Association for Behavior Analysis International

If we truly intend to improve and impact the world with behavior analysis, it is imperative for researchers and clinicians alike to embark on new areas in which the field of behavior analysis has the ability to address cultural injustices that limit marginalized populations, women, and black, indigenous people of colour (BIPOC). Our field has the ability to inform and create change that will have collateral impacts on society to combat systemic barriers that limit those without societal privilege. An overview will be conducted of current societal norms with respect to racism, healthcare, and economic inequalities and ways in which behaviour analysis can analyze contingencies to improve access and opportunities for marginalized populations. Behaviour analytic interventions centred around processes highlighting how to deconstruct racism, remediate the healthcare system using behavioral economics, and income inequality will be discussed.

Advanced. BCBAs and BCBA-Ds. Discuss how we can effectively implement behavior change at any larger scale, such as community wide… Our field has struggled to apply change initiatives beyond small groups and individuals.

Over the last several years, there has been a push for the field of applied behavior analysis ABA to become more inclusive to individuals from culturally and linguistically diverse (CLD) backgrounds and to adapt evidence-behavioral interventions to meet the needs of individuals from such groups. To address these issues, the field must (a) identify racial and ethnic groups that have been historically underrepresented in behavior analytic research, and (b) identify methods for adapting evidence-based behavioral interventions to meet the needs of individuals from CLD backgrounds and their families. Therefore, the purpose of this symposium is to present a series of research studies that examine the representation of individuals from CLD backgrounds in the behavioral intervention research and methods for adapting such interventions based on the cultural values and preferences of the individual and their families. Major findings of each study will be presented and discussed. Additionally, presenters will provide attendees with strategies to enhance the cultural relevance of behaviorally-based interventions in practice.

Participants should have a basic understanding of single-case experimental research and behaviorally-based interventions

English language development is a critical component for young children’s school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice, 2013), that is an evidence-based literacy curriculum designed to prepare young children’s school readiness on Korean Dual language learners’ English literacy skill. Adopting a multiple probe design, eight Korean Dual language learners received online synchronous daily instructions over 2 months during the summer before their entering to the Kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension and oral fluency.

Interventions based on the principles of applied behavior analysis (ABA) have been shown to be effective in reducing challenging behavior and improving academic, social, and functional skills for students with disabilities. While some reviews have summarized participant demographics, the reviews have been limited to specific populations or interventions. Thus, the purpose of this systematic review was to analyze all single-case intervention studies that implemented behaviorally-based interventions for individuals across all disability categories disabilities between the ages of 6-22. Over 600 peer-reviewed articles were obtained via a systematic database search and were coded for specific demographic information. Demographic information, including race, gender, language intervention was delivered in, disability diagnosis, socioeconomic status, was extracted from each study and analyzed. Data were also extracted on the dependent variable, intervention setting, and intervention agent to determine the contexts in which the interventions were implemented. Additionally, the methodological quality of each included study was evaluated against the What Works Clearinghouse design standards. Results of the systematic review revealed major gaps in the implementation of behaviorally-based interventions for several racial and ethnic groups, transgender and non-binary students, and students who receive intervention in languages other then English. Implications for future research and recommendations for adapting behaviorally-based interventions based on individual participant characteristics will be discussed.

Our Ethics Code guides us to promote an ethical culture in work environments (7.01) and to not engage in discriminatory practices (1.05d). As behavior analysts we have the capacity to promote better work environments for marginalized groups that face discrimination because of their sexual orientation, gender discrimination, or skin colour. Factors that are known to be impacted include: recruitment and retention, participation numbers and representation of women and black, indigenous people of colour (BIPOC) in management positions, compensation for equal work and equal pay, microaggressions, and organizational policies and hiring practices that tend to favor biases towards white cis-gendered men (Cirincione-Ulezi, 2020; Iwata & Lent, 1984; Johns, 2013; Li et al., 2019; and Odum, 2000). Behaviour analytic interventions centred around processes highlighting equality, aligning organizational values amongst employees, as well as diversity appreciation will be discussed.

Supervisors and business owners

Opioid overdose is a major contributor to death among U.S. citizens. This study used a computer-based education program to teach out-of-treatment adults with opioid use disorder (N=40) about opioids; preventing, detecting, and responding to an opioid overdose; and FDA-approved medications prescribed to treat opioid use disorder. The education program contained three courses. Each course presented information and required participants to answer multiple-choice questions. All answers produced immediate feedback. Participants earned incentives for providing correct answers and progressing through each course. We evaluated the program using a multiple-probe design in which a test was delivered before and after participants completed each course. Each test contained 50 questions and was divided into three subtests that corresponded to questions from each of the education courses. Accuracy on each subtest increased reliably after participants completed the course that corresponded to that subtest. Accuracy on subtests was unchanged prior to completion of the relevant course and increases in accuracy were retained across tests that followed the relevant course. These increases occurred at similar rates across participants independent of education, employment, and poverty status. We hope that this study will contribute to the body of research aimed to prevent opioid overdose.

Little research has highlighted how evidence-based practices (e.g., functional communication training) might be adapted to meet the needs of children with disabilities from bilingual families. In our study, we served two children with disabilities and challenging behavior whose parents primarily spoke Spanish at home, and whose teachers primarily spoke English at school. Following traditional functional communication training (i.e., one language only), we systematically replicated the findings of Neely et al. (2019) by demonstrating that functional communication responses in the untrained language (i.e., English) did not emerge when trained functional communication responses (i.e., Spanish) contacted extinction in alternative-language contexts. Simultaneously, challenging behavior consistently resurged. After children received explicit training with both languages and were taught to change the language of request when initial attempts were unsuccessful (i.e., “repair the message” training), these same children successfully obtained near optimal rates of reinforcement in both language contexts and challenging behavior did not resurge.

Behavior analysts often fail to realize that there may be hidden factors underlying behavior problems. By not identifying those hidden factors, behavior analysts may be overlooking important establishing operations that may make reinforcers more salient and result in increases in problem behaviors. In school-aged children, behaviors may include tantrums, off-task, noncompliance, and verbal and physical aggression. In college students, behavior problems include skipping classes, not completing assignments, not participating, not paying attention, and not studying. While behavior analysts may admit that people experience stress, trauma (sudden loss, abuse, racial trauma), anxiety and depression, behavior analysts may not believe that they have the skills to identify these hidden factors because they are not directly observable in the present environment. However, often there are important antecedents to problem behaviors that may have occurred in a different environment or time period and may be part of their learning history. This symposium will provide strategies for identifying each of these factors and provide examples of how to incorporate these factors to develop more effective behavior programs.

Behavior analysts, psychologists, psychiatrists, social workers, counselors, teachers who are able to define and give examples of basic behavioral principles: positive and negative reinforcement, punishment, motivating operations, discriminative stimuli

Early abuse and neglect can teach children to engage in functional survival behaviors. Living in a chaotic environment, with intermittent reinforcement for aberrant behavior, unpredictable aversive stimuli, deprivation of attention, care and comfort, and discriminative stimuli for punishment of expression of emotions, can create the setting conditions for unattached, callous and unemotional behaviors. The emotional and physical hurt and pain from maltreatment are so severe that they become an establishing operation for escaping negative emotions, making its reinforcement value more salient and stronger. By blocking or numbing the pain, sadness and/or anxiety so they cannot feel these emotions, children can be negatively reinforced and thus more likely to continue blocking those emotions. When they start to feel anxiety, pain or hurt, or even sad, guilty or ashamed, they escape those feeling by blocking them or becoming numb. Often what survives are anger and rage expressed in the form of aggressive behavior. This presentation will address ways for behavior analysts to discover these blocked emotions in children exhibiting behavior problems and assist children in acknowledging, experiencing, and coping with these negative emotions.

Underlying trauma can be an invisible elephant in a classroom. By the age of 12, many adolescents have lived through brain-altering traumatic events, which impact their perception of people, places, and situations. Science tells us that our brain changes with each experience we face. From birth to adolescence children are absorbing everything in their environment. Children forced to deal with daily traumatic events such as abuse, neglect, and abandonment can present with problematic behaviors in the school setting. Behaviors related to underlying trauma can present as withdrawal, verbal aggression, physical aggression, anxiety, and disruptive outbursts. As behavior analysts, we need to discern whether these behaviors are related to underlying trauma, lack of parental guidance, or a disability. Making this determination will be necessary to develop a trusting and effective working relationship with the student. Identifying if behaviors are rooted in sadness, fear, or shame related to underlying traumatic events, allows adults to address the problem with a broader perspective and in a manner that will prevent escalation. Addressing students who are combative or reclusive requires tactical approaches created with all variables in mind, even when they are not observable and occurred in the past.

In a survey by the Association for University and College Counseling Center Directors (2012), anxiety is the most reported concern among college students followed by depression and relationship problems. In a more recent study (2020), college students are reporting even more stress and anxiety due to COVID-19. This presentation is relevant as more and more college students experience poor mental health due to the pandemic and the measures to protect against the virus (i.e., shelter-in-place restrictions, online learning vs. in-person learning). Trauma may occur as loved ones are being impacted by COVID-19. College educators and counselors may be the first line responders to notice problem behaviors and recommend strategies for prevention and intervention. As such, this presentation will inform audience members of ways to identify problem behaviors, develop operational definitions, gather indirect and direct information, and collect data in higher education settings. This presentation has the potential impact of assisting college educators and counselors in having difficult conversations with students/clients and utilizing applied behavior analysis to identify and alleviate trauma-based behaviors.

Sexual behavior is a complex and wide-reaching topic. And though sexual stimulation is considered to be a primary reinforcer for most, there is frequently shame and stigma associated with sexual behavior, leaving it under-discussed within our field. This symposium examines an array of ethical considerations pertaining to sexual behavior, from direct client interventions and supports around assent and noncompliance, to scholarship and theory on sex and risk, to legal considerations in sex education and censorship, to dissemination of behavior analytic analysis as it benefits pleasure-based sex education at large. Presenters will discuss resulting data and their implications as applicable, and will discuss recommendations for future research, instruction, and applied projects.

Practicing BCBAs and BCaBAs

Because of the complexity of potential sexual repertoires and beliefs about sex at both the ontogenic and cultural level, it can be difficult to tact what “counts” as sexual behavior. Additionally, multiple factors impact the labeling of sexual behavior as “high risk.” Relational Frame Theory (RFT) provides an account of language as operant behavior (Hayes, Barnes-Holmes, & Roche, 2001). This presentation will examine different possible response classes and consequences which may be labeled as “sex” and which may be described as “risky” and will examine both derived beliefs and transfer of stimulus function when considering potentially risky sexual behavior. Relying on scientific knowledge both within and outside the field (BACB, 2019, 1.01), sex and risk will be examined as a biopsychosocial phenomenon, and the acquisition of these labels will comparably be examined through a contextual examination of selectionism at the phylogenic, ontogenetic, and cultural levels (Skinner, 1953). Harm reduction modalities will be considered as the impact of this language is examined.

