Association for Behavior Analysis International

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

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47th Annual Convention; Online; 2021

All times listed are Eastern time (GMT-4 at the time of the convention in May).

Poster Sessions for Monday, May 31, 2021


 

Poster Session #427
EAB Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
1. Children With Cochlear Implants Demonstrate Auditory Sentence Comprehension via Simple Discrimination Training With Specific Auditory-Visual Consequences
Area: EAB; Domain: Basic Research
ANDERSON NEVES (UNESP-Bauru), Ana Claudia Moreira Moreira Almeida Verdu (Universidade Estadual Paulista), Leandra Silva (HRAC/USP-Bauru), Adriane Moret (USP-Bauru), Deisy De Souza (Universidade Federal de São Carlos)
Discussant: Luiz Henrique Santana (University of São Paulo, Brazil)
Abstract:

The present study investigated the potential effects of visual simple discrimination training with two-components specific consequences on auditory comprehension in children with cochlear implants (CI) based on derived conditional relations and the formation of equivalence relations. The stimuli were dictated and written pseudo-sentences, and abstract and representative pictures. Visual simple discriminations involving written pseudo-sentences (C) and abstract figures (D) were taught. Correct selections (S+) were followed by specific consequences with two components: dictated pseudo-sentences (A) and representative pictures (B), presented simultaneously. Probes of arbitrary matching to sample assessed derived auditory-visual (AB, AC, and AD) and visual-visual (BC, CB, BD, DB, CD, and DC) conditional relations. All three participants learned simple discriminations, and two showed derived conditional relations and formation of ABCD classes, demonstrating auditory comprehension to pseudo-sentences. The present study replicates and extends previous results on sentence learning in children with CI, and suggests that simple discrimination training with two-components specific consequences may be a way to promote auditory-visual and symbolic relations.

 
2. Reinforcing Effects of Stimuli Correlated With a Multiple Schedule of Negative Reinforcement Based on Shock-Frequency Reduction
Area: EAB; Domain: Basic Research
JUAN CARLOS FORIGUA VARGAS (Konrad Lorenz University Foundation), Camilo Hurtado Parrado (Troy University & Konrad Lorenz Fundación Universitaria)
Discussant: Luiz Henrique Santana (University of São Paulo, Brazil)
Abstract:

The purpose of the present study was to evaluate the reinforcing effect of a pair of stimuli related with two components of a multiple schedule of negative reinforcement based on a shock frequency reduction procedure (Hernnstein & Hineline, 1975). Previous attempts to evaluate the reinforcing effects of discriminative stimuli correlated with avoidance contingences have included the Sidman avoidance procedure and have shown that only stimuli related with free-shock periods (security signals) are effective as conditioned reinforcers. In the present study the discriminative and delta function of two stimuli were trained during a multiple schedule of negative reinforcement composed by avoidance and extinction schedules. The avoidance schedule delivered shocks with a probability of 0.35 each 2 s. Avoidance responses reduce the probability of shock delivering to 0.10 each 2 s. Responses during extinction schedule were not effective to reduce the shock probability. Responses to a second lever produced the respective discriminative or delta stimuli depending on the experimental phase. Discriminative and delta stimulus were tested as conditioned reinforcers during different phases of two experiments. There was not evidence in regard the reinforcing effect of the delta stimulus. Results were consistent with the conditioned reinforcing account of the observing behavior.

 
3. Test–Retest Reliability of the Experiential Discounting Task Between Different Rewards
Area: EAB; Domain: Applied Research
CARLOS ADRIÁN PALOMERO JANDETE (National Autonomous University of Mexico), Silvia Morales Chaine (National Autonomous University of Mexico), Gisel G. Escobar (National Autonomous University of Mexico), Alma Luisa López Fuentes (National Autonomous University of Mexico)
Discussant: Luiz Henrique Santana (University of São Paulo, Brazil)
Abstract:

Delay discounting has been studied extensively using animal models with psychophysical adjustment procedures. Many procedures have been developed to assess delay discounting in humans and many of these procedures use hypothetical rewards and delays. The Experiential Discounting Task (EDT)was developed to assess human delay discounting using real rewards and delays. In the present study we examined the test–retest reliability of the EDT using different rewards. Construct validity was evaluated by comparing the EDT giving a reward with videogame time with an EDT with food reward and a standard delay discounting task. We stablished a base line on 3 evaluations keeping the same delays, then we increased the delays in 25% on 2 sessions and we returned to the baseline. Both EDT had poor test–retest reliability and discounting rates obtained with those task were uncorrelated with those obtained in the standard delay discounting task. R square was negatively correlated with scores on stress measured by biological markers. This correlation may suggest that a higher stress modify the stability of the decisions. These findings suggest the EDT measures a different construct than that measured by traditional delay discounting tasks and the EDT measures the same construct with different rewards

 
4. An Investigation of the Implementation of Self-Monitoring Preschoolers in Head Start on Challenging Behavior
Area: EAB; Domain: Basic Research
SAMANTHA RIGGLEMAN (Saint Joseph's University)
Discussant: Luiz Henrique Santana (University of São Paulo, Brazil)
Abstract:

Addressing the needs of preschoolers with challenging behavior is important, as these issues often have long-term impacts on the outcomes of students (Fox et al., 2002). Self-monitoring strategies and techniques have the potential to improve the outcomes of this population of children. Although preschoolers are capable of self-monitoring (Otero & Haut, 2015), it is not widely used in early childhood education settings. The purpose of this study was to examine the effects of self-monitoring on appropriate, teacher preferred behavior in preschool-age children who had elevated scores on a social-emotional development questionnaire that indicated that additional follow up and assessment might be needed to intervene on challenging behaviors. Participants were two preschool lead teachers, two paraprofessionals (i.e., classroom aides) and 4 preschoolers ages 4 and 5. The research used a single case multiple baseline across participants research design. Preschoolers, during the intervention phase, were taught how to self-monitor and momentary time sampling was used across 3-minute intervals for 15 minutes daily to record their targeted behaviors and their procedural fidelity of self-monitoring. The results will show that preschoolers are able to self-monitor with a high level of procedural fidelity; however, there were limitations on the effectiveness of self-monitoring on their targeted behavior.

 
5. Treatment Integrity of Experimental Articles in the Journal of Applied Behavior Analysis (1980-2019)
Area: EAB; Domain: Applied Research
JUSTIN BOYAN HAN (University of South Florida; California State University, Los Angeles), Jennifer Feng (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles)
Discussant: Luiz Henrique Santana (University of São Paulo, Brazil)
Abstract:

Treatment integrity is integral to valid research and ethical practice in behavior analysis. The application of procedures in practice should be based on scientific knowledge. Thus, ensuring correct implementation of independent variables in research plays a cogent part in evidence-based practice. Researchers have evaluated treatment integrity in the literature (Peterson et al., 1982; Gresham et al., 1993; McIntyre et al., 2007). We extended these previous reviews by analyzing if treatment integrity was assessed and independent variables were operationally defined and coded for error type. Results indicated an increase in the number of articles reporting the assessment of treatment integrity (5% to 68%). However, independent variables were inconsistently defined, and few specified the type of errors (e.g., omission or commission) assessed. The value of analyzing treatment integrity in research will be discussed as well as suggestions for future research and best practice.

 
6. Symmetry in Pigeons by Concurrent Training of Arbitrary and Oddity Matching
Area: EAB; Domain: Basic Research
MASAKI ISHIZUKA (Meisei University; JSPS), Takayuki Tanno (Meisei University)
Discussant: Luiz Henrique Santana (University of São Paulo, Brazil)
Abstract: Campos, Urcuioli, and Swisher (2014) demonstrated symmetry in pigeons by concurrent training of arbitrary and oddity matching using a successive (go/no-go) matching-to-sample procedure. In the present study, we replicated Campos et al.’s experiment using four types of clip-art images to examine whether the symmetry in pigeons could be observed when stimuli without category distinction are used. Six pigeons were trained arbitrary (A1→B1, A2→B2) and oddity (A1→A2, A2→A1, B1→B2, B2→B1) matching using successive matching-to-sample procedure. In reinforcement trials reinforcers were presented on a fixed-interval 10-s schedule. As a result of training, a discrimination ratio for each task stabilized at 0.8 or higher in 2/6 pigeons, and was approximately 0.8 for another 1/6 pigeon. Subsequently, these 3/6 pigeons were subjected to the tests for symmetry (B1→A1, B2→A2). The results showed that 2/3 pigeons demonstrated the symmetry with larger differences in response rate between positive and negative trials--which is successful replication of Campos et al. This results support the Campos et al.’s idea that concurrent identity matching training is not necessary for symmetry in pigeons.
 
7. Effects of Immediate-Reward Training on Delay Discounting: Experiment 3
Area: EAB; Domain: Basic Research
ADAM E. FOX (St. Lawrence University)
Discussant: Luiz Henrique Santana (University of São Paulo, Brazil)
Abstract: A strong, consistent preference for smaller-sooner rewards (SSR) over larger-later rewards (LLR) is associated with a number of health-related behavior problems. Numerous studies show that forced, extended exposure to delayed rewards increases preference for LLR in rats. It is also possible that forced, extended exposure to immediate rewards decreases preference for LLR in rats, but research is mixed. Here we present the results of the third experiment in a series investigating how chronic exposure to immediate rewards may impact choice in a delay discounting paradigm. In the present experiment, 24 naïve male Long Evans rats were exposed to a pretest delay discounting task. A control group was subsequently weighed and fed for 31 days and an intervention group experienced 31 days (3,000+ trials) of immediate-reward (Fixed-Ratio 2) training. All rats were then tested in a posttest delay discounting task. In the posttest, rats that experienced the immediate reward training choose the SSR more than the control group at all three LLR delays. These differences, as well as within group differences from pre to posttest were non-significant, however. Results were directionally consistent, though, with results from Experiments 1 and 2 suggesting exposure to immediate rewards may decrease LLR choice.
 
8. Assessing Progression of Alzheimer’s Disease With the Use of Conditional-Discrimination Procedures
Area: EAB; Domain: Applied Research
ANETTE BROGAARD BROGÅRD ANTONSEN (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
Abstract:

In the present study, participated an 86-year-old man with Alzheimer´s disease and an MMSE score at 18. The participant was presented for identity matching with colors in three phases. It was alternated between (A) delayed matching-to-sample 0s (DMTS 0s) and (B) simultaneous matching-to-sample (SMTS). The conditions were arranged as an ABABAB-design. In the first phase, training and testing employed yellow, blue, and red. In the second phase, the participant was presented for the same conditions with another set of color stimuli (green, orange, purple). The third phase was the same as Phase 1. The results showed that the participant met the criterion for mastery in the two first phases (see Table 1). However, in the last phase the participant did not reach the criterion for mastery. When a new MMSE was assessed after Phase 3, the results showed that the MMSE was reduced to 14. Also, the care personnel did report behavioral changes related to the progression of the disease after the experiment was conducted, which may suggest that this type of training and testing is sensitive to detect progression of the disease. Keywords: Dementia, Alzheimer’s disease, simultaneously matching-to-sample, delayed matching-to-sample, identity matching.

 
9. A Human-Operant Demonstration of ABA Renewal Following Differential Reinforcement of Other Behavior
Area: EAB; Domain: Basic Research
KACEY FINCH (West Virginia University), Catherine Williams (West Virginia University), Kathryn Kestner (West Virginia University)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
Abstract:

Renewal is a type of behavioral relapse that is dependent on changes in contextual stimuli in the environment. We investigated ABA renewal of responding previously reduced by a differential reinforcement of other behavior (DRO) procedure. The conditions in an ABA renewal procedure may be analogous to the phases of behavioral treatment of challenging behavior; Context A is present during baseline (e.g., target response is reinforced in the home environment), Context B is present during treatment (e.g., an intervention is applied in a clinic), and the post-treatment context returns to Context A (i.e., renewal test). In the present study, undergraduate college students participated in a Zoom video call during which they responded by clicking on a rectangle in a computer program created in Visual Basic©. The session consisted of 15-min baseline, DRO, and renewal test phases. In baseline, the target response was reinforced according to a fixed-interval 10-s schedule. In the second phase, omission training was implemented according to a DRO 10-s schedule. The same DRO contingency was in effect during the renewal test. Contextual changes were changes in the color of the screen background (i.e., yellow during baseline and renewal test; blue during the DRO omission training phase) across phases.

