding after extinction but not after omission training. The results provide new information about factors creating relapse after omission training. |
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Context-Discrimination Training During Treatment May Reduce ABC Renewal |
(Basic Research) |
William Sullivan (SUNY Upstate Medical University), Andrew R. Craig (SUNY Upstate Medical University), Kaitlyn Browning (Utah State University), NICOLE DEROSA (SUNY Upstate Medical University), Emily L. Baxter (SUNY Upstate Medical University), Henry S. Roane (SUNY Upstate Medical University) |
Abstract: Craig, Sullivan, and Roane (2019) showed that intermittently re-exposing rats to reinforcement for lever pressing in a training (A) context while eliminating lever pressing in a second (B) context increased ABA renewal of lever pressing relative to rats that experienced only Context B during response elimination. Experiment 1 replicated their procedure while assessing renewal in the presence of a novel context (i.e., ABC renewal). Unlike in Craig and colleagues’ experiment, renewal was reduced in the group that experienced re-exposure to Context A during lever-press elimination relative to rats that experienced only Context B. In Experiment 2, rats pressed levers in a two-component multiple schedule. For one group, reinforcement was delivered at the same rate in both components. For the other, lever pressing was reinforced in one component but not in the other. Overall reinforcer rates were controlled between groups. In a test where a novel discriminative context was introduced under extinction, rats in the group that experienced discriminative training lever pressed less than rats that experienced non-discriminative training. Together, data from both experiments suggest discriminative training reduces the probability that organisms will respond in novel contexts. |
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An Evaluation of the Effects of Multiple Languages on Renewal of Responding |
(Basic Research) |
FABIOLA VARGAS LONDONO (The University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Ashley Bagwell (The University of Texas at Austin), Andrea Ramirez-Cristoforo (The University of Texas at Austin ), Monique Barnett (The University of Texas at Austin), Travis Wong (The University of Texas at Austin), Henry S. Roane (Upstate Medical University) |
Abstract: Renewal is a type of relapse that involves the recurrence of responding during changes in stimulus context. Renewal is typically characterized by a sequence of phases in which baseline reinforcement of responding is following by conditions in which responding is eliminated. Renewal in the form of recurrence of responding can occur when changes in stimulus context occur while response-elimination contingencies remain unchanged. Neely et al. (2019) demonstrated that language can impact the recurrence of problem behavior in the form of resurgence. We will present the results of an experiment in which we focused on the effects of language as stimulus context on the recurrence of responding in the form of renewal. Specifically, we will present data from a series of translational experimental preparations including arrangements with (a) non-clinical responses with non-clinical multilingual individuals that served as analogues to clinical situations in which there may be a risk of renewal of problem behavior in dual-language homes and (b) renewal of non-clinical responses exhibited by multilingual individuals with autism and other developmental disabilities. 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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Operant Renewal of Desirable Behavior in a Simulated Workplace: A Translational Model |
(Basic Research) |
Matthew Novak (University of Kansas), Abigail Blackman (University of Kansas), TYLER ERATH (University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: Relapse may be a particularly relevant framework for understanding the ways in which stimuli influence employee responding, given that organizational settings are replete with changing stimulus contexts and contingencies. The purpose of this use-inspired basic study was to develop a translational model to evaluate workplace contexts within a renewal framework that focused on the renewal of desirable employee behavior. Neurotypical adults completed a computerized check processing task in a simulated workplace environment in which color-correlated stimuli served as contextual changes across phases. Findings demonstrated renewal of desirable behavior across all six participants. The current study and its findings extend the human operant literature on renewal by demonstrating one type of translational model that may bring together operant renewal and organizational behavior management. Implications of these findings as they apply to performance management of staff and future research will be presented. |
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Tracking Behavioral Processes: A Clinical Behavior Analysis Approach |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/VRB; Domain: Translational |
CE Instructor: Evelyn Rachael Gould, Ph.D. |
Chair: Abbey Warren (Louisiana Contextual Science Research Group) |
GLENN M. CALLAGHAN (San Jose State University) |
EVELYN RACHAEL GOULD (McLean Hospital, Harvard Medical School; FirstSteps for Kids, Inc.) |
T. V. JOE LAYNG (Generategy, LLC) |
Abstract: Clinical behavior analysis is amongst the only approaches to understanding talk therapy that has direct implications for understanding and intervening on in-session behavior in such a way as to change behavior out of session. How it is that this occurs has been discussed in terms of nonlinear contingencies, verbal behavior, rule governed behavior, derived relational responding, and other conceptualizations of complex human behavior. The development of clinical behavior analysis as a subdiscipline, however, has been limited by the branding of specific treatment packages that move away from common behavioral terms. This panel will include clinical behavior analysts with expertise in Acceptance and Commitment Therapy (ACT), Functional Analytic Psychotherapy (FAP, Interpersonal Behavior Therapy (IBT), and Nonlinear Contingency Analysis (NCA). Panelists will analyze sample video recordings of a talk therapy session in terms of behavioral principles that comprise a common ground for clinical behavior analytic approaches. Implications for comparing and contrasting clinical behavior analytic interventions will be discussed, along with questions from the audience. |
Instruction Level: Basic |
Target Audience: Behavior analysts, clinicians, higher education instructors, service providers |
Learning Objectives: Clinical Behavior Analysis (CBA) is important because of its approach to understanding talk therapy through intervening on in-session behavior in order to promote behavior change in the real world. CBA can be explored and practiced through many different routes (i.e., Acceptance and Commitment Therapy (ACT), Functional Analytic Psychotherapy (FAP), Interpersonal Behavior Therapy (IBT), and Nonlinear Contingency Analysis (NCA)). There is common ground in the various CBA practices that are rooted in behavioral principles. |
Keyword(s): ACT, CBA, FAP, NCA |
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Behavioral Barriers to Climate Sustainability: A Challenge to Our Field |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/PCH; Domain: Translational |
CE Instructor: Susan M. Schneider, Ph.D. |
Chair: Susan M. Schneider (Root Solutions) |
MEGHAN ELIZABETH MARTINEAU (Newton Public Schools) |
E. SCOTT GELLER (Virginia Tech) |
KATE BINDER MARTINI (Bell's Brewery) |
Abstract: The climate crisis challenges all of us to step up our sustainability efforts as soon as possible: The Intergovernmental Panel on Climate Change urges that global greenhouse gas emissions be cut by nearly 50% by 2030. How can we best accomplish change using behavior-analytic principles? High-profile studies by the American Psychological Association have found that two of the major behavioral barriers to more individual climate action are the motivation challenge of futility, and the transition challenge from old wasteful habits to green ones (e.g., the influential 2009 report from the Task Force on the Interface Between Psychology and Global Climate Change). Both of these are areas where behavior analysis can provide major contributions. How can we build on what we have already accomplished in climate action, and transfer what has worked in our related areas of strength? Each of the panelists is experienced in behavioral sustainability, and will offer a few suggestions. Opening the floor to the audience, we will attempt to put together a plan of action. |
Instruction Level: Basic |
Target Audience: All |
Learning Objectives: 1. Attendees will be able to describe examples of behavior analytic research on sustainability 2. Attendees will be able to describe how behavior analysis methods can be employed to help motivate sustainable behaviors. 3. Attendees will be able to describe how behavior analysis methods can facilitate the transition from carbon-heavy to green habits. |
Keyword(s): climate change, habits, motivation, sustainability |
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Training Caregivers, Part I: Working With Young Children |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Translational |
Chair: Peter Sturmey (The Graduate Center and Queens College, City University of New York) |
Discussant: Gina Feliciano (Quality Services for the Autism Community (QSAC)) |
CE Instructor: Peter Sturmey, Ph.D. |
Abstract: Training caregivers to apply evidence-based Applied Behavior Analysis is an essential component of professional work and a key component of effective services. Research over the last 30 years has demonstrated the effectiveness, efficiency and acceptability of Behavioral Skills Training (BST) to teach skills, promote generalization of teaching skills and sometimes produce important changes in child behavior. As research in this area becomes more differentiated, one important aspect has been the application of BST to young children, including training family members and staff in integrated settings. This workshop will present three papers on applying BST to train parents of a child at risk for Autism Spectrum Disorders via telehealth, training parents to teach joint attention skills to their children, and training special education teachers to improve the integrity of function-based interventions to increase child classroom engagement. These studies demonstrate that BST can readily be extended to working with caregivers of young children with disabilities, improve caregiver behavior and produce socially important changes in child behavior. |
Instruction Level: Intermediate |
Keyword(s): BST, joint attention, pyramidal training, young children |
Target Audience: Masters and doctoral level practitioners; advanced graduate students; psychologists; service supervisors; |
Learning Objectives: Participants will (1) describe the application of behavioral skills training to family members; (2) describe the application of behavioral skills training to varied young children; (3) describe child outcomes of training caregivers. |
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Parent-Mediated Targeted Intervention via Telehealth for a Young Child At-Risk for Autism Spectrum Disorder |
(Applied Research) |
ALICIA AZZANO (Brock University), Rebecca A. Ward (Phoenix Centre for Learning), Tricia Corinne Vause (Brock University), Maurice Feldman (Dept. of Applied Disability Studies, Brock University) |
Abstract: Some early screeners can detect ASD signs in the first year of life (Feldman et al., 2012), opening the potential for pre-diagnostic early intervention. With the growing body of research demonstrating the feasibility of using a telehealth model to provide parent training of behavior analytic teaching strategies to parents of children with ASD (Lindgren et al., 2016), more research is needed to explore the efficacy of this model and early intervention in general for parents who have pre-diagnostic young children at-risk for ASD. In this current study, parents of one child aged 30 months first identified potential target problem behaviors on the Parent Observation of Early Markers Scale (POEMS; Feldman et al., 2012) that were confirmed during baseline observations. All observations occurred through videoconferencing once a week for one hour. A multiple baseline design across parent and child behaviors was used to evaluate a parent-mediated behavioral intervention to increase target developmental skills (pointing to request, verbal manding, motor imitation) using the telehealth model. Both parents participated in training. Data was collected for the percentage of correct responses from contrived trials for each child behavior, and for the percentage of correct parent teaching implementation according to the Parent Teaching Skills Checklist. Child skill teaching strategies taught to the parents included components of applied behavior analysis and natural environment teaching (Weiss, 2001). Parent training consisted of a modified behavioral skills training to accommodate the telehealth model (read and discuss written instructions, watch pre-made model videos, coach the parents to rehearse the teaching strategies with each other, and give feedback). As seen in Table 1, parent training increased parent teaching skills that maintained at over 80% teaching fidelity for both parents, with concomitant increases in child target skills (motor imitation is currently is training, accounting for the empty bottom row in Table 1). These results highlight the promise of a cost-effective telehealth parent training early intervention model to reduce early ASD signs in at-risk young children. |
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Parent and Sibling Training to Increase Joint Attention Behavior in Young Children With Developmental Disabilities |
(Applied Research) |
SARAH GRACE HANSEN (Georgia State University), Tracy Jane Raulston (Penn State), Jessica Demarco (Georgia State University), Hannah Etchison (Georgia State University) |
Abstract: Children with developmental disabilities are at increased risk for social communication deficits, including early and pivotal social communication skills. One such skill, response to joint attention, is a behavioral cusp for later developing social communication and play. Joint attention is coordinated shared attention between two individuals and an object or event. The current study investigated the effects of a train-the-trainer approach where parents were trained to teach siblings to be proficient interventionists on the response to joint attention behavior of their siblings with developmental disabilities. Results indicate an increase in parent task fidelity following a modified behavior skills training procedure during home visits, as well as an increase in sibling task fidelity following parent training using a social narrative and prompting procedure. Target child data indicate an increase in level of response to joint attention behavior following parent training and parent training of sibling. Limitations and future directions are discussed. |
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The Effects of a Teacher’s Behavior Skills Training in Strategies for Students With Exceptionalities in a General Education Classroom |
(Applied Research) |
Dustin Platter (Hawaii Department of Education), JENNIFER NINCI (University of Hawaii at Manoa), Shari Daisy (University of Nevada, Reno) |
Abstract: Special education teachers are often implementers of behavior intervention plans; however, a shortage of teachers in any field is only magnified in special education. Studies have looked at the use of behavior skills training (BST) in training teachers and caregivers in the intervention techniques prescribed for individuals and groups. This study extends research on teacher training using the BST model. This study was also designed to evaluate the relation between teacher integrity to a functional assessment-based interventions (FABI) suite of strategies and the effect on student on-task performance. The participants were a special education teacher and two elementary-aged students, each classified with autism spectrum disorder (ASD). The students engaged in off-task, often disruptive behavior while receiving special education services in a general education classroom. This study was conducted in three phases. Each phase consisted of BST to teach a subset of interventions. A single-subject changing criterion design was used to evaluate the effect of BST on teacher integrity and student performance. Results showed that BST improved teacher integrity through each phase and teacher integrity improved student on-task behavior. Limitations to this study will be discussed as well as directions for future research. |
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Evaluation of a Caregiver Training Intervention to Teach Safety Skills to Children With Autism |
(Applied Research) |
SARAH DAVIS (Brock University), Sarah Kupferschmidt (ONTABA), Kendra Thomson (Brock University ), Carly Magnacca (Brock University) |
Abstract: Alarmingly, nearly half of children with autism elope or bolt, and more than half of these children go missing for a concerning duration of time and/or enter into dangerous situations. Caregivers often do not feel prepared to address these serious concerns. This study evaluated the effectiveness of behavioural skills training (BST) for teaching caregivers how to also use BST in conjunction with a tactile prompt to teach their children with autism help-seeking behaviour. Participants included a total of six dyads, caregivers and their children with autism ages 5-10. We used a concurrent multiple baseline design across two dyads with three replications. The children’s safety responses were measured using a point system: (1) calling out for their caregiver in a louder than conversational voice, (2) locating a store employee, and (3) informing the employee that he/she was lost. Results indicate that four children met mastery criteria (a safety score of 3 across two consecutive trials), and the caregivers were able to successfully fade the tactile prompting device. Data collection with the final two dyads is currently in progress. This study contributes to the limited empirical research on caregiver training using BST to teach help-seeking behaviour to children with autism. |
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Social Reinforcement: Basic Findings and Applications |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/VRB; Domain: Translational |
Chair: Cory Stanton (University of Nevada, Reno) |
Discussant: William C. Follette (University of Nevada, Reno) |
CE Instructor: Thomas J. Waltz, Ph.D. |
Abstract: Humans are a eusocial species, especially sensitive to social contingencies. This sensitivity is observed at the earliest stages of development and persists throughout the lifespan, even in the presence of late-life neurodegenerative impairments. While social reinforcers are the most common reinforcers utilized in clinical applications, the behavior analytic literature is relatively sparse in its analysis of the quality of these reinforcers as they naturally occur and vary in a wide variety of interactions. This symposium will address social reinforcers from multiple vantage points: a review of the experimental analysis of social behavior, thought-provoking observations of parent-child interactions during acquisition of verbal skills, social histories as confounds within applied work in behavioral gerontology, and the challenge to measure interpersonal repertoires and the effects of social contingencies in clinical behavior analysis. The goal of the symposium is to draw attention to the ubiquitous nature of social reinforcers and social histories, identify gaps in knowledge, and discuss areas of future exploration for experimental, applied, and clinical research. |
Instruction Level: Intermediate |
Keyword(s): interpersonal repertoires, lifespan, social contingencies, social reinforcement |
Target Audience: Scientist practitioners, BCBA-Ds, BCBAs, BCaBAs |
Learning Objectives: 1. Participants will be able to describe conjugate reinforcement in relation to early verbal behavior skills acquisition. 2. Participants will be able to describe 3 social repertoires in older adults that can compromise the validity of preference and functional assessments. 3. Participants will be able to describe how data from a self-report instrument can be used to guide subsequent in-session functional analyses of social behavior. |
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A Review of the Experimental Analysis of Social Reinforcement |
(Theory) |
CLAUDIA DROSSEL (Eastern Michigan University), Thomas J. Waltz (Eastern Michigan University) |
Abstract: Aristotle termed humankind “zoon politicon,” pointing to socially interdependent and transactional lives and ongoing attempts to influence each others’ behavior. Despite the ubiquitous nature of social reinforcement, experimental studies of social reinforcement are relatively rare, or they rely on histories and require sophisticated verbal repertoires with limited actual social contact (e.g., studies of social discounting). Furthermore, analyses that consider social reinforcers often fail to capture the nuanced features of human interactions that determine differential preference. The current paper will review existing behavior analytic work in the area. Acknowledging that much applied work in behavior analysis focuses on interventions in autism spectrum disorders, defined by social deficits and potential lack of sensitivity to social contingencies, we will orient behavior analysts to methods and processes in the experimental analysis of behavior that could inform future laboratory as well as applied research. |
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Social Contingencies: From Language Acquisition to Skilled Social Interactions |
(Theory) |
THOMAS J. WALTZ (Eastern Michigan University), Claudia Drossel (Eastern Michigan University), Lauren Bauer (Gateway Pediatric Therapy), Tori Humiston (University of Nevada, Reno) |
Abstract: Infants are immersed in rich social-verbal communities at the earliest moments of their development and the contingencies embedded in the interaction with these communities illustrate the key role social reinforcers play in language development. Variations in reinforcer intensity and quality are important components of the contingencies shaping ever sophisticated communicative repertoires in infants and young children. This presentation will provide a review of the research looking at the social contingencies embedded in early language development with typically developing children. The types of reinforcers and qualities of these caregiver social and instrumental responses will be summarized. For example, timing, tone, repetition, repetition with correction or expansion, and coordinated actions that are part of the coordinated caregiver social response can impact the quality of the learning trial. This literature will be contrasted with the assessment practices used to inform Early Intensive Behavioral Interventions for children with Autism Spectrum Disorder and formal assessments of social pragmatic skills. Opportunities for improving the assessment of key dimensions of social contingencies will be discussed. |
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Social Contingencies Affect Standard Behavior-Analytic Methods |
(Applied Research) |
ZOE LUCOCK (Bangor University), Rebecca A Sharp (Bangor University) |
Abstract: Many of the commonly-used behavioral methods in our field have been developed with people with intellectual and developmental disabilities. As such, they may require adapting for older adults with dementia, who are likely to have different social learning histories. For example, whilst conducting standard behavior-analytic methods such as preference assessments and experimental functional analyses with adults with dementia, we encountered social contingencies that affected and interfered with the measurement of target behaviors. During preference assessments, our participants engaged in what we termed ‘polite verbal behaviors’ that impeded the selection of stimuli. For example, all seven participants asked what the researcher would like them to do with the stimulus they had selected, and 86% reported that they felt ‘greedy’ making selections between stimuli. Similarly, during an experimental functional analysis, we found that our participant made repeated comments relating to the stimulus conditions in place during ignore and attention conditions (e.g., “Why aren’t you talking to me- have I done something wrong?”). We discuss the importance for behavior analysts to be not only aware of social contingencies affecting their clinical work but also to engineer social contingencies in order that their results reflect responding under appropriate and meaningful stimulus conditions. |
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Preliminary Psychometric Properties of the FIAT-2: Updating a Behavioral Measure of Interpersonal Skills |
(Applied Research) |
CORY STANTON (University of Nevada, Reno), Brandon Sanford (University of Nevada, Reno), Jonathan Singer (University of Nevada, Reno), William C. Follette (University of Nevada, Reno) |
Abstract: The Functional Idiographic Assessment Template system (FIAT; Callaghan, 2006) is a behavior analytic approach to understanding key elements of an interpersonal repertoire for typically developing adults. The FIAT has been employed in research on Functional Analytic Psychotherapy (FAP: Kohlenberg & Tsai, 1991) to some success. FAP therapists emphasize observation of in-session behaviors in order to identify relevant interpersonal contingencies for client distress and well-being. In addition, self-report questionnaires can be useful in identifying relevant concerns with the client's social repertoire. A short-form self-report instrument, the FIAT-Q-SF (Darrow, Callaghan, Bonow, & Follette, 2014) has been developed and used in research, but questions remain about its psychometric properties. In study 1, two waves of undergraduate students (n1 = 640; n2 = 526) completed multiple measures including the FIAT-Q-SF. During study 2, we developed and tested a new pool of items with another wave of undergraduates (n = 320). Finally in study 3, we further examined its properties in an mTurk subject pool (n = 400). The tentatively dubbed FIAT-2’s properties will be compared to the original short form and implications for research and treatment will be discussed. |
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Arranging Teaching Procedures That Promote Emergent Behavior |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VRB/AUT; Domain: Translational |
Chair: Ashley Kemmerer (Caldwell University) |
Discussant: Alison M. Betz (Betz Behavioral Consulting) |
CE Instructor: Alison M. Betz, M.S. |
Abstract: The current symposium addresses procedural variables that may produce generative responding. The first study assessed the effects of varying non-critical features of stimuli during auditory-visual matching with adult participants to reduce variability and increase the likelihood of correct responding to untrained exemplars. The second study utilized instructive feedback, lag schedules, and naturalistic behavioral interventions to promote emergent language in children. The third study assessed the different outcomes associated with multiple exemplar instruction, namely, the interdependence between speaker and listener repertoires, and stimulus generalization across exemplars. Finally, the fourth study utilized a joint control intervention to establish bidirectional naming in children with autism. Taken together, these studies have important implications for those teaching language to individuals with disabilities. |
Instruction Level: Intermediate |
Target Audience: practitioners, verbal behavior researchers |
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The Influence of Differential Exposures to Noncritical Features on Stimulus Generalization |
(Basic Research) |
TINA SONG (Caldwell University), Jason C. Vladescu (Caldwell University), Kenneth Reeve (Caldwell University), Caio F. Miguel (California State University, Sacramento), Samantha Breeman (Caldwell University) |
Abstract: Programming for generalization involves arranging the training environment to make it more likely that learned behavior will generalize to novel stimuli. One recommended strategy to program for generalization is to vary noncritical features in teaching exemplars. Theoretically, this would avoid noncritical features being consistently associated with reinforcement and thus gaining faulty stimulus control. The purpose of the present study was to (a) assess the effectiveness of this recommendation in producing responding indicative of stimulus generalization and (b) investigate the behavioral processes responsible for this effect. Typically-developing adults were taught to respond to arbitrary stimuli with defined critical and noncritical features in an auditory-visual matching-to-sample task. Generalization outcomes were compared between a condition that varied noncritical features in teaching exemplars and a condition that did not vary noncritical features in teaching exemplars. The results suggest that varying noncritical features in teaching exemplars leads to (a) faster skill acquisition, (b) less variability in correct responding during teaching, and (c) an increased likelihood of correct responding to untrained exemplars. A proposed cause of these results is the differential levels of reinforcement associated with noncritical features between the two conditions. These results contribute towards developing an explicit technology of generalization. |
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Designing Verbal Behavior Instruction to Promote Behavioral Variability and Transfer Across Verbal Operants |
(Applied Research) |
CORINA JIMENEZ-GOMEZ (Auburn University), James J Oskam (Florida Institute of Technology), Matt Giuliano (Florida Institute of Technology), Jessebelle Pichardo (Florida Institute of Technology ), Victoria Ryan (Florida Institute of Technology ) |
Abstract: Children diagnosed with autism spectrum disorder often exhibit a limited communication repertoire. A challenge when teaching verbal behavior relates to arranging teaching procedures that promote emergent language and ensuring resulting responses are variable. Some recent work from our lab has explored various strategies to promote variable verbal responding and transfer across verbal operants, in an attempt to provide efficient teaching to children with limited and rigid language repertoires. More specifically, we employed instructive feedback, lag schedules, and naturalistic behavioral interventions to promote emergent language. Instructive feedback was found to be effective in producing emergent listener skills in an untaught language. Both instructive feedback and lag schedules produced variable intraverbal responses with similar efficiency. In a group setting, we taught tacts to one child and evaluated transfer to other verbal operants as well as emergent learning in peers. Both transfer across verbal operants and acquisition of untaught targets were observed. Taken together, these studies provide evidence for various strategies applied researchers and practitioners can further explore to promote variable verbal behavior and emergent language in this population. |
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An Evaluation of the Effects of Multiple Exemplar Instruction on Emergent and Generalized Behavior |
(Applied Research) |
DANIELLE LAFRANCE (H.O.P.E. Consulting, LLC; Endicott College - Institute for Behavioral Studies), Careen Suzanne Meyer (H.O.P.E. Consulting, LLC), James E. Carr (Behavior Analyst Certification Board), Mary Jane Weiss (Endicott College), Jason Church (H.O.P.E. Consulting, LLC; The University of Kansas), Areli Perez (H.O.P.E. Consulting, LLC) |