This collection of applied and descriptive research studies push our science in China and Italy. The first paper titled All For One And One For All used behavioral observation techniques to determine socially valid performance criterion for attending behaviors in typically developing students during group instruction. The second paper used functional behavior assessment and a conditioning procedure to replace stereotype with toy with a student having autism in an international primary school. The third paper outlines current dimensions of applied behavior analysis research in China. The fourth paper tested the effects of a different intensity CABAS®-based intervention packages using an alternating (ABACA) treatment design for 9 children diagnosed with Autism, aged 2 to 6 years old in Italy.

Designed for Supervisors, Directors, and Administrators

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.

Applied behavior analysis (ABA) was introduced into Mainland China at the beginning of the 21st century as a direct result of the rise of autism spectrum disorder. The following decades can roughly be divided into two phases in terms of the development of ABA in China. Phase one was the time period with a focus on dissemination of ABA practice in China and it lasted from 2000 to 2009. In phase two, which lasted from 2010 to the current date, initial research on ABA emerged in China while dissemination of ABA practice continued and accelerated. The objective of this presentation is to critically evaluate ABA studies conducted by Chinese researchers. For this purpose, the author conducted a systematic search for literature on ABA published by Chinese scholars. In this presentation, the author will use seven ABA dimensions (Baer, Wolf, & Risley, 1968) to measure the quality of the ABA literature and present results from quantitative analysis and qualitative evaluation of empirical studies published by Chinese ABA researchers. The author will also attempt to explain the unique feature of ABA research published by Chinese scholars by analyzing relevant cultural contingencies. Based on these descriptions and analyses, the author will make recommendations for the future development of ABA research in China.

We tested the effects of a different intensity CABAS®-based intervention packages using an alternating (ABACA) treatment design for 9 children diagnosed with Autism, aged 2 to 6 years old. The study was conducted in a learning and research centre in Italy prior and during the COVID-19 Pandemic, and is still ongoing. The obligation to stop the CABAS® intervention created an opportunity to change the treatment frequency while keeping the treatment integrity for all participants, and provide the experimenters with an opportunity to collect data and compare them on the optimal treatment intensity. Condition A constituted high educational intensity where each participant received 1:1 intervention for 12 hours a week, while Condition B constituted 1:1 intervention for 3 hours a week (during the first lockdown), and during Condition C, intervention was delivered for 6 hours a week (during the second lockdown).The dependent variables in the study were the changes in participant’s ADOS-2 and CARS-2 scores prior and after each treatment change, and participants number of Learn Units to Criterion rate. The early 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. So far, results suggest that normative tests, together with individual graphs’analysis, can help differentiate between treatment effectiveness and efficiency for each child. Further research is needed in order to make more generalized conclusions into the optimal intensity of intervention, especially in countries, such as Italy, where children with Autism can’t attend special schools or have insurance-covered intensive treatments.

The year 2020 thrust applied behavior analysis into an uncharted intersection of clinical practice, public health, and sociopolitical evolution. On March 11, the World Health Organization declared COVID-19 a pandemic. Two days later, COVID-19 was declared a U.S. national emergency. Already vulnerable individuals served by the behavior analytic community found their worlds turned upside down and inside out, routines violently disrupted, and many were suddenly cut off from essential behavioral health treatment. Practitioners were furloughed, laid off, or altogether let go. Many others chose unemployment, terrified of contracting COVID-19. On May 25, a nation already gripped by health and economic fear and uncertainty exploded in protest, sparked by the death of George Floyd. Unified like never before, our nation demanded reformation of the inequity and fundamental flaws in the criminal justice system and in our society as a whole. Using a behavioral systems approach guided by the Stockdale Paradox (Collins, 2001), cognitive-diversity hypothesis (Miller, Burke, & Glick, 1998), and simple notion of kindness, a small, privately owned agency utilized professional networks, local and state resources, and sheer determination to persevere, pivot, and redefine its commitment to its clients, staff, and our science.

Prerequisite skills/competencies: behavior systems; business strategy; corporate culture; diversity in the workplace; ethics; leadership/management; supervision.

The separation between educational research and practice has been gaining a lot of interest in the field. To bridge these two areas requires collaboration between both parties (Vanderlinde & Braak, 2010), shared experiences (Montgomery & Smith, 2015), and intensified contacts in the process of the research (Huberman, 1990). In the field of special education, the need for highly qualified educators, teacher attrition, and workplaces/institution play the key roles to improve the transfer of knowledge for the education communities (McLeskey & Billingsley, 2012). Education researchers must carefully consider the challenges that teachers may encounter in their daily work so that the research questions and interests can go beyond the basic science and theoretical debates. Social validity leads researchers to consider the needs of practitioners while the follow-up application research facilitates the delivery of evidence-based practices. In this symposium, we will explore how researchers explore the social validity in the cultural context of the practitioners and clients while teachers’ dilemmas are embedded in research.

professionals with teaching experience in social skills and experience with data collection will benefit from attending this symposium.

Social validity reflects the social significance of a behavioral investigation, which is a unique and vital component of a behavior intervention and research (Kazdin, 1977). It is essential for the survival of behavior analysis as a field and it connects closely with ethics (Baer & Schwartz, 1991). Wolf (1978) states that social validity reveals the social significance of treatment goals, acceptability of the treatment procedure, and outcomes of the treatment, which are often times, opinion based. Researchers and practitioners have provided recommendations about how to assess social validity (Carter, 2019), but how does this process look like in a specific cultural context such as autism treatment in China, where culture variables may influence consumer’s opinion regarding the social validity domains differently than other cultures? Based on the strategies suggested by Carter (2019) regarding assessing social validity, this presentation bring forward the challenges of assessing social validity domain with specific examples as well as recommendations for assessing the social validity of intervention in a given cultural context.

Visual perspective taking is the ability to discriminate whether one can see an object. A prerequisite of visual perspective taking is to identify the object another person is seeing. Conventionally, visual perspective taking task may start with use of cards (e.g., present a card of a person who gazes toward different directions), followed by generalizing to real persons in natural environments. This study included three different visual perspective taking tasks: cards, real person, real person in natural context. Six children with ASD between age of 3.5 and 9 participated in this study. The initial probe revealed most children, though not having achieved the mastery level, had relatively better performance with real human. When further conducting the training, the results showed that children quickly learned to track visual perspective from a real person, either in a lab or a natural setting. While acquisition of visual perspective taking with real person helped generalization to natural context, it did not affect the task with cards. In addition, operation of cards presented a great challenge on three of six children. This finding may stimulate practitioners and researchers to rethink the sequence and the use of cards in teaching visual perspective taking.

When making a decision about child progress, teachers who provide discrete trial teaching struggle with finding a proper balance between continuous recording (e.g., taking all trials data) and discontinuous recording (e.g., taking the first few trials data). Continuous data collection method provides comprehensive information, which leads to proper decision, yet it could be labor-intensive and potentially interrupt the natural flow of teacher-child interaction. Discontinuous data collection method allows the teachers to devote to instruction, yet it may lead to inadequate reference for student performance. Previous studies have examined the effects on child progress toward mastery and maintenance, which yields rather mixed results. This study reviewed the existing data across four children with ASD, eight different tasks, 174 sessions, and over 2000 trials. Given the mastery criterion of “80% accuracy for two consecutive days”, the results revealed a moderate match between all- and three-trial data collection method. It suggests the potential of using discontinuous data collection method.

Scientific research publications are permanent products that communicate the values, aims, and outcomes of the scientific enterprise to stakeholders, scientists, and members of society. Applied behavior analytic research, as a field dedicated to intervening on socially significant behaviors, should be upheld to similar publication standards as other professions. The current symposium will focus on the disciplinary reporting practices as they relate to participant identity, to explore the extent to which a) ABA research participation is equitable across social groups, and b) provides a wholistic reporting of demographic variables. The first presentation will present findings from a systematic review on the quality reporting strategies of research articles published in ABAI journals (e.g., Analysis of Verbal Behavior, Behavior Analysis in Practice, Perspectives on Behavior Science, and The Psychological Record) between 2010-2019. The second presentation will present findings from a similar review on reporting of participant demographics in the Journal of Applied Behavior Analysis. Both presentations will highlight how to improve disciplinary practices for demographic reporting policies and practices in applied behavior analytic research journals.

In the context of research that involves human participants, justice is about fairness, protecting vulnerability, and the equitable distribution of research burdens and benefits across social groups. Historically the burdens of biomedical and behavioral research participation have been disproportionately endured by persons with vulnerabilities. Central to the principle of justice are protections for the over selection of participants from homogenous cultural and ethnic groups. Ideally, applied behavior analytic research is driven by a steadfast orientation toward the amelioration of the types of human suffering often experienced by members of society who are marginalized. Recent analyses of participant demographics in the Journal of Applied Behavior Analysis suggests, on one hand, over selection of persons with vulnerabilities and on the other hand, a consistent lack information regarding demographics and selection criteria. A discussion of colonial research practices in applied behavior analytic research is critical in the assessment of human rights trends in applied behavior analytic research. There is an inherent danger when participation is a primarily a function of the ease and benefit of the researchers’ agenda. To address the lack of participant demographic reporting practices, we suggest systemic changes to policies, strategies, and research practices within our field be interwoven with a commitment to social justice, including racial justice, for all.

The world as we know it is changing and, in many ways, there are tremendous signs of growth for humanity. One such sign is the removal of boundaries for service delivery. Behavior analysts are contributing to this process in a remarkable way, for example, by taking advantage of developments in technology that allow us to communicate and collaborate in ways that were previously unthinkable. However, stepping into this new world requires us to notice differences in each other, and to work diligently to build bridges. To expect that the application of behavioral science is devoid of context and cultural norms would not provide desirable outcomes. Hence, several parameters must be considered when planning and implementing global access to behavior analysis. The aim of this symposium is to present two unique and successful collaborations that fostered equality, equity, and inclusion of recipients. Both papers will shed light on different aspects of service delivery and dissemination of applied behavior analysis in the international context.

Providers, program developers, researchers,

The awareness, acceptability, and availability of Speech and Hearing programs in India far exceeds the prevalence and awareness of Applied Behavior Analysis (ABA) programs. There are over 800,000 registered speech therapists (Indian Speech and Hearing Association, 2019), whereas BCBAs, BCaBAs, RBTs together add up to merely 86 (Behavior Analysis Certification Board, 2020). For a country with over 2 billion people, the number of behavior therapists is pittance. While this gap in the number of providers is discouraging, we believe practitioners of applied behavior analysis should find mutual synergy to collaborate and train speech therapists in the science of our field. This collaboration is intuitive given the remarkable overlap in both fields. The purpose of this grant funded project was to disseminate our science by training the students and supervisors of the Department of Speech and Hearing, which was housed within a medical college in South India. We implemented a two-day intense Functional Behavioral Assessment training workshop focusing on most commonly seen challenging behaviors in their speech sessions. This paper aims to cover the model we used for customizing the workshop for speech therapists in India so that it is more relevant and inclusive of their experiences and context. Recommendations for future collaboration of both fields and/or dissemination of behavior analysis technology in India will also be provided.