 
10. Time-Out during Alternative Reinforcement Does Not Reduce Resurgence: An Exploratory Study
Area: EAB; Domain: Basic Research
CATHERINE WILLIAMS (West Virginia University), Alexander Lucas Houchins (West Virginia University), Claire C. St. Peter (West Virginia University)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
Abstract: Resurgence of previously suppressed behavior can occur when differential reinforcement is discontinued. Recent research has investigated strategies to mitigate resurgence, including punishing the target response during alternative reinforcement. A punishment strategy consisting of reinforcer loss contingent on the target response (response cost) does not appear to attenuate resurgence, but these effects had not been replicated with other negative-punishment procedures, such as timeout. This study investigated effects of timeout on subsequent resurgence when adults responded to earn points during a computer task. A multi-element design was embedded in a three-phase resurgence procedure to compare of resurgence following negative punishment (in the form of timeout) of the target response to that following extinction of the target response. Timeout did not affect subsequent resurgence. These findings, in combination with previous research, suggest that negative punishment may not reduce the likelihood of subsequent resurgence.
 
11. Exploring Variables That May Influence Conditional Discrimination in an Older Adult With Vascular Dementia
Area: EAB; Domain: Basic Research
HANNA STEINUNN STEINGRIMSDOTTIR (Oslo Metropolitan University), Anette Brogaard Brogård Antonsen (Oslo Metropolitan University), Silje Boye-Hansen (Oslo Metropolitan University), Heidi Grete Aasland (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
Abstract:

Individuals with neurocognitive disorders (NCD) may forget the names of their loved ones. The purpose of the presented studies was to explore the effect of two variables on participants responding during face-recognition training in an older adult diagnosed with Vascular Dementia. The conditional discrimination procedure was used for the presentation of three stimulus classes, each with three members: (1) picture, (2) name, and (3) family relation of the participants significant others. Experiment 1 explored the effect of the (1) length of the inter-trial interval (ITI) (either 2,000ms or 5,000ms) while using either (2) simple-to-complex (STC) or the simultaneous training protocol. The results showed that the participant responded in accordance with stimulus equivalence when using the 5,000 ITI with the STC protocol. A 5-week followup showed maintenance of the trained relations. Experiment 2 replicated partially Experiment 1 with the same participant 7 months later but using only the 5,000 ITI with the two protocols. The results showed that the participant responded in accordance with stimulus equivalence when using the STC protocol with 5,000ms ITI. However, the participant suffered a mini-stroke before a repeated exposure to the conditions. Following the stroke, the participants made more incorrect responses and he did not respond in accordance with stimulus equivalence.

 
12. Habituation of the Light-Startle Response of Orange Head Cockroaches (Eublaberus posticus)
Area: EAB; Domain: Basic Research
CHRISTOPHER ALLEN VARNON (Converse College), Ann Adams (Converse College)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
Abstract:

This poster describes research investigating the light-startle response (LSR) of orange head cockroaches (Eublaberus posticus). In the first experiment, we explored habituation of the LSR in response to both lights being turn on and lights being turned off, while also investigating the acclimation duration and lighting. Habituation occurred regardless of stimulus type but the response were greater in trials when a light was turned off than when it was turned on. Acclimation duration had little effect, but responses were greater when the acclimation light was off. The remainder of the experiments used lights turning on as stimuli for practical reasons. The second experiment explored the effect of light duration across two days of habituation procedures. Stimulus duration had no effect. Habituation occurred on each day of the procedure, with spontaneous recovery occurring between days. The third experiment investigated how presence of food alters habituation. We found that food inhibits habituation and appears to cause sensitization to the light stimulus. The fourth experiment explored how intertrial interval affected rate of LSR habituation. We found the rate of habituation decreased as intertrial interval increased. We hope our findings help establish the cockroaches as practical subjects for behavior analysis and comparative psychology.

 
13. Using the Blank Comparison Task to Assess Select and Reject Stimulus Controlling Relations in Rats
Area: EAB; Domain: Basic Research
BOBBIE WOLFF (University of North Carolina - Wilmington), Mark Galizio (University of North Carolina Wilmington), Katherine Ely Bruce (University of North Carolina Wilmington)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
Abstract: To perform a simple discrimination task, animals learn either to “select” the correct stimulus (S+) or “reject” the incorrect stimulus (S-). The Blank Comparison Task (BLC) is a procedure allowing for the assessment of select and reject controlling relations in humans and non-humans. The task uses a simple discrimination paradigm that includes an ambiguous stimulus (BLC+/-) that sometimes replaces S+ (in the presence of S-) and sometimes replaces S- (in the presence of S+). Typically, the task utilizes visual stimuli in a simultaneous presentation procedure, but for rodents, odor stimuli were presented. Rats were trained to remove scented lids from sand filled cups in a two-choice, simultaneous presentation procedure. Then they were trained on the BLC Task, using a blocked training procedure that included select (S+ and BLC-) and reject (BLC+ and S-) trial types. All rats attained at least 86% accuracy in sessions with both select and reject type trials. The BLC Task provides insight into exclusion learning and is currently being used in the Odor Span Task (an incrementing non-match-to-sample task) to assess how rats perform this task.
 
14. The Formation of Equivalence Classes Using a Respondent Matching to Sample Procedure
Area: EAB; Domain: Basic Research
DIANA M. DELGADO (University of Memphis), Alejandra Rodriguez (Fundación Universitaria Konrad Lorenz), Laura Baylot Casey (University of Memphis)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
Abstract: The formation of equivalence classes in the absence of operant contingencies has been demonstrated consistently for the last two decades. In spite of this evidence, its investigation, and much of the controversy around the theoretical implications of its findings have been largely underemphasized in the behavior analytic literature. This may be due to the pervasiveness of the traditional operant interpretation, and to the impracticality produced by the procedural limitations of respondent equivalence procedures. Using a variation of the traditional matching-to-sample procedure this study sought to address two main criticisms of respondent equivalence procedures. The first, is that it requires exposing participants to an extensive number of stimulus-stimulus pairings, and the second, that it involves repeated alternations of training and testing to produce high performances in tests of derived relations. This study evaluates the efficiency of a respondent matching-to-sample arrangement with a reduced number of training trials and added verification probes to confirm the strength of S-S associations. Results show high performances in equivalence tests after exposure to a small number of learning trials, and accurate acquisition of all baseline relations during stimulus-stimulus training using a matching-to-sample arrangement.
 
15. Response Speed as a Function of Number of Meaningful Stimuli in Stimulus Equivalence Class Formation
Area: EAB; Domain: Basic Research
LIVE FAY BRAATEN (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University)
Discussant: Karen M. Lionello-DeNolf (Assumption University)
Abstract: The inclusion of meaningful stimuli among abstract stimuli in matching-to-sample procedures positively affects the probability of responding according to stimulus equivalence. Previous research has shown different response speed to different relations in a stimulus equivalence test. The present analysis looks into how a different number of meaningful stimuli affects response speed to comparison stimuli by comparing three groups trained in matching-to-sample procedures training with none, one, and four numbers of meaningful stimuli in three 5-member classes of stimuli, mixed with abstract stimuli. All groups were taught 12 conditional discriminations in a one-to-many training structure. Thus far, with 23 adult participants, results show that all groups had an increased response speed at the end of the training, though the group with many meaningful stimuli had the highest speed of all groups. Participants trained with all abstract stimuli generally showed a lower response speed on all tested relations than participants in the other two groups. Also, participants trained with few meaningful stimuli most often responded with a higher speed in the test. The response speed of those who formed equivalence classes and those who did not will also be presented.
 
 
 
Poster Session #428
PCH Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
16. Behavior Analysis, Religion, and Religious Behavior: A Review
Area: PCH; Domain: Theory
SADIE L. LOVETT (Brock University)
Discussant: Albert Malkin (Southern Illinois University / Western University)
Abstract: In several publications, Skinner provided a conceptual analysis of religion as an institution as well as the contingencies that support religious behavior at the level of the individual. Since these seminal works, several authors have provided additional analyses of various aspects of religion and religious behavior. This review analyzes these papers and identifies the basic themes evident in the analysis of religion from a behavior analytic perspective. The first major theme relates to religion as a cultural institution and its influence on the behavior of a social group. Secondly, several papers provide analyses of the behavioral processes that influence religious behavior, such as martyrdom, and spiritual experiences, such as transcendence, at the level of the individual religious adherent. The third theme relates to an identification of commonalities between the science of behavior analysis and certain religious systems. Lastly, implications of the behavioral analysis of religion on the advancement of the science of behavior analysis are explored.
 
17. Exploring the Utility of Differing Methodological Approaches to Measure Meaningful Change in Treatment and Intervention Scenarios
Area: PCH; Domain: Theory
BAILEY ROSS (Brock University), Jan Frijters (Brock University), Tricia Corinne Vause (Brock University), Alison Cox (Brock University)
Discussant: Albert Malkin (Southern Illinois University / Western University)
Abstract: To disseminate important findings and support evidence-based practice and policy, findings from studies are synthesized in reviews and meta-analyses; however, due to differing metrics to describe effects found, single-case designs (SCD) have commonly been excluded. The present study employs a unique dataset to exemplify differing methodological approaches to measure meaningful change from a treatment. The dataset contained both a group-based design in the form of a randomized controlled trial and SCD methodologies on the same participants undergoing treatment. With the SCD data, a statistical technique was applied to calculate a d-statistic referred to as a between-case standardized mean difference effect size (ESBC). The ESBC across all behaviors (g = 1.22) was compared with the average effect from the original group-based analyses (g = 0.99). Additionally, the ESBC was found per participant to compare individual effects. The results provided the opportunity to generate a forest plot and view the outcomes in a different perspective than what is normally available to SCD researchers. Furthermore, the most valuable benefit to note is the acquisition of the ESBC that results in the form of hedges’ g which can be included in meta-analyses and compared across SCDs and between-group experimental designs.
 
18. A Radical Reformulation of Psychology as a Theory-Laden Experimental Science: A Review of Emilio Ribes-Iñesta’s, “The Scientific Study of Individual Behavior: An Introduction to the Theory of Psychology”
Area: PCH; Domain: Theory
JOSE ARDILA (University of Nevada, Reno), Mitch Fryling (California State University, Los Angeles), Linda J. Parrott Hayes (University of Nevada, Reno)
Discussant: Albert Malkin (Southern Illinois University / Western University)
Abstract:

E. Ribes-Iñesta’s analytic scope of psychology is vast and warrants attention by behavior analysts. The contents of this book are not limited to a description of psychology as a scientific system. The topics covered in the twelve chapters of this book are diverse, ranging from historical remarks about general psychological assumptions (such as descriptions, causes, and explanations of behavior), overviews of concepts and their origin in other sciences (such as molecular versus molar notions in chemistry and the concept of the field in physics), defining ways in which psychology relates to other disciplines (such as in interdisciplinary studies or creating multidisciplines), offering a re-interpretation of psychological problems in terms of moral problems and, in doing so, proposing the nonexistence of actual ‘psychological problems’. This review describes the content of the first nine chapters focusing on the main taxonomy of psychological events in terms of molar contingencies. For the most part, Ribes-Iñesta’s main thoughts about psychology have remained in their original form (Spanish), warranting a translation and not just a review. Thus, we present a hybrid between translation and commentary, emphasizing what seems to be more indicative of a line of thought, the skeleton of this book.

 
19. Bridging the Gap Between Basic and Applied Behavior Analysis: Human Operant Research in the Twenty-First Century
Area: PCH; Domain: Theory
ASHLEY BAGWELL (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Samantha Brooke Swinnea (University of Texas at Austin)
Discussant: Albert Malkin (Southern Illinois University / Western University)
Abstract:

In the study of behavior, the degree to which research questions directly address challenges with a clinical population varies. This variation can be conceptualized as a continuum. On one end of this continuum is “applied” research. Applied research includes intervention studies with participants who are members of the population for whom the treatment might later be implemented. In applied studies the participants are intervened upon within the study. On the other end of this continuum is “basic” research, conducted in a highly-controlled lab setting, typically with non-human subjects. The goal of furthering our understanding of behavior does not vary across this continuum. However, generalizability of basic findings to clinically relevant applications may vary, especially for areas in which the mechanisms of action are not particularly well understood. Research that falls between the basic and applied ends of the continuum, translational research, seeks in part to bridge the gap between the two ends of the continuum. One type of translational research is human operant-based experimental preparations. The goal of this synthesis was to explore and identify the various contributions of human operant research to the study of behavior. Specifically, studies in which participants were typically developing adults are examined.