Abstract: In applied behavior analysis, several efforts have been made to find effective teaching methods that will lead to the best possible outcomes for clients served. Amongst these, those procedures which lead to novel, untrained behavior are highly favored for their multiplicative effects. One of these strategies, multiple exemplar instruction (MEI), has been shown to lead to transfer between speaker and listener repertoires, or across verbal operants. However, MEI is often confused with another procedure with a similar name (i.e., multiple exemplar training), which has been shown to lead to generalization. Additionally, the amount and the kind of generativity resulting from MEI remains to be investigated thoroughly. The current study aimed to evaluate the effects of this procedure on both the development of bidirectional naming (BiN) and stimulus generalization. Results show that MEI lead to the development of BiN for all targeted sets, across all participants, but did not necessarily lead to improvements in stimulus generalization. The implications for research and practice are discussed. |
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Establishment of Bidirectional Naming through Joint Control Training |
(Applied Research) |
HEIDI SKORGE OLAFF (OsloMet - Oslo Metropolitan University ), Vibeke Haaland (OsloMet - Oslo Metropolitan University), Marie Rohme Aunemo (OsloMet - Oslo Metropolitan University), Per Holth (OsloMet -- Oslo Metropolitan University) |
Abstract: Bidirectional Naming (BiN) is the integration of listener and speaker behavior in an individual and can emerge from an incidental observation of other’s tacts. Unfortunately, children with autism rarely utilize incidental observations of other’s tacts. Rather, they often lack BiN skills. The present experiment aimed to establish the listener part of BiN through joint control training to evoke mediating behavior controlled by joint self-echoics and tacts which set the occasion for correct listener responses. Three preschool boys with autism or delayed language development were first trained on each component necessary for joint self-echoic/tact control, such as echoics, self-echoic and tacts. Next, joint control training was introduced. The joint control intervention consisted of three types of listener training: delayed matching to sample, successive, and simultaneous discrimination training. The BiN probes were carried out according to both successive and simultaneous discrimination tasks. The results demonstrated an increased number of the listener responses included in BiN, as well as an increased number of speaker responses. In fact, one of the three participants acquired both repertoires of BiN as a result of joint control training. |
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Assistive Technology Innovations in Interventions for People With Autism Spectrum Disorder Across Multiple Domains |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/EDC; Domain: Translational |
Chair: Reem Muharib (Texas State university ) |
Discussant: Tonya Nichole Davis (Baylor University) |
CE Instructor: Reem Muharib, Ph.D. |
Abstract: Technology has been used to facilitate the education and treatment of people with developmental and intellectual disabilities for many years. As technology continues to improve (e.g., reduced cost, increased portability and more versatile software), assistive technology-based interventions become more accessible, adaptable and potentially more impactful. This symposium will present two intervention studies that used assistive technology in innovative ways to improve academic performance, decrease challenging behavior and increase spoken communication. In study 1, Ledbetter-Cho et al evaluated the effects of a teacher-implemented video-schedule intervention on academic skills and challenging behaviors of five elementary-school students with autism. In study 2, Muharib used a speech generating device to increase the spoken (non-SGD) functional communication of three children with autism. Together, these two studies highlight recent advances in technology and demonstrate the utility of these devices on socially valid dependent variables. |
Instruction Level: Intermediate |
Keyword(s): Academics, Assistive Technology, Communication, Speech |
Target Audience: Board Certified Behavior Analysts working in school and/or clinical settings with children with developmental and intellectual disabilities |
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Speech-Generating Devices and Backward Chaining Increases Spoken Mands in Children With Autism |
(Applied Research) |
REEM MUHARIB (Texas State university ) |
Abstract: Behavioral intervention packages in combination with speech output technologies have been used to increase communication skills of children with autism spectrum disorder (ASD) and other developmental disabilities. This study extended previous research (Gevarter et al., 2016; Gevarter & Horan, 2018) by examining the effects of backward chaining in combination with least-to-most prompting and differential reinforcement on the acquisition of functional communication skills in a multiple probe across participants design. Three male children (ages 4 to 8 years) with ASD or developmental disabilities and minimal vocal communication skills participated. Children were taught to mand for preferred items in three categories (edibles, videos, and videogames) and discriminate between icons on each page. The first page showed “I want to” and a distractor”, the second showed “play,” “eat,” and “watch,” and the third page showed 10 icons of different items within each of the three categories. The results indicated that the intervention was effective in increasing both three-step iPad-based manding and three-component vocal manding (e.g., “I want to eat raisins”) of all participants, two of whom were able to maintain vocal manding after the termination of the intervention. All three children showed some generalized responding across classroom teachers. |
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The Effects of Teacher-Implemented Video-Enhanced Activity Schedules on the Academic Skills and Collateral Behaviors of Students With Autism |
(Applied Research) |
KATHERINE LEDBETTER-CHO (Texas State University), Mark O'Reilly (The University of Texas at Austin), Laci Watkins (University of Alabama), Russell Lang (Texas State University-San Marcos), Nataly Lim (University of Texas at Austin), Katy Davenport (Texas State University-San Marcos), Caitlin Murphy (Texas State University) |
Abstract: Many students with autism display deficits in academic performance and often receive interventions that include one-to-one prompting in the classroom. This study evaluated the effects of a teacher-implemented video-schedule intervention on the academic skills and untargeted challenging behaviors of elementary-school students with autism. Results from a multiple baseline across participants indicated that the intervention was effective in improving participants’ academic performance. A decrease in challenging behaviors and stereotypy was also observed for participants following the introduction of intervention. Additionally, participants demonstrated generalization across academic problems and to a small group setting, suggesting that this technology-based intervention may be efficient and aid teachers in maximizing instructional time. Future research examining a variety of academic skills and intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. |
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Ethics of Effective Dissemination and Cross-Disciplinary Collaboration |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/TBA; Domain: Translational |
CE Instructor: Erin S. Leif, Ph.D. |
Chair: Erin S. Leif (Monash University ) |
JOSE MOLINA (Irabina Autism Services) |
KRISTIN E. BAYLEY (To The Moon & Back; Griffith University) |
LISA KEMMERER (STAR Autism Support Inc.) |
Abstract: Applied Behaviour Analysis is rapidly gaining recognition in Australia as a result of new university training programs and the increased demand for behavioural supports in the context of the National Disability Insurance Scheme. A transdisciplinary approach is central to contemporary disability services, healthcare and educational policy in Australia, and there is an increased national movement towards the delivery of services for people with disability through transdisciplinary teams. For behaviour analysts to effectively disseminate applied behaviour analysis in Australia, they must learn to work effectively with team members from allied health and education disciplines. However, integrated and collaborative work across disciplines may be challenging, particularly when team members possess different knowledge and technical skills. This may result in ethically complex situations. In this session, a clinical psychologist, speech and language pathologist, and board certified behaviour analyst will discuss how they work as members of transdisciplinary teams when delivering applied behaviour analysis services in Australia. Each will present an ethically complex situation that they have encountered, and how they resolved it. Throughout the discussion, we will highlight how the inter-professional aspects of ethical decision-making may lead to both better teamwork and potentially improved client outcomes in diverse settings. |
Instruction Level: Intermediate |
Target Audience: BCBAs, BCaBAs, Allied Health Professionals, Teachers, School Leaders |
Learning Objectives: 1.) Participants will describe opportunities and challenges for effective and ethical dissemination of behaviour analysis outside of the United States 2.) Participants will describe ethically complex situations that may arise in the context of cross-disciplinary collaboration, and potential solutions 3.) Participants will describe the inter-professional aspects of ethical decision-making |
Keyword(s): Dissemination, Ethics, Staff training, Trans-disciplinary |
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Advancements in the Assessment of Challenging and Repetitive Behaviors Maintained by Automatic Reinforcement |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Translational |
Chair: Mindy Christine Scheithauer (Marcus Autism Center; Emory University) |
CE Instructor: Mindy Christine Scheithauer, Ph.D. |
Abstract: Children with intellectual and developmental disabilities often engage in challenging (e.g., self-injury, aggression, disruption) and repetitive behaviors. For a subset of these individuals, the behavior is maintained by automatic reinforcement. Behavior maintained by automatic reinforcement presents several challenges in assessment and treatment. The current symposium includes three studies that address some of these challenges. The first study presents data from assessments and treatments of repetitive behaviors maintained by automatic reinforcement, with an emphasis on predictions made by classification following assessment based on the three subtypes of automatically maintained behavior that have been previously studied with self-injury. Second, we will present outcomes from extended alone and ignore assessments, a common evaluation conducted to determine whether behavior is automatically-maintained. Specifically, this study will present on differences in the rate and variability of behavior when conducting alone compared to ignore assessments and differences across topography of behavior. The last study highlights potential safety concerns associated with the assessment of automatically maintained self-injury. An evaluation of solutions to decrease safety risks associated with assessing these behaviors is discussed. |
Instruction Level: Intermediate |
Keyword(s): automatically-maintained behavior, functional analysis, repetitive behavior, self-injury |
Target Audience: Target audience includes practitioners and applied researchers with a BCBA or BCBA-D. It is also appropriate for psychologists who conduct behavioral assessments and treatments. This should also qualify as psychology CEUs, but I did not see this option listed above. |
Learning Objectives: Attendees will be able to explain how subtypes of automatically-maintained SIB apply to repetitive behaviors. Attendees will identify differences in rate and variability of behavior that might be expected when conducted extended alone and ignore assessments. Attendees will describe one method that might increase safety when assessing automatically-maintained SIB. |
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Subtyping Repetitive Behavior From Standard Functional Analysis Data |
(Applied Research) |
TIAGO SALES LARROUDÉ DE MAN (Western New England), Haley Steinhauser (The New England Center for Children; Western New England University), Julia Touhey (The New England Center for Children; Western New England University), Catlyn LiVolsi (The New England Center for Children; Western New England University), William H. Ahearn (New England Center for Children; Western New England University) |
Abstract: Hagopian and colleagues (2015/2017) have suggested that self-injurious behavior (SIB) that is automatically reinforced presents as three subtypes. Subtype 1 consists of differentiation between the alone/no interaction and the play control conditions. This form of SIB is generally responsive to alternative reinforcement alone. Subtype 2 SIB consists of a lack of differentiation between those FA conditions and is not generally responsive to alternative reinforcement. Subtype 3 is Subtype 2 SIB that presents with self-restraint. This study aimed to prospectively identify, from standard functional analyses (FA), whether similar subtypes present with stereotypic behavior. Two types of treatment evaluations followed the FAs of stereotypy. In one, an Augmented Competing Stimulus Assessment (A-CSA), which assessed competing stimuli to stereotypy. In the other, the effects of prompting and reinforcement for appropriate behavior was examined in four classroom contexts where stereotypy was observed to occur. There are currently 12 participants across the two experiments. Subtypes have emerged and treatment effects have and have not been obtained with alternative reinforcement. Treatment results will be discussed with the Subtyping obtained in the FA as context. Interobserver agreement data were collected in all experimental conditions and mean IOA was consistently above 85% for all dependent measures. |
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Evaluating Protective Procedures for Assessment, Treatment, and Research on Automatically Maintained Self-Injurious Behavior |
(Applied Research) |
MICHELLE A. FRANK-CRAWFORD (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: Automatically maintained self-injurious behavior (ASIB) has been shown to be generally more resistant to treatment and to produce more injuries relative to socially maintained self-injury. Assessing, treating, and conducting research on severe ASIB poses many practical and ethical challenges. Among them is the necessity to observe the behavior in order to assess it and to evaluate treatment outcomes, while also maintaining the safety of the client or research participant. The current study describes a systematic approach for identifying the optimal level, type, and combination of protective procedures that allows some self-injury to occur, but minimizes the potential for injury. Protective procedures can include mechanical devices that limit the occurrence of the behavior, protective equipment that protect areas of the body from injury, response blocking to prevent the completion of the response, and abbreviated session durations that limit exposure to situations in which the behavior is occurring. The potential utility of this approach and the need for additional research to further develop these methods are discussed. |
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Evaluating the Rate and Variability of Challenging Behavior During Extended Alone and Ignore Assessments |
(Applied Research) |
JAYNE MEREDITH MURPHY (Marcus Autism Center; Emory University), Summer Bottini (Marcus Autism Center; Emory University), Mindy Christine Scheithauer (Marcus Autism Center; Emory University) |
Abstract: Extended alone or ignore assessments are often conducted to determine whether challenging behavior is maintained by automatic reinforcement. The current study conducted a consecutive case series analysis of over 60 children and young adults who completed extended alone or ignore assessments as part of their admission to an intensive treatment center for challenging behavior. We evaluated the variability and average level of targeted behavior across topographies of challenging behavior and assessment types (alone or ignore). Minimal differences were identified when comparing variability in alone vs. ignore assessments. Across topographies, some behaviors were associated with less variability across sessions compared to others (e.g., pica was generally exhibited with very little variability across sessions). Results are presented in the context of guidelines for what clinicians should expect when conducting extended alone or ignore assessments as well as future research directions for identifying aspects of reinforcement history that might contribute to differing patterns of responding in these types of assessments. |
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Functional Curriculum Design and Path of Treatment Analysis for Language/Cognitive Normalization and Enhancement |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: DEV/AUT; Domain: Translational |
CE Instructor: Richard E. Laitinen, Ph.D. |
Chair: Kalle M Laitinen (Fit Learning Aptos, Educational and Developmental Therapies Inc.) |
RICHARD E. LAITINEN (Personalized Accelerated Learning Systems (PALS)) |
SHUBHRA GHOSH (Florida Institute of Technology (FIT)) |
DERMOT BARNES-HOLMES (Ghent University) |
Abstract: This panel will present a model for conducting functional analysis of proximal direct-acting and generative effects of taught and emergent operant and higher-order operant competencies and capabilities extending over developmental and habilitative timeframes. |
Instruction Level: Intermediate |
Target Audience: Practitioners and researchers interested in the design and management of complex curriculum based paths of treatment for the verbal behavior/cognitive habilitation or advancement of individuals presenting with learning challenges and deficits |
Learning Objectives: Participants will describe the structure of 1. Scope and sequence curriculum design 2. Uses of a relational data-base to make treatment intervention decisions 3. Simple to complex, component/composite relations that produce generative performance |
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Interbehaviorism and Psychological Events as a Field of Interactants: A Possible Future Path for Behavior Science |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/VRB; Domain: Translational |
Chair: Genevieve M. DeBernardis (University of Nevada, Reno) |
CE Instructor: Genevieve M. DeBernardis, Ph.D. |
Abstract: This symposium involves three presentations, each of which pertain to Kantor’s interbehavioral field construct and its relevance to behavior analysis. The first of these presentations pertains to the field construct itself. The presentation will describe the fundamental features of the field construct and address potential misunderstandings related to various aspects of it. The second presentation builds upon the first, and focuses on the implications of the field construct for both research and application. Indeed, the implications of the field construct for the research and practice areas of behavior analysis are often less clear, and therefore specific attention is given to these areas. Examples of contemporary research and popular areas of practice are provided and considered in field perspective, and implications for future field-based research and practice are provided. Finally, the third presentation focuses on Relational Frame Theory, and especially on recent conceptual developments within this area of research. Current models of conceptualizing derived relational responding are described, and the relationship between these models and the interbehavioral field construct are highlighted. Taken together, these presentations build upon each other and highlight how the field construct may be relevant to the ongoing development of behavior analysis. |
Instruction Level: Intermediate |
Target Audience: This presentation is an intermediate/advanced level and appropriate for BCBA's interested in learning about conceptual advances/development in the field - including both researchers and clinicians. Graduate students may also be interested in the presentation as it pertains to their educational development, research interests, etc. |
Learning Objectives: -Compare and contrast the field construction with causal constructions in behavior analysis. -Describe the implications of the field construct for both research and practice. -Describe how the field construct relate to recent research in Relational Frame Theory. |
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The Field Construction of Interbehaviorism |
(Theory) |
LINDA J. PARROTT HAYES (University of Nevada, Reno) |
Abstract: Interbehaviorism is not unlike Behaviorism in aim. Both aim to rid psychology of the dualistic premises and hypothetical constructs that have thwarted the progress of the science for centuries. They have pursued this aim in different ways – one by system building, the other by investigation, and each takes issue with the other’s approach. Interbehaviorists argue that investigation is an important subdivision of a comprehensive science -- but a sub-division nonetheless. A science, as such, involves more than investigation. Behaviorists contend that system building is not important to the coherence or productivity of a scientific endeavor – at least this much can be assumed by the lack of systemic development among members of this collectivity. Instead, it seems that investigation is science; science is investigation. The aim of this paper is clarify the principle difference between these two approaches, namely the field construction of Interbehaviorism as compared with the causal construction of Behaviorism. |
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Research, Application, and the Interbehavioral Field |
(Theory) |
MITCH FRYLING (California State University, Los Angeles) |
Abstract: While interbehaviorism and interbehavioral psychology are relatively less well known among those in mainstream behavior analysis, there seems to be an increase in interest in various areas associated with J. R. Kantor’s work. Indeed, much of this interest may be associated with the growing recognition of the complex nature of the subject-matter of behavior science. Kantor’s interbehavioral field construct seems to be especially relevant and of interest to both researchers and clinicians who are interested in complex behavior. Still, misunderstandings of interbehavioral thinking can at times make the field construct seem misaligned with or unable to be the foundation of research and application in behavior analysis. This presentation will focus on some of these misunderstandings and describe some of the philosophical and systemic foundations of interbehaviorism and interbehavioral psychology specifically. After doing so specific examples of interbehavioral research and application will be described, and efforts will be made to connect the field construct to contemporary areas of research and practice in behavior analysis. |
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Up-dating Relational Frame Theory: More Field than Frame |
(Theory) |
MARTIN FINN (Ghent University), Dermot Barnes-Holmes (Ghent University), Yvonne Barnes-Holmes (Ghent University) |
Abstract: This paper presents an overview of a line of research that has focused on the behavioral dynamics of arbitrarily applicable relational responding (AARRing), which has involved integrating two recent conceptual developments within relational frame theory (RFT). The first of these is the multi-dimensional, multi-level (MDML) framework and the second is the differential arbitrarily applicable relational responding effects (DAARRE) model. Integrating the MDML framework and the DAARRE model emphasizes the transformation of functions within the MDML, thus yielding a hyper-dimensional, multilevel (HDML) framework for analyzing the behavioral dynamics of AARRing. The HDML generates a new conceptual unit of analysis for RFT in which relating, orienting, and evoking (ROEing) are seen as involved in virtually all psychological events for verbally-able humans. These empirical and conceptual developments in RFT emphasize that the theory is inherently field-theoretic. The implications of this conclusion for both experimentation and further conceptual development will be explored towards the end of the paper. |
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Behavior Analysis in Higher Education: Basic Principles Teaching and Supervision |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: TBA/PCH; Domain: Translational |
Chair: Andresa De Souza (University of Missouri St. Louis) |
Discussant: Darlene E. Crone-Todd (Salem State University) |
CE Instructor: Darlene E. Crone-Todd, Ph.D. |
Abstract: With the current high demand for BCBAs, we have also seen an increase in university programs offering applied behavior analysis (ABA) programs at the undergraduate and graduate levels. To ensure quality education and preparation for clinical services, program curriculums should be aligned with the theoretical background of ABA as well as best practices for training essential skills. This symposium will explore important aspects that should be considered when teaching and supervising undergraduate- and graduate-level students in ABA programs. First, Isvânia Alves will present the conclusions of a project that identified controversies and disagreements related to basic principles and concepts among behavior analytical textbooks and field experts. In addition, Isvânia a will present a decision-making model to assist in selecting objectives when teaching and providing supervision to undergraduate students. Next, Maegan Pisman will discuss potential strategies and guidelines for effective and ethical remote supervision for students in university practicum courses. Maegan will conclude with possible areas for research related to online teaching and supervision. Darlene Crone-Todd will serve as the discussant. |
Instruction Level: Intermediate |
Keyword(s): Behavior-analytical principles, remote supervision, theoretical controversies, university practicum |
Target Audience: Instructors, BCBAs providing remote supervision, VCS of ABA programs |
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Concept and Principle Analysis, Controversies in Critical and Variable Features, and Decision-Making Model for Basic Behavioral Principles |
(Theory) |
ISVÂNIA ALVES DOS SANTOS (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação), Ana Carolina Carolina Sella (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação), Jackeline Santana Santos (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação) |
Abstract: One of the roles a supervisor might have within applied behavior analysis regards the assurance that the decision-making process for interventions is conceptually sound. In the past few years our group has developed, implemented, evaluated, analyzed and redesigned a decision-making model aimed at content and behavioral objectives selection for teaching undergraduate students. In our last analysis-redesign iteration, we found inconsistencies, controversies or disagreements in regard to what defines some basic behavioral concepts and principles, such as environment, behavior, operant behavior, respondent behavior, antecedent, among others. Additionally, when we submitted these concepts and principles analysis to be reviewed by behavior analysts (i.e., content experts), the conceptual controversies appeared in some of the suggestions they made. The purpose of this paper is to present our decision-making model in its latest form, present and discuss a few of the controversies we found during our analysis, and highlight the importance of performing a concept or principle analysis when selecting content in areas in which conceptual disagreements might hinder or decelerate student learning and affect the decision-making process for interventions, if these disagreements are not explicit or discussed. |
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Considerations for Designing and Implementing Online Instruction and Remote Supervision for Students of Behavior Analysis |
(Service Delivery) |
Maegan Pisman (Imbueity; Pepperdine University), ANDRESA DE SOUZA (University of Missouri St. Louis) |
Abstract: There appears to be a growing demand for university programs with coursework that qualify students to sit for the BACB® certification exam. Many universities offer courses in an online format to meet this demand; however, there are few to no empirical studies evaluating online instructional methods and practicum design within applied behavior analysis (ABA) programs. Hybrid and online programs present additional opportunities for accessing education and training in ABA, but they also occasion some challenges that should be deliberately addressed when designing courses and supervisory activities. We will provide suggestions for training and supervision for remote students based on the available literature in behavior analysis and other collaborative fields. Specifically, we will review considerations for curriculum development, strategies for implementing behavioral skills training, available technology for asynchronous and synchronous instruction, and ethical and professional practices for instructors and supervisees. We conclude with possible areas of research to evaluate the effectiveness of remote training and supervision. |
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PDS: Professional Perspectives: Essential Questions in Graduate School for Professional Preparation in ABA |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: TBA/DEV; Domain: Translational |
Chair: Bradley Ray Tiefenthaler (Montana State University Billings, Family Outreach, Inc. ) |
ELLIE KAZEMI (California State University, Northridge) |
CHERYL A. YOUNG-PELTON (Montana State University in Billings) |
JACKIE MOHLER (Family Outreach) |
Abstract: Too many students graduate without being fully prepared to handle their professional responsibilities. Instead of focusing on meaningful and transcendent topics (i.e., archetypal themes, conflicts, and resolutions), we tend to focus on immediate requirements and measurements (i.e., rubrics, grade points, credits, etc.). We read our books, write our papers, and take our tests to satisfy rubric requirements, pass our classes, and ultimately graduate; but we don’t normally transcend the material and focus on the conflicts we will face in the future. This Professional Development Series asks those questions, engages these topics, and focuses on the most important conflicts within the field of ABA from three professional perspectives – an ABA practitioner, researcher, and professor – to better prepare students for professional responsibilities. Please, join the conversation! |
Instruction Level: Basic |
Keyword(s): Conflicts, Perspectives, Questions |
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Effectiveness and Efficacy of Several Different Applications of ABA Intervention Across Two Countries |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/AUT; Domain: Translational |
Chair: Jessica Singer-Dudek (Teachers College, Columbia University) |
CE Instructor: Jessica Singer-Dudek, Ph.D. |