The current paper will describe the establishment of the first graduate level Verified Course Sequence in ABA in the United Arab Emirates in August 2019, and the concomitant challenges and opportunities that arose for the UAE national students and expatriate faculty. With the aim of building local capacity in the provision of ABA services and expanding the reach of behavior analysis beyond the field of ASD intervention in the country, the faculty and students have worked together in a range of interesting and rewarding ways. The paper will discuss cultural competence as an ongoing collaborative effort. The faculty has learned to work in a Middle Eastern culture, understanding the impact of local traditions and customs on teaching and learning. Meanwhile, the students have learned to navigate the world of behavior analysis by analyzing and questioning how the methods and guidelines “fit” with the populations they serve now and into the future, for example in the selection of socially significant target behaviors, in discussing the prevalence of culturally-specific pseudoscientific interventions and in their critical evaluation of ethical codes. The positive student-faculty collaboration fostered in the UAE provides lessons for behavior analysts who work in culturally diverse settings. In particular, this paper will describe our achievements in the dissemination of the science of behavior analysis through community outreach and high-quality student-led projects, supported by faculty.

Cannabidiol (CBD) is one of the major centrally active phytocannabinoid components of cannabis, and has been approved by the FDA only for the treatment of two rare seizure disorders. However, CBD has been touted as a potential treatment for anxiety in place of more traditional pharmacological treatments like benzodiazepines. Although there is some evidence of anxiolytic effects of CBD, its suitability as a substitute for benzodiazepines is unknown. This experiment was designed to assess to what extent CBD shares interoceptive discriminative-stimulus properties with the anxiolytic chlordiazepoxide (CDP), a benzodiazepine. In the present experiment, a range of doses (0-333.3 mg/kg) of CBD were administered in rats trained to discriminate 5.6 mg/kg CDP from saline. Due to the long time-course effects of CBD, generalization tests were conducted at 90 and 120 min post-CBD administration. Results indicate that CBD likely does not substitute for CDP, as mean percent CDP-appropriate responding remained under 20% at most doses. Future areas of investigation, including lowering the CDP training dose, could provide additional clarity regarding the present results.

Air pollution (AP) is a growing threat to human health including its effect on neurological development and function. AP is a complex mixture of gases and particulate matter, including trace elements, which may differentially contribute to its neurodevelopmental toxicity. In our lab, brains of neonate mice exposed to concentrated ambient ultrafine particulate matter showed brain accumulation of iron (Fe) and sulfur (S). To determine the neurodevelopmental impact of Fe and S specifically, male and female neonate mice were exposed to air or an aerosol mixture of ultrafine Fe and sulfur dioxide (n=12). Inhalation exposures occurred from postnatal day (PND) 4-7 and 10-13 for 4 hr/day. Following training on a fixed-interval schedule in adulthood, mice were trained on successive differential-reinforcement-of-low-rates schedules (10 - 36 s) followed by a discrimination reversal task. Peak deviation analysis of DRL responding showed relatively inaccurate timing in all groups across DRLs and no differences in within-bout response IRTs or overall reinforcers earned. Similarly, across three discrimination reversals, overall errors decreased, but there were no group differences in error patterns or response latencies. Thus, Fe and S in combination at the current dose may not recapitulate the behavioral impairments associated with developmental AP exposure.

Relative to nondrug reinforcers, illicit drugs may be more uncertain in terms of their availability, quality, and in the time and effort required to obtain them. In drug vs. nondrug choice, we have shown that a variable-ratio (VR) schedule of cocaine delivery increased cocaine’s potency as a reinforcer compared with an equal on average fixed-ratio (FR) schedule of cocaine delivery. However, it is unknown whether an history of chronic exposure to uncertain drug cost results in subsequent changes in the reinforcing properties of cocaine. Adult rhesus monkeys chose between cocaine (0-0.1 mg/kg/injection) and food (2 pellets/delivery) under concurrent FR FR schedules to establish baseline drug vs. nondrug choice functions. Subjects were then exposed to 60 days of cocaine availability (0.1 mg/kg/injection) under an FR 200 (fixed history) or VR 200 (uncertain history) schedule of reinforcement, followed by redetermination of cocaine vs. food choice functions. Then, subjects first exposed to the FR schedule experienced the VR schedule, and vice versa, followed by a final determination of cocaine vs. food choice. Thus far, cocaine choice is reduced or unchanged following a fixed history with cocaine and is increased following an uncertain history with cocaine. If replicated with additional subjects, these results suggest that exposure to uncertain drug costs could enhance the reinforcing properties of the drug compared with exposure to fixed drug costs.

Of all students with disabilities, individuals with autism and intellectual disabilities (ID) have the fewest post-school educational prospects. High school students with autism and ID often have the difficult experience of watching their general education peers and siblings go on to further their education while they are left behind. Typical opportunities for these individuals, particularly those past the age of 18, have been restricted to isolated public-school classrooms (until they reach 22) or community-based day habilitation centers. Lately in the area of special education there is an appeal for the advancement and growth of higher education opportunities for students with autism and ID. In response, school systems and institutions of higher education have started partnering to offer transition services through dual enrollment to individuals ages 18 through 21 with autism and ID. This poster offers a synopsis of effective models of higher education dual enrollment for students with autism and intellectual disabilities applied at one public university. These include a college inclusion model using mentoring during the day and in the residence halls in the evenings where students with autism and ID are fully assimilated into all aspects of the college experience. Relevant supporting research will be discussed and an exploration of the implications and approaches for creation and implementation of partnership programs will be put forward.

Consistent challenging behaviors of young children are known to have significant impact on the child’s optimal development, such as social-emotional development or communication skills (Dunlap et al., 2006). Parents of children who exhibit challenging behaviors report that these behaviors have negative effects on family’s stress, social isolation, and well-being (Meadan et al., 2010). Furthermore, many parents who live in low-resource settings outside the United States report exacerbated hardships due to limited access to resources, such as Korea. To strengthen capacity of parents in Korea, who have limited access to resources, we developed and examined the effectiveness of a series of online parent training modules on behavioral principles using a randomized controlled trial with waitlist control group (N = 88). We found significant interaction effects of Group X Time for (a) parental knowledge of behavioral principles, (b) positive parenting practices, and (c) parental stress, with no preexisting differences between the two groups. Qualitative social validity data indicated that parents were highly satisfied with the goals, procedures, and outcomes, and that the modules affected their parenting styles, increased knowledge leading to better child outcomes, and recommendations for future research.

Children with intellectual and developmental disabilities frequently engage in escape-maintained problem behavior, which can limit their access to academic instruction and lead to placement in more restrictive educational settings. While there are function-based interventions to treat escape-maintained problem behavior, these interventions have primarily been evaluated in clinic settings using procedures, such as extinction, that are not feasible for teachers to implement in classrooms. The goal of this study was to evaluate a multi-component intervention without extinction to treat escape-maintained problem behavior for two children with developmental delays (one child also had autism). Functional analyses indicated each participant’s problem behavior was maintained by multiple sources of reinforcement, including escape. Functional communication training + concurrent schedules reduced problem behavior for one of two participants and increased functional communicative responses for both participants. Chained schedules were implemented with one participant; results showed work completion and some types of functional communicative responses came under stimulus control, but rates of problem behavior showed an increasing trend. Results suggest continued evaluation of chained and concurrent schedules following functional communication training is warranted. Implications for future research are discussed.

Self-monitoring, by encompassing the methodical observation of one’s own behavior, is a process which can be used by teachers to improve their performance in the classroom. In this systematic review, we identified 22 articles of published research that included teachers as participants implementing self-monitoring procedures in a school setting from 1990 through 2020. These studies were analyzed with a focus on participants, dependent and independent variables, type of self-monitoring used, and outcomes. In addition, the studies were analyzed using the Council for Exceptional Children’s Quality Indicators for study quality. Results yielded 21 of 22 studies having indicated positive results, though some included self-monitoring as part of an intervention package. However, only eight of the 22 studies met all of the quality indicators.

The demand for effective and efficient instruction in education is clear; research at the experimental level is needed in order to extend a behavior analytic understanding of the process of learning. The purpose of the current study was to extend the understanding of learning by manipulating the presentation of stimuli presented in an array. Two presentation types were examined: An Additive Presentation (starting with one stimulus and progressively adding stimuli) and a Complete Presentation (presenting all stimuli). The targeted response was assessed using measures of fluency including performance standards, application, and endurance. Data show that an Additive Presentation of stimuli is correlated with more time to meet criteria (defined by fluency aims) than is a Complete Presentation of stimuli when the stimulus set is comprised of five stimuli. When the stimulus set size is comprised of seven stimuli, data show that the order of presentation is the more relevant factor.

Discrete-trial instruction (DTI) involves training response(s) under the discriminative control of multiple stimuli. A desired outcome of DTI is often that responses generalize to novel examples and not to novel nonexamples (i.e., concept formation). Multiple factors influence acquisition and generalization, though factors that influence acquisition may not have the same effect on generalization and vice-versa. Previous experiments demonstrated that the number of distinct stimuli included in training (i.e., set size) is one factor that affects acquisition during DTI, but did not evaluate whether the response taught generalized to novel stimuli. The present experiment measure acquisition and generalization with college students across two conditions: 1) gradually increasing the number of stimuli and 2) including all stimuli from the start of training. The findings suggest that the number of distinct stimuli required for acquisition and generalization varied across participants. Generally, response accuracy during training was not an indicator of response accuracy in the generalization probes nor did response accuracy during generalization probes indicate training mastery. However, response accuracy was more highly correlated with generalization when all stimuli were included from the start of training. The relation between generalization and accuracy-based mastery and considerations regarding mastery criteria for DTI when generalization is a desired outcome are discussed.

Escalating reinforcement schedules with reset contingencies maintain drug abstinence. Escalating reinforcement schedules can also sustain quiz submission in college students. This study investigated if the reset contingency is necessary for the submission of optional weekly quizzes. Undergraduate students were divided into three groups—fixed reinforcement schedule (Fixed Group), escalating reinforcement schedule without a reset contingency (No-Reset Group), and escalating reinforcement schedule with a reset contingency (Reset Group). The baseline measured how many participants submitted quizzes 1 and 2. Next, participants could earn 50 bonus points for submitting quizzes 3 through 12. Participants in the Fixed Group earned 5 bonus points for each quiz submission. Participants in the No-Reset and Reset Groups earned 3, 3, 4, 4, 5, 5, 6, 6, 7, and 7 bonus points for submitting respectively quizzes 3 through 12. If participants in the Reset Group missed one quiz, the bonus points reset at 3. Results showed fewer participants in the Fixed Group who submitted quizzes 3-12 while participants in the No-Reset Group submitted more quizzes throughout the study. Participants in the No-Reset Group also sustained more consecutive quiz submissions. These results suggest that the reset contingency is not necessary to maintain quiz submission in college students.