 
20. An Akaike and Bayesian Information Criterion Analysis of Aperiodic and Periodic Concurrent-Chains Research.
Area: PCH; Domain: Basic Research
JAY HINNENKAMP (Middle Tennessee State University)
Discussant: Albert Malkin (Southern Illinois University / Western University)
Abstract:

Stimuli which, during the life of an organism, acquire the ability to increase the probability of behavior that they follow are called conditioned reinforcers. The concurrent-chains procedure has been used to study conditioned reinforcement for over 60 years. During this time, several different models have been proposed to explain how stimuli become conditioned reinforcers. This poster will use the Akaike Information Criterion (AICc) and Bayesian Information Criterion (BIC) to analyze the necessity and role of free parameters in several prominent models (Contextual Choice, Cumulative Decision, Delay Reduction, Hyperbolic Value Addition) of conditioned reinforcement. In particular, this poster will focus on concurrent-chains research that has studied choice between one aperiodic and one periodic terminal link schedule of reinforcement. For all calculations, programmed initial-link durations, terminal-link durations, and rates of reinforcement were used. This poster will discuss the implications of the AIC and BIC analyses and provide suggestions for future research and analyses.

 
22. An Analysis of Variables Influencing Visual Analysis Objectivity
Area: PCH; Domain: Applied Research
JESSICA M HINMAN (University of Illinois at Chicago), Mark R. Dixon (University of Illinois at Chicago), Zhihui Yi (Univeristy of Illinois at Chicago)
Discussant: Albert Malkin (Southern Illinois University / Western University)
Abstract:

Within the field of behavior analysis, visual analysis is a skill used frequently by behavior analysts in the clinical setting. Although the interpretation of data is intended to be objective, there are several factors which may influence a behavior analyst’s interpretation. One such factor may be the context under which the data is presented. In the current study, BCBAs were asked to evaluate the efficacy of treatment based on data which was presented to them either blinded or with the empirical citation. Although not statistically significant, preliminary data suggest that behavior analysts rated blinded data to have larger effect sizes compared to empirical data after balancing between-subject variabilities. This data suggests there may be slight differences between how behavior analysts interpret data taken from empirical journal articles compared to clinical data. Our findings suggest that visual analysis as a stand-along method may not yield the most accurate interpretation of the obtained data. Practitioners should consider additional analysis modalities (descriptive statistics, effect size, percentage of non-overlapping data, etc.) to aid the process of synthesizing the obtained results.

 
 
 
Poster Session #429
EDC Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
23. Using Standardized Assessment to Identify and Teach Prerequisite Numeracy Skills to Learners With Disabilities Using Video Modeling
Area: EDC; Domain: Applied Research
SCOTT DUEKER (Ball State University)
Discussant: Kwang-Sun Cho Blair (University of South Florida)
Abstract:

Learners with disabilities enter school without the prerequisite numeracy and mathematics skills to perform at or near the level of their typically developing peers (Newman et al., 2009). Even simple addition problems require prerequisite skills that are often not taught directly in schools (Browder & Spooner, 2006, 2011). Identifying and teaching those missing skills would reduce the learning gap and increase the lifelong independence of those learners. This study used a non-concurrent single-subject multiple baseline design across five learners with a pre-test/post-test analysis to examine the use of a norm-referenced, standardized assessment to identify gaps in student learning, create teaching protocols using video modeling, and assess overall growth after intervention. Individualized interventions were delivered using video models on iPads. Results indicated all learners were able to use the video models to acquire the missing skills and improve overall mathematics understanding, as measured by scores on a post-test. This has classroom implications due to the relative ease of administration of the assessment and teaching protocol as well as potential for improved outcomes for the learners.

 
24. Early Childhood Research: An Examination of Instructional Components
Area: EDC; Domain: Theory
MOLLY E MILAM (York College of Pennsylvania), Jessica Hardy (University of Illinois)
Discussant: Kwang-Sun Cho Blair (University of South Florida)
Abstract: The purpose of this poster is to present the method and results of a literature review examining interventions in early childhood educational settings. Implications for research and practice also will be discussed. The review included 106 single-case, peer-reviewed studies with 389 participants (M age = 52.4 mos.) in inclusive and non-inclusive early childhood settings. Participants included 317 children with disabilities and 43 children considered to be at-risk. There were 174 opportunities to demonstrate a functional relation across the included studies. Instructional components and intervention effects of trial-based compared to non-trial-based interventions was examined. Studies’ evidence of complete learning trials, immediacy of reinforcement, reinforcement type, and trial format (massed vs. distributed) were reviewed and the relation of these instructional components on intervention effects is discussed. In addition, study rigor was examined using the What Works Clearinghouse guidelines for high-quality research. Discussion of implications for research and practice will focus on the relationships between instructional components, intervention effects, and methodological rigor.
 
25. Comparison of Video Modeling and Directed Instruction on Creating a Reversal Graph Using Microsoft Excel
Area: EDC; Domain: Applied Research
NIRUBA RASURATNAM (Brock University), Kimberley L. M. Zonneveld (Brock University), Alison Cox (Brock University), Madeline Marie Asaro (Brock University), Laura Tardi (Children’s Autism Services of Edmonton), Arezu Alami (Brock University), Catherine McHugh (Brock University), Nancy Leathen (Brock University)
Discussant: Kwang-Sun Cho Blair (University of South Florida)
Abstract:

Visual representation of results through graphing is an important method of determining the effectiveness of behavior analytic interventions. While several studies have been published on the effectiveness of task analyses to guide the construction of a variety of graphs, relatively fewer studies have evaluated the effectiveness of a video model on graphing performance. We used a repeated measures between-groups design to compare the effects of a video model, an instructor-led tutorial, and no instruction on the graphing performance of an ABAB design graph with masters-level graduate students using Excel. We also compared the extent to which graphing performance improvements made with these modes of instruction generalized to the construction of a multielement design graph. Descriptive statistics showed that students in all groups improved their graphing performance; however, the video modeling condition showed greater improvements relative to the other two groups. Results will be discussed within the context of practical implications for teaching graphing skills, limitations, and suggestions for future research.

 
26. Intervention Results of Offering Extra Credit Activities on an Intermittent Schedule to Maintain Attendance
Area: EDC; Domain: Service Delivery
PIK WAH LAM (University of South Dakota )
Discussant: Kwang-Sun Cho Blair (University of South Florida)
Abstract: This poster presents the results of an intervention offering extra credit activities on an intermittent schedule to maintain the attendance rate of undergraduate college students. It is very common to see a decrease in attendance rate in undergraduate courses as the semester goes by. An intervention was implemented in 3 undergraduate courses offered in a midwestern university aiming to maintain a high attendance rate throughout the semester. A total of 80 undergraduate students were enrolled in these three courses. During the intervention, activities for students to earn extra credit were offered on an intermittent schedule. While the decreasing trends of the attendance rate were stopped in all three courses, the results were not encouraging. The level of attendance overall in all three courses were slightly lower in the intervention phrase compared to the baseline phase. Offering extra credits in class activities on an intermittent schedule did not help maintaining attendance in this intervention. Other methods to help maintain the attendance of undergraduate college students should be explored in future interventions.
 
27. Digital Dominos Adapted Game for the Teaching of Multiplication
Area: EDC; Domain: Applied Research
SILVIA REGINA DE SOUZA ARRABAL GIL (Londrina State University), Gabriele Gris (Federal University of São Carlos), Jonas Fernandes Gamba (Londrina State University), Maria Rocha (Londrina State University), João S. Carmo (Federal University of São Carlos)
Discussant: Kwang-Sun Cho Blair (University of South Florida)
Abstract: Developing competent Mathematical skills is fundamental for people’s lives and for society’s development. Thus, the search for new technologies to teach Math is a necessity. This study evaluated the effects of an adapted digital dominos game, based on the equivalence relations model, on multiplication learning. Five children aged between 7 and 9 participated in the study. Initially, oral naming of numeral sets and multiplication operations skills were evaluated (pre-test) through adapted board games. Next, they were taught the relations AB/BA, AC/CA and DC/CD and tested on of the relations BC/CB, AD/DA and DB/BD. A represents the class of Numerals, B the set of dots, C Numeral Multiplication Operations and D Multiplication with scales. Probes were applied to monitor changes in participants’ performances. Usability and engagement in the game were evaluated. All participants learned the relationships taught and showed the emergence of the relationships tested. After the intervention, all of them showed an increase in the percentage of correct operations with unknowns in the three different positions, both in the format of operations and scales. The potential of the procedure employed for teaching multiplication operations is discussed.
 
28. Comparison Between Direct Instruction and Cooperative Learning Through French Language Teaching to Middle School Students
Area: EDC; Domain: Service Delivery
CHIARA VECCHIOTTI (Istituto Comprensivo di Fara Filiorum Petri), Alessandro Dibari (Alba Onlus Association)
Discussant: Kwang-Sun Cho Blair (University of South Florida)
Abstract:

The aim of this study is to assess the effects of Direct Instruction (a behavioral strategy) and Cooperative Learning (a teaching methodology), on participatory responses and on off-task behaviors during the teaching of the French language in a group of students of middle school. In particular, the participants are 13 typically developing students in a regular class to which have been proposed some lessons with the two types of teaching, during normal educational activities. The following target behaviors has been taken into account: the participatory responses at each lesson; the correct answers to a questionnaire regarding the contents explained during the lessons; the correct answers to a follow-up check at each respective lesson; and the frequency of off-task behaviors. The results were evaluated with an alternating treatment design and they indicated that the use of the Direct Instruction strategy has determined a substantial increase in the correct answers to questionnaires, checks and in the student’s participation and a decrease in off-task behaviors with respect to Cooperative Learning. These results were discussed by taking also in view of the possible future implications on daily teaching.

 
29. Supporting Dialogic Reading Intervention Fidelity
Area: EDC; Domain: Service Delivery
CARA DILLON (University of Cincinnati), Kavya Kandarpa (University of Cincinnati), Kandace Webb Mossing (University of Cincinnati), Megan Katherine Leamon (University of Cincinnati), Daniel Newman (University of Cincinnati)
Discussant: Kwang-Sun Cho Blair (University of South Florida)
Abstract: Dialogic reading is a research-based intervention that has been found to increase preliteracy skill; however, intervention fidelity is not always prioritized in research with dialogic reading which can lead to poorer intervention results. The purpose of the study of focus in this poster was to examine the effects of intervention supports on intervention fidelity of dialogic reading. The researchers hypothesized that intervention supports like scripted prompts or a checklist to boost or sustain high intervention fidelity, with scripted questions leading to the highest level of fidelity. In this alternating treatment design study, the researchers collected dialogic reading intervention fidelity with four teachers in preschool classrooms at a University based learning center. Three teachers demonstrated training effects from the baseline to video training phase with higher levels of intervention fidelity. While intervention fidelity was high in the alternating phase, the two supports did not differentiate in level or trend during the alternating treatment phase for any teacher. Thus, the researchers have concluded that 1) neither intervention fidelity support was superior to the other and 2) support in either form increases intervention fidelity for dialogic reading. Considerations for future research on dialogic reading and implications for practice will also be presented.
 