Abstract: Different models of intervention and their effectiveness and efficacy have been studied a lot in USA. Most of them focused on the intensity measured by the numbers of hours of service children with disabilities received. In this symposium we will look at several different packages and intensity of ABA interventions across different settings and countries. Europe has different systems of health, education and social care compared to USA so in some countries the systems and services like early intervention may be completely missing for children with ASD and other developmental disorders. In addition to those differences, even when existent, eclectic models compared to evidence-based and specifically ABA programs, are prevalent. These papers will talk about evidence-based possible models, comparing different intensity and application across various settings. In addition, we will talk about the process and the time a child with developmental disorder needs to go from detection to reach intervention, and provide some research- based insight on how to improve that and then, what type of intervention is the most effective. |
Instruction Level: Intermediate |
Keyword(s): ABA, Intervention effectiveness |
Target Audience: Service providers, supervisors, academics |
Learning Objectives: - How to measure effectiveness of ABA Intervention - How to create different intensity ABA programs - Haw to set up a effectiveness studies comparing models of intervention |
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Measuring Special Education without Special Schools: Challenges and Research Opportunities where Treatment Efficiency is Needed the Most |
(Service Delivery) |
FABIOLA CASARINI (Scuola delle Stelle Learning and Research Centre), Elisa Galanti (Scuola delle Stelle Learning and Research Centre), Adele Vero (Scuola delle Stelle Learning and Research Centre), Chiara Leuci (AllenaMenti Educational Centre), Claudia Puchetti (VitaLab Educational Center) |
Abstract: Countries such as Italy have welfare systems drastically different from those in the United States. Therefore, it is essential to measure the criteria of effective ABA interventions for children with ASD, that can’t attend special schools or have insurance-covered intensive treatments.We implemented a CABAS®-based treatment package with high educational intensity and modified frequency, in which each participant received intervention for 12 hours a week. Participants were 7 children with Autism, aged 2 to 6 years old at the beginning of the study. The dependent variables were the changes in each child’s ADOS-2 and CARS-2 scores prior to and after one and two years of intervention. The results showed a significant difference between before and after the low-frequency package was implemented, for the total scores and each sub-test of both instruments. Data were also collected about the number of Learn Units to Criterion rate. This preliminary study aims to pave the way for further research, with a larger number of participants and a longitudinal analysis of change. Results suggest that normative tests, together with individual graphs’ analysis, can help differentiate between treatment effectiveness and efficiency and that further research is needed in order to make the necessary progress in improving access to treatment and sustainability. |
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Autism Diagnostic Protocol for Low-and-Mid Income Countries: Barriers for an Early Diagnosis and Intervention for Autsim Spectrum Disorder in Bosnia and Herzegovina |
(Service Delivery) |
NIRVANA PISTOLJEVIC (EDUS; CABAS and Teachers College, Columbia University), Eldin Dzanko (EDUS- Education for All), Mohammad Ghaziuddin (University of Michigan Hospitals) |
Abstract: Obtaining a reliable and timely diagnosis of Autism Spectrum Disorder (ASD) is a large problem in most Low-and-Mid Income Countries (LMIC). The problem lies mostly in the lack of trained professionals and access to reliable screening/diagnostic tools which are often to expensive and culturally inappropriate for those countries. Bosnia and Hercegovina (B&H) is such a county, where children with ASD often stay undetected and without appropriate intervention. We analyzed medical documentation and tested 126 children ages 23 to 94 months, with detected severe developmental delays. Although parents reported developmental problems in their children on average at the age of 17 months, it took 812 visits to professionals (>6 per child) over several months (mean 16.8, range 2-52) to get the diagnosis. Only 8 children (6.3%) of our sample received a diagnosis referring to autism. However, when these children were tested with the Childhood Autism Rating Scale (Second Edition), 68 of them (54%) were rated in the severe autistic range. In order to solve such high rates of undetected and undiagnosed children with ASD in B&H we developed the EDUS Protocol for Autism Screening which is a functional behavioral screening tool created by following the DSM-V diagnostic criteria and aimed to help professionals in diagnosing autism in B&H. We will discuss the barriers to an early childhood diagnosis of ASD in B&H and the development of the EDUS Protocol for Autism Screening as the first step forward to an early diagnosis of ASD enabling access to early intervention programs. |
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Establishing and Evaluating Different Evidence-based Interventions: Experiences from Bosnia and Herzegovina |
(Service Delivery) |
NIRVANA PISTOLJEVIC (EDUS; CABAS and Teachers College, Columbia University), Eldin Dzanko (EDUS- Education for All) |
Abstract: Applied behavior analysis intervention services for children with Autism Spectrum Disorder (ASD) and other Developmental Disorders (DD) are mostly unknown and not affordable for the most Low-and-Mid Income Countries (LMIC) such is Bosnia and Herzegovina (B&H). Usually intervention services in B&H are delivered within public institutions and provided by defectologists and speech therapists based on a Soviet Russia approach in dealing with rehabilitating individuals with developmental disorders. EDUS - Education for All, and NGO in B&H is the only high intensity behavioral intervention provider in the country, providing services in cooperation with public institutions for the last 9 years. For the past several years we have developed different intensity programs across country and health and education systems and completed several studies comparing its effectiveness In order to provide insight for decision makers, and with financial support by the USAID, last year, we conducted a matched-pairs pre-post intervention study by comparing effects of three different intervention models during a five months period: Early Intensive behavioral intervention (n=24; 25 hours weekly), Eclectic models in combination with low intensity behavioral interventions used in public institutions (n=24; 4-25 hours weekly), and a control group of children without any intervention (n=27), on a waiting lists for the programs. Initial and final blind assessments were conducted with the EDUS Developmental Behavioral Scales 2 (Pistoljevic, Zubcevic, Dzanko, 2019) and the EDUS Guides for Developmental Assessment (Pistoljevic & Majusevic, 2015) in these three groups in order to assess the number of skills gained as an effect of the intervention model. We will discuss each model and variables of interest separately and the superior effects of the intensive behavioral intervention on the acquisition of developmental skills in comparison to the eclectic model and control group. |
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Quality and Quantity is Related to Outcome of Early Intensive Beahvioral Intervention for Children With Autism |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT/CSS; Domain: Translational |
Chair: Greg Elsky (Behavioral Learning Network) |
CE Instructor: Sigmund Eldevik, Ph.D. |
Abstract: For the past thirty years Early Intensive Behavioral Intervention (EIBI) has been implemented in Norway and other European countries. In most countries it has been a challenge to deliver EIBI according to suggested minimum standards. The most common challenges have been to have properly trained staff implement the intervention, to get parents involved, and to provide intensive intervention (a minimum of 20 hours per week). As a result of this, outcomes have generally been moderate. However, outcomes of EIBI have been much better than “treatment as usual”. We will present two-year outcome data from a group of 30 children that were provided 10 hours a week and a group of 30 children that were provided 20 hours a week. We will also present data from another site were user satisfaction was evaluated in a reversal design across seven cases that received video-based supervision. |
Instruction Level: Intermediate |
Keyword(s): EIBI, Quality, Video-based supervision |
Target Audience: BCBAs, supervisors in EIBI programs. |
Learning Objectives: Explain how weekly intervention hours affects outcome of EIBI Discuss measures of EIBI quality Explain pros and cons of videobased supervision |
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Measuring Quality of Early Intensive Behavioral Intervention |
(Service Delivery) |
SIGMUND ELDEVIK (Oslo Metropolitan University), Silje Nikolaisen (Centre for Early Intervention, Oslo, Norway), Christine Lie (Center for Early Intervention, Oslo, Norway), Hanne Skau (Centre for Early Intervention, Oslo, Norway), Astri Valmo (Centre for Early Intervention, Oslo, Norway), Roy Tonnesen (Autism Team, Bergen, Norway) |
Abstract: We have developed a quality standard based on the logic of the Periodic Service Review to evaluate and improve quality of individual EIBI programs. The programs are provided through in the two largest cities in Norway, Bergen and Oslo. Based on the core elements of EIBI we have made a 36-item checklist that we consider to represent an optimal EIBI program. Some of the items are given a higher weight (such as intensity of intervention and therapist training). The standards have measurable targets (done/not done) for all involved parties (supervisors, therapists, parents, community staff). We report quality data from 60 individual programs collected over a two year period and discuss what we have found to be the most common challenges we face in providing EIBI of high quality. |
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Community Implementation of Early Beahvioral Intervention: Higher Intensity and Quality Gives Better Outcome |
(Applied Research) |
HEGE AARLIE (Western Norway University of Applied Sciences), Sigmund Eldevik (Oslo Metropolitan University), Roy Tonnesen (Autism Team Bergen, Norway), Kristine Berg Titlestad (Western Norway University of Applied Sciences), Silje Nikolaisen (Centre for Early Intervention, Oslo, Norway) |
Abstract: We evaluated outcome of early behavioral intervention for children with Autism Spectrum Disorders (ASD) as it was provided through public service providers in Norway. One group of children received lower intensity and therefore lower quality intervention (10 weekly hours). A second group received higher intensity and and higher quality intervention (20 weekly hours). We compared outcomes on adaptive behavior, ASD severity, aberrant behaviors and intellectual functioning across the groups after two years of intervention. The higher quality group did better on all outcome measures than the lower quality group. Confirming a dose-response relationship between important variables such as weekly intervention hours and gains made. We discuss the pros and cons of the publicly funded behavioral intervention model. |
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Video-Based Supervison of Early Intensive Behavioral Intervention Programs: Percieved Quality, Time Saved and Implications for Caseload |
(Service Delivery) |
AINA HAY-HANSSON (Oslo Metropolitan University), Sigmund Eldevik (Oslo Metropolitan University) |
Abstract: We compared the use videoconference with on site supervision of EIBI cases in a reversal design. Supervision was provided either on site or using video conference every second week. Questionnaires were developed to evaluate to what degree videoconference influenced the perceived quality of supervision. The questionnaires consisted of 12 items that were scored on Likert scales and measured program supervision, registrations/data collection, preparedness, and technical quality. Both the supervisor and the supervisees evaluated their experiences across the supervision modes. We discuss our findings in terms of the perceived quality of supervision, potential for saving travel time saved and implications for caseload capacity. |
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Behavioral Pharmacology of Prescription Drugs: The Good, the Bad, and the Ugly |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: BPN/EAB; Domain: Translational |
Chair: Mark Galizio (University of North Carolina Wilmington) |
Abstract: All psychoactive drugs have multiple effects. They are prescribed in the hopes of benefits such as pain relief, reduction of problem behavior or enhancement of learning and memory. However, in addition to potential benefits, these same drugs may also produce a variety of less desirable effects. In this symposium, three different behavior analytic baselines are used to assess both positive and negative effects of a range of widely-prescribed drugs. Soto will present data on the effects of antipsychotic drugs on progressive-ratio responding and body weight in mice. Galizio will show impairment (ketamine) and enhancement (methylphenidate, memantine) or remembering in novel incrementing matching- and non-matching to-samples tasks in rats. Finally, Pitts focuses on the effects of prescription opiate drugs and sensitivity to reinforcer magnitude in rats. Overall, this symposium will illustrate the value of behavior analytic techniques in the assessment of a range of drug effects of relevance to contemporary prescription practices. |
Instruction Level: Intermediate |
Keyword(s): antipsychotics, opiates, side effects |
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Long-Term Behavioral and Metabolic Effects of Early-Life Second-Generation Antipsychotic Exposure in Mice |
(Basic Research) |
PAUL L. SOTO (Louisiana State University) |
Abstract: Second-generation antipsychotics (SGAs) are increasingly prescribed in children and adolescents. SGA medication use is associated with adverse metabolic changes and weight gain, which may predispose individuals to adverse outcomes in adulthood. Studies in rodents have demonstrated that early-life exposure to SGA medications can alter brain structure and function in adulthood. The current study is evaluating the long-term behavioral and metabolic effects of early-life SGA exposure in C57BL6/J mice. In one experiment, female C57BL6/J mice orally self-administered plain (vehicle) or risperidone-adulterated cookie dough from postnatal day (PND) 37-66. Mice treated with risperidone gained more weight during the treatment period. The difference in weights between the groups diminished with time following the treatment but was never fully eliminated. Following initial training to nose-poke for access to a 15% sucrose solution, mice were exposed to a progressive ratio schedule of sucrose reinforcement. Risperidone-treated mice completed more ratios than vehicle-treated mice. On PND 196, mice were switched from rodent chow to a high-fat diet. Mice in the risperidone group gained weight more rapidly and to a greater extent than mice in the vehicle group. In an ongoing experiment, young female mice were treated with olanzapine and metabolic and behavioral assessments are underway. Initial results indicate a long-term increased reinforcing effectiveness of sucrose and susceptibility to diet-induced weight gain. Together these experiments indicate that early-life SGA medication exposure can produce long-lasting behavioral and metabolic changes. |
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Drug Effects in an Automated Version of the Rodent Odor Span Task |
(Basic Research) |
MARK GALIZIO (University of North Carolina Wilmington), Thomas Wagner (University of North Carolina Wilmington), Genevieve Guidone (UNCW), Calista Holt (University of North Carolina Wilmington), Jonathan David Shaw (University of North Carolina Wilmington), Katherine Ely Bruce (University of North Carolina Wilmington) |
Abstract: The rodent odor span task is widely used to study the effects of drugs and other variables on remembering. The task is generally conducted manually in a large arena and there is considerable variability in experimental protocols across laboratories. The present study sought to standardize the procedure using an automated olfactometer apparatus. 20 rats were trained on both incrementing non-matching-to-sample and matching-to-sample variations of the task (10 matching, 10 non-matching) with a varying number of stimuli to remember. When stable levels of accuracy were reached, the effects of NMDA antagonists, (dizocilpine, ketamine and memantine) and an ADHD drug (methylphenidate) were determined. Ketamine selectively impaired accuracy of responding, but some evidence for enhancement was observed for memantine and methylphenidate—particularly as the number of stimuli to remember grew larger. These results suggest that the automated incrementing non-matching- matching-to-sample tasks may be a valuable new technique for behavioral pharmacology. |
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Oxycodone and Sensitivity to Reinforcement Magnitude: Implications for Opioid Effects on Impulsive and Risky Choice |
(Basic Research) |
RAYMOND C. PITTS (University of North Carolina Wilmington), Katelyn Hunt (University of North Carolina Wilmington), Justin T Van Heukelom (University of North Carolina Wilmington), Thomas Wagner (University of North Carolina Wilmington), Jeremy Langford (University of North Carolina Wilmington), Christine E. Hughes (University of North Carolina Wilmington) |
Abstract: Opioid abuse is associated with impulsive and risky behavior. Most interpretations of drug effects on impulsive and risky choice are in terms of effects on delay and probability discounting. The role of reinforcement magnitude in these effects largely has been ignored. This is unfortunate given that reinforcement magnitude plays an important role in both impulsive-choice and risky-choice procedures; impulsive-choice procedures involve tradeoffs between reinforcement magnitude and reinforcement delay and risky-choice procedures involve tradeoffs between reinforcement magnitude and reinforcement probability. The present study examined effects of the prescription opioid oxycodone on sensitivity to reinforcement magnitude. Rats responded under an concurrent-chains procedure in which the reinforcement magnitude associated with the terminal links changed within each session, across blocks of choice cycles. Under baseline conditions, choice was sensitive to the within-session changes in reinforcement magnitude. Acute administration of oxycodone (0.1-1.0 mg/kg) typically decreased sensitivity to reinforcement magnitude; at low to intermediate doses, this effect was selective. This finding has important implications for understanding drug effects on impulsive and risky choice. All else being equal, a decrease insensitivity to reinforcement magnitude would be expected to increase impulsive choice, but decrease risky choice. |
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Classroom Management, Coaching, and Precision Teaching With the Morningside Model of Generative Instruction |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/AUT; Domain: Translational |
Chair: Kent Johnson (Morningside Academy) |
CE Instructor: Kent Johnson, Ph.D. |
Abstract: The Morningside Model of Generative Instruction is based on five pillars: Assessment, Curriculum, Instruction, Precision Teaching, and Generative Responding. This session will focus on how three different schools - Morningside Academy, Haugland Learning Center, and the Judge Rotenberg Center - have designed classroom management strategies, that when combined with effective coaching and Precision Teaching practices, produce significant learner outcomes. First, Hannah Jenkins, an elementary teacher at Morningside Academy, will describe how she modified elements of the evidence-based Good Behavior Game to promote positive reinforcement and teach cooperation and community building. Then, Pat Billman will detail how coaches at Haugland Learner Center have developed a school-wide, systematic modification of the Good Behavior Game to improve student academic and social-emotional behavior outcomes. Lastly, Jill Webber will describe how the Judge Rotenberg Center has worked with coaches from Morningside Teachers' Academy to develop a staff coaching model that focuses on effective classroom management and Precision Teaching procedures to improve student outcomes and shift the educational culture. |
Instruction Level: Intermediate |
Keyword(s): Classroom Management, Coaching, Instruction, Precision Teaching |
Target Audience: Teachers, Behavior Analysts, Psychologists |
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The Mystery Behavior Game: Turning the Good Behavior Game on its Head |
(Applied Research) |
HANNAH JENKINS (Morningside Academy), Andrew Robert Kieta (Morningside Academy) |
Abstract: The Good Behavior Game is an evidence-based classroom management tool that derives its power from using competition between groups to foster cooperation among each group’s members. It traditionally uses positive punishment procedures that can yield quick and short-lasting changes in behavior. To create long-lasting effects, the presenter modified the Good Behavior Game to use positive reinforcement at high rates for multiple targeted behaviors. Following eight core design principles of governing groups (Ostrom, 2010), students were recruited to generate and agree upon values, expectations, rewards, and punishments. Subsequently, the Good Behavior Game was switched from delivering a punisher for breaking a rule to accessing reinforcers for meeting expectations. Students had multiple ways in which they could access reinforcement for multiple behaviors that they identified as critical to improve. Whereas the original game punished “talk-out” and “out-of-seat” behaviors, the Mystery Behavior Game rewards a variety of appropriate behaviors simultaneously during both teacher-led instruction and independent or partner-based activities. Community building occurred during the Mystery Behavior Game when students encouraged each other to meet expectations individually and in groups. Data will be presented that shows changes in both desirable and undesirable student behavior as well as student reports regarding their experience with the Good Behavior Game. |
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A Systematic School-Wide Implementation of a Modified Good Behavior Game With Children With Autism |
(Service Delivery) |
Kathy Fox (Haugland Learning Center), PATRICK BILLMAN (Haugland Learning Center), Jason Guild (Haugland Learning Center) |
Abstract: Good classroom management is a key factor in student success in all settings but can be especially important in classrooms that serve students with special needs. The Good Behavior Game is widely recognized as an evidence- based classroom management strategy. Haugland Learning Center(HLC), based in Columbus, Ohio, serves students with autism and other disabilities and uses variations of the Good Behavior Game to set students in a variety of classroom settings up for behavioral and academic success. This presentation will discuss how the use of the Good Behavior Game affects progress and outcomes, how HLC trains and coaches staff to implement effective classroom management strategies using the Good Behavior Game and how data are monitored to ensure continuous progress for individual students, classroom groups, and teachers. Our data indicate that students and staff perform better and reach more optimal academic and behavior outcomes when the Good Behavior Game is used consistently and reliably. Specific examples of student, classroom, staff and school academic and behavior data will be analyzed and discussed. |
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The Impact of the Morningside Model of Generative Instruction on Student Engagement, Classroom Management, and Staff Coaching at the Judge Rotenberg Educational Center |
(Service Delivery) |
JILL HUNT (Judge Rotenberg Educational Center), Justin Halton (Judge Rotenberg Educational Center) |
Abstract: The Judge Rotenberg Education Center(JRC) is a residential school for students with severe disabilities. For the last two and a half years, JRC has had the privilege of learning from Morningside Teachers Academy(MTA) via onsite vists from MTA consultants. Work with MTA has focused on the Morningside Math Facts program, classroom management, and staff coaching. After the introduction of the Morningside Math Facts program, data demonstrated grade level equivalency gains of 1.8 years growth during the first 8 months. Additionally, staff coaching data show improved classroom management and increased student participation in the Morningside Math Facts program. Data collected during coaching sessions in the classroom have shown an increase in the amount of group responses and teacher praise statements and many staff and students report a pleasant change in the classroom environment. This presentation aims to discuss how the use of well- sequenced learning materials combined with application of good classroom management strategies inspired change in our educational department and continues to lead to better outcomes for our students and the lessons we've learned along the way. |
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Telling Secrets: Behavior-Analytic Investigations of Private Events |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/VRB; Domain: Translational |
Chair: Devon Wendtland (Arizona State University
Department of Psychology) |
Discussant: Carmen Luciano Soriano (University AlmerÃa, Spain) |
CE Instructor: Victoria Diane Hutchinson, M.S. |
Abstract: Private events and behavior-analytic perspectives concerning them has been in discord with traditional psychological accounts for decades. Interestingly, however, behavior analysis hasn't wavered much in its conceptualization of them as predominantly verbal in nature. To that end, the present symposium takes a unique look into the interestingly-sparse empirical literature relative to private events and subsequently posits progressive approaches to changing our relation to private events given a delay discounting empirical investigation. Findings are discussed and a trajectory of ABA relative to private events is provided. |
Instruction Level: Intermediate |
Keyword(s): delay discounting, impulsivity, private events |
Target Audience: beginner-intermediate |
Learning Objectives: Define 'private events' in objective and measurable terms. Identify measurement systems used in the literature to measure private events. Attendees will be able to describe how to use delay discounting to measure the effects of defusion in the lab |
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Can Altering Private Events Change Personality? |
(Applied Research) |
AMANDA CHASTAIN (University of Southern California; FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Previous research has suggested that impulsivity is character trait and thus, cannot be changed. However, recent research has demonstrated that Acceptance and Commitment Training (ACT) can change how people make choices when given selections between smaller-immediate vs. larger-delayed rewards. No research to date has evaluated the effect of ACT interventions on choice making when given a choice between avoidance vs. engaging in an aversive activity to access a reward. The purpose of the current study was to evaluate the effects of defusion exercises on participants’ choice making on a computer task which presented choices between a negative reinforcer (i.e., avoidance of an aversive sound) or a positive reinforcer following the presentation of an aversive stimulus (e.g., access to money following the presentation of an aversive sound). Defusion is a behavior analytic procedure that trains participants in how to respond in more flexible ways to aversive private events, rather than engaging immediately in previously negatively reinforced behavior. In this study, a multiple baseline design across participants was used to measure change in discounting before and after a brief ACT session (data in this submission is presented as discounting curves but will be presented as both curves and as a multiple baseline in the conference presentation). In general, participants discounted less steeply (i.e., selected to listen to the sound in order to earn money more often) following defusion training when compared to baseline. |
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Examining the Exploration of Private Events in Behavior Analysis: A Systematic Review |
(Applied Research) |
VICTORIA DIANE HUTCHINSON (Saint Louis University), Laurel Giacone (Saint Louis University), Alexis Kennison (Saint Louis University), Jessica Laughlin (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Behavior analysts have long debated the theoretical nuances of ‘private events’ while exploring experimental ways to predict, describe, and control emission of such events. For instance, clinical behavior analysis (including Acceptance and Commitment Therapy [ACT]) has been established as a behavior analytic approach targeting private events. Systematic reviews have been conducted on aspects of clinical behavior analysis, including Relational Frame Theory (RFT), ACT, and other behaviorally based strategies. However, to the authors knowledge, no systematic review has been conducted on private events. Therefore, the current project conducted a systematic review of the scientific literature on private events published from 1945-2019. Researchers utilized search engines, such as PsycInfo and EBSCO, and included “private events” and “behavior analysis” as search terms. Given the exploratory nature of the study, articles were included in the analysis if private events were the focus of the article. To date, of the 270 articles found, only seven met inclusion criteria. Five were conceptual, and two were experimental. Participants used included children with autism. Additionally, 17% of the articles used RFT and 83% used Skinner’s theories. Implications of these results will be discussed as they impact future research in targeting private events within behavior analysis. |
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Translational Studies on Differential Reinforcement of Problem Behavior in Underserved Populations: From Separation-Induced Challenging Behavior to an Operant Model of Socratic Questioning |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VRB/AAB; Domain: Translational |
Chair: Camilo Hurtado Parrado (Troy University & Konrad Lorenz Fundación Universitaria) |
Discussant: Rebecca A Sharp (Bangor University) |
CE Instructor: Rebecca A Sharp, Ph.D. |
Abstract: According to the World Health Organization, translational research is the process of applying ideas, insights, and discoveries generated through basic scientific inquiry to the treatment or prevention of human disease (WHO, 2004). As Dube (2013) has noted, this process sounds very familiar to most behavior analysts, as the discipline has sought not only to make behavior the subject matter of a natural science, but also to “apply [the methods of science] to human affairs” (Skinner, 1953, p. 5). Translational studies may also involve the systematic replication of known operant processes in new populations and settings. This symposium focuses on advances on translational research on the clinical and applied animal behavior domains. The first presentation describes the implementation of shaping procedures to modify complex verbal units in clients with symptoms of anxiety and depression. The therapist reinforced either approximations to a terminal class of verbal responses (shaping condition) or exemplars of the terminal class of verbal responses (terminal condition). The results showed a faster progression towards the terminal class of verbal responses exposed to the shaping condition. In the second study, the authors used differential reinforcement of incompatible behavior to reduce separation-induced challenging behavior in four horses. Horses underwent separation trials while being required to touch a target upon receiving a verbal command. Compliance was reinforced with edible reinforcers. An owner uptake phase ensured that treatment gains would be generalized. These two diverse studies feature two examples of translational research with several key aspects in common: both evaluate variations of differential reinforcement to reduce problem behaviors and both feature treatment models for populations typically underserved by behavior analysts. |