Mand training is an evidence-based strategy that involves altering the motivating operations (MOs) in a student’s environment and is commonly used to increase requests made among students with and without developmental disabilities (Jennett et al., 2008). There is evidence that behavior analysts serving as consultants can use Behavioral Skills Training (BST) to effectively train teachers and other classroom professionals to implement interventions with high fidelity, including mand training (Hsieh et al., 2011; Homlitas et al., 2014; Nigro-Bruzzi & Sturmey, 2010; Suberman & Cividini-Motta, 2020). The current project adds to previous literature on the utility of BST to train teachers and classroom staff to implement mand training in an early childhood special education (ECSE) setting. Using instructions, modeling, feedback, and in-vivo practice, staff were trained to contrive and capitalize on naturally occurring opportunities to teach requesting to ECSE students with varying verbal repertoires. Once classroom staff met mastery criterion for each skill with a confederate, they were observed with students in the classroom, and generalization of skills were measured. Results of the project will be shared and discussed in relation to past findings in the literature and future applications for the field.

In behavior analysis, public goods games have been used to experimentally analyze cooperative behavior. Despite a growing number of studies using this and similar preparations, research is yet to evaluate how participants contribute other resources besides money. Furthermore, while research in values-based interventions have shown a contingent increase in prosocial behavior among participants, no study has yet examined this effect in an experimental preparation. The aim of the present study was twofold: (1) Assess how participants would allocate time—specifically towards pollution reducing activities—compared to money and (2) evaluate the effects of a values-based intervention on cooperation. During the public goods rounds, participants were instructed to allocate their given money or minutes to a collective fund in the standard task or for pollution reducing activities in the modified task. Values-based interventions asked the participant to evaluate and develop goals aligned with certain values concerning general social or environmental factors. Thus far, results have demonstrated more inconsistency in contributions prior to intervention and stability in responding post-intervention across both values-based tasks and the control task. This calls into question whether a values-based intervention can effectively alter cooperative behavior in an experimental task. More investigations, however, are warranted to isolate the necessary and sufficient variables for cooperation.

Applied behavior analysis (ABA) practitioners report high levels of burnout, exhibited as exhaustion and disengagement. Turnover, a stressful and costly experience for individual practitioners and the human service organizations that employ them, is a potential consequence of burnout. Work-life balance and work engagement are associated with lower burnout and lower intention to quit. Research concerning behavioral predictors of work-life balance, work engagement, and burnout—all of which are associated with turnover intentions—among ABA service providers is scant. Therefore, the purpose of the current study was to explore whether and how the use of self-care strategies and job crafting practices influence perceived levels of work-life balance, work engagement, and burnout among ABA practitioners who work in human service settings. In a sample of 826 ABA practitioners, 72% reported medium to high levels of burnout. Hierarchical regression analyses revealed that the use of both self-care strategies and job crafting practices strongly predicted work-life balance, work engagement, and burnout above and beyond sociodemographic variables (gender and years of experience). Findings can inform the development of effective organizational/systems- and individual-level self-care and job crafting interventions that support sustainable individual, organizational, and client-related outcomes. We contend that self-care and job crafting interventions support a culture of wellbeing in graduate programs, training/supervision curricula, and mentor/mentee relationships.

Currently, there is minimal research to engage members of the community to be involved in data collection. Traditional research standards encourage investigation of questions in which all variables can be controlled or influenced by investigators. By not conforming to these research values, broader contextual variables and new research questions can be studied at a community level (Fawcett, 1991). This study is a community-level initiative to engage members of three local neighborhoods to be involved in data collection on neighborhood box turtle sightings to aid local wildlife biologists in gaining information on species prevalence and conservation. We plan to examine the effectiveness of brochures, magnets, and social media platforms by systematically staggering these interventions across neighborhoods utilizing a multi-baseline design. Baseline data show an increase in data collection in one neighborhood without the introduction of a formal intervention and steady levels of data collection in the other neighborhoods. The first phase, a brochure delivered to all addresses in the first neighborhood, will be initiated this spring (March/April). Sustained data collection by community members will aid in a larger demographic data collection initiative on the local box turtle population.

The military lifestyle is a difficult, unique, and selfless lifestyle, yet poses many difficulties. One of these difficulties is the many ethical dilemmas to Applied Behavior Analysis practitioners. Within the military life, military and their families are to move every few years. Military lifestyle sends practitioners to remote areas with very few people on and surrounding the military base area. In some case the Applied Behavior Analysis practitioner is the only practitioner within miles, while in other cases they may be overseas with limited supports. Military may send practitioners to areas that have limited resources and cannot support adequate supervision. Remote supervision has been a huge help for many practitioners that are impacted by the military lifestyle and those that live in rural locations. Often times, the military will also send practitioners to areas that are very sparsely populated, with no other practitioner to provide Applied Behavior Analysis services from. There are many ethical dilemmas that can cause concern to Applied Behavior Analysis practitioners such as multiple relationships, exploitative relationships, working with limited resources, limited intervention staff, navigating cultural differences, and becoming burnt out. Further research is needed on the ethical dilemmas and limited supports of Military impacted Applied Behavior Analysis practitioners.

Renewal assessments typically arrange reinforcement for target behavior in one context (Context A), extinction in a second context (Context B), and a renewal test by returning to Context A with extinction still enforced. During outpatient behavioral treatment, however, Context A (e.g., home) associated with reinforcement for challenging behavior and Context B (e.g., clinic) associated with extinction alternate. We developed a “nonsequential” renewal assessment wherein Contexts A and B, associated with reinforcement and extinction for target behavior respectively, alternate during treatment to more closely approximate outpatient treatments. Here, we extended this procedure to an individual who engaged in posturing maintained by escape from demands. Contexts A and B were signaled by different treatment rooms and therapists. During baseline in Context A, posturing produced escape. Next, we arranged sessions of functional communication training (FCT) in Context B that alternated with sessions of reinforcement for posturing in Context A. We assessed renewal of posturing by re-presenting Context A with FCT in place. We subsequently exposed the participant to a standard renewal assessment. As in our previous research with college students and rats, our nonsequential approach resulted in more renewal than the standard laboratory approach. Implications of these findings for practice will be discussed.

Discrete Trial Teaching (DTT) is an evidence-based intervention for various students with disabilities. Traditional DTT is implemented in a one-to-one instructional format. However, one-to-one pull-out instruction is not fully feasible in Taiwan. Nearly all special education instruction is implemented in group, especially for self-contained special education classes in Taiwan. Therefore, the purpose of this study was to explore whether DTT embedded in group instruction is as effective as one-to-one DTT (1:1 DTT). Two students with severe disabilities (autism and intellectual disabilities) were participated in the study. An alternating treatment design was implemented to compare the two instructional formats. Adam was working on categorization in 1:1 DTT, and matching in embedded group DTT. James was working on two objectives. One was categorization and matching; another one was looking at pictures in 1:1 DTT, and looking at teacher in embedded group DTT. Results indicated that 1:1 DTT was more effective than embedded group DTT for both students. Adam met instructional objectives in both conditions, but mastered faster and more effectively in 1:1 DTT. James mastered both objectives in 1:1 DTT, but failed in embedded group DTT. However, the teacher reported that James eye contact was improved from 1 second to 2.5 seconds duration, although in a slow rate. Social validity data showed the classroom teachers preferred embedded group DTT than 1:1 DTT.

Impairments in social cognition is a key symptom of ASD and Down’s Syndrome. Individuals with these developmental disabilities have a dif?culty understanding the beliefs and desires of other people. In recent years, literature has begun to examine the link between impairments in social cognition and abilities that demand spatial and social skills, such as visual perspective taking (VPT). Flavell (1977) de?ned two levels of perspective-taking: VPT level 1 is the ability to understand that other people have a different line of sight to oneself, whereas VPT level 2 is the understanding that two people viewing the same item from various points in space see different views. Additionally, some theorists believe that Theory of Mind and VPT share standard cognitive processes (Hamilton et al., 2009). Both skills involve the simultaneous representation of two differing points of view (Aichhorn et al., 2006). We aim to compare the social-cognitive processes in individuals with ASD and Down’s Syndrome based on a thorough literature review of research conducted in the last decade. As VPT is a sociocognitive ability that impacts social interaction, the study will lay a theoretical framework for clinical interventions to meet underlying perspective-taking deficits causing social skill impairments.

Basic research has shown that session-end criteria can influence break points obtained for pigeons responding on progressive-ratio schedules. Although applied researchers have used progressive ratio schedules to assess reinforcing efficacy of stimuli in clinical populations, there remains a dearth of evidence on optimal parameters (i.e., step-size, session-end criteria) of progressive ratio schedules in this context. The purpose of this study was to evaluate the extent to which session-end criteria impact breakpoints and problem behavior of 5 children diagnosed with a developmental disorder responding on progressive ratio schedules. We retroactively examined data obtained in Leon et al. (2020) and applied the following session-end criteria to second-by-second data streams: 1-min, 2-min, and 3-min of no target response. Breakpoints were nearly identical in the 2- and 3-min criteria sessions for all 5 participants; whereas, breakpoints were slightly lower in 33- 50% of sessions in the 1-min criteria phase. Additionally, for 2 of 3 participants that emitted problem behavior during the study, more problem behavior was observed in the longer session end criteria sessions (i.e., more problem behavior in 3-min relative to 2-min and more problem behavior in 2-min relative to 1-min).

People with intellectual and developmental disabilities (IDD) and autism spectrum disorders (ASD) often have difficulty in tolerating new or infrequently contacted stimuli (e.g., Fisher et al., 2019; Woodcock & Humphreys, 2009). Limited tolerance for health-related behavior, such as nail cutting, haircuts, and dental cleanings can cause distress for these individuals and their families (e.g., Cavalri et al., 2013). During the Covid 19 pandemic, face masks are a new stimulus that may cause distress for many people, especially those who may not understand the need for a mask. The inability to tolerate face masks could limit safe access to public locations for people with IDD and ASD. Therefore, we evaluated preference for different types of face masks with three adults with intellectual and developmental disabilities and limited verbal communication skills. Using a multielement design, we assessed the duration each participant wore five different face masks. Our data indicate that, for two of three participants, a single stimulus assessment using a multi-element design is an effective way to assess preference for different types of face masks. This assessment was also helpful in determining appropriate, individualized treatment steps for increasing cooperation with wearing a face mask.

Money management skill is essential to student with developmental disabilities that assist them to successfully transition to local community environment. This paper analyzes 20 published articles that report the results from research conducted on money management skill training for students with developmental disabilities that were published between 1997 and 2020. No studies that met inclusion criteria investigated or attempt to improve budgeting or financial planning skills. From this research synthesis, guidelines are offered for research and practice. Future research should consider the importance of meta skill in money management.