30. Training Teachers to Conduct Paired-Stimulus Preference Assessment Using Video Modeling
Area: EDC; Domain: Applied Research
DANIELA MENDONÇA MENDONÇA RIBEIRO (Universidade Federal de Alagoas; Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino), Fernanda Mota (Universidade Federal de Alagoas)
Discussant: Robert C. Pennington (University of North Carolina-Charlotte)
Abstract: A key component of successful intervention with children with autism spectrum disorder (ASD) is the identification of stimuli that may function as reinforcers. There is evidence in the literature that the paired-stimulus preference assessment is the most commonly used method for identifying preference. The purpose of this study was to verify the effectiveness of video modeling to train teachers of children with ASD to implement a paired-stimulus preference assessment. A nonconcurrent multiple baseline design across four teachers was used to assess the effects of video modeling on the implementation of the assessment. During pretests and posttests, participants were instructed to conduct a paired-stimulus preference assessment with a simulated consumer (an adult behaving as a child). During video modeling, they viewed a video that exhibited 15 steps to a correct implementation of a paired‐stimulus preference assessment. All participants conducted at least 90% of the steps correctly during posttests. One contribution of this study is that the content validity of the video was evaluated by a panel of experts before it was presented to participants. The study also demonstrates the effectiveness of video modeling alone as independent variable to train teachers to implement behavior analytic procedures.
 
31. Using Visual Supports to Teach Vocational Skills to Students with Severe Intellectual Disabilities
Area: EDC; Domain: Applied Research
MARY BARCZAK (University of Oklahoma)
Discussant: Robert C. Pennington (University of North Carolina-Charlotte)
Abstract: Students with severe intellectual and developmental disabilities (IDD) need support to acquire vocational skills that can help them to find employment after high school. Current literature supports the use of video and picture prompts to teach job skills to students with IDD. Questions remain, however, about whether video or picture prompting interventions are more effective or efficient for teaching vocational skills to students with severe IDD. In this presentation, we share findings from a study comparing the use of video and picture prompts to teach vocational skills to four students with severe IDD. Findings show that students with severe IDD can be successful with new vocational skills when provided with evidence-based vocational instruction.
 
32. Comparison of Three Variations of SAFMEDS Procedures
Area: EDC; Domain: Applied Research
AERIS DAWN FAST (Oregon Institute of Technology), Maria Lynn Kessler (Oregon Institute of Technology), Rachell Barrett (Oregon Institute of Technology)
Discussant: Robert C. Pennington (University of North Carolina-Charlotte)
Abstract:

Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) is a Precision Teaching and fluency method developed as an improvement on standard flashcards. While research suggests that SAFMEDS is effective in developing fluency, procedural variations in the use of SAFMEDS limit the generality of these findings. More research is needed to identify the most effective SAFMEDS procedure and address replication and generality issues. The purpose of this study was to evaluate the efficacy of three variations of the SAFMEDS procedure a) three one-minute timings, b) five-minute practice prior to one-minute timing, and c) unlimited practice one-minute timing. Students enrolled in an undergraduate Medical Laboratory Science (MLS) course with three lab sections (Groups A, B, and C) participated. Students were instructed to use the assigned variation for the first exam. Group A and B alternated SAFMEDS procedures for exam 2 and group C used the same procedure for the whole term. Performance on exams was evaluated between groups and against two previous cohorts test scores. Results suggest the use of SAFMEDS was effective regardless of variation used. This study extends the current literature and supports findings that SAFMEDS may help to increase fluency among learners.

 
33. Using Behavior Skills Training and a Group Contingency to Promote Mask-wearing in an Early Education Classroom
Area: EDC; Domain: Applied Research
KAITLYN SMITH (University of Texas at San Antonio), Hannah Lynn MacNaul (University of Texas at San Antonio)
Discussant: Robert C. Pennington (University of North Carolina-Charlotte)
Abstract:

Coronavirus (COVID-19) and the resulting pandemic has had widespread implications on the safety of the work that teachers do with students each day. The Center for Disease Control (CDC) recommends people age 2 years and older should wear masks in public settings; however, for children with disabilities, wearing a mask may be difficult and as such, is not required (CDC, 2020). Special education teachers and students in particular are at high risk for exposure and contracting COVID-19. Therefore, behavior-analytic strategies that can teach and reinforce appropriate mask-wearing should be evaluated. In this study, students ages 3 to 5-years-old with developmental delays were taught how to properly wear a mask using behavior skills training (BST; Miltenberger, 2008) until all students were able to put on a mask independently. Then, a group contingency was utilized to reinforce the wearing of masks throughout the day in the classroom. Using a changing criterion design, BST and a group contingency was effective in increasing mask wearing for students in the classroom. A task analysis and instructions for implementation are provided and results discussed.

 
34. The Nurturing Brightness Network: Content and Platform Development for Disseminating Nurturing Strategies in Learning Contexts
Area: EDC; Domain: Service Delivery
FLORA MOURA LORENZO (University of Brasília), Aline Godoy Vieira (University of São Paulo), Darlene Cardoso Ferreira (Federal University of Pará)
Discussant: Robert C. Pennington (University of North Carolina-Charlotte)
Abstract: Basic Education indicators in Brazil have improved in the last decades, mainly in terms of increased access. However, high dropout and school failure rates remain significant, preventing around 40% of students from finishing their studies before the age of 19. This social issue set the basis for the development of the Nurturing Brightness Network, an online community platform targeting Education sector professionals interested in learning enhancement through nurturing environments. The project aims to spread core elements from the Good Behavior Game linked with its positive effects on pupils' self-regulation and self-control, which increase their engagement in pedagogical tasks and peer collaboration. Five blocks of content were developed in video lessons about behavior analytic tools for classroom management, shared on the project website. Content covered basic features of nurturing environments, tips for promoting prosocial interaction, and the role of environmental events imbalance in disruptive behavior maintenance. One Brazilian teacher experienced in the Good Behavior Game was interviewed, and a forum was developed to promote support among practitioners. Three modules, interviews with experts, prompts for forum engagement, and nudging of key stakeholders are scheduled before the project's first-year completion, followed by an assessment of the platform effects on social contagion of nurturing.
 
Diversity submission 35. Effects of Virtual Behavior Skills Training on Instruction and Behavior Management to Support an Inclusive Classroom
Area: EDC; Domain: Service Delivery
ALYSON PADGETT (The Chicago School of Professional Psychology, Los Angeles), Eric L. Carlson (TCSPP; ABA program)
Discussant: Robert C. Pennington (University of North Carolina-Charlotte)
Abstract: In the current inclusive educational climate, general education teachers are expected to provide effective instruction to special education students within their classrooms. Unfortunately, teachers are typically insufficiently prepared to provide these services/supports by either formal training or from workshop training. Moreover, a substantial body of research suggests that without local follow up coaching, workshop training is generally ineffective. On a positive note, behavior skills training (BST) is an empirically supported training procedure that has been successfully applied to a variety of settings and types of professionals. The current research demonstrated the effectiveness of BST, on four elementary school teachers’ acquisition of multiple instructional and classroom management skills, in an effort to facilitate the inclusion of special education students. The study utilized a multiple-baseline across participants design to determine the effects of BST on skill acquisition. The results obtained from this study extend the effectiveness of BST to the general education population while targeting multiple pinpoints at once. Additionally, the results provide evidence for the effectiveness of BST in fully virtual training and coaching model. Overall, the results have identified a set of procedures that provide general education teachers more effective instructional approaches to better meet inclusion needs in their classrooms.
 
 
 
Poster Session #431
CSS Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
Diversity submission 36. Pay Equity in Applied Behavior Analysis
Area: CSS; Domain: Applied Research
HANNA E. VANCE (Brock University), Valdeep Saini (Brock University)
Discussant: Sarah M. Richling (Auburn University)
Abstract: Pay equity is the practice of minimizing employee wage inequalities based on gender, race, and other criteria. The goal of this practice is to ensure equitable compensation for comparable work and experience. Historically, pay discrepancies have existed in a wide range of professional fields, however, the degree to which equal and fair pay occurs among practicing applied behavior analysts is currently unknown, and represents an important step for ensuring parity in the field of Applied Behavior Analysis (ABA). We conducted an online survey to gather pay information from certified behavior analysts and analyzed pay equity across race and gender for each level of certification. Findings suggest that (a) males earn a greater annual income than females at the RBT, BCABA, and BCBA levels of certification, (b) non-minorities (e.g., White) earn more than minorities (e.g., Black) at BCBA-D level, (c) pay discrepancies are amplified when race and gender intersect, and (d) the large proportion of employers in ABA are non-minorities (e.g., White). We discuss the implications of these findings and provide suggestions for improving pay equity in ABA
 
37. An Antecedent Assessment for Face Touching With Implications for Habit Reversal
Area: CSS; Domain: Applied Research
EMMA AUTEN (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington)
Discussant: Sarah M. Richling (Auburn University)
Abstract:

Hands are a vector for the transmission of a variety of infections and it is commonly recognized that touching the eyes, nose, and mouth with unwashed hands may transmit infections (Centers for Disease Control and Prevention [CDC], 2020). Face touching has not frequently been evaluated in the behavioral literature; however, face touching can be considered a socially significant behavior in need of assessment and intervention. The current study evaluated face touching across various antecedent conditions as a replication of previous research (Bosch, 2011; Woods & Miltenberger, 1996) over Zoom. Conditions were conducted with participants at a desk and included an alone condition where the participant was not allowed access to any materials, a demand condition where participants were asked to answer a sequence of demanding math problems, and a free condition where participants were allowed access to preferred items. Face touching among participants has been variable, with some participants showing differentiation between conditions. Implications for habit reversal interventions will be discussed.

 
Diversity submission 38. Acceptance and Commitment Training and Cultural Humility: Conceptual and Applied Congruence
Area: CSS; Domain: Theory
KIAN ASSEMI (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Nicole Jacobs (University of Nevada School of Medicine), Alison Szarko (University of Nevada, Reno), Donna West (University of Nevada, Reno), Anayansi Lombardero (University of Nevada, Reno), Allison Cotton (University of Nevada, Reno)
Discussant: Sarah M. Richling (Auburn University)
Abstract: The concept of cultural humility originated from the medical field and was first introduced by Tervalon and Murray-García (1998). Cultural humility is defined as understanding self and others; recognizing one’s prejudices and cultural misperceptions; engaging in continuous self-critique, challenging power differentials in working relationships and in organizations; developing an attitude of not knowing, and an openness to learn from the client (Danso, 2018). Given the severity of issues such as racial healthcare treatment discrepancies (Institute of Medicine, 2003), there is a need for cultural humility training in a broad range of areas including, but not limited to, the medical field. The behavior scientific contribution of Acceptance and Commitment Training (ACT) to this area of skill development provides a wide range of research and applications including the reduction of provider stigma (Masuda et al., 2007), and microaggressions in racially charged patient-provider interactions (Kanter et al. 2020). Conceptually, the ACT model which employs scientific processes to increase behavioral flexibility complement the foundational account of cultural humility. The purpose of the current poster is to articulate the conceptual connections between cultural humility and ACT, and discuss ways future interventions utilizing ACT may increase cultural humility in medical education and beyond.
 
Sustainability submission 39. An Initial Evaluation on the Validity of an Itemized Climate Change Assessment
Area: CSS; Domain: Basic Research
SYDNEY JENSEN (Utah Valley University), Meagan Grasley (Utah Valley University), Caleb Stanley (Utah Valley University)
Discussant: Sarah M. Richling (Auburn University)
Abstract:

In recent years, concerns relating to global warming and the need for reducing carbon emissions has increased. An effective approach for reducing overall carbon emissions is to increase sustainability related behaviors. While such an approach affords this utility, an underlying factor that potentially limits the extent to which individuals engage in sustainable behavior is limited knowledge or information as to what specific behaviors are considered to be sustainable. As such, there is a need for a methodology to identify deficits as they relate to sustainability behavior. The current study discusses the development of an assessment designed to provide a measure of an individual’s sustainability behavior. In addition, researchers sought to evaluate the validity of the assessment by determining the extent to which assessment scores were related to carbon output. Scores for the sustainability assessment as well as carbon footprint measures were collected, and a Pearson product-moment correlation coefficient was obtained between the two measures. The results showed a moderate, negative correlation between scores on the sustainability assessment and carbon footprint measures. These findings suggest the sustainability assessment is a valid tool which has good correspondence with other sustainability measures, and it can be used to identify sustainability related behavior deficits.