Instruction Level: Basic |
Keyword(s): applied animal-behavior, separation-induced behavior, translational research, verbal behavior |
Target Audience: Practitioners and researchers interested in advances on translational behavior analysis. Also, clinical behavior analysts and those interested in applied animal behavior. |
Learning Objectives: 1. understand a new model for evaluating verbal shaping processes in the context of psychotherapeutic services 2. understand the use of Differential Reinforcement of Incompatible Behavior (DRI) for separation-induced challenging behaviors in horses. 3. describe key forms of translational research, including the development and evaluation of new services for populations that are not typically served by applied behavior analysts. |
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Shaping Complex Verbal Behavior Units in Individuals With Symptoms of Depression and Anxiety: An Operant Model of Socratic Questioning |
(Applied Research) |
REBECA PARDO-CEBRIAN (ABA España, Universidad Autonoma de Madrid), Javier Virues Ortega (Universidad Autónoma de Madrid & The University of Auckland), Ana Calero-Elvira (Universidad Autónoma de Madrid) |
Abstract: Shaping has been used as a means to modify relatively simple verbal units. In a clinical context, it has been suggested that Socratic questioning could be, from a process perspective, a form of verbal shaping involving complex verbal units. The ability to demonstrate verbal shaping of complex verbal units in socially significant settings is challenging. First, behavioral observation methods for complex topographical units are not well developed. Second, in spite of numerous conceptual analyses, there are no socially valid experimental models for evaluating operant processes in psychotherapy. In the current study, we used a previously validated behavioral observation system for categorizing clients' approximations to a terminal class of verbal responses. We also used existing preference assessment methods to identify preferred topographical classes of verbal responses to be used by the therapist as conditioned reinforcers. Therapist were trained to reinforce either approximations to a terminal class of verbal responses (shaping condition) or just exemplars of the terminal class of verbal responses (terminal condition). We used a multielement design with a no-intervention baseline preceding the treatment comparison phase. In order to prevent multiple-treatment interference, different terminal classes of verbal responses were assigned to each experimental condition. The first terminal class of verbal responses to reach mastery marked the inception of a final phase where the two classes were exposed to shaping. Three consecutively-admitted clients with symptoms of anxiety and depression took part in the study. The results showed a faster progression towards the terminal class of verbal responses exposed to the shaping condition. We discuss the conceptual, methodological, and clinical implications of these findings. |
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Differential Reinforcement of Incompatible Behavior for Separation-Induced Challenging Behavior in Horses: Treatment Evaluation and Owner Uptake of a Target Training Procedure |
(Applied Research) |
Veronika Ribova (The University of Auckland), KATE CATHARINE ANNE WINCHESTER (University of Auckland), Javier Virues Ortega (Universidad Autónoma de Madrid & The University of Auckland), Sarah Cowie (The University of Auckland), Nicole Pfaller-Sadovsky (Queen's University Belfast), Camilo Hurtado Parrado (Troy University & Konrad Lorenz Fundación Universitaria) |
Abstract: Equidae are herd animals that are rarely seen in isolation in the natural environment, yet domesticated horses are separated from their conspecifics routinely. Separation of horses that are strongly bonded to one another can result in separation-induced challenging behaviors including human- and object-directed aggression, motor agitation, and stereotypy. The current study used target training as a differential reinforcement of incompatible behavior strategy to decrease separation-induced challenging behaviors. Four horses with a history of separation-induced challenging behaviors were clicker and target trained before the study began. Horses underwent separation trials while being required to touch a target upon receiving a verbal command. Compliance was reinforced with clicks, which were frequency paired with small portions of food. The intervention decreased separation-induced challenging behaviors in all horses. In order to facilitate the uptake of treatment gains, owners participated in a brief owner training protocol during the generalization phase of the study. The effectiveness of the current intervention encourages future studies using reinforcement-based methods for equine training more generally. |
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Treatment of Culturally and Linguistically Diverse Children With Autism Spectrum Disorder |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT; Domain: Translational |
Chair: Catherine Lugar (Claremont Graduate University) |
Discussant: Ruth M. DeBar (Caldwell University) |
CE Instructor: Jenna Gilder, M.A. |
Abstract: Little research has been done with culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD). Indeed researchers and practioner's have only recently began to identify participants and cases with their ethnicity and few have taken diversity into account when designing and delivering treatment. Yet recent research has found that inclusion of variables or a child’s culture or heritage language may be advantageous in their treatment (e.g. Lim & Charlop, 2018). The present symposium focuses on four studies that include CLD children with ASD and also choose CLD variables when designing and implementing treatment. In Study 1, CLD children with ASD are taught a labeling task through an echoic procedure that uses both English and Heritage language. In Study 2, CLD children with ASD participate in a parent implemented comparison study of an imitation protocol in both English and Heritage languages. In Study 3, CLD children with ASD are taught to verbally initiate play bids to their CLD peers and to their siblings, and finally, in Study 4, CLD children with ASD are assessed to determine their preference for English or Heritage language. The symposium is wrapped up by the Discussant who relates the current findings of these studies to the treatment of CLD children with ASD and the direction the field is going. |
Instruction Level: Intermediate |
Keyword(s): bilingual, communication, culture, diversity |
Target Audience: practitioners and researchers |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) be sensitive and aware of the needs of culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD); (2) use evidence based research to inform treatment options for CLD children with ASD; (3) consider and apply socially significant targets of intervention for CLD individuals with ASD and their families. |
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Linguistically Diverse Echo Prompting With Children With Autism Spectrum Disorder |
(Applied Research) |
ALANNA DANTONA (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College), Caitlyn Gumaer (Claremont Graduate University) |
Abstract: Few studies have examined how the use of heritage language impacts receptive language skills of culturally and linguistically diverse (CLD) children with Autism Spectrum Disorder (ASD; Charlop & Lim, 2016; Lang et al., 2011). Charlop’s (1983) echo procedure is one method by which receptive language skills have been taught to echolalic CLD children in both English and heritage language (Leung & Wu,1997). Toward this end, incorporating both echolalia and heritage language in treatment may provide a natural and contextually relevant strategy to address receptive language skills of echolalic CLD children with ASD. Therefore, using Charlop’s (1983) echo prompting procedure, the present study used a multi-elemental design to assess the differential effects of language (English versus heritage language) on receptive labeling performance of four echolalic CLD children with ASD. Following baseline measurement of receptive labeling skills involving known and unknown items, Charlop’s (1983) echo prompting procedure was implemented in both English and heritage language. Preliminary results suggest that receptive labeling performance increased during treatment in both language conditions. Findings may yield implications for future language interventions for echolalic CLD children with ASD. |
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Assessing Language in Linguistically Diverse Children With Autism Spectrum Disorder |
(Applied Research) |
CAITLYN GUMAER (Claremont Graduate University), Alanna Dantona (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College), Nataly Lim (University of Texas at Austin) |
Abstract: Little research has been done with culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD) in their heritage language. Practioners and parents fear that exposing a child with ASD to more than one language will cause further delays in language development and other core deficit areas (Kremer-Sadlik, 2005). Yet recent research has found that exposure to and the use of heritage languages can be advantageous (Lim & Charlop, 2018). However, research has yet to explore how exposure to both one’s heritage language and English can impact a child with ASD’s language abilities and verbal behavior. The present study used a multiple baseline design across four parent-child dyads to assess language acquisition using the Natural Language Paradigm (NLP; Laski, Charlop & Schreibman, 1987; Spector & Charlop, 2018). Following free-play baseline sessions, four caregivers were taught to implement NLP in both their heritage language (i.e., Spanish, Korean) and English. To control for treatment effects, NLP was counter-balanced across the four dyads. Upon the implementation of NLP, regardless of language condition, each child’s appropriate verbalizations increased during NLP treatment sessions and in free-play probe sessions. Findings from the current study may yield implications for language interventions for CLD children with ASD. |
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Diversity of Participants With Autism Spectrum Disorder in a Verbal Social Initiation Teaching Program |
(Applied Research) |
JENNA GILDER (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: Ethnicity of participants’ is an important variable when designing interventions in evidence based research (Fannin, 2017). Specifically, when including culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD) in research it is important to consider community values, practices, and culture. For example, a strong familial unit, especially in terms of sibling relationships, is an important value held by both Hispanic (Updegraff, McHale, Whiteman, Thayer & Delgado, 2005) and Asian cultures (Ho, 1994). In the current study, social verbal initiations were taught to six CLD children and adolescents with ASD (67% Korean-American and 33% Mexican-American). In baseline, all six children did not consistently verbally initiate to their siblings and peers of mixed ethnicities. During intervention, using a verbal social initiation program, all of the children learned quickly to initiate. Five of the six children also generalized the skill to a new setting and across play partners. Maintenance of this skill was also seen at 6-months. Future research can expand on this study by also teaching the initiation in the child’s heritage language. |
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The Effects of Language Preference Among Bilingual Individuals With Autism Spectrum Disorderor Other Developmental Disorders |
(Applied Research) |
KARLA ZABALA (University of Georgia), Kara L. Wunderlich (Rollins College), Lauren Best (University of Georgia), Joel Eric Ringdahl (University of Georgia) |
Abstract: Previous research has demonstrated that individuals with ASD who have been exposed to more than one language do not experience any additional language delays compared to their monolingual peers (Hambly and Fombonne, 2011). In addition, research has not noted any indication of negative outcomes associated with language abilities among bilingual/multilingual children with ASD (Drysdale et al., 2015). The majority of the research surrounding bilingual or multilingual individuals diagnosed with autism or other developmental disabilities has focused on conducting communication assessments to assess participants’ psychometric performance. Research related to language preferences exhibited by these individuals is scarce. The purpose of the current study was to assess language preference among individuals with autism spectrum disorders (ASD) or other developmental disorders who have been exposed to more than one language. The research study consisted of two parts: Study 1 evaluated language preference during play contexts and Study 2 evaluated language preference and compliance with instructions within instructional contexts. |
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Training Caregivers, Part II: Enhancing Treatment Integrity |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Translational |
Chair: Lindsay Maffei-Almodovar (Quality Services for the Autism Community (QSAC)) |
Discussant: Lindsay Maffei-Almodovar (Quality Services for the Autism Community (QSAC)) |
CE Instructor: Lindsay Maffei-Almodovar, Ph.D. |
Abstract: Delivering effective ABA services requires caregivers to deliver interventions with sufficient integrity to result in socially meaningful changes in client behavior. Yet, many services often struggle to maintain the integrity of applied behavior analytic interventions in applied settings. Thus, practitioners must have behavioral technologies available to them to assess, and increase treatment integrity and evaluate interventions to do so. This symposium presents three papers addressing this important issue. These papers include a systematic review of training natural change agents implementing functional analytic procedures, a telehealth intervention error analysis and identify to remedy the implementation errors and an intervention study to improve treatment integrity during functional communication training |
Instruction Level: Intermediate |
Keyword(s): error analysis, systematic review, treatment integrity |
Target Audience: Advanced graduate students, Masters and Doctoral practitioners, research students, instructors and professors teaching ABA classes, and psychologists including school psychologists. |
Learning Objectives: Participants will describe (1) current developments in behavioral skills training; (2) current developments in pyramidal training; and (3) the effects of BST and pyramidal training on client behavior . |
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Natural Change Agent Implemented Functional Analysis: A Systematic Review and Quality Appraisal |
(Applied Research) |
EMILY GREGORI (University of Illinois at Chicago), Christine Drew (University of Oregon), Stephanie Gerow (Baylor University), Leslie Neely (The University of Texas at San Antonio) |
Abstract: Functional analysis (FA) is the most accurate method for identifying the operant function of challenging behavior. Although trained therapists typically implement FAs, previous research has shown that variables, including the assessment agent, may impact the results of a FA. Given that the assessment agent can impact FA results, there is a need to determine the impact of natural change agent training on fidelity of FA implementation. The purpose of this review was to (a) summarize the available literature on natural change agent implemented FA, (b) determine methods for training natural change agents to implement FAs, and (c) determine the effects of training on change agent implementation fidelity of FA. Thirty-seven studies were identified and evaluated against the What Works Clearinghouse Quality and Evidence standards. Most of the included studies were found to have strong methodological rigor and moderate or strong evidence of effectiveness. Common training components across studies including instructions, modeling, role play, feedback, and coaching. Results suggest these components can be effectively utilized to train parents, teachers, residential staff, and students to implement FA in a variety of applied settings. Recommendations for practitioners and directions for future research will be discussed. |
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An Error Analysis of a Telehealth Intervention for Teaching Behaviour Technicians Common Behavioural Protocols |
(Applied Research) |
JOEY ROBERTSON (Brock University), Kendra Thomson (Brock University ), Mary Hume (ONTABA), Carly Magnacca (Brock University), Amanda Marcinkiewicz (Brock University) |
Abstract: The relation between treatment integrity and client outcome has been empirically supported. Further evaluation of whether types of integrity errors (omission/commission) affect client outcomes is needed. We evaluated the efficacy of behavioural skills training delivered through telecommunication for teaching three behaviour technicians how to implement an errorless learning protocol to an actor role playing a child with autism spectrum disorder. Additionally, we assessed generalization to teaching an untrained skill, a child, and assessed corresponding effects on the child’s skill acquisition. We conducted a follow-up analysis of the behaviour technicians’ rate of errors of commission (ECoM; i.e., behaviours not prescribed by the protocol) and errors of omission (EOM; i.e., excluding components of a protocol). Participant 1 demonstrated more ECoM with the actor and the child than EoM. Both types of errors decreased post-training and in follow-up. We are currently analyzing the remaining behaviour technicians’ performance to assess whether the same pattern exists. Implications of the effect of BST training on the rate of EOM and ECoM and the relation to child responding will be discussed in relation to training. |
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Effects of Treatment Integrity Errors during Functional Communication Training |
(Applied Research) |
MARIE DAVID (Purdue University), Mandy J. Rispoli (Purdue University) |
Abstract: Functional communication training (FCT) is an evidence-based practice for reducing challenging behavior and increasing communication skills of individuals with developmental disabilities. However, due to the procedural complexity of the intervention, practitioners may find difficulty in implementing the intervention with high integrity. Practitioners express the need for evidenced-based practices to be modified in such that it addresses the complexities of the natural environment and barriers to implementation. Fortunately, recent research on treatment integrity has indicated a potential tolerance for implementing behavioral interventions with lower integrity. Further research is needed to determine the threshold in which reinforcement can be delivered to challenging behavior but still lead to a meaningful outcome. For this study, we are evaluating the effects of systematic changes in treatment integrity by altering errors of commission during reinforcement delivery procedures as part of FCT. We utilized an alternating treatments design to compare varying levels of reinforcement delivered to challenging behavior. Preliminary results of the study, implications for practice, and recommendations for future research will be discussed. |
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Training Interaction Skills to Caregivers: A Systematic Literature Review |
(Applied Research) |
LORI L FINN (Center for Applied Behavior Analysis, The Sage Colleges) |
Abstract: Interactions between caregivers and individuals with disabilities may have far-reaching effects, including impacting caregiver-client relationships, caregiver stress levels, and client outcomes. Research has shown, however, that caregiver interactions are not consistently optimal. As such, caregiver training on interaction skills may improve quality of services and quality of life. A systematic literature review of empirical peer-reviewed published studies from 2000 to 2018 was conducted to examine the impact of training interaction skills to caregivers of individuals with disabilities. Thirty-four papers met inclusion criteria. Training methods varied, most including some combination of didactic instruction, role play, demonstration, video modeling, coaching, and performance feedback. Caregivers participating in training included parents, teachers, and direct-support staff. Client participants included children and adults with various disabilities, including intellectual/developmental disabilities, autism spectrum disorder, and emotional behavioral disorders. Behavior-specific praise was a training focus in more than half of the papers, while the focus of the remaining papers was broader, including positive parenting, responsive interaction, and positive interactions. Findings suggest that training can improve interactions between caregivers and clients with disabilities and positively affect client outcomes. Papers will be discussed in terms of demographic and methodological features, including results, generalization, maintenance, limitations, implications and future directions. |
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From the Lab to the Clinic: Assessing and Treating Challenging Behavior in Applied Settings |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Translational |
Chair: Stephanie M. Peterson (Western Michigan University) |
Discussant: Mandy J. Rispoli (Purdue University) |
CE Instructor: Cody Morris, Ph.D. |
Abstract: Procedures used to assess and treat challenging behavior in research do not always translate to practice because they do not address the idiosyncratic variables typically found in applied settings. This symposium reviews variables related to assessment and treatment of challenging behavior as well as byproducts that result from these challenges. The first study describes an evaluation of data collection integrity of caregivers who were tasked with collecting data for assessment purposes and provides recommendations for behavior analysts relying on others to collect data. The second study describes an evaluation of a method for assessing elopement during transitions. The third study describes an evaluation of alternative treatments, specifically programs based on concurrent operants, for escape-maintained challenging behavior in applied settings. Finally, the last presentation focuses on issues related to the use of restrictive procedures and describes a method for evaluating and reducing their use in applied settings. Taken together, the information provided in these presentations will give practitioners of behavior analysis tools to increase the ecological validity of their practice. |
Instruction Level: Intermediate |
Keyword(s): Challenging Behavior, Ecological Validity, Functional Assessment |
Target Audience: Practitioners of behavior analysis who work in applied settings. |
Learning Objectives: At the conclusion of the presentation, participants will be able to identify idiosyncratic variables that are likely to effect assessment and treatment in applied settings, describe methods for increasing the ecological validity of assessment and treatment, and describe recent research-based extensions of function-based assessment and treatment. |
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A Component Analysis of an Electronic Data Collection Package |
(Applied Research) |
CODY MORRIS (Salve Regina University ) |
Abstract: Data collection is essential to the practice of applied behavior analysis, but human error in collection can lead to inaccuracies. Because inaccuracies in measurement may adversely affect treatment decisions, procedures to increase data collection fidelity are necessary. This is especially important in settings wherein behavior analysts rely on others to report data. Procedures for training and directly supervising data collectors do exist; however, few resources exist for data collectors working with limited supervisor presence. Electronic data collection (EDC) systems are uniquely positioned to help address this need, but little research exists to identify components of EDC systems that might contribute to their utility for maintaining data collection fidelity. The purpose of this study was to systematically evaluate the individual components of an EDC system on data collection fidelity of caregivers in a home setting in the absence of a supervisor. The results of the study indicated that each individual component assessed improved data collection over baseline with at least some participants by varying degrees. The component that had the largest effect on data collection was automated specific interval feedback, especially when paired with automated prompts. Therefore, researchers and practitioners relying on human data collection should consider the utilization of systems that can provide specific interval feedback and prompts. |
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Functional Assessment and Treatment of Elopement Occasioned by Transitions |
(Applied Research) |
DENICE RIOS MOJICA (Western Michigan University) |
Abstract: Elopement during transitions is a dangerous behavior in children with developmental disabilities because it greatly increases the risk of accidents that lead to serious injury or death. Despite its severity, assessment methodologies that specifically evaluate the contextual variables found during transitions are not available. Continued research on effective and efficient means for the assessment and treatment of elopement during transitions is needed. The current study consisted of three phases. In Phase 1, we conducted a trial-based transition functional analysis (TBTFA) to identify the function of elopement during transitions. In Phase 2, we used an ABAB reversal design to evaluate the effects of the intervention on elopement and appropriate transitions and evaluated the generality of effects in outside settings. Finally, in Phase 3, we evaluated whether a stimulus used during treatment set the occasion for appropriate transitions when treatment was terminated. The TBTFA successfully identified the function of elopement during transitions for all three participants. Additionally, elopement during transitions decreased and appropriate transitions increased for all three participants. Results of the stimulus control assessment indicated that we did not successfully establish a discriminative stimulus to occasion appropriate transitions. |
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Concurrent Operants Treatment of Escape-maintained Problem Behavior Using Random Reinforcement Schedules |
(Applied Research) |
REBECCA KOLB (University of Minnesota ) |
Abstract: Negative reinforcement is a common function of challenging behavior for individuals with developmental disabilities (DD; Beavers, Iwata, & Lerman, 2013). The treatment of escape-maintained problem behavior is important, as it interferes with crucial skill development. While there are a variety of evidence-based treatments available, many utilize extinction, which may be difficult to implement in some situations (Geiger, Carr, & LeBlanc, 2010). In these situations, there are competing reinforcement schedules available for different response options—or concurrent operants. Interventions based on concurrent operants have a developing literature base that supports their use in applied settings (e.g., Peterson et al., 2009; Davis et al., 2018). The current study evaluated the utility of random schedules of reinforcement within concurrent operant treatments in clinic and classroom settings for children with DD who displayed escape-maintained challenging behavior. Treatment effects were analyzed to evaluate the effectiveness of random schedules in increasing task engagement and reducing challenging behavior using an alternating treatment with embedded reversal designs. All participants showed increases in task engagement and decreases in challenging behavior. Results suggest random schedules within concurrent operants treatment may be an effective treatment alternative, even though challenging behavior continues to receive reinforcement. |
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A Restriction/Intrusion Removal Process: A Guide for Fading Restrictive and Intrusive Procedures |
(Service Delivery) |
KELSEY WEBSTER (Western Michigan University) |
Abstract: Restrictive and intrusive procedures are used in the course of effective treatment to
protect the safety of clients and others. Nonetheless, behavior analysts have an ethical obligation to implement the least restrictive procedures possible that are still deemed effective. However, when fading procedures for restrictions and intrusions are not a mandatory component of behavior support plans, these procedures may be in place longer than necessary. Extended utilization of restrictive and intrusive procedures could be viewed as limiting the client’s rights, especially if less restrictive procedures would also produce successful outcomes. One reason that these procedures are overused may be that behavior analysts have limited guidance and knowledge in developing efficient fading procedures. Therefore, the purpose of this study is to propose a restriction removal process which may guide practitioners attempting to fade out intrusive and/or restrictive procedures. This critical thinking process will guide practitioners through identifying restrictive/intrusive procedures, relevant behaviors, a terminal goal, intermediate steps, and mastery criteria for restriction/intrusion removal. |
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Theoretical and Experimental Aspects of Emergent Stimulus Relations |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB/BPN; Domain: Translational |
Chair: Live Fay Braaten (Oslo Metropolitan University) |
Discussant: Kenneth F. Reeve (Caldwell University) |
CE Instructor: Kenneth F. Reeve, Ph.D. |
Abstract: The purpose of the present symposium is to present research which is going enlighten about emergent relations and equivalence classes in particular. In the first paper by Arntzen and Mensah present an experiment on observing matching-to-sample performance and stimulus sorting. The authors present two experiments to study how observing an MTS task performance will influence the formation of experimenter-defined classes in sorting tests, as well as the formation of equivalence classes in an MTS-based test for emergent relations. In the second paper, Aggio, Kruger, Nunes, and de Rose present an experiment on punishment of incorrect recognitions increased equivalence-based false memories. Aggio et al. have studied the effect of programmed consequences for incorrect responses in memory tests. The third paper by Vaidya presents on the relation between the definition and measurement of equivalence. The paper will discuss how the phenomenon of equivalence is defined influence a change in the way the phenomenon is measured. The last paper by Fields presents an experiment on how the neural correlates of decision making by various relations in equivalence classes. The paper shows that event related potentials recorded during the comparison stimuli measured neural correlates of decision making for each type of relation. |