Functional analyses are conducted to understand problem behavior and inform function-based treatments. The performance-based, interview-informed synthesized contingency analysis (IISCA) is a brief model that has recently been developed with the intent of improving practicality and acceptance of functional analysis procedures among clinicians. However, the efficacy of the performance-based IISCA for identifying environmental contributors to problem behavior has yet to be fully evaluated. We compared the relative efficacy of the performance-based IISCA with the full IISCA in a single-subject design with two participants who exhibited problem behavior. We began by conducting open-ended interviews with the caregivers to identify the unique contingency to be incorporated in the functional analysis process. The performance-based IISCA involved a single session in which the putative reinforcers were presented following problem behavior and removed following 30-s of calm behavior. A socially mediated function was implicated after five instances of problem behavior was observed each time a reinforcer was removed. The two participants then experienced the full IISCA that included a single test condition compared to a matched control with five, 3-min sessions conducted total. The results of both analyses corresponded and informed a subsequent function-based treatment that eliminated problem behavior and strengthened communicative responses.

Stimulus preference assessments (SPA) are routinely used by behavior analysts to identify stimuli that are likely to function as reinforcers (Graff & Karsten, 2012). Although SPAs are routine, decision-making criteria on which SPA procedure is most effective within a specific context is limited. Lill and colleagues (in press) proposed an a priori decision-making tree, Stimulus Preference Assessment Decision-Making System (SPADS), to aid practitioners in selecting an appropriate SPA based on a summary of published, peer-reviewed research up to 2018. Decisions are derived from peer-reviewed research that includes stimulus dimensions, client characteristics, and outcome. We surveyed 24 BCBAs about their use of SPAs, how they select items to include, and which SPA they would select for specific scenarios based on the SPADS. Results showed that practitioners use SPA on a routine basis with clients. BCBAs most frequently reported using observations and structured interviews to determine which stimuli to include. Overall, respondents reported most confidence with use of Paired Choice and Multiple Stimulus without Replacement. Selection of the most appropriate and efficient SPA for each scenario did not consistently align with recommendations based on the SPADS. The data indicate that it is important to identify ways to encourage practitioners to make evidence-based decisions. Reference Graff, R. B., & Karsten, A. M. (2012). Assessing preferences of individuals with developmental disabilities: a survey of current practices. Behavior Analysis in Practice, 5, 37–48. https://doi.org/10.1007/BF03391822 Lill, J. D., Shriver, M. D., & Allen, K. D (in press). SPADS: Stimulus Preference Assessment Decision-Making System: A practical decision-making model for practitioners. Behavior Analysis in Practice.

Since the beginning of the Corona Virus pandemic, access to behavioral healthcare services has become significantly different following the closure of most clinical facilities. Telehealth technologies have become an increasingly common strategy in accessing behavioral interventions services among families of children with disabilities. This study presents a review of interventions research on telehealth training in applied behavioral interventions. Twenty-eight studies meeting inclusion criteria were reviewed to assess the types of techniques taught, including behavioral assessments and interventions, procedures for administering the trainings, effects of the intervention on behavioral outcomes, and their social validity. Preliminary findings showed that many interventions were trained, including ABC data recording, functional analyses, functional communication training, activity schedules, picture exchange communication, and many others. Improvements in behaviors were observed for both caregivers and clients. Social validity assessments showed that telehealth training were cost efficient, convenient, and easy to access. Implications of the review for policy and future research are provided.

One-on-one training based on ABA has been shown to be effective in cognitive rehabilitation in children with intellectual disabilities (ID). However, its high costs, extensive training hours as well as shortage of professionals limit the expansion of the one-on-one training method. Recently, various computerized training programs such as Cogmed, Cognifit, and Rehacom have been developed, yet their usage are limited for children with ID in terms of task difficulty and scope of training. In this study, an app-based cognitive rehabilitation training program combined with token economy, YESS, was developed and its effectiveness was evaluated. In study 1, 48 children with ID were assigned to either YESS or control group. YESS group completed 6 games per day while the control group did not receive any training for 5 months. Participants’ executive functions (EF) and their parents’ parental stress were assessed before and after the training. Results showed that YESS is effective for enhancing EF (cognitive flexibility and planning) of children with ID and decreasing parental stress. The issues found in the process of study 1, such as difficulty problems and monotonous design, were modified, and the effectiveness of the updated program is being reevaluated in study 2.

Many listener training programs target the development of appropriate nonverbal responses to the verbal behavior emitted by the speaker. This type of training is commonly used in the early intensive behavior intervention programs (EIBIs) provided for individuals with developmental disabilities, including autism spectrum disorder (ASD). Instructional procedures play a critical role in the acquisition of listener responses. Practitioners frequently face difficulties in teaching arbitrary auditory-visual conditional discriminations with individuals with limited experience with such tasks. Therefore, this study was to investigate the effects of the stimulus pairing observation (SPOP) procedure in conjunction with match-to-sample (MTS) training to establish untrained listener responses in three children with ASD and limited vocal repertoire. The participants were 4 and 5 years old, and the study used a multiple probe across participants design. Each participant was received MTS and SPOP training until the acquisition criterion was reached. Then, post-test probes were conducted across five stimuli set for each participant after exposure to MTS and SPOP. The results indicate that the intervention is effective in the emergence of untrained listener responses. Also, the participants were able to maintain their untrained listener responses.

Parents influence all aspects of their children’s development. Parent training may help in mental health service provision and increase the chances of treatment generalization to new people and settings. Parent training usually teaches positive parent practices, such as attending, describing, and praising behaviors considered adequate. Behavior skills training (BST) is one format that can be effective for parent training. This study aimed at analyzing which procedures have been used to train parents and their effectiveness. Additionally, it looked at the frequency with which BST and its components have been used in parent training. A systematic review was conducted in 3 phases. At the end of these phases, 28 articles remained. Regarding procedure effects, in 24 out of the selected 28 articles we found an effect of the independent variable on parent behavior. On procedures used for parent training: only 4 studies used the term “behavior skills training” to describe procedures. Instructions, modeling, role play, and feedback were the main procedures implemented in the 28 selected studies. Frequent systematic and narrative reviews are recommended to systematize the literature to those professionals and researchers that might need synthetic, updated, and organized information to make decisions.

When problem behavior is maintained by multiple reinforcers or a combination of reinforcers, functional communication training (FCT; Carr & Durrand, 1991) may begin with an omnibus mand (Hanley et al., 2014; Ghaemmaghami et al., 2018). However, specific and complex communicative responses may a desirable outcome of treatment (Tiger et al., 2008). The present study replicated the methods described by Ward et al. (2020) to differentiate an omnibus mand (“my way please”) into specific mands (“Break, please”, “I want iPad”). First, an interview informed synthesized contingency analysis (IISCA; Hanley et al., 2014) was conducted and suggested that the problem behavior of a young child to be sensitive to escape from demands to access tangibles, edibles, and attention. An omnibus mand was taught to replace problem behavior and then the omnibus mand was differentiated into specific mands using the systematic shaping process described by Ghaemmaghami et al., (2018) to increase the complexity of functional communication. Problem behavior remained low while specific FCRs were acquired. Terminal probes suggested that the systematic shaping process was necessary to teach complex communicative responses while maintaining low rates of problem behavior. A social validity questionnaire indicated that classroom teachers were satisfied with the outcomes.

Reviews of the literature indicate that interventions based in applied behavior analysis (ABA) are highly effective approaches to treat the symptoms of autism spectrum disorder (ASD), although under-utilization of services remains a significant problem. Potential barriers to utilizing services for families include an insufficient number of trained providers, distance to access services, and the time commitment required for comprehensive services. There is thus a need to provide evidence-based services without these barriers. Parent training, such as the Research Unit on Behavioral Interventions (RUBI) Autism Network’s parent training program, has proven efficacious in empowering caregivers and improving the behavior of children with ASD (Scahill et al., 2016), but is typically provided in clinical settings. A telehealth version of RUBI could potentially eliminate impediments to utilization of ABA services. Therefore, the purpose of the current study is to evaluate the feasibility of adapting RUBI parent training to be delivered to caregivers via telehealth, directly in their homes. We will report the current results of this intervention using the RE-AIM framework (i.e., reach, efficacy, adoption, implementation, and maintenance) and discuss implications for both future research and clinical practice.

Tokens are among the most common consequences delivered by behavior analysts who work with individuals with developmental disabilities (Graff & Karsten, 2012). However, recommendations for establishing tokens as conditioned reinforcers vary and many questions remain about best practices. In this study, children with intellectual and developmental disabilities completed preference and reinforcer assessments, from which we identified two to three backup reinforcers. We then evaluated four procedures for establishing tokens as conditioned reinforcers, usually followed by extinction tests to determine if the token had assumed any independent value. We began with stimulus-stimulus (SS) pairing of tokens with the backup reinforcers. If SS pairing did not establish tokens as conditioned reinforcers, we evaluated response-stimulus (RS) pairing and/or noncontingent token-exchange training, in which participants exchanged noncontingently delivered tokens for backup reinforcers. If neither of these procedures established tokens as conditioned reinforcers, we assessed response-contingent token-exchange training. Results suggest that (1) exchange plays a critical role in supporting reinforcer effectiveness, and (2) the conditions under which we evaluate the effects of token training might influence our results and conclusions.

Within recent years, advances in screening and diagnosis allows children with autism and developmental disabilities to receive intervention earlier. Earlier diagnoses of autism and developmental disabilities highlights the need for strong, evidence-based early interventions. Additionally, research demonstrates that earlier intervention is associated with better social skills, language acquisition, communication, and reductions in challenging behavior. Earlier intervention can potentially circumvent some of the risk factors associated with autism and potentially increase the amount of time spent with typical peers in general education. One important preventative life skill derived from the research and school readiness literature was related to following directions. The three-step prompting procedure appears necessary for participants who initially do not respond to other intervention techniques aimed at demonstrating increased levels of compliance. The three-step prompting procedure provided teachers and parents with a tool to promote compliance with children and for increasing overall independence in following directions. The relative ease in training and implementation with a three-step prompting procedure makes it ideal for use in a wide variety of settings as a tool for teaching instruction following; unfortunately, to date, most of the literature available on the uses of this procedure to address noncompliance in highly structured settings. The current study aims to expand the literature base on the use of the three-step prompting procedure as a teaching tool in a group setting. This study provides an extension of the previous research into the three-step prompting procedure as it relates to young children with autism and developmental disabilities in a group setting. The purpose of this study is to compare the effects of teaching instruction following using a three-step prompting procedure versus no explicit instruction and the concurrent effects on on-task and problem behavior of young children with autism and/or developmental disabilities in a group setting.