 
40. Prerequisites for an Effective Feminist Countercontrol
Area: CSS; Domain: Theory
JORDANA FONTANA (Cesumar University ), Denisse Brust (State University of Londrina), Carolina Laurenti (State University of Londrina)
Discussant: Sarah M. Richling (Auburn University)
Abstract:

Feminist countercontrol (or feminist resistance to oppression) might have its emancipatory potential compromised if understood in an apolitical way that disregards the necessary collective articulations for its occurrence. Seeking to point to some directions that might help avoid those risks, the aim of this work is to outline some prerequisites for countercontrol not to be emptied of its transformative political potential when connected to feminism. These conditions are: 1) a feminist verbal community compounded by one (or several) organized groups of women; 2) the recognition of the different kinds of oppressive controls that stem from the masculine domination system; 3) women's intersectional self-knowledge in oppressive gendered controls to enable them to build self-definitions about their own reality; 4) micro and macropolitical confrontation of that oppression by articulating redistribution and recognition politics and 5) resistance to backlash based on self-control and sorority. A concept of countercontrol understood in those terms and intertwined with that conceptual web mitigates the risks of political emptying and neoliberal co-optations of the movement, increasing the chances of an effective social transformation that positively affects all women.

 
41. Behavioral Training of Local Enumerators for Observing Exposure of Young Children to Campylobacter in Ethiopia
Area: CSS; Domain: Applied Research
ELIZABETH SCHIEBER (University of Florida), Crystal M. Slanzi (University of Florida), Abdulmuen Mohammad (Haramaya University), Arie Havelaar (University of Florida), Song Liang (University of Florida), Sarah McKune (University of Florida)
Discussant: Sarah M. Richling (Auburn University)
Abstract: The “Exposure Assessment of Campylobacter Infections in Rural Ethiopia (EXCAM)” project is an ongoing study being conducted to determine how children in low- and middle-income countries (LMICs) are exposed to Campylobacter, a genus of bacteria linked to negative health outcomes (e.g., significant diarrhea-associated mortality and morbidity, environmental enteric dysfunction, malnutrition, stunting). EXCAM involves microbiological sampling to determine where Campylobacter live in livestock and behavioral observations to detect how infants contact those reservoirs through food and environmental pathways. These data will be used to create models of exposure pathways. Accurate behavioral observations are necessary to identify how children are being exposed to these bacteria. Enumerators will take continuous data on infants’ behaviors using a tablet-based application, Countee™, for two, five-hour observations per participant. We developed and implemented training procedures to ensure the enumerators take accurate data. Enumerators were trained to collect behavioral data using behavior skills training with videos of local infants until they reached 80% inter-observer agreement with novel videos. Enumerators will also complete regular maintenance observations to monitor potential observer drift. Increased accuracy of behavioral observations may increase the validity of the exposure pathways, which will better inform future interventions to decrease Campylobacter exposure in children in LMICs.
 
Diversity submission 42. Impact of COVID-19 on Medical Students’ Perception of Acceptance and Commitment Training
Area: CSS; Domain: Applied Research
BRYAN ATTRIDGE (University of Nevada, Reno School of Medicine), Alison Szarko (University of Nevada, Reno), Kian Assemi (University of Nevada, Reno), Andrew Kim (University of Nevada, Reno School of Medicine), Ngantu Le (University of Nevada, Reno School of Medicine), Maebob Enokenwa (University of Nevada, Reno School of Medicine), Nicole Jacobs (University of Nevada, Reno School of Medicine), Ramona Houmanfar (University of Nevada, Reno)
Discussant: Sarah M. Richling (Auburn University)
Abstract: There is a growing body of literature demonstrating the efficacy of Acceptance and Commitment Training (ACT) with higher education populations (Chase, et al., 2013; Paliliunas, et al., 2015). However, research is limited on the efficacy and/or social validity of ACT among medical students, a population at increased risk for experiencing time restrictions; social and academic stressors; and conflicting demands leading to multi-tasking. If left untreated, medical students may develop maladaptive coping strategies that can hinder patient care (e.g., medical error or biased care). Given the complexity of the medical training systems and stressful nature of medical students’ experiences throughout medical education, students’ feedback pertaining to the dosage, duration, and timing of ACT exposure is critical to its impact. This study’s primary goal was to investigate the relationship between medical student perceptions of ACT prior to and following the initiating events of the COVID-19 pandemic. Preliminary results suggested students had mostly neutral perceptions of ACT trainings prior to COVID-19. Results on student perceptions in the wake of COVID-19 are currently being collected. Further analyses and implications will be discussed.
 
Diversity submission 43. Exploring Gender Discrimination and Relational Density Theory
Area: CSS; Domain: Basic Research
ELANA KEISSA SICKMAN (Missouri State University), Jordan Belisle (Missouri State University), Ashley Payne (Missouri State University), Erin Travis (Missouri State University)
Discussant: Sarah M. Richling (Auburn University)
Abstract: The purpose of the current study is to utilize concepts from Relational Density Theory (RDT) Belisle & Dixon (2020) to evaluate college student participants resistance to change (mass) in terms of gender stereotyping relations. To assess volume in networks, researchers provided a list of descriptor words that were socially considered feminine or masculine and instructed the participants to label how related or unrelated the gender descriptor words were to one another given no other context. Then participants were provided with a series of scenarios with arbitrary names and gender identifiers (male or female) and asked to associate the gender descriptive characteristics with the gendered scenarios. Either strengthening or weakening previously established relations of gender (density). Results showed that participants did have a change in responding given the gendered scenarios. The feminine descriptor words (fickle, emotional, affectionate, and prudish) were strengthened based on the given scenarios, whereas the masculine descriptor words (aggressive, coarse and forceful) remained neutral or with no significant changes in responding. Providing the gender descriptor even further strengthened coherent relations and weakened non-coherent relations, consistent with previous work on relational density theory (Belisle & Clayton, in press).
 
Diversity submission 44. Exploring the Relationship Between Familial Responsibility and Risk-Aversion
Area: CSS; Domain: Applied Research
JESSICA M VENEGONI (Missouri State University ), Elana Keissa Sickman (Missouri State University), Lindsey Audrey Marie Dennis (Missouri State University), Brittany Sellers (Missouri State University), Jordan Belisle (Missouri State University)
Discussant: Sarah M. Richling (Auburn University)
Abstract:

Prior research over multiple generations has shown lower levels of risk-taking in females compared to males, and lower risk taking in mothers compared to non-mothers (Abbott-Chapman et al., 2007). Risk can be defined behaviorally within a choice-making framework where choices confer a probabilistic gain that co-occurs with a probabilistic loss. Low levels of risk-taking can be advantageous in some contexts but harmful in others. For example, Ekelund et al. (2005) showed that individuals who demonstrated high risk aversion were less likely to become independent entrepreneurs. Entrepreneurship may be considered risky because, although the financial potential is high, so too are social, financial, and temporal loses. In the present study, we evaluated the relationship between a shared experience of mothers – parenting – on probability discounting as a behavioral model of risk and risk aversion. Participants completed three probability discounting tasks. The first was the standard discounting task. In the second task, the participants imagined that they had a young child and were required to actively interact with this scenario before completing the discounting task. In the third task, the participants imagined the child had a chronic illness that necessitated lengthy hospitalization. Results showed that the least risky (i.e., lowest discounting rates) were observed in the condition with the sick child, and the most risky (i.e., highest discounting rates) were observed in the baseline condition. These results suggest that contextual factors associated with parenting may mediate risk-taking in mothers with implications for employment, advancement, and entrepreneurship.

 
45. Evaluating the Internal Consistency of a Behavioral Measure of Pro-Climate Behavior: Relationship to Emissions and Consumption
Area: CSS; Domain: Applied Research
MEREDITH MATTHEWS (Missouri State University), Jordan Belisle (Missouri State University), Caleb Stanley (Utah Valley University), Sydney Jensen (Utah Valley University)
Discussant: Sarah M. Richling (Auburn University)
Abstract: The point of no return (PNR) is rapidly approaching and if we are to recover the earths climate before reaching that point, individual behavior changes must be made. In this study, we began with a list of 100 pro-environmental behavior changes along with an online test that explains how many Earths would be required to sustain it if everyone on Earth behaved like the individual taking the test. An initial analysis was run to determine if any of the items were directly correlated with the number of Earths consumed, and it revealed three mindfulness items were the only ones directly correlated with number of Earths. An exploratory factor analysis was used to eliminate the items that essentially had nothing to do with the rest of the assessment and identify which, if any, of the items were correlated with any of the other items. We used a principal component analysis to determine which of the 100 items were directly correlated with the number of Earths consumed. The scree plot revealed three separate clusters of which one cluster, comprised of 20 items, was statistically significant (p<.001). Of the 20 items that remained, the majority of the items focus on purchasing patterns and mindfulness, thus discarding the argument that individual behavior isn’t predictive of climate change.
 
 
 
Poster Session #432
OBM Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
46. The Effects of Data Sheet Layouts on the Accuracy and Reliability of Data Recording
Area: OBM; Domain: Service Delivery
KWADWO O. BRITWUM (Southern Illinois University), Rocco G Catrone (SIU-Carbondale), Manish K. Goyal (Southern Illinois University), Sebastian Garcia-Zambrano (Southern Illinois University), Darwin S Koch (Southern Illinois University)
Discussant: Nicole Gravina (University of Florida)
Abstract:

The effectiveness of behavioral programs is dependent on the interveners’ accurate and reliable recording of target responses. The current study evaluated the accuracy and reliability of observers’ detection of target responses when two different data sheets were used. Fifteen graduate students working in a University-Based, State-funded Service Delivery Program (USSDP) at a Midwestern University were asked to record the occurrence of target responses depicted in a videotape, while using two different data sheets. Each condition differed only to the extent that each required the participants to use a different data sheet to record the same target responses depicted in the video. Data sheet layouts (i.e. portrait or landscape) differed, as well as column sizes across both data sheets. Results showed that participants detection and recording of the target responses was more accurate and reliable when using data sheets, they were most familiar with (i.e. data sheets with portrait layout and smaller columns), as opposed to newer data sheets (i.e. data sheets with landscape and larger columns). These results provide useful implications for applied settings, and also demonstrate the utility of methods developed by Signal Detection Theory in evaluating observer detection of target behavior.

 
47. The Effects of Peer Interactions on Productivity in a Remote Work Setting
Area: OBM; Domain: Applied Research
ALYSSA LYNN CROWE (University of Florida), Jessica Nastasi (University of Florida), Nicole Gravina (University of Florida)
Discussant: Nicole Gravina (University of Florida)
Abstract: Covid-19 has had a huge impact on the workplace environment and virtual meetings are becoming increasingly popular. The purpose of this study was to evaluate whether the positive, neutral, or negative verbal behavior of co-workers effects the productivity of workers in a virtual setting. Undergraduate students were randomly assigned to be in the positive, negative, or neutral group. Participants entered a video call with a confederate, then engaged in a data entry task for three ten-minute sessions with one-minute breaks between each session. A verbal prompt specific to the testing group was delivered by the confederate before the first session, and during each of the one-minute breaks. The preliminary results show that the positive statement group were more productive than participants in the neutral and negative group. Members of the positive group were also more likely to strongly agree and agree with the statement “I thought the task was enjoyable,” while participants in the negative group were more likely to disagree and strongly disagree with the same statement. The implications of this work and areas for future research will be discussed.
 
48. A Multiple-Baseline Study for the Application of a B-BS Protocol in Gabbioneta Pumps
Area: OBM; Domain: Applied Research
Maria Gatti (A.A.R.B.A.), ANDREA MENEGON (A.A.R.B.A.)
Discussant: Nicole Gravina (University of Florida)
Abstract:

In large manufacturing companies, it is common practice to hire contractors to do specific activities, especially during periods of high work intensity. The majority of these companies are able to successfully apply behavioral safety protocols such as B-BS (Behavior-Based Safety), giving a higher focus on the increase of numbers concerning safe behavior and decreasing the percentage of accidents and injuries workers are daily exposed to. A multiple baseline approach and a statistical test C has been used to confirm the validity of the final results and to evaluate the effectiveness of the implementation of the B-BS protocol. The study precisely focuses on the effectiveness of the B-BS protocol in relation to external contracting workers. Such work has been implemented in an engineering industry, Trillium Pumps Italy (Gabbioneta PumpsTM), that is specialized in the application of pumps and valves. The results obtained demonstrated the effectiveness of the B-BS protocol also regarding the contractors, with an increase in the number of safe behaviors. The integration, at all levels, of the individuals working in a company (contractors and workers), during a B-BS process, demonstrated it effectiveness in preventing and improving the understanding and application of a culture based on safety.