Instruction Level: Intermediate |
Keyword(s): Equivalence, false memories, observation |
Target Audience: Graduate, researchers, etc, |
Learning Objectives: The people who attend will be able 1. to define emergent stimulus classes and how such classes are measured 2. to understand how observing matching-to-sample performance by another person could influence sorting and test for stimulus equivalence 3. to provide an equivalence-based account of the phenomenon of false memories |
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Observing Matching-to-Sample Performance and Stimulus Sorting |
(Basic Research) |
ERIK ARNTZEN (Oslo Metropolitan University), Justice Mensah (n/a) |
Abstract: Several experiments have found a correlation between the outcome of the MTS test and the post-class formation sorting test. Based on these findings, it will be interesting to examine the extent to which observing an MTS task performance will influence the formation of experimenter-defined classes in sorting tests, as well as the formation of equivalence classes in an MTS-based test for emergent relations. In Experiment 1, thirty participants were randomly assigned to two groups. One group watched a video clip with 80% correct responding and 20% incorrect responding in MTS training (80% Correct Group), and the other group watched a video clip with 20% correct responding and 80% incorrect responding in MTS training (20% Correct Group). Following watching the video clip, both groups were exposed to two sorting tests and an MTS test. The results showed that the performance of the 80% Correct Group was significantly more in accordance with experimenter-defined classes than for the 20% Correct Group, and also a 100% correspondence between performance on the sorting and the MTS tests (Figure 3). Experiment 2 with 45 participants replicated and extended Experiment 1 by including a 50% Correct Group and exclusion of test trials in the video clip. The results showed superior performance for participants in 80CR relative to participants in 50CR and 20CR on the two sorting tests as well as the MTS test for emergent relations (Figure 6). |
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Punishment of Incorrect Recognitions Increased Equivalence-Based False Memories |
(Basic Research) |
Natalia Maria Aggio (Federal University of Sao Carlos, Brazil), Gustavo Kruger (University of Sao Carlos), Winny Nunes (University of Sao Carlos), JULIO C. DE ROSE (Universidade Federal de Sao Carlos) |
Abstract: Recent experimental studies attempted to provide an equivalence-based account of the phenomenon of false memories. In all these studies participants studied a list of stimuli. A later memory test later memory test presented stimuli from the list (targets), stimuli equivalent to targets (critical distracters) or unrelated to them (non-related distracters). Higher recall and/or recognition of critical than unrelated distracters documented equivalence-related false memories. The present study investigated the effect of feedback for incorrect responses in memory tests. In Phase 1 participants studied three patterns, each comprising two geometrical forms within a larger one. In Phase 2 one of the small geometric shapes and the larger form became equivalent to other shapes. The memory test (Phase 3) presented, for recognition, the patterns previously studied in Phase 1 (targets), patterns formed by some of the geometric shapes from targets and other shapes equivalent to them (critical distracters) and new patterns (unrelated distracters). The No Feedback Group had no differential consequences for responses in the test whereas the Feedback Group had a presumably aversive sound following errors. Both groups recognized significantly more critical than unrelated distractors, attesting equivalence-based false memories. Surprisingly, the Feedback Group showed significantly more equivalence-related false memories, insofar as this group recognized critical distractors nearly as frequently as targets. |
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On the Relation Between the Definition and Measurement of Equivalence |
(Theory) |
MANISH VAIDYA (University of North Texas) |
Abstract: Sidman and colleagues’ originally defined equivalence relations as the emergent interchangeability of conditional and discriminative stimulus functions. This definition was well aligned with the matrix of tasks and outcomes that defined stimulus equivalence classes. Tests for symmetry, transitivity, and equivalence, for example, were perfect and complete assays of this interchangeability. Sidman’s new formulation of equivalence relations, however, involves the inclusion of responses and the stimuli serving as reinforcers in the emergent relations. This new formulation also offers an expanded view of the kinds of contingencies that can produce emergent equivalence relations. This presentation will argue that the change in how the phenomenon of equivalence is defined also requires a change in the way the phenomenon is measured. The presentation will review data from non-typical preparations asking questions about equivalence relations in an effort to frame a discussion about the ways in which we measure and describe equivalence relations. The presentation will suggest an expansion of the tasks that measure equivalence and end with some directions for future research. |
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Activity of Deep Point Source Generators That are the Neural Correlates of Decision Making by Various Relations in Equivalence Classes |
(Basic Research) |
LANNY FIELDS (Queens College, City University of New York) |
Abstract: Equivalence classes were formed using a trace stimulus pairing paradigm that isolated the presentation of the sample and comparison stimuli, and restricted responding to a separate time window presented after the comparison. Event related potentials recorded during the comparison stimuli measured neural correlates of decision making for each type of relation. xxx analysis was used to identify deep sources of neural activation that accounted the patterns of surface activation produced by baseline, symmetrical, transitive, and equivalence relations. The deep sources of activation were correlated closely with known cognitive processes |
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Behavior Analysis and Social Structures |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Translational |
Chair: Kalliu Carvalho Couto (Oslo Metropolitan University) |
Discussant: Tete Kobla Agbota (Oslo Metropolitan University) |
Abstract: Developments in complexity science have highlighted the importance of social structures in explaining behavior. In network science, structures are understood as emergent webs of interactions within organizations and social groups. Different conceptual perspectives such as behavioral systems analysis and metacontingencies have attempted to bring a system perspective to behavior analysis. Although Skinner and Catania (in Catania & Harnad, 1988) recognized the value of considering structure when explaining behavior in the context of complex social interactions, such analysis is not often adopted in behavioral analysis. Understanding social structures opens for a behavior analytic investigation of variety of phenomena studied by complexity sciences (i.e., social contagion; how behavior spread in social groups as functions of webs of social reinforcement). On the other hand, complexity scientists may benefit from a better understanding of the behavioral processes taking place during social interactions (i.e., mutual reinforcement; contingencies in which two or more individuals behavior produce reinforces to each other). The present symposium invites for a reflection about conceptual models, experimental opportunities and applied interventions in network structures from a behavior analytic perspective. |
Instruction Level: Advanced |
Keyword(s): behavior systems, metacontingencies, social reinforcement, structures |
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A Network Analytic Perspective to Safety Culture and Behavior Change in Shipyards |
(Applied Research) |
FABIO BENTO (Oslo Metropolitan University) |
Abstract: Shipyards are remarkably dangerous work environments where employees are at risk of severe injuries related to falls, contact with hazardous materials, and strenuous work conditions among other factors. There is a recognition that shipyard safety cannot be addressed only in the terms of technological developments, but also in the realm of organizational contingencies of safe behavior. In this regard, most organizational efforts have consisted of providing training programs and information about safety procedures. However, there is a recognition of the limitations of such approaches. The goal of this paper is to present results of an ongoing organizational intervention deriving from a network analytic perspective towards learning. The intervention aims at promoting “social contagion” (Centola, 2018) of safe behavior by altering the structure of interactions among shipyard workers. The intervention starts with a network analysis in order to understand the structural position of individuals in a complex system, followed by different initiatives aimed at facilitating interaction and information flow over a three-months period. This project provides the opportunity to investigate processes of social reinforcement related to the spread of behavior in complex systems. Understanding the structure of communications and interdependencies may contribute to a deeper understanding of underlying contingencies of reinforcement. |
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Rules, Consequences, and Feedback Dynamics: Putting Principles of Behavioral Systems Analysis and Complexity to Work in Designing Adaptable Organizations |
(Theory) |
JONATHAN KRISPIN (Valdosta State University) |
Abstract: The world is changing more rapidly than it ever has in the past, and the rate of change is accelerating. In business, the criteria that must be met in order to succeed are changing because of changing customer preferences, changing competitor practices, and changes in technologies available to address these criteria. Abernathy (2009) asserted that optimizing organizational performance requires optimization of organizational system contingencies and external metacontingencies. Couto (2019) observed that many organizations attempt to align their execution interlocking behavioral contingencies (eIBCs) with external metacontingent requirements with controlling interlocking behavioral contingencies (cIBCs) in a manner closely resembling Abernathy’s assertion. In the present paper, the dynamics that this governance approach may create are analyzed in terms of rule-governed behavior, specifically how pliance rules and consequences may create very different feedback dynamics within organizations than tracking rules and consequences. Inappropriate applications of rules and associated consequences may artificially limit the degrees of freedom available to – that is limit the complexity of – the organization, thus limiting its capacity to adapt to changing external system metacontingencies. Proper application of rules and associated consequences can have the opposite effect, increasing the capacity of an organization to adapt and respond, potentially creating a sustainable competitive advantage. |
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Nested Interlocking Behavioral Contingencies |
(Theory) |
INGUNN SANDAKER (Oslo Metropolitan University/ OsloMet) |
Abstract: A behavioral approach to large scale behaviors must be compatible with other scientific efforts to describe and explain behavioral phenomena. Behavior analysis is about the functional relation between behaviors and the environment. When focusing on how large- scale behaviors are established, maintained or get extinct, the concept of metacontingencies (Glenn and Mallott) add value to operant behavior analysis. The behavioral processes, (interlocking behavioral contingencies IBCs), maintain the functional relation to the environment. The result of the joint effort may be called an aggregate product which may or may not be selected by the environment. Hence, we have a parallel to a generic systems approach with the exception of the evolving structure. To capture the lineage in a metacontingency we will add structure, or the way the IBCs are nested together; the nIBCs. The way IBCs are nested together may give important information about the position and hence the contingencies responsible for establishing, maintaining or extinct interaction among members of the system. |
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Bridging Organizational Silos: A Scoping Review |
(Theory) |
MARCO TAGLIABUE (Oslo Metropolitan University) |
Abstract: The present study rests on a raising concern about the formation of organizational silos and structural barriers to communication across the formal and informal network structures of a system. In addition to structure, two additional properties characterize general systems theory (Von Bertalanffy, 1968): function and process. There are at least two approaches to organizational silos and network clusters. The first maintains that they represent structures that hinder collaboration among members or departments of an organization. Conversely, the second approach maintains that they are spaces of social reinforcement, from which new knowledge may emerge. They are usually regarded as a problem, inasmuch as they limit the sharing and transmission of knowledge and practices across people and business units. Thus, we performed a scoping review of interventions that bridge network clusters resorting to social network analysis. Structure is regarded as the independent variable of study. Function and process are regarded as the dependent variables. According to our hypothesis, structure, function and process may be mutually interdependent. The discussion explores these properties in a broader frame of behavioral systems analysis. Finally, tentative indications are provided to translate the present work into applied settings. |
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PDS: Business Leaders in ABA |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: OBM/TBA; Domain: Translational |
CE Instructor: Megan Miller, Ph.D. |
Chair: Tangchen Li (The Ohio State University; DolFun Academy) |
MEGAN MILLER (#dobetter Pod) |
MARY SAWYER (Fit Learning Atlanta) |
DAVID BICARD (Great Leaps Learning Center) |
Abstract: The rapidly growing field of ABA offers a wide range of occupational opportunities for behavior analysts. One potential opportunity is operating a business that provides ABA services. In this panel discussion, three successful business owners who provide behavioral services will share their experiences and advice for starting and running a business that delivers ABA-based services. The three panelists are Dr. Mary Sawyer, Co-owner and Director of Fit Learning Atlanta and Founding Director of TEAM Coaching, LLC; Dr. Megan Miller, Co-Founder of Navigation Behavioral Consulting, former CEO of PEAK ABA Solutions, and Founder of the Do Better Professional Development Movement; and Dr. David Bicard, CEO of Great Leaps Learning Center. The three panelists will be address topics such as starting and maintaining a business, training and coaching staff, overcoming obstacles, and dealing with potential ethical issues. This is a 50 minutes Q&A panel discussion, in which you'll have the opportunity to ask any questions about the three different types of business in our ABA world. |
Instruction Level: Basic |
Target Audience: The target audience will be behavior analysts, undergraduates, and parents who want to know more about how to start and operating business that provides ABA services. |
Learning Objectives: N/A |
Keyword(s): ABA Business, Ethical Compliance, OBM, Staff Coaching |
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Verbal Behavior Development in the CABAS® Accelerated Independent Learner Model |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/EDC; Domain: Translational |
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University) |
CE Instructor: Jo Ann Pereira Delgado, Ph.D. |
Abstract: Several years of research in the Accelerated Independent Learner Model (AIL) have resulted in the identification of key verbal behavior development cusps that are critical for success in the inclusive educational setting. The first paper addresses Bidirectional Naming (BiN), or the joining of the listener and speaker across students in grades K-5 with and without disabilities. In the second paper, the authors outline different assessment procedures associated with best practice to determine the presence of observational learning. In the final paper, the authors present research on both the assessment and corresponding protocol to induce joint stimulus control across saying and writing. Collectively, the authors will address the importance of the establishment of theses cusps in the general education setting and how it relates to effective teaching practices and student outcomes. |
Instruction Level: Intermediate |
Keyword(s): BiDirectional Naming, Cusp, Observational Learning, Verbal Development |
Target Audience: Teachers and professionals |
Learning Objectives: Define observational learning, transformation of stimulus function across saying and writing and observational learning. Identify assessment procedures for observational learning, transformation of stimulus function across saying and writing and observational learning. Define verbal behavior development cusps that are optimal for inclusion settings. |
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Bidirectional Naming in the Accelerated Independent Learner Model |
(Applied Research) |
YIFEI SUN (Teachers College, Columbia University), Jo Ann Pereira Delgado (Teachers College, Columbia University) |
Abstract: Individuals with Disabilities Education Act (IDEA) required school districts to place students in the least restrictive environment for both academic and social purposes. Identification of a placement that balances students’ academic success and the development of social repertoires requires extensive information and collaboration among students, parents and school staff. Unlike performance behaviors that can be observed and evaluated directly, it is more challenging to predict students’ academic success in less restrictive or inclusion settings. Data from the strategic science of teaching coupled with the verbal behavior development research base suggest that the presence of Unidirectional Naming (UniN) or Bidirectional Naming (BiN) is associated with students’ success in inclusion settings. Researchers found that with BiN, students learn from instructional demonstration learn units (IDLUs) and acquire new academic skills at an accelerated rate, which closely resemble academic experiences in general education settings that rely extensively on teacher modeling. We assessed the presence or absence of BiN for 128 students with or without disabilities, who attended one of the 7 Accelerated Independent Learner (AIL) inclusion model or 2 special education CABAS® classrooms that ranged from grades Pre-K to 5. We conducted statistical analyses to examine the potential correlation among students’ ages, classroom settings, presence of UniN or BiN, and their academic gains during a school year. |
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Comparing Operant Acquisition and Procedural Efficacy for Three Observational Acquisition Assessments Across Kindergarten Students with and without Bidirectional Naming |
(Applied Research) |
GABRIELA PEDRERO-DAVILA (Morris School District), Jo Ann Pereira Delgado (Teachers College, Columbia University), Leanna Mellon (SUNY New Paltz), Esther Bakaev (Teachers College) |
Abstract: Greer, Singer-Dudek, and Gautreaux (2006) argued that observational learning is a vital capability for student success, especially in settings where there is large student to teacher ratio. The acquisition of observational learning is important in classrooms that use the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) education model and the Accelerated Independent Learner (AIL) education model because consistent with the research base, observational learning accelerates the student’s rate of learning. Students with observational learning no longer require direct instruction to alter performance behaviors, acquire new conditioned reinforcers and learn new operants. With numerous ways to conduct probes for observational learning it can be difficult to select the most appropriate method because students vary in age, rate of learning, and degrees of bidirectional naming. The current study compared 3 different probe measures for observational learning of new operants: (a) 5-trial probe (Singer-Dudek, Choi, & Lyons), (b) 40-trial probe (Delgado & Greer, 2018), and (c) peer mastery probe (Stolfi, 2005). All 3 probe measures were conducted with kindergarten students in a general education setting with and without bidirectional naming to investigate if there is a difference in outcomes across probe measures and if there is 1 probe procedure that is more efficient for kindergarten students. |
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Transformation of Stimulus Function Across Written and Vocal Spelling Responses as a Function of Multiple Exemplar Instruction in the Accelerated Independent Learner Setting |
(Applied Research) |
JI YOUNG KIM (Teachers College), Jo Ann Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: Students in the Accelerated Independent Learning (AIL) classroom benefit most when transformation of stimulus function (TSF) is present in their repertoire. A student has TSF once he/she acquires joint stimulus control and emits an untaught response to a stimulus that previously evoked only a single taught response. Past studies have demonstrated the effectiveness of the multiple exemplar instruction (MEI) procedure in bringing separate verbal operants under joint stimulus control. Thus, we tested the effectiveness of the MEI procedure on the induction of TSF across written and vocal spelling responses. We studied the effects of MEI across written and vocal spelling responses on the acquisition of untaught spelling responses using a delayed multiple probe design across 3 first-grade participants with and without disabilities. The experimenters selected students who demonstrated absence of joint stimulus control across written and vocal spelling responses based on the pre-intervention probes. The experimenters implemented MEI across written and vocal spelling topographies for grade level spelling words. Results demonstrated increases in untaught spelling responses following the mastery of one phase of the MEI intervention, indicating that MEI was effective in joining written and spoken spelling responses across all three participants. We will discuss these findings in relation to the verbal development theory and associated best teaching practices in the general education setting. |
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Assessment, Instruction, and Precision Teaching With the Morningside Model of Generative Instruction |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/OBM; Domain: Translational |
Chair: Andrew Robert Kieta (Morningside Academy) |
CE Instructor: Andrew Bulla, Ph.D. |
Abstract: The Morningside Model of Generative Instruction is based on five pillars: Assessment, Curriculum, Instruction, Precision Teaching, and Generative Responding. This symposium will focus on the development of assessment systems of different scales and how they inform instruction and Precision Teaching approaches. First, Austin Siebert will describe a one-year project to design a centralized, school-wide system that incorporates each level of Morningside Academy’s three-tiered assessment system to obtain better validity, improve the frequency and administration of progress monitoring assessments, and enhance teacher decision making. Second, Nicole Erickson will detail how a teacher, working within a homogeneously achievement grouped classroom, uses a package of instruction strategies, Precision Teaching practices, and further assessment, to continuously evaluate and refine the homogeneity. Lastly, Dr. Andrew Bulla will present a study focused on effective practices in instruction and Precision Teaching, specifically a comparison of free operant acquisition and frequency building procedures versus restricted operant procedures, such as discrete trial training (DTT). |
Instruction Level: Intermediate |
Keyword(s): Assessment, Instruction, Precision Teaching, Progress Monitoring |
Target Audience: Behavior Analysts, Teachers, Psychologists |
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Designing a Centralized Progress Monitoring System to Increase Effective Teacher Decision Making |
(Service Delivery) |
AUSTIN SEABERT (Morningside Academy), Andrew Robert Kieta (Morningside Academy), Julian Gire (Morningside Academy) |
Abstract: The Morningside Model of Generative Instruction features a three-tiered assessment system. At the Micro level, Morningside teachers use Precision Teaching to collect daily measurements on several academic pinpoints. The Meta level consists of placement tests and progress monitoring tests to validate data at the Micro level, diagnose potential obstacles to desired growth, and predict performance on end of the year tests. Those end-of-the-year assessments make up the Macro level, where standardized, norm-referenced tests are used to evaluate student growth across an entire school year. Implementing this robust system is not without difficulty. Doing so requires timely assessment administration, clear communication of results to all relevant individuals, and most importantly, effective instructional decision making based on assessment data. This has proven particularly challenging at the Meta level, prompting a one year revision project. This presentation will describe a process improvement methodology involved with the creation of a new system, including: Defining the assessment problem, outlining features and capabilities of an ideal assessment system, identifying resource limitations, system design, testing and rollout, and feedback. Data will be presented that show how and why redesign decisions were made as well as their effect in improving MMGI’s assessment system. |
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Differentiating Instruction Within Homogeneous Achievement Groups: A Year in the Life of a Morningside Teacher |
(Service Delivery) |
NICOLE ERICKSON (Morningside Academy) |
Abstract: One of the five pillars of the Morningside Model of Generative Instruction is homogeneous achievement grouping, wherein students with similar academic repertoires are placed together to foster the most effective instruction. While students complete a wide range of macro assessments – standardized, norm-referenced achievement tests – those assessments are designed to show growth over the course of year, not for use in homogeneous achievement grouping. Instead, results from a battery of curriculum placement tests are used to create the most homogeneous instructional groups. However, while students are placed homogeneously according to their overall average strengths and weaknesses, they do not show up in the classroom as homogeneous in each specific area of strength and weakness related to curricula. Within a given classroom, several areas of variance are evident, such as specific learning and organizational skills. As effective instructional practices turn student weaknesses into strengths, the teacher must continuously reassess and regroup students to maintain homogeneity. The never-ending job of the classroom teacher is to analyze multiple levels of assessment data to accommodate the different types of deficits that learners present with, and to effectively differentiate instruction and practice opportunities to an ever-changing diverse set of homogeneous learners. Data will be presented that demonstrate how this differentiation is done to produce successful learner outcomes. |
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Comparing the Effects of Restricted Operant and Free Operant Teaching Paradigms on Students’ Learning Pictures |
(Applied Research) |
ANDREW BULLA (Georgia Southern University - Armstrong ), Jennifer Wertalik (Georgia Southern University - Armstrong), Thea Schmidt (Georgia Southern University - Armstrong) |
Abstract: In applied behavior analysis, two training techniques for learning new material include frequency building and discrete trial training (DTT). Frequency building is a free operant teaching paradigm where instruction moves at the pace of the learner under a timed condition in order to build the frequency of correct responses. DTT is a restricted operant paradigm where the frequency of responding is under the control of the instructor, with a distinct start and end to each trial to build the number of correct responses. Despite to effectiveness of both procedures, few studies have compared the two techniques and assessed the effects on the learning patterns produced. The current study extends the research to typically developing college students to directly compare frequency building and DTT. Numerals 0-10 in unknown foreign languages (i.e., Mandarin, Arabic, and Hindi) were taught to participants using both procedures. The number of practice trials and frequency of reinforcement were controlled for throughout. Learning pictures for both teaching techniques will be shared, as well as generativity probes for numerals 11-20. |
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SUSTAINABILITY: Growing the Behavioral Biome: Putting a Strategic Plan into Action |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Domain: Translational |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Abstract: The first presentation will give an integrated analysis of behavioral science research on climate change and greenhouse gas emissions. The second presentation will provide an overview of the research programs, organizations providing funding, and community interventions that have been compiled by the Coalition of Behavioral Science Organizations Climate Change Task Force. The third presentation will provide an overview of the resources required to accomplish the goals of the task force and how to expand the efforts. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify types of research that have the potential to advance policy action related to climate change; (2) navigate the resources that have been created by the task force; (3) identify effective methods for recruiting and coordinating volunteer participation. |
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Identifying the Need for Expansion of Behavioral Research on Climate Change |
(Theory) |
ANTHONY BIGLAN (Oregon Research Institute) |
Abstract: This paper will present a thorough and integrated analysis of existing behavioral science research on climate change and greenhouse gas emissions. It will begin by contrasting the amount of money being invested in physical science research relevant to climate change with the much smaller amount being invested in behavioral science research, despite the fact that addressing the problem is almost entirely a matter of changing human behavior. This discrepancy in funding that supports behavioral science research translates to a gap in policy solutions based in behavioral science. Additionally, we will provide a review of the extent to which research is identifying effective and scalable strategies for affecting climate-relevant policy and behavior. We will then describe the kind of experimental research that is most likely to result in scalable change. Finally, we will present a strategic plan for greatly increasing funding for large-interdisciplinary programs of experimental analysis of strategies for affecting climate-relevant policy and behavior. |
Anthony Biglan, Ph.D., is a Senior Scientist at Oregon Research Institute. He is the author of The Nurture Effect: How the Science of Human Behavior Can Improve our Lives and Our World.