After acquiring basic verbal behavior, the children extend its functional use of verbal behavior to more naturalistic, contextual situations. The purpose of this study was to investigate the effects of online teaching method on establishing functional verbal behavior in school lives. An elementary school student with autism spectrum disorder participated in the study. The target verbal behaviors were consisted of four sets(20 stimuli): talking naturally (5 stimuli), reacting on unexpected situations(5 stimuli), talking in the contexts(5 stimuli), teaching to peers(5 stimuli). We implemented the multiple baseline design across tasks. The experimenter conducted the probe trials once a week. An experimental stimulus consisted of sentences expressing context and peer’s talk in computer display. The student was required to made four different verbal behaviors fitting in the school situations. The parent was required to teach verbal behavior by iPad including stimuli of teaching program. At baseline, the appropriate verbal responses were low place. After home-based teaching, the appropriate verbal responses drastically increased. The result suggested that telehealth program was effective for increasing functional verbal behavior.

Eye contact is an important ability observed early in human development. We investigated eye-face gaze to gain greater understanding regarding the specific variables controlling the natural acquisition of this behavioral class. We used extinction of high probability responses, keeping motivating operations in place to evoke mands with eye-face gaze as a function of differential reinforcement. We wanted to answer the question: Can children with autism spectrum disorder (ASD) learn social pragmatic skills (e.g., eye-face gaze) while manding? We use a non-concurrent multiple probe baseline design across participants, and we analyzed the data visually. We demonstrated that these procedures increased eye-face gaze while manding for three children with ASD. The procedures controlled the behavioral class of two and had some control over the behavioral class of the other. It is an important finding because these participants had manding in their repertoire and through extinction and differential reinforcement of a more complex behavior, an improvement in their performance was possible. It could pave the way for more efficient tactics to assist this population access social interactions.

Individuals diagnosed with autism spectrum disorder (ASD) may fail to acquire interactive play and leisure skills due to deficits associated with the diagnosis. Through interactive play, individuals gain more opportunities to develop proficiency in areas such as problem solving, communication, and emotional development. In an effort to inform practice and research, this systematic literature review analyzes behavioral interventions used to teach interactive play and social leisure skills to individuals diagnosed with ASD. The predetermined inclusion criteria resulted in 23 studies to be analyzed. The findings of this review indicate that there are interventions that successfully increased interactive play and leisure skills with children, but there is a gap in the research regarding teaching these skills to adolescents and adults. Additional needs for future research are discussed.

Studies in literature (Evans et al., 2005; MacNeil et al., 2009) shows that patients diagnosed with neurodiversity disease rich higher levels of anxiety and phobias. These awkwardness come true even in medical visits, with direct consequences on the patient's health, on family members and on the costs of the National Health Service (Cisini et al., 2019; Raffin, 2018) The purpouse is to create and evaluate a training procedure available for the operators in Modena Health Services. The aim is to ensure an easier execution of instrumental clinical examinations, for users with Autism Spectrum Disorder in developmental age. The start point was create raw materials: task analysis and support in Augmentantive and Alternative Communication (photos, videos and PCS). Secondly, we gather from the literature techniques with proven efficacy for the reduction of phobias during clinical exams. Gradual exposure and differential reinforcement, from the Applied Behavior Analysis, were detect as the most efficient (McMurtry et al., 2016; Shabani and Fisher, 2006). Thanks to studies researchers can create procedures for anxiety and fear reduction relating to the execution of clinical examinations. The procedures involved were: Electrocardiogram, Echocardiogram and blood pressure measurement. The goal is to create a model of “good practice”, ethical sustainable and plain, that can be share with service operators. Furthermore, the project providing for the use of effective techniques to users with no link to a diagnosis with neurodiversity.

The health emergency caused by Covid-19, with the consequent measures of social distancing, produced operational problems with the implementation of services to people with disabilities and their families. In the present study, we conducted a parent training program almost completely via telehealth to teach a parent some strategies to increase the compliance of their son. The boy was a 5-year-old with Autism Spectrum Disorder (ASD) who engaged in challenging behavior when asked to comply with academic tasks, and which was maintained by negative reinforcement. The intervention consisted of a package which included behavioral skills training (BST) with written instructions, video modeling, rehearsal and feedback, to implement demand fading procedures and concurrent schedules arrangements. The intervention reduced challenging behavior to zero, allowing the parents to increase the number of academic tasks presented to the child.

Achieving independence in functional living skills is an important aspect for people safety and dignity. The purpose of this study has been teaching to independently initiate and complete nighttime routines to an adolescent with Autism Spectrum Disorder. A chain composed of brushing his teeth, using the bidet, wearing the pajamas, managing independently his clothes, checking them and putting the dirty ones in the laundry basket was taught using task analysis, most to least prompt fading and positive conditioned reinforcer. The chain was initially evoked with a Whatsapp video message asking to “get ready for the night”, in combination with gestural and verbal prompt and its completion was reinforced with a previously chosen conditioned reinforcer. An intervention has been implemented to transfer the control of the chain to a telephone reminder, set one hour before the bedtime. Data showed rapid acquisition of the nighttime routines, generalization when the participant was alone with his parents and maintenance after 2-months follow up.

Restricted and repetitive behaviors in Autism Spectrum Disorder (ASD) are associated with neurocognitive deficits in flexible choice behavior. Probabilistic reversal learning tasks can be used to evaluate behavioral flexibility by examining individual differences in anticipatory, perseverative, and regressive errors. The present series of experiments conducted via crowdsourcing examined performance in a midsession reversal-learning task to assess error patterns. In two experiments with typically developing participants, we found that responding on the first ‘correct’ pattern rapidly approached the arranged probability of reinforcement. In a separate experiment with individuals with and without ASD, we found that the number of regressive errors was positively correlated with scores on The Autism-Spectrum Quotient (AQ), which measures the degree of traits associated with ASD. We also found that individuals with ASD made more perseverative errors initially, but there was little difference between groups in the total number of perseverative errors. The current set of procedures could be used to assess behavioral (in)flexibility and adaptability in learning in individuals with ASD.

The present study used a multiple probe across behaviors design, with an embedded alternating treatments design to compare the acquisition rates and efficacy of two modified communication programs, the Picture Exchange Communication System (PECS) and a speech generating device (SGD), to teach requesting to a child with multiple disabilities, including autism and visual impairments (VI). Instruction in each intervention phase were adapted from the first three phases in the PECS Manual (Frost & Bondy, 2002) and modified to accommodate the participant’s VI by adding textures and providing a verbal prompt in all three phases. During baseline conditions, the participant demonstrated little to no communicative responding. With intervention, the participant’s communicative responding increased in all three phases (simple request, distance and persistence, and discrimination) to proficient levels for both communication options, however, the PECS program yielded noticeably faster results in the distance and persistence phase. Participant preference and treatment acceptability for each option were also assessed. The participant showed preference for the PECS option. Parents found both procedures to be acceptable, however, the PECS option was also the parents’ preference. The importance of participant and parent preference for using one communication option over another is discussed.

Activity schedules have been used to teach individuals with ASD a variety of skills. Video activity schedules are an evolution of traditional activity schedules in that video models replace the static pictures within the schedule and is delivered on a device rather than a binder. While research has demonstrated that traditional activity schedules are effective at teaching new skills to individuals with ASD, less is known about video activity schedules. The systematic search and predetermined inclusion criteria identified 72 articles, which was a total of 306 unique applications of video activity schedules, for this review. Most of the participants were adolescent and adult aged males. Nearly 50% of the participants had daily living or adaptive skills targeted. Nearly all of the individual cases completed a single task rather than multiple tasks using the video activity schedule. Seventy-one percent of studies were conducted in the school with most of those studies being conducted in special education classrooms. The identified gaps in the literature included a lack of studies conducted in general education classrooms, use with younger participants, and use to teach academic or play skills. Assessment of the quality and outcomes of the included studies will also be discussed.

Learners with autism may experience more challenges tolerating certain tactile sensations than learners who do not have autism. Per CDC, NJDOE, and NJDOH guidelines, it was necessary to ensure students with autism could tolerate wearing cloth face coverings for as long as possible in anticipation of returning to in-person instruction (i.e., a 6-hour school day). This was especially critical for students whose instruction necessitated that instructors spent extended periods of time less than six feet away from them. We found that two such students with autism initially tolerated wearing cloth face coverings for very limited durations (i.e., less than 60 seconds), and another did so inconsistently during 5-minute observations. This was complicated by a state-mandated school closures, meaning that needed teaching could not be delivered in person. Instruction was initially delivered via live videoconferencing with instructors providing coaching to parents regarding reinforcement and error-correction procedures. Mask-wearing durations were shaped using a changing-criterion design in which durations changed both within sessions (for one learner) and target durations (or ranges changed across conditions (for all three leaners). Ultimately, all three learners were able to wear cloth face masks for the entire school day upon return to in-person instruction.

Research has indicated that RIRD often results in the reduction in level of vocal stereotypy in children and adolescents with Autism Spectrum Disorder. However, only one previous study has evaluated the efficacy of RIRD on vocal stereotypy for participants older than 18 years old. Furthermore, though some studies point to punishment as the mechanism by which RIRD produces its effects (Ahearn et al., 2007; Aherns et al., 2011), it is still described as a redirection procedure with unclear contingencies (Cassella et al., 2011). This study used the uninterrupted data collection procedures described by Carroll and Kodak (2014) and Wunderlich and Vollmer (2015) which have been shown to provide a more accurate analysis compared to the interrupted technique. Additionally, this study replicated and expanded upon Wunderlich and Vollmer (2015) by introducing a component analysis of the effects of RIRD on an adult participant. The results showed that motor RIRD was effective in reducing the vocal stereotypy, that random talking may be an establishing operation for vocal stereotypy, and that levels of appropriate vocalizations, while initially suppressed for 12 sessions, did not change meaningfully throughout the study.

Prior to intervention, neither Audrey nor Paulina, both 14-year-old girls with autism, consumed medications in pill form. Though many medications available in tablet/capsule form are also available in liquid, chewable, dissolvable, or sprinkle- capsule forms, one learner only accepted one of these, some medications are available in none of these forms, and in some emergency settings a non-pill form may not be available. Along with parents’ wishes, this prompted us to implement an intervention package to teach both learners to swallow pills. This consisted of individualized positive reinforcement systems and stimulus shaping sequences. For Audrey, initial efforts to shape swallowing edible placebo items identical in size to desired medications or vitamins using a pill-swallowing cup were unsuccessful. Success was ultimately achieved using a 12-step size-fading procedure incorporating a variety of dried pulses (e.g., split peas, lentils) and several sizes of sugar-filled gelatin capsules, delivered in a spoonful of yogurt. For Paulina, similar gains were accomplished in 5 size-fading steps; reinforcement thinning is ongoing, and an additional size-fading step may be implemented. Audrey now consumes placebo items of the desired size in the absence of tangible reinforcement. Additional generalization data will be added for Paulina at the time of presentation.