 
49. What We Know and What We Need to Learn About Behavior to Overcome COVID-19
Area: OBM; Domain: Theory
JENNIFER CRYSTAL GRABSKI (Association for Behavior Analysis International)
Discussant: Nicole Gravina (University of Florida)
Abstract: The recent Coronavirus pandemic has proven to be extremely serious due to the ease of transmission and limited medical defenses. At this point our best defense is behavioral changes. The Center for Disease Control (CDC) has recommended several behaviors to assist in reducing the transmission of COVID-19 including increasing hand hygiene and cleaning procedures; keeping distance from other people; wearing masks and staying home when sick. Behavioral research on adherence to these guidelines and the interventions in place to increase adherence, while ongoing is limited. Getting people to employ these behaviors presents a challenge to organizations and political leaders alike. This poster evaluates the behavioral literature on recommended behavior adherence, policy and intervention recommendations, dissemination of information and what is needed for future research. Interventions need to go beyond simple information dissemination and include antecedent control and reinforcement. Organizations and political leaders should work together to achieve greater adherence to recommended behaviors and utilize what happens in the workplace to enhance the behavior of the greater environment. Future research should focus on measurable behaviors, empirical data, and a better understanding of the relationship to the environment and pandemic related behaviors.
 
50. A Survey on the Needs for Post Training of Autism Therapists in China
Area: OBM; Domain: Service Delivery
KAIWEN ZHU (Research Associate at Beijing INGCare), Ziwei Xu (Academic Director at Institute for Accessibility Development at Tsinghua University, Beijing INGCare), Xuegang Wang (Director for Training and Development at Beijing INGCare), Lifang Li (Speech-Language Therapy Clinical Supervisor at Beijing INGCare), Lie Zhang (Director for Autism Program at Institute for Accessibility Development Tsinghua University)
Discussant: Nicole Gravina (University of Florida)
Abstract:

According to a research in 2019, there are over 10 million people with ASD in China currently, which causes a huge gap of professional therapists in the field of autism treatment. In order to provide effective treatment for people with ASD, a professional post training system is necessary to ensure the overall quality of therapists in this field. Considering the whole world was influenced by COVID-19 in 2020 and the needs of them might have changed a lot, a new questionnaire was designed to find out therapists’ current needs. A total of 202 questionnaires were collected and 185 of them are providing treatment for clients with ASD. The main purpose of the study is to explore the needs of therapists in the field of autism treatment and provide suggestions for institutions and organizations who provide post trainings in this field. Three suggestions are offered for public organizations, private institutions and universities based on the result of this research.

 
51. Systematic Review of Self-Monitoring Accuracy of Safety Behavior
Area: OBM; Domain: Applied Research
JOHN DOUGLAS ZANGERLE (Temple University)
Discussant: Nicole Gravina (University of Florida)
Abstract: Self-monitoring procedures have been applied to various populations, in diverse settings, and have focused on a wide variety of behaviors. While the relation between the accuracy of self-monitored data and changes in target behavior has been examined in research, there has been relatively less research focusing on the accuracy of self-monitored data in relation to the change in safety behavior. Studies (n=11) where self-monitoring procedures were introduced to target specific safety behaviors in adults were reviewed and analyzed to determine the relation between the accuracy of self-monitored data and various other aspects of an intervention, including the percent change of target behavior. This analysis found a positive but small correlation between the relevant measures. This analysis suggests that the act of self-monitoring in and of itself is important for behavior change. There is a possibility that increases in self-monitoring accuracy could lead to desirable changes in targeted safety behaviors, but further analysis of a larger sample size of studies would be required to determine the relationships among these measures.
 
52. Applications of the Performance Diagnostic Checklist – Human Services in an Inpatient Unit: An Examination of Multiple Informants
Area: OBM; Domain: Applied Research
BRITTNEY WORKMAN (Kennedy Krieger Institute; Towson University), Christopher M Dillon (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Samantha Hardesty (Kennedy Krieger Institute; )
Discussant: Nicole Gravina (University of Florida)
Abstract:

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an indirect assessment used to identify environmental variables contributing to deficiencies in job performance. The PDC-HS is quickly becoming popular among human service organizations (Wilder et al., 2020) and was designed to be completed by managers, however no research exists providing guidance on appropriate informants. In the current study, the PDC-HS was completed by both administrative (i.e., managers) and non-administrative (i.e., direct care staff) employees for a variety of performance improvement initiatives (PII) in an inpatient hospital unit. These initiatives were aimed to improve employee performance in the following areas: staff call outs, switching shifts, adjustments to time clock documentation, providing positive feedback, compliance with written reviews, hand hygiene, annual competency completion, vaccination requirements, treatment fidelity, and reporting injuries. Results indicated that administrative and non-administrative employees identified the same domains across PII on average 58% of the time, suggesting multiple informants may strengthen the validity of the PDC-HS. We also found the most commonly identified domain was Performance Consequences, Effort, and Competition. Implications surrounding these findings are discussed.

 
53. Improving Direct Staff Attendance in a Center-Based ABA Program
Area: OBM; Domain: Applied Research
Sarah C Connolly (May Institute), MADELYN PALMATIER (May Institute)
Discussant: Nicole Gravina (University of Florida)
Abstract: While topics like staff retention, burnout and job satisfaction have been widely studied in the human service field, there have been few recent evaluations on the effect that unplanned staff callouts have on practitioners and clients across the field. According to Duclay, Hardouin, Sebille, Anthoine & Moret (2014), staff absenteeism has a direct impact on patient satisfaction and care in a clinical setting. The current study aimed to evaluate the effects of a progressive contingency plan on the number of unplanned staff call outs, and consequently, the number of early intervention service hours being provided to center-based clients diagnosed with Autism Spectrum Disorder (ASD). The evaluated intervention included strictly adhering to prescribed attendance policy and aligning quarantine policies to the Massachusetts Department of Early Education and Care. Results of the current study indicate that implementing a progressive contingency plan (verbal warning, written warning, final written warning) and adjusting guidelines regarding quarantine did have an effect on decreasing the total number of hours staff unexpectedly called out in a month, subsequently increasing the number of service hours for clients per month.
 
54. The Effectiveness of Mindfulness in Applied Behavior Analysis: An Approach to Staff Training
Area: OBM; Domain: Applied Research
LIZA ALBRIGHT (Emergent Learning Academy), Autumn N. McKeel (Emergent Learning Academy)
Discussant: Nicole Gravina (University of Florida)
Abstract: The purpose of the current study was to show whether mindfulness training is an effective intervention in training staff to utilize techniques during therapy sessions by measuring the number of reported thoughts which are of the present moment (i.e., mindful) and thus increases mindfulness. The participants were behavior technicians working with clients in an ABA clinic. In this multiple baseline study, the dependent variable consisted of completion of rating scales consistent with being mindful and the percentage of self reported "present" thoughts during each session following a mindfulness training. Reported thoughts were coded and an operational definition was determined to score participants' "present" thoughts. Results are expected to show an increase in mindful thoughts following the mindfulness training, in the clinical sessions, as reported by each participant’s self reported thoughts.
 
 
 
Poster Session #433
CBM Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
55. Characterizing and Reducing Rate and Duration of Face Touching in Adults Through Simplified Habit Reversal
Area: CBM; Domain: Applied Research
JOSIE NEWBURG (University of North Carolina Wilmington), Sydney Batchelder (University of North Carolina Wilmington), Yohan Krumov (University of North Carolina Wilmington), Ashley Haberman (University of North Carolina Wilmington), Devon Bigelow (University of North Carolina Wilmington), Hannah Reynolds (University of North Carolina Wilmington), Wendy Donlin Washington (University of North Carolina Wilmington)
Discussant: Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract: Respiratory illnesses, like the common cold and Covid-19, which can have severe negative consequences, may spread through face touching. The purpose of the current study was 1) to characterize face touching in adults from a non-referred population and 2) to reduce the rate and duration of face touches per minute through simplified habit reversal. Ten students were recruited through the University to meet via Zoom to participate in a “movement study”. A multiple baseline design was implemented, and throughout the study participants watched TED talks and were recorded via Zoom. During baseline, participants were blind to the face-touching purpose of the study. Following baseline, participants were debriefed that researchers were measuring face-touching. Intervention included participants being told not to touch their face, and if they did a tone would be sounded as a prompt to remove their hand. Data were collected on the frequency and duration of face touches per minute to the non-mucous membranes and the mucous membranes, eyes, nose, ears, and mouth, to get a rate per minute and overall percentage of face touching. Preliminary findings show that participants reduced face touching during the intervention portion, as compared to baseline.
 
56. Examining the Utility of a Work Completion Contingency Evaluation
Area: CBM; Domain: Applied Research
JOSHUA MELLOTT (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Matthew L. Edelstein (Kennedy Krieger Institute; Johns Hopkins University School of Medicine)
Discussant: Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract: Research investigating treatment of problem behavior hypothesized to be maintained by social-negative reinforcement has recently provided strong evidence for the use of positive reinforcement as an alternative to negative reinforcement intervention approaches. Further, researchers have effectively treated escape-maintained problem behavior without the use of traditional escape extinction, which can be impractical for caregivers to implement. Identifying both effective and practical strategies to increase work completion and reduce associated problem behavior has become particularly important given caregivers’ newfound roles in the administration of virtual learning. The purpose of the current study was to systematically evaluate the effects of different contingencies on participant disruptive and on-task behavior in the context of virtual learning. Three contingencies consisting of both social-positive and social-negative reinforcement were evaluated via telehealth in an alternating treatment design with a 5-year-old patient with diagnoses of attention-deficit/hyperactivity disorder and autism spectrum disorder. Findings suggest differentiated rates of participant disruptive and on-task behavior across contingencies. These results serve as initial evidence in support of the work completion contingency evaluation as a method of identifying effective and practical work completion contingencies for caregivers to implement within the home.
 
57. A Comparison of Three Parent-Implemented Interventions With Picky Eaters
Area: CBM; Domain: Service Delivery
STEPHANIE HANLEY (California State University, Fresno), Sharlet D. Rafacz (California State University, Fresno)
Discussant: Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract:

Picky eating among typically developing children is a major concern for parents. However, the field of behavior analysis primarily focuses on interventions that address food selectivity (i.e., pathological food refusal and lack of food intake). Previous research has not yet compared interventions to see which are the most practical for parents to implement in the home for more typical levels of food selectivity (e.g., picky eating). The current study evaluated three possible interventions that have substantial support in the research literature: the appetizer method, taste exposure, and a token reinforcement system. A multi-element probe design was utilized with two children ages 3-4 years. Parents ran 10-14 sessions per intervention across 13 to 14 weeks with probes for target vegetable consumption during regular mealtimes. Consumption and preference for the target and control non-preferred vegetables was assessed before and after the intervention and social validity measures were taken before, during, and after the study. Results of this study demonstrated that all interventions were effective to some degree, but that the token reinforcement system intervention may be the most effective, efficient, and socially valid for parents though more research is needed.

 
58. The Effect of Taste Exposure on College Students’ Vegetable Consumption and Preference
Area: CBM; Domain: Service Delivery
JENNA CARTER (CSU Fresno), Sharlet D. Rafacz (California State University, Fresno)
Discussant: Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract:

Many adults in America are considered overweight and obese and one contributing factor may be low consumption of healthy foods such as fruits and vegetables. Despite research suggesting that antecedent or consequence interventions are effective at increasing selection, preparation, and consumption of healthier foods, more research needs to be conducted on low-cost, low-effort approaches that maintain healthy eating in the natural environment, particularly for adults. Taste exposure is one such intervention that can be used to increase both the preference and consumption of non-preferred healthy foods. Taste exposure consists of repeatedly tasting bite size pieces of a non-preferred food. Previous research has demonstrated taste exposure’s effectiveness with children, however, there is currently no research with adults. The current study evaluated the effects of 20 sessions of taste exposure with 35 young adults in a randomized control design. Results of the study were mixed, with some increases in consumption and preference for both the control and experimental participants. However, few participants increased their consumption levels beyond several bites, which suggests that more research is needed to determine how and if taste exposure is effective with adults.