Dr. Biglan has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure.
In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He and colleagues at the Center for Advanced Study in the Behavioral Sciences published a book summarizing the epidemiology, cost, etiology, prevention, and treatment of youth with multiple problems (Biglan et al., 2004). He is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. As a member of Oregon’s Alcohol and Drug Policy Commission, he is helping to develop a strategic plan for implementing comprehensive evidence-based interventions throughout Oregon. |
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We’re All in This Together: The Road to Research Collaboration, Funding, and Community Interventions |
(Theory) |
HOLLY SENIUK (Behavior Analyst Certification Board) |
Abstract: Since 2018, the Coalition of Behavioral Science Organizations Climate Change Task Force (BSC-CCTF) has been reviewing the behavioral research on climate change, as described in the previous paper. In addition to reviewing the literature the task force is working to create resources that will aid in pushing the needle forward on behavior science research related to greenhouse gas emissions and policy change. Through a network of volunteers, the task force’s committees have assembled an evolving collection of research institutions, funding sources, and examples of community interventions addressing the development of policies and strategies to reduce carbon emissions. The goal of these collections is to establish a database that will help propel the work of the task force forward by identifying potential funding sources, collaborators, and community intervention models that could benefit from experimental evaluation. This paper will provide audience members with a roadmap of the work thus far and an overview of the research programs, foundations/institutions providing funding, and the community level interventions that have been compiled in this process. |
 Holly Seniuk, Ph.D., BCBA-D, LBA is the Ethics Disciplinary Manager at the Behavior Analyst Certification Board. Dr. Seniuk graduated with her doctorate from the University of Nevada, Reno in 2013 under the mentorship of Dr. Larry Williams and has been a Board Certified Behavior Analyst since 2010. Dr. Seniuk has previously worked as an Assistant Professor at the University of New Brunswick, Fredericton where she developed an undergraduate level behavior analysis program and as the Project Coordinator for the Nevada PBIS Technical Assistance Center, working on the Facility-Wide PBIS Project providing behavioral systems support to residential juvenile corrections and youth mental health facilities as well as youth parole. She has over 13 years of experience working in a variety of clinical settings including early intervention, schools, mental health, and intellectual disabilities. Dr. Seniuk has served on numerous boards and committees including the Nevada Association for Behavior Analysis, Atlantic Provinces Association for Behavior Analysis, Behaviorists for Social Responsibility, and the Coalition of Behavioral Science Organizations Climate Change Task Force. |
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Building a Network: What It Takes to Make It Happen |
(Theory) |
ANDREW BONNER (University of Florida ) |
Abstract: One of the greatest challenges in moving forward the work on behavioral science research on climate change and related community interventions and policy involves coordinating efforts in an efficient and systematic way without losing momentum. This presentation will provide an overview of the resources and effort required to accomplish the goals of the task force by sharing the model that has been developed and implemented. This includes recruitment of volunteers to support research endeavors, as well as, committee work related to the development of searchable databases for research institutions, funding agencies, and community interventions that aim to address issues related to greenhouse gas emissions. The BSC-CCTF has made significant progress in the last two years that would not be possible without the collective effort of many. We will share the process for recruiting, training, and retaining volunteers. Finally, next steps for expanding and scaling up this work will be explored |
 Andrew is a doctoral student in behavior analysis at the University of Florida. He is also a member of the Behavior Sciences Coalition Climate Change Task Force. His primary research interests are in the areas of developing community interventions to reduce greenhouse gas emission. To that end, he evaluates the determinants for pro-environmental behavior at the individual level, develops interventions, and then evaluates their effects always with an eye toward scalability and widespread adoption. |
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Advances in Behavioral Economics of Food Choice Among Humans and Non-Humans |
Sunday, May 24, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 1/2 |
Area: EAB/CBM; Domain: Translational |
Chair: Yaeeun Lee (Idaho State University) |
Discussant: Suzanne H. Mitchell (Oregon Health & Science University) |
Abstract: Behavioral economics is a field that integrates economic principles with behavioral concepts and provides greater understanding of complex phenomenon like obesity and eating disorders. Two procedures used in behavioral economics, delay discounting and demand, have been used to characterize how valued an outcome is in terms of its availability with particular patterns being conceptualized as markers of problematic behavior. This symposium will present new data on the demand and delay discounting of food choices across rats and human subjects. The speakers will present on effects of diet in influencing delay discounting in both rats and humans, how food cue exposure can influence demand and discounting of food outcomes, limitations of current behavioral economic tasks in measure food choice, and effects of a mindful eating training on food choice among a food insecure population. These results highlight the role of behavioral economics in our understanding of eating behavior and the use of mindful eating as a potential form of intervention for aberrant eating patterns. |
Instruction Level: Intermediate |
Keyword(s): Demand, discounting, food choice, mindful eating |
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Assessing Demand, Discounting, and Reinforcing Efficacy of Food |
(Basic Research) |
RACHEL NICOLE SOBOL FOSTER (University of Kansas, Applied Behavioral Economics Laboratory), Derek D. Reed (University of Kansas) |
Abstract: Recent research suggests the behavioral economics of food consumption parallels behavioral patterns of other addictive commodities. Understanding these behavioral economic principles underlying the relative reinforcing efficacy of food – namely, delay discounting and operant demand – may improve clinical applications for treating obesity or eating disorders. Toward this end, we recruited participants from Amazon Mechanical Turk (N = 172) to complete a purchase task for a highly preferred sandwich, along with two separate purchase tasks for their preferred high-calorie and low-calorie snacks. Additionally, they completed the 27-item Monetary Choice Questionnaire and the Food Choice Questionnaire, assessing delay discounting for money and food, respectively, as well as clinical scales related to food reward sensitivity. Results indicate demand for high-calorie and low-calorie snacks does not significantly differ (p < 0.01). Additionally, delay discounting and demand for food were neither significantly correlated to BMI nor clinical scale outcomes, despite strong relations between clinical scale outcomes and BMI (p < 0.01), and significant relations between both discounting tasks (p < 0.01). This research suggests that perhaps there are limitations in which food demand is currently assessed within the field of BE; this project informs future implications for research that assesses food within a reinforcement pathology framework. |
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Effects of Food Paired Cues on Conditioned Salivation and Food Reinforcer Efficacy |
(Basic Research) |
Ethan Hemmelman (Idaho State University ), Bailey Perschon (Idaho State University), Erin B. Rasmussen (Idaho State University), Morgan Musquez (Idaho State University), SIERRA BACA-ZEFF (Idaho State University) |
Abstract: Food cues, stimuli that have been paired with food as unconditioned stimuli, can come to elicit conditioned physiological responses, such as salivation. The purpose of the present study was to determine the extent to which food cues can condition salivation, as measured through swallowing responses, and the extent to which conditioned food cues affect the efficacy of food as a reinforcer, as measured through behavioral economic procedures of delay discounting and demand. Forty-four participants underwent acquisition and extinction of classically conditioned salivation responses. Results to date demonstrate that all participants acquired a conditioned salivation response to the food cues. Food cues did not alter the efficacy of food as a reinforcer by way to delay discounting or demand elasticity. These results demonstrate that the presentation of visual paired food cues can elicit conditioned physiological responses, but may not serve as establishing operations for food reinforcer efficacy. |
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Parallel Procedures of Impulsive Choice: Effects of a High-Fat Diet in Humans and Rats |
(Basic Research) |
TRAVIS RAY SMITH (Kansas State University), Catherine Steele (Kansas State University), MacKenzie Gwinner (Kansas State University), Kimberly Kirkpatrick (Kansas State University) |
Abstract: The relationship between a high-fat diet and performance in an impulsive choice procedure was assessed in rats and humans. The impulsive choice procedure presented a smaller-sooner (SS, impulsive) option and a larger-later (LL, self-controlled) option that varied the reinforcer amount-delay values. Preference for the LL option represented the optimal strategy to maximize reinforcer amount. Rats and humans were exposed to parallel procedures where they experienced the delay (sec) and amount (pellets for rats, M&M candies for humans) outcomes of their choices. Diet was assessed in rats experimentally by maintaining rats on a high-fat diet or a low-fat control diet. Diet was assessed in humans through self-reports of dietary choices (ASA24 dietary assessment) coupled with measuring percent body fat (PBF). Rats that were experimentally exposed to diets high in saturated fats were more likely to make impulsive choices. Humans with high PBF that reported eating high-fat foods were more sensitive to changes in delay to reinforcement. These data highlight differences and broad similarities in diet and impulsive choice between humans and rodents. Research relating rats and humans is important to strengthen the validity of animal models. Animal models permit experimental control over important variables that allow for causal inference. |
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Effects of Mindful Eating Training on Delay and Probability Discounting Among Food Insecure Women |
(Applied Research) |
LUIS RODRIGUEZ (Idaho State University), Erin B. Rasmussen (Idaho State University), Shelby Pemberton (Idaho State University), Maria Wong (Idaho State University), Dante Kyne-Rucker (Idaho State University), Katie S. Martin (Food Share) |
Abstract: Food insecurity, or inconsistent access to foods that meet nutritional needs, has been linked to both steeper delay discounting (DD) for money and food outcomes. Mindful Eating Training (MET) teaches individuals to tact public and private stimuli associated with the experiences of eating and has been shown to reduce discounting among adolescents and adults. The purpose of the present study was to examine effects of MET on DD and probability discounting (PD) among food-insecure women. One-hundred and twenty women with food insecure status were recruited from a community sample and completed baseline discounting tasks for food and money. Then, they were randomly assigned to MET, DVD, or control conditions followed by completion of post- and 1-week follow-up food and money DD and PD tasks. Results revealed that mindful eating significantly affected food PD with higher PD values observed at follow-up compared to baseline. Mindful eating, however, did not affect food and money DD and money PD across baseline, post-test, and follow-up. These results suggest that mindful eating may affect risk aversion instead of delay discounting in food insecure women. |
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The Diversity of Applied Behavior Analysis in Practical Settings |
Sunday, May 24, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/DEV; Domain: Translational |
Chair: Katrina J. Phillips (University of Auckland) |
Discussant: Zoe Lucock (Bangor University) |
CE Instructor: Katrina J. Phillips, Ph.D. |
Abstract: This symposium will present a variety of applied behavioural analytic assessment and intervention strategies for practitioners and educators. Students and staff at the University of Auckland, New Zealand and Bangor University, Wales work across a range of diverse settings including residential care for people with dementia, residential rehabilitation for people with acquired brain injuries and developmental disabilities, and in graduate teaching programs. The aim of this symposium is to showcase the diversity of applied behavior analysis in practical settings. |
Instruction Level: Intermediate |
Keyword(s): dementia, Diverse applicaitons, TBI |
Target Audience: We are wanting to inspire BCBAs who are already qualified to work with populations outside of Autism. We are also wanting to provide tools for BCBAs who are training the next generation to ensure that the students of today are trained using behaviour analytic techniques, so they come out with all the skills needed to be well rounded practitioners. |
Learning Objectives: - identify how ABA intervention and methods can be used for Traumatic brain injury - identify how ABA intervention and methods can be used for dementia - identify how ABA intervention and methods can be used to train students and supervisees. |
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Using a Check-In Procedure to Increase Engagement With a Range of Populations: Adults With Dementia, Acquired Brain Injuries, Intellectual Disabilities |
(Applied Research) |
ANGELA ARNOLD-SARITEPE (University of Auckland), Katrina J. Phillips (University of Auckland), Ebonee Hodder (ABI), Eve Mulder (The University of Auckland), Sarah Leadley (University of Auckland), Javier Virues Ortega (The University of Auckland), Rhian Collings (The University of Auckland) |
Abstract: Engagement in leisure activities is considered an important contributing factor to a person’s quality of life. Many adults with disease, injury and disability show a low level of engagement in leisure activities. There exists a limited amount of research regarding interventions that specifically target increased engagement in leisure activities. Caregivers are often busy with the day to day tasks of caring and require a straightforward intervention that is not time consuming to improve the quality of life of their clients. The check-in procedure has previously shown success with increasing engagement in adults with dementia. We were able to replicate and generalize these findings. This collection of studies applied the check-in procedure with adults with dementia, acquired brain injury and developmental disabilities. Results showed increased levels of engagement for all participants, suggesting that the check-in procedure is an effective intervention for multiple populations. As a further extension we trained staff of a day programme for adults with intellectual disabilities to implement the check in procedure across all clients. Results of this study were mixed as some staff resisted implementing the procedure. |
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Improving Academic Teaching: Interteach and Equivalence-Based Instruction |
(Applied Research) |
KATRINA J. PHILLIPS (University of Auckland), Queenie Leung (The University of Auckland), Jacqueline Munro (Explore ), Angela Arnold-Saritepe (University of Auckland), Sarah Leadley (University of Auckland), Javier Virues Ortega (The University of Auckland) |
Abstract: Learning is viewed by behavioural psychologists as an addition of new behaviour. From this perspective the traditional format for university courses in both assessment and teaching provides weak contingencies for the facilitation of learning and places students in a passive as opposed to active role. Interteach and equivalence-based instruction (EBI) are alternative methods of teaching that have been shown to result in greater marks in quiz scores, assignment and exam grades, and retention tests when compared to traditional lecture styles. Research was conducted on Postgraduate students of the Applied Behavioural Analysis Programme at the University of Auckland. Comparisons were made between interteach lectures and traditional lectures or traditional lectures with a choral response element. Active and passive on task and off task behaviour was measured, along with self-reported student satisfaction and preparation time. In addition, EBI was compared with traditional lectures. Learning and student preference was assessed in addition to generalisation of concepts. This presentation will demonstrate the use of Interteach and EBI and provide a summary of the background research, methods used, and results. |
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CANCELED: Evaluating How Staff in Dementia Care Homes Spend Their Time Using Behavioral Measures |
(Service Delivery) |
CHOO YING LAU (Bangor University), Rebecca A Sharp (Bangor University) |
Abstract: Previous research has shown that short–staffing, competing contingencies, and a lack of skills training for staff can be a barrier to quality care for people with dementia. We evaluated the proportion of time care home staff in a residential care home spent on various activities, including interactions with residents and custodial activities. We collected continuous data on the amount of time staff spent on operationally-defined categories of work behavior for a 7-day week (24 hours per day). We found that staff spent most of their time engaging in unit-related activities such as washing dishes and doing laundry, followed by delivering personal care, and spending time engaging with residents. We found no differences in the distribution of staff behavior on weekdays and weekends. We offer suggestions on how the findings could be used to develop interventions such as training for staff regarding how best to allocate their time, and to convince management to alter contingencies to support staff to spend more time engaging with clients, and less time involved in custodial activities such as cleaning. |
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Self-Reflection and Evaluation of Task-List Competencies and Critical Soft-Skills for Trainees Pursuing Their BACB Qualifications |
(Service Delivery) |
SVETLANA DALY (University of Auckland), Katrina J. Phillips (University of Auckland), Angela Arnold-Saritepe (University of Auckland) |
Abstract: The Applied Behavior Analysis programme within the University of Auckland provides independent fieldwork supervision to trainees pursuing certification as behavior analysts. As part of their course the trainees are required to complete their 1500 hours across two placements within a calendar year. During 2019, we wanted to support the development of the required skills (BACB Task list 4) as well as the development of the critical soft skills, that would support the trainees in becoming more compassionate and more effective clinicians upon graduation. A list of critical softs skills was developed that the programme staff agreed to be relevant to support the trainees in their interactions with stakeholders. The trainees were asked to self- evaluate their competence for each task at the start of their supervised fieldwork experience and during each quarterly review. The trainees’ supervisors were also asked to evaluate the trainees soft skills and the results were compared and discussed during their progress review meetings. This process allowed the students and their supervisors to identify skills that needed specific skills based training at the start of, and throughout, their supervised field work experience. A social validity questionnaire was given to the trainees at the end of their supervised fieldwork experience. Future directions will look at developing these processes further and aligning them with the supervision guidelines that are emerging in the literature. |
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Advances in Increasing Verbal Behavior Across Children With and Without Developmental Disabilities |
Sunday, May 24, 2020 |
4:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VRB/DEV; Domain: Translational |
Chair: Natalia Baires (Southern Illinois University) |
Discussant: Ruth Rehfeldt (Southern Illinois University) |
CE Instructor: Ruth Rehfeldt, M.S. |
Abstract: Much research has been conducted on increasing verbal behavior of individuals with and without developmental disabilities; however, there remains several unaddressed empirical questions. For instance, there is a paucity of literature on pre-requisite skills needed to increase the effectiveness of procedures, the efficacy of automatic reinforcement to increase infant vocalizations, if pairing procedures can increase textual behavior, and whether particular procedures are more effective to increase intraverbals. The current symposium will attempt to narrow these gaps in research. The first presentation will discuss findings on which skills may enhance the effectiveness of a Stimulus Pairing Observation Procedure in children with Autism Spectrum Disorder (ASD). Following, the second presentation will present results on the effects of a Stimulus-Stimulus Pairing procedure on the rate of vocalizations of a typically developing infant. Next, the third presentation will review outcomes of a word-picture pairing procedure to produce emergent textual behavior in children with reading deficits. Finally, the fourth presentation will discuss the effects of an echoic prompt plus error correction procedure and a Differential Observing Response procedure on the acquisition of convergent intraverbals in children with ASD. A discussion highlighting and integrating the aforementioned presentations will then be conducted by Dr. Ruth Anne Rehfeldt. |
Instruction Level: Intermediate |
Keyword(s): infant vocalizations, intraverbals, SPOP, textual behavior |
Target Audience: Behavior analysts |
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An Evaluation of Two Verbal Behavior Teaching Procedures on Teaching Convergent Intraverbals to Children With Autism |
(Applied Research) |
ANGELICA A. AGUIRRE (Minnesota State University, Mankato), Lauren Martone (Minnesota State University, Mankato), Greta Kos (Minnesota State University, Mankato), Melissa Schneider (Minnesota State University, Mankato), Breanna Perron (Minnesota State University, Mankato) |
Abstract: Answering social questions (i.e., intraverbals) is a skill that is commonly taught to children with autism spectrum disorder (ASD) because it is a common deficit in this population (Aguirre et al., 2019). Some intraverbals have multiple components that an individual must attend to in order to give an appropriate response. Some children with ASD commonly do not recognize these multiple components in order to emit a correct intraverbal response and may give the same answer from previous intraverbals learned (Aguirre et al., 2019). An echoic prompt plus error correction is a typical procedure for teaching children with ASD to emit appropriate answers to these complex intraverbals. Another teaching procedure that has been used is called the differential observing response (DOR), in which the child must repeat certain parts of the intraverbal question before giving an answer (Kisamore, Karsten, & Mann, 2016). There is currently limited literature on which of these procedures are more effective. The purpose of the current study was to examine the effects of the echoic prompt plus error correction procedure and a DOR procedure on the acquisition of convergent intraverbals with three children with autism. An adaptive alternating-treatment design was used to determine the acquisition of two sets of intraverbal questions with each participant. Results and implications will be discussed. |
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Effects of the Stimulus-Stimulus Pairing Procedure on the Rate of Vocalizations of an Infant |
(Applied Research) |
SEBASTIAN GARCIA-ZAMBRANO (Southern Illinois University), Kwadwo O. Britwum (Southern Illinois University), Michelle Britwum (Morningstar Behavioral Associates), Ruth Rehfeldt (Southern Illinois University) |
Abstract: The development of vocal verbal behavior begins with the emission of vowel sounds and babbling, which are influenced by the contingent and non-contingent speech sounds of caregivers. Automatic reinforcement seems to have an important role in increasing the babbling rate in the first months of life; however, there are a limited number of studies that evaluate this phenomenon. The purpose of this study is to evaluate the effects of the stimulus-stimulus pairing (SSP) procedure on the rate of vocalizations in a three-month-old typically developed infant. A multiple baseline across behaviors design was used. During baseline, the participant was placed in her play area with toys and occasional non-contingent auditory interactions from the mother for 5 minutes (Miliotis et al., 2012). During the SSP condition, the mother repeated the target sound (S +) for approximately 2s paired with the simultaneous presentation of varied preferred stimuli. The rate of pairings was 10 pairings per minute. The subsequent trial was delayed by 20-s when the participant emitted target sounds (S +) during the modeling and delivery of preferred stimuli during pairing. Finally, during post-pairing, the participant was returned to the play area and all vocalizations made by the participant were recorded. |
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Evaluation of a Skills Assessment for the Stimulus Pairing Observation Procedure |
(Applied Research) |
Rocio Rosales (University of Massachusetts Lowell), KRISTINE TRAPANI (University of Massachusetts Lowell; PrideStar Center for Applied Learning), Emily Bergman (University of Massachusetts Lowell) |
Abstract: The purpose of the present study was to assess skills that may enhance the effectiveness of a stimulus pairing observation procedure (SPOP) for children with autism spectrum disorder (ASD). SPOP incorporates observational learning to teach stimulus relations via contiguous presentation of stimuli. Previous studies that have examined the use of SPOP with children with ASD have reported mixed results (Byrne et al., 2014; Rosales et al., 2012; Vallinger-Brown & Rosales, 2014). In this study, we first conducted a brief skills assessment of the following: identity matching, imitation, auditory discrimination, visual discrimination, echoic, and tacting. Following the skills assessment, participants were exposed to SPOP across three stimulus sets using a multiple baseline design. Subsequent probes for tact and listener responding were then conducted. The results of the assessment and corresponding performance on tact and listener probes will be reviewed. Discussion will be focused on the implications of these results for practitioners. |
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Can a Word-Picture Pairing With Orientation Response Generate Emergent Reading? |
(Applied Research) |
GIOVAN WILLIAN RIBEIRO (Universidade Federal de São Carlos), Letícia Regina Fava Menzori (Universidade Federal de São Carlos), Hindira Naomi Kawasaki (Universidade Federal de São Carlos), Deisy De Souza (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos), Micah Amd (National University of Ireland Maynooth) |
Abstract: Textual behavior requires learning relations between dictated and printed words. Teaching printed words and pictures relations to individuals that already relates dictated words and pictures can establish equivalence classes that characterize reading with comprehension. We verified whether word-picture pairings produce emergent textual behavior (reading). Participants were three children (6-7 years) with reading deficits. Stimuli were printed words and their corresponding pictures, divided in three sets of three pairs. Pairing trials started with the presentation of a fixation cross in one corner of the screen. Clicking on the cross produced the presentation of a word followed by its corresponding picture. Three sessions were conducted for each stimulus set, and each word-picture pair was presented 12 times per session. Multiple probes evaluated the reading of all nine target words before and after teaching each set. Within sessions, pre- and post-tests assessed the reading of the three words. The probes showed emergence of reading after each set. Post-tests revealed an increase in reading within sessions. Participants did not read non-target words used only in probes. This study replicated, with a more rigorous experimental control, previous findings of our laboratory. We will discuss implications of these results for establishing reading with larger stimulus sets. |