Previous research has shown that behavioral parent training (BPT) is one of the most effective methods to improve parenting skills and promote meaningful parent-child interactions. A few attempts of preliminary research demonstrate the enhancement effect of Acceptance and Commitment Training (ACT). However, most of the BPT studies and one previous preliminary study of BPT with a subsequent ACT intervention occur through face to face instruction. The purpose of the present research is to a) extend BPT training through telehealth, b) use ACT to enhance the effectiveness of BPT for parents of children with Autism Spectrum Disorder (ASD), and 3) extend research on BPT and ACT for parents in China. The effects of the training are being evaluated by direct observation of parent-child interaction via telehealth. The study is still underway but preliminary results have shown that all of the participants show improvements in implementing behavioral procedures in their parent-child interactions.

Noncompliance with medical procedures may represent a serious issue for people with intellectual and developmental disabilities (IDD). In this study we applied graduated exposure, shaping and stimulus distraction to teach two adolescents with autism spectrum disorder (ASD) to tolerate a blood draw. Both participants showed low level of compliance and high level of signs of anxiety and distress during baseline, consisting in a simulated blood draw. During the intervention phase participants were gradually exposed to a blood draw procedure while approximations to the target behavior were reinforced. Results, shown in a non concurrent multiple baseline design, demonstrated that the treatment was effective in obtaining blood samples during an actual blood draw, with significantly lower levels for both participants of signs of anxiety and distress respect to baseline.

Auditory-visual discrimination can be difficult to establish in children with autism spectrum disorder (ASD) and minimal verbal and pre-academic repertoire. It is common for children who have not mastered tasks involving conditional discrimination, to demonstrate restricted stimulus control during these types of tasks. One strategy to overcome errors related to restricted stimulus control is by using a differential observing response (DOR). DORs are responses that when presented before or with the antecedent stimulus, facilitate the child’s sensory contact with the relevant aspect of the stimulus. The purpose of the current study was to replicated Fisher et al. (2019)’s by incorporating a DOR during an auditory-visual conditional discrimination task with children with ASD. A multiple-baseline design across target sets was used to evaluate the effects of the intervention on the levels of correct selection responses. We also conducted probe of tact responses before the implementation of the intervention and after mastery of target sets. Results were similar of Fisher et al. study in that participants demonstrated the acquisition of target sets and emergence of novel, untrained tacts.

Individuals diagnosed with autism are at a higher risk for COVID due to developmental delays and deficits in health-related life skills. However, the extent to which these deficits exist is unclear, as existed assessments for life skills are not specific enough to capture various skills needed during the COVID-19 pandemic, such as keeping the mask on for extended periods of time, following social distancing rules, maintaining social interaction with peers remotely, etc. The current study examines the COVID-related health skills among children diagnosed with ASD. A caregiver assessment was developed, and a total of 36 skills were identified following recommendations from the CDC to promote children’s physical and mental health. Six skills were identified in each category: Personal Protection Equipment, Symptom Identification, Social Distancing, Hygiene, Daily Routine, and Health and Well-being. Forty caregivers completed the indirect assessment, and results show that children diagnosed with autism often demonstrate deficits in COVID-related health skills. The distribution of skills did not show a clear pattern across different age-groups, suggesting that the developmental approach failed to account for these life skills. Preliminary psychometric properties of the assessment were reported, and implications and recommendations for practitioners were discussed.

The purpose of this study was to investigate the effect of a visual cue (arrow) for specifying a “speaker” in conversation for students with autism spectrum disorder using online telehealth situation. Two elementary school students with autism spectrum disorder participated in the present study. They could talk about their favorite things such as trains, however had weakness in conversation with other people. At first, the therapist set the topic of conversation and evaluated the spontaneous talking and numbers of turn-taking. Telehealth method was used with Zoom. In Student-Student Condition, two students sat facing each other in computer display and made online conversation. In Student-Therapist Condition, each student sat facing with adult therapist and was provided with “arrow” on computer display to specify the speaker implying “your turn for talking”. For both students, numbers of turn-taking were very few in Student-Student Condition. In Student-Therapist condition, Student A showed drastic increase in numbers of turn-taking. The result suggests that the “arrow” functioned as visual indicator for specifying “speaker” in naturalistic conversation.

Challenging behavior maintained by multiple sources of environmental control presents unique challenges during treatment. Often, reduction of these behaviors involves interventions that target each source of reinforcement individually. Following acquisition of multiple functional communicative responses (FCR’s) and reduction of the target challenging behavior, the dense schedule of reinforcement used during functional communication training (FCT) still needs to be thinned for the FCR to generalize successfully across settings and time. Multiple schedules have been used successfully following FCT teaching FCR’s for single functions. The current study, involving two residents of a residential treatment facility, investigates the thinning of a “More Time” request utilizing a multiple schedule. Following successful acquisition of the FCR, schedule thinning consisted of signaling availability of reinforcement of the response with a visual stimulus. Throughout schedule thinning, the work requirement was systematically increased following emission of the FCR until the terminal schedule was reached. Both individuals demonstrated high levels of independence with the FCR and low rates of challenging behavior throughout schedule thinning.

Disabilities are pervasive within the broader life context of impacted individuals, including challenges associated with stigmatization, disability progression, autonomy, and self-advocacy. This symposium will address these topics representing a next frontier in the evolution of behavior analytic service within person-centered care. The first talk will review stigmatization of persons with disabilities from within a derived relational responding framework, as well as how to predict and influence stigmatizing verbal relations. The second talk will describe a systematic intervention to address cognitive decline in the progression of dementia within the life-course of aging populations. The third talk will provide a translational model exploring the use of equivalence-based instruction to teach facts about medications that are necessary for ensuring autonomy and consent. Together, these talks go beyond addressing behavior challenges – to addressing skills that participate within the broader context of living with physical, intellectual, and developmental disabilities from a behavior analytic framework.

BCBAs

What makes a person disabled is a much-debated topic with some focusing on the individual’s impairments (putting the onus of disability on the individual) while others focus on how the environment (both architectural and social) exacerbates an individual’s impairments and creates the conceptualization of disability (putting the onus of disability on society). No matter how a person with a disability (PWD) is categorized, they are met with healthcare, education, and work disparities that are perpetuated both unintentionally and intentionally. This paper examines the various ways disability and subsequently stigma arises from a variety of viewpoints both within and outside the tradition of behaviorism. Given an overview of behavioral research, much of which is line with non-behavioral conceptualizations track well on to, the author points to how Relational Frame Theory (RFT) and Contextual Behavioral Science (CBS) may offer potential applications for the reduction of stigma towards PWDs. Three studies were detailed across relevant relational frames and their potential roles in the formation and defusion of stigma thereby extending the prior behavioral research on utility for potential, computer-based societal interventions.

With the aging of the Baby Boomer generation there will be an influx of older adults in the years to come that has never been witnessed before. While a longer life brings with it many opportunities, they are dependent on one thing: the individual’s health. Alzheimer’s Disease and related dementias are of most concern since they are defined by decline in cognitive functions that lead to loss of independence. Interventions are needed to help aid in the wide-ranging impact dementia will have. One area of promise is the use of language training procedures such as Relational Frame Theory (RFT), a contemporary behavior-analytic account of complex human language and cognition. The current study examined the relationship between dementia symptomology, memory, and derived relational responding in 42 older adults, ages ranging 65-97. Moderate to strong correlations were found between the Mini-Addenbrooke’s Cognitive Exam, Wechsler Memory Scale, and the PEAK Comprehensive Assessment- Transformation. Results of this study suggest that participants with higher scores of dementia symptomology showed lower scores of memory and derived relational responding. The results of expand the current literature by evaluating all relational frame families and their relationship to memory and dementia symptomology. Implications, limitations, and future research will be discussed.

Data on participant demographics (e.g., gender, race/ethnicity, socioeconomic status) can be used to evaluate the existence of treatment disparities and other correlations between the impact of an intervention and sociopolitical location, yet these data are seldom reported in behavior-analytic studies. To date, no review has been conducted evaluating the reporting of demographic variables within the subfield of organizational behavior management (OBM). OBM interventions often involve multiple participants across levels of an organization, posing unique considerations for reporting demographic variables and potentially identifiable information in accordance with an organization’s preference for disclosure and human resource policies. Interventions in industrial/organizational psychology may encounter similar barriers to reporting demographic variables. Therefore, we reviewed articles published in the Journal of Organizational Behavior Management (JOBM) and the Journal of Applied Psychology from 2015 to 2019 to evaluate recent trends in the reporting of demographic variables. All articles that included participants and presented data (i.e., both applied and laboratory research; N = 79) were included for review and were coded based on the setting, design, and reported demographic variables. The value of reporting demographic variables in OBM and suggestions for future reporting will be discussed.

Early diagnosis and treatment of autism spectrum disorder (ASD) are critical to maximizing early development (Brasher & Stapel-Wax, 2020). Prior evidence suggests that some communities within the ASD population are underserved and experience reduced access and quality of services (Bishop-Fitzpatrick & Kind, 2017). The purpose of the current study was to complete a retrospective clinical file review to identify possible disparities in access to therapeutic services. We scored demographic variables (e.g., age at time of initial contact, sex, race/ethnicity) and reported access to therapy services (e.g., applied behavior analysis, speech language pathology). We conducted visual and statistical analyses to determine correlations between demographic variables and reported access to therapy services. We discuss our findings and possible future directions for evaluating disparities to accessing therapy services in the ASD community.

As recent outcry emerged upon the murder of George Floyd, following Ahmaud Arberry, Breonna Taylor, and countless others, it became apparent that the world needed to significantly analyze core values and principles to address issues of systemic racism. The field of behavior analysis is no exception. While some major behavior analytic organizations have previously developed diversity policies, most chose to release statements specifically addressing racism and diversity in the wake of Mr. Floyd’s murder. Too, while there is a growing body of literature regarding cultural humility and diversity in behavior analysis, these discussions have not yet been informed by a collection of voices from the field. While the statements and literature are undoubtedly well-intentioned, they may lack actionable items and stakeholder input that research suggests are critical in sustainable development of societal and political processes. The purpose of this study therefore was twofold: to analyze responses from major behavior analytic and psychological institutions, and to analyze survey responses of clinicians and researchers on understanding demographic concepts related to diversity. Finally, an analysis of stakeholder feedback on how to increase diversity within the field of behavior analysis was conducted. We urge the field to use these data to better inform action items we can engage in to increase diversity and equity at all levels.