 
59. The Behavioral Conceptualization of Depression in Children and Adolescents
Area: CBM; Domain: Theory
JASMINE DHUGA (Eastern Michigan University), Jessica Good (Eastern Michigan University ), Efthymia Orkopoulou (Eastern Michigan University), Leah Rose LaLonde (Eastern Michigan University), Tatum Teeple (Eastern Michigan University), Michael Jon Vriesman (Eastern Michigan University), Alexandros Maragakis (Eastern Michigan University)
Discussant: Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract: Depression is a common clinical presentation that is often seen across the lifespan and is considered one of the world’s leading disabilities. Depressive disorders are primarily characterized by a sad, empty, or irritable mood. Often, individuals experience mood fluctuations accompanied by decreases in the number and variability of activities, defined as behavioral deficits. Importantly, depressive disorders can be characterized by these psychosocial deficits that, if identified in childhood but not treated, can lead to reduced functioning in adulthood. Despite the negative impact of depression in adolescents’ lives, there seems to be a dearth of knowledge regarding the treatment of this population. In fact, given that adolescents go through many natural behavioral and mood changes, depression in adolescents is often unrecognized and undertreated. While behavior analysts are not licensed to treat depression in a clinical context, it is important to highlight the field's contributions to the understanding and treatment of depression. This poster will provide a behavioral conceptualization of depression in adolescents as well as provide different licensure paths that behavioral psychologists could pursue to better treat adolescent depression.
 
60. Parent Involvement in the Treatment of Children With Behavioral and Emotional Concerns
Area: CBM; Domain: Theory
LEAH ROSE LALONDE (Eastern Michigan University), Efthymia Orkopoulou (Eastern Michigan University), Jessica Good (Eastern Michigan University ), Tatum Teeple (Eastern Michigan University ), Jasmine Dhuga (Eastern Michigan University), Michael Jon Vriesman (Eastern Michigan University), Alexandros Maragakis (Eastern Michigan University)
Discussant: Matthew L. Edelstein (Kennedy Krieger Institute)
Abstract:

Children with behavioral concerns often also present with emotional challenges, such as depression or anxiety. From a clinician’s standpoint, parents undoubtedly play a critical role in shaping their child’s behavior. Parents tend to attribute their child’s behavior to their presumed emotional states. For example, a parent may explain that their child tantrums because they are anxious or their adolescent sleeps too much because they are depressed. However, from a behavior analytic viewpoint, emotions are also behaviors that require explanation, and therefore cannot be used as explanatory factors themselves. Moreover, all behavior is shaped and maintained by the same principles. This presentation will provide a behavior analytic account of emotional difficulties in childhood by discussing how the coercive family processes model can be applied to emotional concerns and its implications for intervention. The presentation will also focus on the importance of providing high-quality parent training that emphasizes helping parents learn how their interactions with their children create contingencies that maintain children's behavioral and emotional concerns. Finally, this presentation will provide recommendations on how parent training can be successfully applied to both behavioral and emotional concerns.

 
61. Behaviorally Based Approaches to Addressing Cell Phone Use, Misuse, and Overuse: A Teenager's Perspective of What Works and Doesn't
Area: CBM; Domain: Theory
EMILY COOK (Bishop McDevitt High School, Harrisburg, PA), Matthew Gross (Shippensburg University), Richard Cook (Applied Behavior Medicine Associates, Hershey, PA East Shore Psychiatric Associates, Harrisburg, PA)
Discussant: Valdeep Saini (Brock University)
Abstract:

While cell phones have become an essential part of teenage life, even expected by teachers. They are a vehicle of wasted time, social stressors, and distraction, but are also essential for needed family communication , studying for tests, and completing homework. Standard behavioral and public health principles and techniques can be used in a methodical fashion to help the teenager develop habits to better self regulate usage. This presentation highlights use of behavioral momentum, successive approximations, differential reinforcement, token economies, the Premack principle, basic reinforcement and punishment, as well a public health fundamental that the most effective interventions are those which require the least amount of effort on the part of the targeted individual

 
63. Demand for Specific Stimulant Effects Across College Students That are Drug Naïve and Substance Experienced
Area: CBM; Domain: Basic Research
BRANDON PATRICK MILLER (Eastern Michigan University), Samantha Jo Zohr (Eastern Michigan University), Kayla Rinna (Eastern Michigan University), Matthew J Dwyer (Rowan University), Claudia Drossel (Eastern Michigan University), Thomas J. Waltz (Eastern Michigan University)
Discussant: Valdeep Saini (Brock University)
Abstract:

Stimulant use and polysubstance use are two well-known health concerns among American undergraduate students. Less is known about the relationships between experience with stimulants and polysubstance use, and how behavioral economic indicators of reinforcer value may differ based on these experiences. This study is a secondary analysis of data collected using a hypothetical purchasing task for stimulants. College students (n = 233) completed several purchasing tasks, and this analysis focused on the task involving their top-ranked stimulant effect. The potential role of substance use history on indices of demand was investigated in two separate analyses. The first contrasted responses by students with and without stimulant experience. The second contrasted responses by students depending upon their level of substance use experience: none, single substance, and polysubstance. Consistent with the literature, the results of the first analysis supported that a history of stimulant use is associated with higher area under the curve (AUC), higher intensity, and greater Omax. The results of the second analysis indicate that the polysubstance group had higher Omax and greater AUC compared to the single substance group. Unexpectedly, the no-use group had the highest Omax and the greatest AUC, however, this may be a small sample artifact (N = 7).

 
64. The Effect of Motivative Point-of-Purchase Prompts on Children's Restaurant Menu Choices in an Analogue Setting
Area: CBM; Domain: Applied Research
DOLLY MIZNER (California State University, Fresno ), Sharlet D. Rafacz (California State University, Fresno), Mariah Faith Jensen (California State University, Fresno)
Discussant: Valdeep Saini (Brock University)
Abstract: Over the last three decades, the prevalence of obesity in the United States has continued to increase. This is particularly problematic for children, as childhood obesity is likely to continue into adulthood and is associated with a variety of health issues such as type 2 diabetes and hardening of the arteries. Point-of-purchase prompts, which encourage consumers to select healthy options, have been only somewhat successful in previous research. This is likely because these prompts help consumers discriminate between the nutritional values of food items rather than motivating consumers to choose healthier options. Common marketing prompts however, especially those with unhealthy foods, have successfully utilized cartoons and bright colors to influence selection by children. Similar marketing strategies, which may function as motivating operations, may be used to increase children’s selection of healthy options. Therefore, the purpose of the current study was to apply common unhealthy food marketing strategies to healthy entrées on a kids’ menu to increase the proportion of healthy orders by children on an online, analog restaurant menu. Implications of the results for how healthy foods are marketed in restaurants and other settings will be discussed.
 
65. Behaviors of Caring for an Older Special Someone From a Distance in the Times of the COVID Pandemic: "Distance Caring"
Area: CBM; Domain: Service Delivery
JOSEPH MARTIN (Shippensburg University, Shippensburg, PA), Matthew Gross (Shippensburg University), Richard Cook (Applied Behavior Medicine Associates, Hershey, PA East Shore Psychiatric Associates, Harrisburg, PA)
Discussant: Valdeep Saini (Brock University)
Abstract:

Many people have strong feelings of love, dedication, gratitude, obligation and want to help, to improve the life of an older relative or family friend, a grandparent, family, friend, neighbor, or godparent, but the responsibilities their own lives serve as a barrier to beginning to do so. The complexities of this situation are exacerbated by the restrictions of the COVID-19 pandemic. Roles vary from significant day to day daily living assistance to a phone call or card. As one integrates with the current system of care, roles are defined, and change. We discuss support networks, relationships, and resources.The restrictions of the pandemic can be developed into ongoing patterns of more robust future habits of caring. The presentation highlights behaviors facilitate taking the warm desire to do something nice, to the stage of commitment and implementation. We detail approaches to maintaining contentedness, allowing for sense of purpose, being mindful of and respecting preferences and concerns for both care sharer and receiver, developing the system of care sharing adapted to the level of interactions and responsibilities. It can start with a commitment to call or drive once a week, and lead to greater quality of life and sense of purpose for care giver and care receiver alike.

 
66. Comparing Undergraduate Demand for Imaginary and Stimulant Drugs.
Area: CBM; Domain: Basic Research
SAMANTHA JO ZOHR (Eastern Michigan University), Kayla Rinna (Eastern Michigan University ), Brandon Patrick Miller (Eastern Michigan University), Matthew J Dwyer (Rowan University), Claudia Drossel (Eastern Michigan University), Thomas J. Waltz (Eastern Michigan University)
Discussant: Valdeep Saini (Brock University)
Abstract: This study is a secondary analysis of data collected for a hypothetical purchasing task of stimulants that characterized motives for use in a non-clinical population (Dwyer et al., 2019). This analysis aimed to compare the performance on an experimental control task with that of the target stimulant purchasing task used within the primary analysis. Undergraduate participants (N = 233) rank-ordered eight hypothetical drug effects (e.g., sociability, arousal, loss of appetite) associated with stimulants. Participants then completed four hypothetical purchasing tasks of a generic drug without specified drug name or class (“ImagineX”), but with the effects ranked in position 1, 2, 5, and 8. We asked whether instructing participants only on drug effects, without specifying drug name or class, would produce orderly data on purchasing tasks. 124 participants (53.22%) produced valid data using criteria by Pickover and colleagues (2016) and Stein and colleagues (2015). Compared with performance on an actual stimulant purchasing task, purchases at zero cost were higher, maximum expenditure was higher, and overall demand was higher, as demonstrated by a greater area under the curve. These results demonstrate that rule-governed behavior about drug effects alone -- regardless of drug -- may be an important influence on purchasing task performance.
 
 
 
Poster Session #434
DEV Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
67. Promoting Clean-Up Behavior After Free Play in Kindergarten: An Intervention Combining Dependent Group-Oriented Contingency and Independent Group-Oriented Contingency
Area: DEV; Domain: Applied Research
YUMIKO SASADA (Academy of Behavioral Coaching), Kenji Okuda (Educational Foundation of Nishi Karuizawa Gakuen)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract:

Study Objectives: At the target kindergarten, it conducted an intervention using interdependent group-oriented contingency, in which all group-oriented members were given a reinforcer when they completed cleaning up toys within a target time using a visual timer after morning free play. The same intervention was continued, but gradually the clean-up behavior within the time limit became unsustainable. Therefore, we added independent group-oriented contingency and examined its effect. Research Design: ABABA design was used. Scene: Cleaning up after free play in the morning at the kindergarten. Subjects: 14 kindergarten children playing in the free play area. Several developmentally disabled children with intellectual disabilities were also included. Baseline (Condition A): When the cleaning up music began to play, a visual timer indicating the set time was presented, and the time until the completion of clean up was measured. When the cleanup was completed within the set time, a snack was offered to all children. Intervention (Condition B): When the clean-up was completed within the set time, the teacher selected two MVPs(the Most Valuable Player); the MVPs were offered two snacks first, and the other members were offered one snack. Results: Changing to condition B, in which the MVP was selected, shortened the time required for cleanup; changing to condition A almost maintained the cleanup within the set time, but the time required gradually increased. Conclusion: The results show the effects of adding an intervention using independent group-oriented-oriented contingency to an intervention using dependent group-oriented contingency. Other-blaming behaviors among children, which are more likely to occur in interventions using group-oriented contingency, did not occur after the introduction of Condition B.