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Short Term Parent Training Programs for Families Impacted by Autism: Community Based Practice |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/CSS; Domain: Translational |
Chair: Amy Kenzer (Southwest Autism Research & Resource Center) |
CE Instructor: Amy Kenzer, Ph.D. |
Abstract: Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors [American Psychiatric Association (APA) 2013], and rates of ASD have risen exponentially in recent years currently impacting approximately 1 out of 59 children in the United States [Centers for Disease Control (CDC) 2018]. Several behavior analytic interventions have been established as effective with a focus on early delivery and high intensity for ameliorating symptoms of ASD and increasing meaningful skills. Even with this growth in practice, there remains inadequate access to services for families across the country. This symposium will include three presentations focused on development and implementation of parent training models to address: 1) lag between diagnosis and start of intervention, 2) service options for families living in remote and rural areas and/or with school-age children, and 3) evaluating the effect of naturalistic parent-mediated interventions. Together, results indicate that 1) parents were successful at implementing naturalistic interventions, 2) interventions met parent expectations, 3) parents reported positive response to intervention and format, and 4) children demonstrated positive gains during parent participation in the programs. Results from these models continue to inform research and community-based practice to address the needs of the community. |
Instruction Level: Basic |
Keyword(s): increasing access, parent training, PRT, training models |
Target Audience: Behavior Analysts |
Learning Objectives: Describe Pivotal Response Treatment strategies taught to parents to target child motivation. Describe different training formats and components to address parent outcomes. Describe measurement used to capture parent acquisition of intervention, self-efficacy, and response to intervention format and coaching. |
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Parent Training in Pivotal Response Treatment to Support Parent and Child After Receiving an Autism Diagnosis |
(Service Delivery) |
BRITTANI NICHOLE HARRIS (Southwest Autism Research and Resource Center ), Beatriz Orr (Four Corners Association for Behavior Analysis; Southwest Autism Research and Resource Center ), Alexis N. Boglio (Southwest Autism Research and Resource Center) |
Abstract: Parents who receive a diagnosis of autism spectrum disorder (ASD) can experience difficulties in accessing services for their child which may lead to a delay in treatment (Coolican, Smith, & Bryson, 2010). Participation in a brief parent training program in Pivotal Response Treatment (PRT) can be an immediate, cost-effective solution for families waiting for comprehensive treatment or with limited access to resources (Coolican et al., 2010). In this current study, a six-week program was developed to provide psychoeducation and parent-mediated intervention (PMI) for the core symptoms for parents with young children who were recently diagnosed with ASD or classified as at-risk. Parents participated in psychoeducation sessions using a web-based format and completed clinic-based coaching sessions focused on PMI. Participants in this study include 66 parent-child dyads, and positive effects in parent knowledge, parent implementation, and child language were observed. Parent participants showed increases in their knowledge scores with an average increase of 37% and in their implementation of PRT techniques with an average increase of 27%. Results for this study are promising and consistent with previous research, demonstrating that participation in brief parent training programs can effectively increase parent knowledge and fidelity of implementation of PRT to support their child after receiving an autism diagnosis. |
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Increasing Access to Services for Families Living in Remote and Rural Communities Through Parent-Mediated Intervention |
(Applied Research) |
Alexis Boglio (Southwest Autism Research and Resource Center ), Sienna VanGelder (Southwest Autism Research and Resource Center ), HALEY ROSE (Southwest Autism Research and Resource Center) |
Abstract: Parent-mediated interventions can lead to significant gains in social, communicative, and adaptive skills for children with autism spectrum disorder (Meadan et al., 2009). Although there is consensus about the benefits of evidence-based parent-delivered intervention, many barriers exist for families seeking training on effective teaching practices. Geographical distance from treatment centers and the high cost of high-quality services are two variables that often contribute to inequity in behavior analytic treatment. The current investigation sought to examine the impact of a short-term intensive parent training program on parent fidelity of implementation of Pivotal Response Treatment (PRT) and child communication. Twenty-four families living in remote or rural communities in Arizona participated in 25 hours of in-vivo parent coaching through a grant-funded, clinic-based program. Across all participants, the average fidelity score increased from 30% at baseline to 82% post-training and child responsivity increased from 22% to 67%. Additionally, families rated the program favorably and reported comfort using the strategies in their home environment. Results indicate that the one-week intensive program may offer a solution in addressing ongoing disparities in autism treatment. |
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A Brief Parent Training Program for Parents of School-Aged Students |
(Applied Research) |
MEGAN MANN (Southwest Autism Research and Resource Center ), Sienna VanGelder (Southwest Autism Research and Resource Center ), Alexis N. Boglio (Southwest Autism Research and Resource Center) |
Abstract: Brief parent education programs for parents of young children has shown to be effective at increasing parent use of teaching strategies and having positive effects on child social communication skills (Vismara, Colombi, Rogers, 2009). However, few studies have examined the impact of parent-education models for parents with school-aged children. In this study we utilized the same format (Rogers et al., 2012) and evaluated the impact on parent delivery of Pivotal Response Treatment (PRT) with school-aged children. This study reviewed the outcome data of the first four parent-child dyads to participate in the pilot and suggests that parents of school-age children may benefit from a short-term low-intensity model similarly to parents of young children. Following participation all participants agreed that they felt comfortable implementing the motivational procedures of pivotal response treatment. In addition, all parent-child dyads demonstrated gains in verbal responsivity and achieved an acceptable level of fidelity. Results suggested a 12-week education model can be an effective modality to increase fidelity of implementation of pivotal response treatment for caregivers of school-aged children. |
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ABA Billing Code Utilization for Comprehensive Assessments and Effective Supervision in an Early Intervention Clinic |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT/VRB; Domain: Translational |
Chair: Laura-Katherine K Barker (The University of Southern Mississippi ) |
Discussant: Christopher M. Furlow (Canopy Children's Solutions ) |
CE Instructor: Christopher M. Furlow, Ph.D. |
Abstract: Behavior Analysts face numerous challenges with respect to managing time in an effective and efficient manner. Some of the greatest challenges are faced when considering conducting assessments within the time constraints of insurance companies and providing training and ongoing supervision to Registered Behavior Technicians (RBTs). In this symposium, data will be presented on an evaluation of indirect and direct assessment methods designed to increase the time efficiency of conducting comprehensive assessments. In addition, data will be presented on an evaluation of training methods designed to increase the time efficiency of training staff and ensuring effective ongoing supervision in clinical settings. |
Instruction Level: Basic |
Keyword(s): Autism, Language Assessment, Staff Training, Supervision |
Target Audience: BCBAs and BCBA-Ds who provide direct supervision to RBTs and trainees |
Learning Objectives: 1. Participants will define and describe indirect and direct assessment methods that may be used to conduct comprehensive language assessments 2. Participants will define and describe behavioral skills training (BST) with in-situ feedback. 3. Participants will describe clinical applications of BST for staff training and ongoing supervision |
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An Initial Evaluation of an Assessment Method for the PEAK Relational System Direct Training Module |
(Applied Research) |
LANA WARREN (Canopy Children's Solutions), Robyn Brewer (Canopy Children's Solutions), Mark Garrett Yeager (Canopy Children's Solutions), Laura-Katherine K Barker (Canopy Children's Solutions ) |
Abstract: When considering the best available treatment, it is crucial that assessments yield valid and reliable measures to produce effective treatment options. Currently, this research is limited, giving behavior analysis a platform to evaluate the psychometric properties and content validity of assessment tools used across settings. One major issue that practicing behavior analysts face is conducting the most comprehensive assessment within the time constraints put in place by insurance companies. Utilizing a method of assessment that includes indirect and direct descriptive methods and experimental manipulations could aid in cutting down assessment time, especially if those methods have known correspondence with each other. The purpose of the present study was to assess the components of the Promoting the Emergence of Advanced Knowledge Relational Training System: Direct Training Module (PEAK-DT) for children with autism. More specifically, this study evaluated the correspondence between the PEAK indirect assessment (PEAK-IA) and PEAK preassessment (PEAK-PA) for the Direct Training Module. Comparisons were also made to determine which method offers the best predictive validity of actual performance on the PEAK-DT module. Results indicate that PEAK-IA completed by parents and PEAK-PA share moderate correspondence, with the PEAK-PA offering the strongest predictive validity of direct testing outcomes. Implications for behavior-analytic practice, as well as directions for future research, are discussed. |
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Clinical Applications of a Staff Training and Supervision Model to Newly Hired Registered Behavior Technicians |
(Service Delivery) |
MADELINE POTTER (Canopy Children's Solutions), Laura-Katherine K Barker (Canopy Children's Solutions), Robyn Brewer (Canopy Children's Solutions), Breanna Newborne (Canopy Children's Solutions), Mary Nicole Thomason (Canopy Children's Solutions) |
Abstract: Competency training and ongoing supervision of Registered Behavior Technicians (RBTs) can present numerous challenges for practicing behavior analysts. Efficient and effective training methods offer valuable tools that could offset the numerous time and monetary demands placed on clinicians. As such, the utilization of the Adaptive Behavior Treatment with Protocol Modification billing code (i.e., CPT code 97155) which can include simultaneous direction of an RBT may be beneficial to clinicians seeking to provide ongoing training and supervision to their staff while continuing to make meaningful changes to a client's programming. This study serves as a clinical application of the findings of Barker et al., 2019 to a sample of newly-hired RBTs who received behavioral skills training (BST) and ongoing supervision for 5% of the hours spent providing behavior-analytic services per month as required by the BACB. Results indicated that in-situ feedback during initial training and during Adaptive Behavior Treatment with Protocol Modification sessions was the only training method that resulted in significant acquisition of mastery-level skills that also maintained after the trainee received their RBT designation |
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SUSTAINABILITY: Coordinating Interdisciplinary Sustainability Research: What We’ve Learned About Community Intervention Research |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Domain: Translational |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Panelists: ANTHONY BIGLAN (Oregon Research Institute), LISA COYNE (Harvard Medical School; Suffolk University; McLean Hospital), JESSICA GHAI (Boston University) |
Abstract: This panel will serve as a follow-up to the previous events on “A Strategic Plan for Expanding Behavioral Science Research on Climate Change”. It is the first of a two panel discussion on coordinating efforts of the behavior science community to increase research and community intervention to reduce carbon emissions. This panel includes experts from the fields of prevention science, clinical psychology, environmental education, and behavior analysis. The panelists will discuss coordinating efforts of individuals with diverse expertise in the development, execution, and data analysis of interdisciplinary sustainability research and make suggestions for immediate and pragmatic actions at the individual, community and societal levels. Audience members will have the opportunity to participate in real-time work to expand and scale up research and application needed in this area. We invite participants to dialogue and identify the opportunities and barriers to doing this work and commit to taking actions to increase the contributions of the behavior analysis community toward mitigating the effects of climate change. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify gaps in research related to climate change policy; (2) state strategies to increase research and community intervention related to climate change; (3) identify committed actions that they can take towards reducing carbon emissions. |
ANTHONY BIGLAN (Oregon Research Institute) |
Anthony Biglan, Ph.D., is a Senior Scientist at Oregon Research Institute. He is the author of The Nurture Effect: How the Science of Human Behavior Can Improve our Lives and Our World.
Dr. Biglan has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure.
In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He and colleagues at the Center for Advanced Study in the Behavioral Sciences published a book summarizing the epidemiology, cost, etiology, prevention, and treatment of youth with multiple problems (Biglan et al., 2004). He is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. As a member of Oregon’s Alcohol and Drug Policy Commission, he is helping to develop a strategic plan for implementing comprehensive evidence-based interventions throughout Oregon. |
LISA COYNE (Harvard Medical School; Suffolk University; McLean Hospital) |
Dr. Coyne is the Founder and Senior Clinical Consultant of the McLean OCD Institute for Children and Adolescents at McLean Hospital, and is an Assistant Professor at Harvard Medical School. She is the Founder and Director of the New England Center for OCD and Anxiety (NECOA), and is on the Faculty of the Behavior Therapy Training Institute (BTTI) of the International OCD Foundation. She is also a licensed psychologist and a peer-reviewed ACT trainer. She has authored multiple articles and chapters on ACT with children and adolescents, and is a co-author of the books Acceptance and Commitment Therapy: The Clinician’s Guide for Supporting Parents (Elsevier), and The Joy of Parenting (New Harbinger). Her new books, The ACT Guide to Teen Anxiety and OCD, Guilford Press, and Stuff That’s Loud: A Teen’s Guide to Unspiralling When OCD Gets Noisy (New Harbinger & Little Brown), are expected in 2020. |
JESSICA GHAI (Boston University) |
 Jessica Ghai, M.Ed. BCBA, LABA(MA) is a doctoral candidate at the Boston University: Wheelock College of Education and Human Development (anticipated completion: Spring 2020) and a Volunteer Coordinator for the Behavioral Science Coalition: Climate Change Task Force. In additional to extensive teaching experience and animal-related dissertation research, Jessica’s academic background includes a B.S. in Natural Resources from The Ohio State University: College of Food, Agriculture, and Environment Sciences. Following completion of her doctoral program, she hopes to pursue a career in research. Research interests include: human-animal interactions through a behavior analytic lens, animal well-being and management of maladaptive behaviors in zoological settings, visitation behaviors of patrons at zoological facilities, and the effectiveness of behavior change interventions related to species biodiversity and conservation of natural resources. Jessica also volunteers as a keeper’s aide at a zoological facility and is a member of ABAI’s Applied Animal Behavior SIG. |
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Business Intelligence 101: Moving Beyond Excel Charts and Tables |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: TBA; Domain: Translational |
Chair: Melissa L. Olive (Applied Behavioral Strategies LLC) |
CE Instructor: Melissa Olive, Ph.D. |
Abstract: Market data forecasts up to 4% average yearly growth of ABA treatment programs up to $2.23 billion by 2022. The Behavior Analyst Certification Board (BACB®) has reported annual demand for individuals credentialed clinicians holding (i.e., BCBA/BCBA-D) certification has to have increased each yearly since 2010, with a 1,942% increase from 2010 to 2018 (2019). Accordingly, business owners and senior-level management need must to be equipped with appropriate tools to make organization-wide decisions. This ‘how-to’ symposium will describe available technology to analyze ABA business data. This includes but is not limited to running queries within data and reports and developing dashboards and other visualizations. This session will also describe how data reporting may be used to create usable dashboards to guide behavior analysts in providing appropriate dosing of therapy to clients, ensuring authorizations are utilized appropriately, and analyzing data regarding therapy cancellations. Finally, this session will also review one organization’s process of completing a business intelligence assessment and utilizing financial data to meet business initiatives for best practice. In the end, data analyzed in these ways may be used to develop business insights that may lead to increased productivity, revenues, and growth for ABA companies. |
Instruction Level: Advanced |
Keyword(s): Business Data, Business Intelligence, Data Analysis |
Target Audience: Senior level behavior analysts ABA Business Management |
Learning Objectives: 1. Participants will describe the importance of business reporting and analyzing those reports for business trends. 2. Participants will describe the role of technology for developing dashboards to be used for data visualization 3. Participants will describe the process of assessing business intelligence. 4. Participants will identify how to use data to inform business practice. |
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Using Software Such as Pivot Tables, Tableau, and Domo |
(Service Delivery) |
PAUL W. HEERING (May Institute) |
Abstract: Business owners and senior-level management need to be equipped with appropriate tools to inform business decisions. The first presentation will describe technology that may be used to analyze ABA business data. The use of traditional graphing software (Excel) will be contrasted with utilizing business intelligence software (Tableau, Domo, etc.). The capabilities of these software, barriers to implementation (software subscriptions, training costs, etc.), and benefits of each will be discussed. Finally, the presenter will show examples demonstrating key differences between traditional graphing software with business intelligence software. |
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Using Reporting Functions in Practice Management Software to Create Informative Dashboards |
(Service Delivery) |
Melissa Olive (Applied Behavioral Strategies LLC), JULIA PELKINGTON (Applied Behavioral Strategies), Colleen DeMello (Applied Behavioral Strategies), Ashley Pizzoferrato (Applied Behavioral Strategies) |
Abstract: In this session, the authors will present sample dashboard data created from reporting within ABA practice management software. The authors will demonstrate how behavior analyst productivity may be tracked as well as how analyses may be conducted related to contract utilization, session cancellation, and human resource management. The authors will describe how data visualization led to agency-wide policy and procedural changes to improve business and client outcomes. |
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Business Intelligence Assessment and Results |
(Service Delivery) |
IVY M CHONG (May Institute), Arjun Baradwaj (CapTech Consulting) |
Abstract: In this session, the presenter will describe her program’s recent business intelligence assessment conducted by an external consulting group (i.e., CapTech Consulting). The author will present the results from the BI assessment and how those results were used to improve clinical practices. As behavior analysts, we use data to inform practice. In the same way, aggregate information and innovative data visualization results in improved business performance. |
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Advances in Behavior Analysis: Past, Present, and Future |
Sunday, May 24, 2020 |
5:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/DDA; Domain: Translational |
Chair: Michael F. Cataldo (Kennedy Krieger Institute) |
Discussant: Patrick C. Friman (Boys Town) |
CE Instructor: Louis P. Hagopian, Ph.D. |
Abstract: For over four decades, the Kennedy Krieger Institute has provided significant advances to the field of Behavior Analysis (e.g., through continuous NIH research support exceeding $126 mil., 900+ research studies, 800+ trainees, 9 of the last 13 editors of JABA, clinical services to some 94,000 families, and over $900 mil. in revenue). This symposium will supplement previous reports to the ABAI community. In lieu of reporting individual studies, this update will describe current and developing innovative programs, their rationale, critical components, research challenges, and funding opportunities. Specifically, Presentation 1 will describe the strategic approach at KKI for addressing the most difficult problems, which has resulted in such advances as Functional Analysis, Preference Assessment, and now success with Treatment Resistant cases; Presentation 2 will provide methods for the integration of the ABA research and practice communities, and treatment accountability through the use of consumer data; Presentation 3 will describe our Tele-Behavioral Health Program in terms of preparation of practitioners, privacy safeguards, research designs to justify support (the comparison of clinic based vs. tele-behavioral health), and the current opportunity for worldwide implementation; and Presentation 4 will provide programmatic details and data on addressing Pediatric Pain and the implication for the opioid crisis. |
Instruction Level: Intermediate |
Keyword(s): opioid crisis, telehealth, treatment accountability, treatment-resistant behavior |
Target Audience: BCBAs, practitioners, clinical researchers |
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The Neurobehavioral Programs and the Culture of Obligation to Serve, Learn, and Share |
(Service Delivery) |
LOUIS P. HAGOPIAN (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute) |
Abstract: The Neurobehavioral Programs provide a continuum of care for individuals with developmental disabilities and severe behavioral dysfunction. Serving individuals with the most treatment-resistant problems continually tests the limits of our knowledge. Past and present faculty, staff, and trainees have played a pivotal role in advancing knowledge of and care for severe problem behavior. Examination of the efficacy of our assessment and treatment procedures has identified limitations of these procedures, and occasioned efforts to improve those procedures and develop new ones. We have also refined methodologies for large-scale evaluation of clinical procedures and for identification of variables that predict response to treatment. Findings have been disseminated in over 400 clinical and translational research articles. These and other achievements have been made possible by arranging contingencies to support the integration of clinical service and research. This requires systems for capturing data as a by-product of delivering clinical care, and analyzing those outcomes to inform continuous improvement of clinical services and inspire clinically relevant research. Critical to this process is creating a culture where there is an obligation to learn from past clients to improve the treatment of current and future clients, and to share that knowledge through dissemination and training. |
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Integration of Research and Practice, Treatment Accountability, and Consumer Data |
(Service Delivery) |
HELEN YU-LEFLER (Kennedy Krieger Institute), Jessica L Becraft (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Chelsea Rolinec (Kennedy Krieger Institute), Joseph Wakeman-Linn (Kennedy Krieger Institute), Kara Clark (Kennedy Krieger Institute), Usai Bah (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), anne riley (Johns Hopkins University School of Public Health) |
Abstract: Vital to the continued viability of behavior analysis are the linkages between theory, research, and clinical application. This presentation will report on efforts over the past five years at the Kennedy Krieger Institute Department of Behavioral Psychology to develop methods for creating linkages between the research and practice segments of Behavior Analysis. These efforts focus on the use of parent-collected data as the functional bridge between these two important groups. We evaluated the reliability and affordability of various methods of data collection. In addition, we have begun to establish the validity of parent data by comparing it to trained observers. We will present data on efficient methods for acquisition, analysis, and use in clinical treatment. These activities have culminated in a department-wide initiative to collect treatment outcome data from parents via text messages prior to, during, and after treatment. We will demonstrate our approach to clinical accountability within and across clinics, discuss challenges of implementing this system, and make recommendations for service providers. |
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How to Develop and Demonstrate the Impact of Tele-Behavioral Health |
(Service Delivery) |
JENNIFER L. CROCKETT (Kennedy Krieger Institute), Michelle Bubnik (Kennedy Krieger Institute) |
Abstract: Much of what occurs during behavioral assessment and treatment does not require the professional and client to be physically present in the same place. Therefore, using video and internet technology can provide access to certified behavior analysts and centers of excellence to millions who otherwise would not receive such services. But careful consideration has to be given for the best way to develop such a program and the most powerful and analytic approach to understanding the true benefit of telebehavioral health. This presentation will provide considerations on therapist onboarding, sequential steps in the development of a telehealth program, and data on treatment comparisons of clinic-based and telehealth modalities, as well as when no treatment is obtained. The data show that behavior change outcomes and consumer satisfaction are comparable for clinic-based and telehealth treatment. The presentation will also report on recent advances in obtaining funding support for therapists to provide worldwide telehealth treatment. |
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Behavior Analysis, Pediatric Pain, and the Opioid Crisis |
(Applied Research) |
KEITH J. SLIFER (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Caitlin Thompson (Kennedy Krieger Institute), Margaret Tunney (Kennedy Krieger Institute), Alyssa Day (Kennedy Krieger Institute) |