Medical students and healthcare professionals are at an increased risk for experiencing clinically relevant levels of distress (e.g., burnout, depression, and suicidal ideations), compared to the general population. The onset of clinically relevant levels of distress appear to emerge during the first few years of students’ medical education. If symptoms are left unidentified and therefore, untreated – students are likely to continue to practice maladaptive coping strategies during residency. These patterns of maladaptive coping are likely to recur throughout one’s career, which impacts the quality of patient care provided to diverse patient populations. Individuals are more likely to engage in brief immediate relational responding (BIRRs) under conditions of time pressure and stress. Without evidence-based approaches for managing BIRRs (i.e., implicit bias), medical providers are ill equipped to meet the needs of patients’ diverse cultural nuances, which contributes to the prevalence of healthcare disparities. This symposium will provide an overview of ways in which contextual behavioral scientists can measure, report, and teach about burnout and well-being with the medical student and healthcare provider populations – to help providers not only manage their biases towards themselves (i.e., self-stigmatization) but to also manage their biases toward their patients (i.e., implicit bias).

The Behaviorists for Social Responsibility Special Interest Group (BFSR SIG) is interested in addressing B.F. Skinner’s question, “Why are we not acting to save the world?”. The mission of BFSR is to expand applications of behavior analysis and cultural analysis addressing global issues such as social justice, environmental justice, and human rights. The primary focus of BFSR has been on expanding the work of Biglan (1995) and Mattaini (2013), using a matrix analysis to identify the practices that support, oppose, motivate, and select the development and utilization of scientific behavioral systems to address social issues. The work of the Matrix Project has resulted in the identification of 28 societal sectors. Working groups, informed by the larger Matrix Project, further develop these sectors, apply the matrix analyses to important issues, and develop resources to affect change. This symposium will highlight the work of several of these working groups. The first presentation will provide an overview of the BFSR Matrix Project and will describe the development of an online training system to support BFSR Matrix Project volunteers. The remaining presentations will highlight the work that is being conducted by three BFSR working groups: sustainability; education, diversity, equity, and inclusion; and community resilience.

The year 2020 marked social upheaval not seen since the civil rights movement and the women’s rights movements of the 1950s through the 1970s. Two major events included the #MeToo movement and the murder of George Floyd by police in Minneapolis, Minnesota. Behavior analysis did not exist as a singular field early in this struggle but may provide a research strategy that can participate within a broader scientific movement to understand social injustice and discrimination. The first talk will explore how relational frames and psychological flexibility are related to attitudes about social justice issues that exist today. The next three talks will explore challenges specific to women as a function of gender discrimination and social norms. First, we will explore how motherhood can lead to increased probability discounting with implications for employment and promotion of women in the workplace. Second, we will evaluate gender stereotyping may emerge and self-organize within relational density theory and the role of gender non-conforming exemplars in the development of a psychologically flexible view of gender. Finally, we will explore how modest and revealing clothing may impact the believability of sexual harassment claims by women in private and public contexts. These studies will be situated within a broader strategy to addressing social injustice and gender discrimination within Westernized cultures.

BCBAs

The current presentation will present data examining the relationship between derived relational responding, psychological flexibility, and perceived importance of various social justice issues. Participants from across the United States with differing self-identified political beliefs were asked to complete an online version of the PEAK Compressive Assessment Transformation-Expressive (PCA-T-E) module and a series of psychological flexibility questionnaires. Next, participants completed an online, paired choice preference assessment which presented them with twelve different social justice issues including racism, climate change, national security, and health care, and they were instructed to indicate which one they found more important. Based on their preference assessment results and self-reported political identity, participants were categorized as rigid or flexible based on how their ranked social justice issues aligned with their political views. Results suggest that individuals with flexible political views outperform individuals with rigid political views on the PCA-T-E assessment but show little differentiation in psychological flexibility, suggesting a relationship between language and political rigidity. Implications for further assessment and intervention aimed to expand flexibility are discussed.

Discrimination against women in Western cultures is evident within educational and professional experiences of women, as well as pay and promotion disadvantages experienced by women. Relational frames may contribute to implicit biases that operate within nested contingency systems. The present study attempts to explore the apparent self-organization of gendered relational frames from within a Relational Density Theory framework. We first modelled gendered frames within a two-dimensional geometric space. In a second phase, gender consistent and gender inconsistent information was provided for four hypothetical non-gendered people. We then modelled the gendered frames again along with the inclusion of the hypothetical people to see if gender consistent frames exerted gravity on unstated relations about the hypothetical people. Finally, participants were divided into two groups and were given gender information that either cohered or failed to cohere with the stereotypic gendered frames. Results show differences in the formation and erosion of stereotypic frames as shown within the geometric space. Results have implications for understanding the innermost layer of the nested model.

Sexism and biases related to women are important areas of empirical attention in the United States due to social issues involving prejudice, stereotyping, and discrimination on the basis of sex. The study of implicit biases related to sex or gender has garnered interest, with contributions from behaviorally oriented researchers present within the past several years. We suggest that implicit bias is one relevant component of a model of sexism consistent with another proposed model of racial bias as described by Belisle, Payne, & Paliliunas (under review). First, peer-reviewed research related to implicit bias and sex will be reviewed in terms of this proposed model, additionally utilizing the theory-to-impact model described by Dixon, Belisle, Rehfeldt, & Root (2018) to evaluate the literature in the areas of theory, basic/translational, and applied research. Second, two empirical investigations measuring potential biases related to sex or gender using the Implicit Relational Assessment Procedure (IRAP) and evaluation of relational responding will be reviewed and discussed in terms of implications for future research, highlighting the need for applied, intervention-focused research in this area.

Many people who could benefit greatly from ABA services cannot gain access to them due to lack of financial resources and insurance. Medicaid funding of ABA services is one mechanism to enable financially and socially disadvantaged people to benefit from ABA services. The session will involve discussions by behavior analysts from 4 areas of the United States regarding how behavior analysts have and could address public policy issues related to Medicaid programs funding ABA services. The activities and contributions of behavior analysts in 3 states and the Washington DCs will be presented. The sequences of events in each jurisdiction differ, but some general strategy recommendations will be addressed along with suggestions regarding with issues unique to a jurisdiction. Audience participation will be encouraged.

Attendees will be most likely to benefit from the presentations if they are not only knowledge regarding behavior analysis principle, ABA services, but also have some exposure to and/ or experience regarding public policy, Medicaid funding if possible.

Medicaid is an important source of funding for medically-necessary services for children with autism. Although State Medicaid programs vary in their reimbursement practices, children receive a variety of services that address core deficits and behavioral challenges in autism, some of which may not be covered under commercial insurance plans due to benefit exclusions or other limits under private insurance. Data from 2005 showed that only 29 states provided Medicaid reimbursement for applied behavior analysis (ABA). The District of Columbia was excluded from this study due to poor quality data. Therefore, the purpose of this talk is to examine the process by which ABA services are obtained and reimbursed through Medicaid in the District of Columbia. The impact of this process on service providers will be evaluated to help identify barriers to obtaining ABA-based treatments through Medicaid in the District. Finally, we will explore the relationship between state licensure of BCBAs and Medicaid reimbursement.

This symposium includes four studies related to verbal behavior in individuals with varying repertoires. The first study investigated the effects of a speaker immersion protocol on the number of speaker responses (tacts and mands) emitted by 3 preschool students under naturalistic, not directly targeted, conditions. The second study investigated a method of teaching individuals to report the intensity of the non-painful tactile sensations rough and tight. The third study investigated the effects of female and male audiences on gender-biased verbal behavior using an online chat environment analog. The fourth study investigated the use of verbal behavior in the formation of comparative relations. Collectively, these studies will share the most up to date research on expanding the verbal behavior of those individuals with and without disabilities. Following the presentations, David Palmer will provide discussant comments.

Audience members should have a basic understanding of verbal behavior.

Intolerance, discrimination, and violence are examples of gender-related problems women experience worldwide. One common form of gender-biased behavior is verbal behavior (e.g., interrupting, sexual harassment, sexist jokes). Despite its ubiquity, however, the effects of audience gender on gender-biased verbal behavior have not been experimentally investigated within the field of behavior analysis. The current study employed a multi-element design to investigate the effects of female and male audiences on gender-biased verbal behavior using an online chat environment analog. The chat analog allowed access to self-editing behaviors, which are frequently covert, thus providing additional information about verbal episodes. Participants were 28 typically developing adults. Both overt and covert responses were recorded for the following behaviors: self-editing, disagreeing, interrupting, and pressuring. Differentiated responding across genders for disagreeing, interrupting, and pressuring was observed. Covert disagreeing occurred more frequently in the presence of male confederates, and covert pressuring occurred more frequently in the presence of female confederates.

With the emergence of the COVID-19 pandemic, most behavior analysts have become more familiar with utilizing telehealth technology to deliver services to their local clients. The research teams presenting in today’s symposium have been leveraging telehealth service delivery models long before the pandemic to evaluate and deliver culturally-adapted services across areas in the world that have lower access to trained behavior analysts. The first presentation will describe a two-part study conducted in Africa via telehealth which includes a needs assessment of caregivers of children with Autism Spectrum Disorders (ASD), didactic instruction for caregivers, and individualized parent training in functional analysis (FA) and functional communication training (FCT). The second presentation will describe caregiver training of FA and FCT delivered via telehealth to families in South Asia with a focus on procedural integrity and generalization. The third presentation will illustrate an evaluation of culturally-adapted versus standard caregiver training during telehealth delivered FA and FCT for six families in India. All presentations will highlight effectiveness of interventions, social acceptability, in addition to cultural considerations in the delivery of telehealth caregiver-delivered FA and FCT across cultures.

Practitioners and researchers interested in implementing and evaluating behavioral assessment and intervention via telehealth specifically to diverse populations across the world.

Participants will learn key strategies and evidence-based practices to improve the services delivered to young dual language learners (DLLs) and their families. DLLs are an important and growing demographic in the US and this presentation will focus on practices that improve the accuracy of language assessment with children who are bilingual or multilingual and intervention approaches that can maximize language development. This presentation will focus on the need to provide services that promote equity in educational outcomes and validate the cultural and linguistic identity of the children and families we serve.

Practitioners, administrators, researchers

Lillian Durán has a Ph.D. in Educational Psychology from the University of Minnesota and is currently an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon. She holds a B.A. in Elementary Education from Antioch College and a M.A. in Education and Human Development from the George Washington University. Her research is focused on improving instructional and assessment practices with preschool-aged dual language learners (DLLs). She is currently a Co-Principal Investigator on an IES measurement grant to develop a Spanish version of the Individual Growth and Development Indicators (S-IGDIs), a preschool language and literacy general outcome measure designed for screening and progress monitoring. Dr. Durán frequently delivers presentations nationally on the topic of recommended practices in assessment and intervention with young DLLs with and without identified disabilities. Dr. Durán also has experience with higher education curriculum development and she began a graduate Early Childhood Special Education licensure program at Minnesota State Mankato. Additionally, she has served on multiple equity and diversity councils including the National Association for Young Children and the Division for Early Childhood. Prior to Dr. Durán’s work in higher education she worked for 9 years as an early childhood special education teacher both in Prince George’s County, Maryland and in rural Minnesota.