Abstract: The opioid crisis in the United States is a serious health problem with complex causes. One factor related to opiate addiction, and the crisis, is treating chronic pain with opiates. Child and adolescent chronic pain is a growing problem, often misdiagnosed and improperly treated with opiates. Among the essential treatment modalities for pediatric chronic pain is a Behavior Analytic approach. This presentation will review pediatric chronic pain, treatment modalities, the role of Behavior Analysis, and implications for the opioid crisis. It will describe the Pediatric Pain Program at Kennedy Krieger led by the Behavior Analysis group, including specific Behavior Analysis procedures and outcome data. The data indicate the program avoided prescribing opiates, and patients using opiates prescribed elsewhere, had their medication weaned. For the inpatient program, child ratings of functional disability, depression, anxiety, pain catastrophizing and intensity significantly decreased, as did parent ratings of functional disability and depression. Staff ratings of functional ability significantly increased. For the day treatment program, child and parent ratings of functional disability significantly decreased along with child ratings of depression and pain catastrophizing. Follow-up data show increased school attendance and participation in community activities at 3 and 12 months and was at 100% by 24 months. |
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Design and Delivery Features of Direct Instruction That You Didn’t Know You Didn’t Know, and Didn’t Know You Needed |
Sunday, May 24, 2020 |
5:00 PM–6:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: EDC; Domain: Translational |
Chair: Adam Hockman (The Mechner Foundation/ABA Technologies) |
Discussant: Adam Hockman (The Mechner Foundation/ABA Technologies) |
CE Instructor: Janet S. Twyman, Ph.D. |
Abstract: If you design, select, modify, or deliver instruction, this session is for you! Direct Instruction (DI) programs are highly effective, with design and delivery based on the content’s “Big Idea” and application of three powerhouse components: content analysis, instructional sequencing, and clear communication. Content analysis is an active and creative part of instructional design that ensures concepts are learned and readied for teaching generalization. Thoughtful sequencing and example juxtaposition improve efficiency. Clear communication reduces ambiguity and errors—for both the teacher and the learner—and influences DI’s presentation features (e.g., scripting, active student responding, pacing, progress monitoring). The program elements of true DI move the instructional design process beyond simply selecting multiple exemplars, the prevailing method in much of behavior analytic teaching. This session will apply and extend these core features to real-world contexts for any and all teaching, content, and circumstances. Our goal? You’ll learn to infuse these critical components of DI into your own instructional design and delivery. |
Instruction Level: Basic |
Keyword(s): Concept Learning, Direct Instruction, Instructional Design |
Target Audience: Behavior analysts (certified), educators, instructional designers |
Learning Objectives: 1. Participants will describe the importance of content analysis for effective and efficient teaching. 2. Participants will give examples and non-examples of a concept. 3. Participants will describe five sequencing features of DI and how they support efficient learning. 4. Participants will explain how DI principles extend to a wide range of behavior analytic teaching, such as the promotion of complex verbal behavior. |
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Features of Direct Instruction: Analysis of the Domain and Effective Interaction |
(Theory) |
TIMOTHY A. SLOCUM (Utah State University), Kristen Rolf (Utah State University) |
Abstract: Direct Instruction (DI) includes numerous features that can be adopted by behavior analysts to improve teaching outcomes across many populations. This presentation will focus on two of those features: (1) analysis of the content domain, and (2) presentation and lesson delivery. Analysis of the content domain is one of the most underappreciated and powerful components of DI. It involves analyzing the content domain to be learned (e.g., beginning reading, basic language skills, narrative language, social skills, calculus) to identify broadly applicable generalizations (“Big Ideas”) that must be taught in order for students to later derive numerous untaught responses. This analysis is foundational to highly generative instruction, and is further enhanced through lesson presentation and delivery. In small group instruction, DI’s instructional formats, student grouping recommendations, scripted presentations, ongoing data-based decision-making rules, brisk pacing, component skill mastery criteria, and correction procedures make it possible to bring about interactive and effective instruction. |
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Creating the Components for Teaching Concepts |
(Theory) |
KENT JOHNSON (Morningside Academy) |
Abstract: An important dimension of Direct Instruction (DI) programs involves teaching conceptual behavior related to the broadly applicable generalizations of a content domain. In this presentation I will outline the necessary components for teaching a concept in any domain. The first step (1) is to conduct a concept analysis of the critical features that define the concept, and the features that vary from instance to instance of the concept. From this prescription we must (2) develop a range of typical and far-out examples of the concept that illustrate both the critical and variable features, (3) develop a minimum rational set of close-in non-examples of the concept, each of which is missing only one critical feature, and (4) develop additional examples and non-examples that may be needed to produce the desired discriminations. Multiple exemplar teaching is not enough. Teaching a concept this way produces generative responding to examples as well as non-examples not presented during instruction. To assess learners’ generative responding, we must (5) create another set of far-out examples and close-in non-examples from the concept-analysis prescription. Finally, after initially acquiring conceptual behavior, learners must (6) practice with additional far-out examples and close-in non-examples. Once these components are created, a teacher is ready to develop an instructional sequence featuring tasks that include context-setting descriptions, rules, examples, and non-examples. |
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You Have the Big Idea, Concept, and Examples: Now What? |
(Theory) |
JANET S. TWYMAN (blast) |
Abstract: How do you take a concept/content analysis and figure out the sequence of what to teach when? Even after performing the necessary analytical components for teaching a concept we still have to figure out how to best teach it. The sequence in which skills are taught is instrumental for success. Learning new concepts can be made easier or more difficult depending on the order in which stimuli are introduced. Critical design aspects of how to teach include the sequence and arrangement of examples and non-examples (juxtaposition), the use of clear instructions (faultless communication), the judicious presentation of “interruptions,” and the selection of teaching routines based on the learner's current repertoire (response teaching strategies). This presentation will outline five Direct Instruction (DI) principles for sequencing and ordering examples to maximize learning, and it will consider their ties to behavior analysis. |
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Adopting Direct Instruction Principles to Design and Deliver Generative Language Instruction via Narratives |
(Service Delivery) |
TRINA SPENCER (Rightpath Research & Innovation Center, University of South Florida) |
Abstract: Narratives are large unit verbal operant responses that are extremely important to the academic and social development of children, with and without disabilities. Many Direct Instruction (DI) principles are applied in the design and delivery of a narrative-based academic language curriculum called Story Champs. In order to develop such a program, the content analysis requires an understanding of the autoclitic controls inherent in storytelling and the sophisticated nature of narrative language. The “Big Ideas” of narrative language (e.g., structures of stories and sentences) facilitate generative language learning and optimize concept teaching. During Story Champs instruction, learners practice storytelling and retelling in flexible groups as teachers/interventionists use consistent instructional formats and standardized correction procedures (i.e., model-lead-test and 2-step prompting). During guided practice, children practice retelling a strategically sequenced series of stories (aka, multiple exemplars). Then, to facilitate a quick transfer, children generate personal stories using the story structures, linguistic structures, and vocabulary that they learned during retells. Some aspects of Story Champs are guided by scripts while others are trained loosely (not trained to mastery). Choral responding and brisk pacing maximize active responding during the instructional delivery. Story Champs is just one example of how DI principles are adaptable for a broad range of behavior analytic teaching. |
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Treating Complex Clients into Adulthood: Incorporating Mental Health and Behavioral Health Services |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/CBM; Domain: Translational |
CE Instructor: Laurie Tarter, Psy.D. |
Chair: Laurie Tarter (Encompass Behavioral Health ) |
TIERRA AIRMET (Community Research Foundation) |
NILOFAR SEDIQI (Community Research Foundation) |
PATRYCJA JOCZYN (Community Research Foundation) |
Abstract: Adults with Intellectual and Developmental Disabilities often face complex issues when addressing their mental and behavioral health needs. Frequently, co-occurring issues within mental health diagnosis and Intellectual Disabilities/Developmental Disabilities (ID/DD), go over looked and are underserved. Examples include clients with co-occurring diagnoses such as Schizophrenia, Bipolar Disorders, Anxiety, Depression, and Substance use Issues in conjunction with an ID/DD diagnosis. This panel will present a collaborative treatment approach for adults with ID/DD and a mental health diagnosis. The focus is on bridging the gap between mental health issues and behavioral health issues. The panel will identify signs that the client may need mental health and possibly substance use treatment, in addition to Applied Behavior Analysis services. The treatment team includes mental health, behavioral health, substance use treatment, and nursing providers. The model being presented incorporates mental health treatment approaches such as Dialectical Behavioral Therapy special skills, Cognitive Behavior Therapy, and Motivational Interviewing, in conjunction with ABA services. They will address how an interdisciplinary team can work with a client and other supporting providers to treat the whole person. This presentation can provide a model for an underserved adult population with co-occurring disorders. |
Instruction Level: Intermediate |
Target Audience: Individuals interested in working with adults with co-occurring ID/DD, mental health diagnosis, and possible substance use issues are encouraged to attend. Crisis intervention with the most challenging clients who are at risk for losing their housing (e.g. group home, ILF, B&C), transiting from Developmental Institutions, frequently hospitalized, or frequent police interactions. A pilot program and treatment will be presented. |
Learning Objectives: -Identify treatment modalities for co-occurring diagnosis (ID/DD, Mental Health, Substance Use) -How to utilize ABA and Mental Health treatment modalities together to stabilize clients in crisis -How treatment providers from different domains (e.g.,Psychologist, MFT, LCSW, BCBA) can provide a team approach to treat the whole client. |
Keyword(s): Adult, Crisis Intervention, Intellectual/Developmental Disabilities, Mental Health |
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A Component Analysis of Higher Education |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/TBA; Domain: Translational |
Chair: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College) |
CE Instructor: Jesslyn N. Farros, Ph.D. |
Abstract: Higher education in behavior analysis is in high demand, especially online learning options. Any modality of education must use current evidence-based teaching methods, however, little to no empirical research has been conducted on online learning methodologies. The following studies were all conducted in behavior analysis Master-level courses. The studies evaluated various aspects of those courses including with and without access to online forums (asynchronous discussion), with and without instructor involvement on forums, point contingencies on forums, access to synchronous and asynchronous discussion, participation in synchronous or asynchronous discussion sessions, and grading criteria (credit/no credit vs accuracy). |
Instruction Level: Basic |
Keyword(s): credit/no credit, higher education, online learning, synchronous/asynchronous discussion |
Target Audience: Those interested in higher education, especially online learning. |
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Online Learning: The Effect of Synchronous Discussion Sessions in Asynchronous Courses |
(Applied Research) |
JESSLYN N. FARROS (Center for Applied Behavior Analysis (CABA) and Endicott College), Lesley A. Shawler (Endicott College), Ksenia Kravtchenko (Endicott College, Global Autism Project), Mary Jane Weiss (Endicott College) |
Abstract: Online learning is extremely prevalent in education. In 2015, close to six million students were taking at least one online learning course, which was 29.7% of all postsecondary students. Although online learning is becoming more prevalent, there has been little to no research to determine what makes online learning most effective. Those that have, either have not compared modalities or have focused on another aspect of the learning. Determining the components of online learning that lead to better student outcomes will add to the current literature and improve online learning as a whole. The current study comprises four different experiments that evaluated the effect of synchronous discussion sessions in asynchronous master-level applied behavior analysis courses. Three different applied behavior analysis courses were used and each experiment utilized a slightly different experimental design. The first two focused on the addition of synchronous discussion within an asynchronous course and the last two focused on comparing the effects of synchronous and asynchronous discussion. The primary purpose of these experiments was to determine how asynchronous and synchronous discussion affect student outcomes in asynchronous online courses. |
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The Use of Discussion Forums in Asynchronous Behavior Analysis Masters Courses |
(Applied Research) |
ALLISON ROSE BICKELMAN (Autism Behavior Intervention; Endicott College), Mary Jane Weiss (Endicott College), Tara A. Fahmie (California State University, Northridge) |
Abstract: Asynchronous online education is increasingly popular, including in the field of behavior analysis. It is imperative that any modality of education use current evidence-based teaching methods to ensure that student learning outcomes are strong. Many online courses use discussion forums as part of the course requirements. Previous research on discussion forums is mixed in terms of effectiveness and both student and instructor preference. Three studies were conducted in asynchronous behavior analysis Masters courses to examine student outcomes with and without access to forums, with and without instructor involvement on forums, and with various point contingencies for posting on forums. Overall results indicate that forums do not have direct, critical impact on student quiz scores and course outcomes; however, social validity measures demonstrate variability in preference for the use of the forums. |
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Comparing Grading Criteria for Readiness Assessment Tests: Accuracy versus Credit/No Credit |
(Applied Research) |
Leah Rosenfeld (California State University Sacramento ), Megan R. Heinicke (California State University, Sacramento), SHELBY MARIE BRYEANS (California State University, Sacramento) |
Abstract: Pre-lecture reading quizzes, or Readiness Assessment Tests (RATs), improve college students’ exam performance; however, implementing RATs requires instructor resources. This study compared accuracy versus credit/no credit grading criteria on exam scores, participation, and attendance in an upper-level college course using a nonequivalent control group design. Students in the credit/no credit group spent less time on RATs and performed poorer on both RATs and unit exams across the semester compared with students who were required to respond accurately on RATs. We did not find significant differences between groups on attendance or participation measures. More students in the credit/no credit group reported liking RATs and recommended other instructors use them, whereas more students in the accuracy group had a preference for RATs over in-class quizzes. Although grading for completion rather than accuracy may be less intensive for instructors, our findings suggest this choice may decrease the benefits of RATs for students. |
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SUSTAINABILITY: Behavior Analysis and Sustainability: Designing Community Interventions, Collaboration and Outreach, and Obtaining Funding |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Domain: Translational |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Panelists: HOLLY SENIUK (Behavior Analyst Certification Board), JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC), TIFFANY DUBUC (University of Nevada, Reno), ANDREW BONNER (University of Florida) |
Abstract: An extension of the panel on “Coordinating Interdisciplinary Sustainability Research”, this panel is composed of experts in behavior analysis who will share perspectives on coordination and outreach, research institutions and foundations, and collaboration with others to design community-level interventions to curb the effects of greenhouse gases. This panel aims to foster an open dialogue on how the behavioral community can move this work forward through addressing complex questions, sharing new ideas, and collaborative problem-solving. Audience members will have the opportunity to ask questions of the panelists and offer ideas for collaboration and expansion of the work of the task force. We invite participants to lean in to the complex nature of behavioral science work on climate change and explore new relationships and collaborations that build a community of researchers, practitioners, and activists that are committed to the health and long term survival of our planet and the important role that behavior science plays in making that happen. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify methods for finding potential collaborators; (2) identify barriers to initiating interdisciplinary collaborations; (3) state strategies for building relationships and collaborations with researchers, practitioners, and activists working in the area of climate change. |
HOLLY SENIUK (Behavior Analyst Certification Board) |
Holly Seniuk, PhD, BCBA-D is the Ethics Disciplinary Manager at the Behavior Analyst Certification Board. Dr. Seniuk graduated with her doctorate from the University of Nevada, Reno in 2013 under the mentorship of Dr. Larry Williams and has been a Board Certified Behavior Analyst since 2010. She has previously worked as an Assistant Professor at the University of New Brunswick, Fredericton where she developed an undergraduate level behavior analysis program and as the Project Coordinator for the Nevada PBIS Technical Assistance Center, working on the Facility-Wide PBIS Project providing behavioral systems support to residential juvenile corrections and youth mental health facilities as well as youth parole. Dr Seniuk has over 13 years of experience working in a variety of clinical settings including early intervention, schools, mental health, and intellectual disabilities. She has served on numerous boards and committees including the Nevada Association for Behavior Analysis, Atlantic Provinces Association for Behavior Analysis, Behaviorists for Social Responsibility, and the Coalition of Behavioral Science Organizations Climate Change Task Force. Her professional and research interests include behavioral systems analysis, applications of the matching law to sports, and environmental sustainability. |
JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC) |
Dr. Fiebig has been applying the science of behavior analysis to optimize school, community, and organizational environments and improve individual well-being for two decades. Though initially convinced she would change the world with music, incidentally, it was her music composition studies at the University of Florida that paved the road to behavior analysis. She completed her graduate training in behavior analysis at The Florida State University and her PhD in Organizational Leadership at The Chicago School of Professional Psychology, with emphasis on organizational behavior management and relational frame theory applied to climate change communication. Her work has taken her across the US and Europe and is focused on impacting organizational sustainability, leadership development and team performance, and prosocial, consensus-based community practices. She is an Assistant Teaching Professor in the Department of Applied Behavior Analysis at Ball State University, co-founder of ABA Global Initiatives Consulting Group, and a director of LPC International. She is a founding member and chair of ABAI’s Behavior Analysis for Sustainable Societies (BASS) SIG and serves on the Coalition for Behavior Science Organization’s Climate Change Task Force. |
TIFFANY DUBUC (University of Nevada, Reno) |
Tiffany is a Board Certified Behaviour Analyst, from Ontario, Canada. She received her Master’s Degree in Applied Behaviour Analysis in 2011 from Northeastern University and in 2015 she began completing doctoral requirements for a PhD in Applied Behaviour Analysis from the Chicago School of Professional Psychology. Tiffany has extensive clinical experience developing, evaluating, supervising and consulting on educational and behavioural programs for individuals with Autism Spectrum Disorders. Her clinical contributions have spanned an excess of five countries, including those within the Middle East, as well and India. Tiffany’s research interests include the conceptual analysis of cultural discrimination and implicit bias, using a relational frame theory account, as well as the use of Acceptance and Commitment Therapy (ACT) interventions to increase psychological flexibility as it pertains to cultural competency. Tiffany is passionate about the power of behaviour science to create meaningful and sustained change, and is interested in its application to issues of broad-scale social significance (racism, sustainability). In line with her penchant for fascinating contexts, Tiffany presently resides in Riyadh, Saudi Arabia as BCBA Fieldwork Supervisor for the University of Nevada, Reno in collaboration with the King Faisal Specialist Hospital & Research Center. |
ANDREW BONNER (University of Florida) |
Andrew is a doctoral student in behavior analysis at the University of Florida. His primary research interests are in the areas of developing community interventions to reduce greenhouse gas emission. To that end, he evaluates the determinants for pro-environmental behavior, develops interventions, and then evaluates their effects always with an eye toward scalability and widespread adoption. |
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Ethics CEUs! Oh, and Also an In-Depth Discussion on Functional Perspectives of the BACB Ethics Code |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/TBA; Domain: Translational |
CE Instructor: Darren Sush, Psy.D. |
Chair: Shane Spiker (Positive Behavior Supports, Corp.) |
DARREN SUSH (Pepperdine University) |
SARA GERSHFELD LITVAK (Behavioral Health Center of Excellence) |
OLIVIA ONOFRIO (Trumpet Behavioral Health) |
Abstract: Behavior analysts have the potential to encounter ethical challenges on a daily basis. While the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board; BACB, 2014), includes clear and concise guidance and direction, many behavior analysts find there is significant ambiguity, misunderstanding, and interpretation when applying the Code to real-life professional circumstances. Practitioners may find themselves in an uncomfortable conflict between adhering to the Code and integrating their own appraisal and perspective of challenging scenarios. Fortunately, behavior analysts are adept at assessment of the events surrounding targeted behavior and can directly apply this skillset toward understanding behaviors associated with ethically difficult situations. The panelists will discuss ethical decision-making models for incorporating and analyzing the function of ethically precarious behavior within context while remaining consistent with ethical standards of the field and ensuring quality care for clientele. |
Instruction Level: Basic |
Target Audience: The target audience for this presentation is anyone interested in the study or practice of applied behavior analysis including Board Certified Behavior Analysts (BCBAs), Board Certified Assistant Behavior Analysts (BCaBAs), Registered Behavior Technicians (RBTs), psychologists, psychiatrists, clinicians, graduate students, professors, teachers, and parents. The primary audience will be those practicing, teaching or studying in applied behavior analysis. |
Learning Objectives: 1. Attendees will be able to identify ethical challenges when they occur to reduce risk, as well as identifying potential ethically precarious situations before they become problematic. 2. Attendees will be able to describe ethical decision-making models that integrate relevant ethical standards and legal principles within the context of challenging circumstances. 3. Taking a functional approach to ethical and unethical behavior, attendees will be able to describe factors maintaining and influencing the ethical principles and standards of responsible professional conduct that apply to the implementation of ABA. |
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Things Supervisors do that Supervisees Hate: Improving BCBA Supervision through Feedback from RBTs and BCaBAs |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/VRB; Domain: Translational |
CE Instructor: Diah Askari, M.S. |
Chair: Diah Askari (Behavior Man; Mighty Heroes at Pediatric Behavior Therapies) |
DERIC E. TONEY (The Dozen; University of Nevada, Reno) |
KRISTEN LANCASTER (BH3, INC; Capella University) |
LINA MARIA KANEDA (Florida Institute of Technology) |
Abstract: Quality supervision is imperative to ensure consistent improvement in the services we provide, as well as guiding the development of the next generation of behavior analysts (BCBAs). The manner in which BCBAs provide supervision, to both students and technicians, is thought to be partly molded by their own experiences with their personal supervisors. As such, supervision styles are likely to be passed down to future generations of BCBAs. Being such a critical feature in one’s development as a BCBA, supervisors should be sensitive to the various contingencies surrounding their responsibilities. While there are an increasing number of resources available for supervisors, an often overlooked source of feedback is directly from those who BCBAs supervise. The purpose of this panel discussion is to review and respond to submissions provided by students, behavior technicians, and BCaBAs regarding their experiences with supervision. Furthermore, the panelists will discuss, as a group, potential solutions and/or changes that might improve the nature of supervision by BCBAs to further encourage the quality of this essential feature of our development as professionals and scientists. |
Instruction Level: Intermediate |
Target Audience: Those who provide supervision to RBTs and BCaBAs. |
Learning Objectives: After this presentation, attendees will be able to: 1. Identify quality supervision practices. 2. Effectively provide feedback and/or request feedback to improve their performance in their respective role(s). 3. Use strategies based in behavioral principles to enhance their effectiveness as both a supervisor and a supervisee. 4. Assess inter-professional communication styles to note areas in which they could improve in their role of providing or receiving supervision. |
Keyword(s): Ethics, Feedback, Supervision |
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