 
68. Correlation Between Degree of Bidirectional Naming and Unconsequated Academic Probes
Area: DEV; Domain: Applied Research
ELLIS SMITH (Teachers College Applied Behavior Analysis ), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Yifei Sun (Teachers College, Columbia University), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University ), Rachel Ann Lutjen (Teachers College, Columbia University)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract: Previous research has shown that the acquisition of Bidirectional Naming (BiN) is associated with accelerated rate of acquisition (Hranchuk et al., 2018). However, research has yet to investigate the association between degree of Naming and students’ maintenance of learned tasks. The current study sought to explore how a child’s degree of Naming may predict test scores (i.e., unconsequated delayed probes). This study included 16 participants, 7 of whom had Individualized Education Programs (IEPs), all between the ages of 10 and 11. Throughout this study 7 participants demonstrated BiN across two sessions, 8 demonstrated BiN across 1 session, and 15 demonstrated UniN across 2 sessions and UniN across 1 session. Results indicated various significant correlations to address four key research questions. There was a significant correlation between participants' degree of Naming and academic performance on immediate/delayed post probes and a significant difference on immediate/delayed post probes between participants that demonstrated Naming (BiNx2, BiNx1, UniNx2, UniNx1). No significant differences were found in immediate and delayed probe responses in participants that demonstrated BiN, however significant differences were demonstrated in participants that did not demonstrate BiN. Lastly, the strongest correlation was found between participants that demonstrated BiN across one session and total post probe responses. Keywords: Academic objective, Degree of Naming, Naming, Unconsequated objective post test
 
69. Dyadic Patterns of Parent-Child Interaction in Preschool Children, School Children, and Adolescents
Area: DEV; Domain: Applied Research
MARCELA ROSAS PEÑA (Universidad Nacional Autónoma de México ), Silvia Morales Chaine (National Autonomous University of Mexico)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract:

Chronic antisocial behavior during childhood and adolescence is one of the problems that most affect healthy development. It results in damage to the relationship with the environment, social interactions, delinquency, mental health, and unemployment. Coercion has been defined as a set of interpersonal tactics, display in a social context, through which individuals or groups use aversive behavior to obtain rewards and access to desired activities, status and avoid or escape control and aversive demands. Coercion can be defined in terms of its topography and social function. The main purpose of this study is to analyze the dyadic patterns of children with coercive behavior and control children of three age groups based on their interactions in conflict. Six dyads of parent-child from three age groups: 3 to 5-year-old (2 children), 7 to 9-year-old (2 children), and 13 to 15 -year-old (2 adolescents). Children and parents were observed about their interaction in three different situations: academic activity, free play, and independent activity. Adolescent-parent interaction was also observed in three different situations: two situations of negotiation (one low and one high probability of conflict) and independent activity. Each dyad participated in an online intervention and was observed in three sessions before the intervention, four sessions during the intervention, and three sessions after the intervention. It was analyzed the conditional probabilities of present each behavior that conjured the patterns and the symmetry of the interaction.

 
Diversity submission 70. Emotional Dysregulation and ADHD-Like Traits
Area: DEV; Domain: Applied Research
SIHAM ALBESISI (University of Sheffield)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract:

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common childhood behavioural disorders (Taylor, 1998). Although ADHD is primarily thought of as a childhood disorder, studies have found that ADHD symptoms persist into adulthood in between 8% and 43% of cases (Spencer et al., 2002). ADHD is considered to be a continuum disorder, with symptoms grading into the non-clinical population as ADHD-like traits (see e.g. Panagiotidi et al., 2017). The main symptoms of ADHD are usually considered to be overactivity, impulsiveness and inattentiveness (Taylor, 1998). However, it is becoming increasingly recognised that ADHD also affects emotionality, and that ‘emotion dysregulation’ - a disruption of an individual's ability to modify an emotional state so as to promote adaptive, goal-oriented behaviours - is a central component of the suite of ADHD symptoms (Shaw et at., 2014). The extent to which emotion dysregulation is associated with the classical symptoms of ADHD like distractibility is unknown. Understanding the relationship between distractibility and emotion dysregulation could help people with ADHD develop sustained attention and focus; that is, if emotion dysregulation is connected with distractibility, it may be possible to treat the latter by focusing on the former. In addition, if emotion dysregulation and distractibility are connected, that may give clues to the underlying neural dysfunction in ADHD. Aim: to explore whether distractibility is related to emotion dysregulation in a non-clinical population with varying levels of ADHD-like traits. Methods: To measure distractibility, participants undertook a modified Sustained Attention to Response Test (SART), presented online. Participants were shown a series of letters and they needed to press the space bar every time they see an **X**. On some trials the letters were accompanied by a distractor (a big black bar at either the top, bottom, left or right of the letter). After the task, they filled in a series of questionnaires, including a measure of emotion dysregulation and a measure of ADHD-like traits. The main measure from the task is reaction times on X trials, comparing reaction times on trials with the distractor to reaction times on trials without.

 
71. Intensive Aphasia Program: Collaboration Leads to Optimal Outcomes
Area: DEV; Domain: Service Delivery
Brittany Clark (Monarch House), SHAWNA ASHLEY FLEMING (Monarch House)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract: Aphasia is an acquired disability often as the result of a stroke; it can affect all language components of the brain (e.g. phonology, morphology, etc.) across modalities (e.g. tacting, transcription, reading). It has been well established that intensive therapeutic interventions for symptoms of aphasia are effective however the specific approaches and teaching methods are not well defined. The current study examines an intensive program (12-hours/week for 12-weeks) for two individuals with aphasia designed by a Speech-Language Pathologist (first author) and a Board Certified Behaviour Analyst (second author). Treatment was based on operant conditioning, stimulus control transfer procedures and precision teaching. The Board Certified Behaviour Analyst determined conceptually systematic interventions based on targets determined by the Speech-Language Pathologist. The two participants made significant gains over a 12-week period in all areas of intervention on pre- and post-test measures.
 
72. Timing of Functional Communication Training: Relation to Aggression and Property Destruction
Area: DEV; Domain: Applied Research
DANIELLE VINSON (Firefly Autism), Lydia Renfro (Firefly Autism)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract: This study examined the use of a component analysis to determine individual and combined effects of components in a treatment package to treat physical aggression and property destruction in a young child diagnosed with autism spectrum disorder. To determine if functional communication training, the primary component of the treatment plan, acted as a proactive procedure, reactive procedure, or a combination of the two, each component was evaluated separately. The component analysis compared four different phases: 1) current behavior intervention plan in which the participant was prompted to mand based on establishing operations and/or engagement in problem behaviors with a limited hold of 5 seconds following of problem behavior; 2) same conditions as Phase 1 with an extended limited hold of 3 minutes; 3) same conditions as Phase 2 with proactively prompting 25 mands per session; and 4) proactively prompting 25 mands per session without reactively prompting mands contingent upon problem behavior. Measurements included the frequency of independent and prompted mands, physical aggression, and property destruction. The highest rates of independent mands were observed in Phase 1, but the lowest rates of aggression and property destruction were observed during Phase 3. Results of this study suggest that the rate and timing of prompting mands can affect the frequency of independent requests and occurrence of maladaptive behavior.
 
73. An Extension of Response Latency Patterns in Behavioral Fluency
Area: DEV; Domain: Applied Research
ASHLYN RENEE FRITS (University of Nevada Reno), Matt Locey (University of Nevada, Reno), Vanessa Melendez (University of Nevada Reno), Maggie Nordahl (University of Nevada Reno), Kenneth J. Killingsworth (Helix Behavioral Services)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract:

This study investigates the influence of two stimulus presentation algorithms on response frequency in a matching to sample procedure. One algorithm prioritizes the presentation of sample stimuli that previously evoked slow and fast responses while the other algorithm favors stimuli that previously evoked error responses. In a comparison of the two algorithms, a stimulus set was changed to a random stimulus presentation once it reached mastery, this influenced responding in the set that had not yet reached mastery. An alternating treatments designs was used to investigate if response frequencies change if both algorithms switch to a random stimulus presentation when response frequencies reach aim for the first time under either stimulus set. The results showed that the accurate algorithm was the most effective algorithm to produce response frequencies at the aim for a four out of five participants. Additionally, when the stimulus sets changed to random presentation, the response frequencies under each stimulus set varied. Despite variations in data, the remediation stimulus set never overtook the accurate stimulus set neither in the additional training nor subsequent days with different stimulus pairs.

 
 
 
Poster Session #435
VRB Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
74. Musical Language Teaching: Analysis of Conditional Relationships
Area: VBC; Domain: Applied Research
AGUSTIN DANIEL GOMEZ FUENTES (Universidad Veracruzana), Irma Palacios (Veracruz University), Minerva Perez Juarez (University of Veracruz, Mexico), Enrique Zepeta (Universidad Veracruzana)
Discussant: Rocio Rosales (University of Massachusetts Lowell)
Abstract:

The traditional teaching of music begins with the learning of a formal educational experience called solfeo. This type of teaching has generated high dropout rates, low levels of learning and inappropriate behaviors, among other problems. The purpose of the study was to identify episodic interactions in the first level of the Taxonomy of Functions proposed by Ribes (2018); it relationships is made possible by different complementary modes of musical language, reactive and active; at the first level, functional interaction, such as behavior, is identified as the individual´s psychological reactivity, with respect to pertinent stimulus objects, in this case, musical notes bases on three identification criteria. An intrasubject design with an Initial Test, an Intervention Phase and a Final Test was used. Six experimentally naïve children from a Musical Initiation School participated; they accredited an auditory and written discrimination test of musical notes. The results showed that the children discriminated the notal values of time and space and the western graphs in partichela, using the language modes: higher in the Solfaing-Transcribing, then listening-Vocalizing and then observing- pointing out modes. In the remaining complementary linguistic modes, the relationship identified was lower. The discussion is based on the Behavior Analysis Theory.

 
75. Effects of Establishing BiN on the Acquisition of Derived Relations Across the Frame of Coordination and Opposition for Three Preschoolers
Area: VBC; Domain: Applied Research
WENHUI ZHANG (Teacher College, Columbia University )
Discussant: Rocio Rosales (University of Massachusetts Lowell)
Abstract: We studied the effects of establishing Bidirectional Naming (BiN) on the acquisition of derived relations across frames of coordination and opposition across 3 preschoolers using a multiple probe design. Experimenters selected 3 preschoolers that demonstrated the different levels of BiN based on pre-intervention probes. Prior to intervention, the experimenters measured the numberS of correct responses on novel derived relations across frames of coordination and opposition that a student emits. For the naming experience procedure, experimenters used successive naming experiences with novel stimuli (SNENS) and single naming experiences with repeated probe sessions (SNERP) to induce the BiN. During SNENS, the experimenters conducted one probe session for listener and speaker responses following the naming experiences. For SNERP, the experimenter repeated probe sessions three times across listener and speaker responses following the naming experience. After SNENS and SNERP across three sets of novel, familiar stimuli, experimenters measured the correct responses on derived relations across two frames. The experiment is still ongoing. The data collected has suggested that the students with stronger strength of stimulus control for BiN also demonstrated more correct responses during the derived relation probes.
 
76. Self-Editing as Listener Behavior
Area: VBC; Domain: Theory
TERRALYN LEILANI TIFFER (University of Nevada, Reno), Will Fleming (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Discussant: Rocio Rosales (University of Massachusetts Lowell)
Abstract:

Skinner defines verbal behavior as, “behavior reinforced through the mediation of other persons,” (Skinner, 1957) and highlights the role of the speaker in his analysis. Skinner limits the discussion of the listener to that of mediating consequences for the speaker’s behavior, while emphasizing that the listener’s role is not necessarily “verbal” as previously defined. Through this analytic lens, Skinner describes the process of self-editing as occurring under conditions in which the speaker is functioning as his own listener in a total verbal episode. Self-editing is a circumstance in which a speaker engages (or almost engages), in verbal behavior and makes changes to the response prior to affording access to it on the part of an external listener. Alternative approaches to the role of the listener in a verbal episode (Kantor, 1977; Parrott, 1984; Hayes & Hayes, 1989) assert that listener behavior should also be defined and analyzed as verbal behavior. This would suggest that listeners also engage in self-editing behavior in the context of a total verbal episode. The current analysis aims to examine the role of the listener as outlined in these alternative approaches, as well as to describe the process of self-editing as listener behavior.

 
77. Model Dependent Realism: Applications to Human Choice
Area: VBC; Domain: Theory
JORDAN BELISLE (Missouri State University)
Discussant: Rocio Rosales (University of Massachusetts Lowell)
Abstract: Hawking and Mlodinow (2010) describe a conceptual approach within theoretical physics to discuss the role of theorizing in science. This approach viewed from a radical behaviorist perspective suggests that scientific theorizing and model development represent scientific verbal behavior of scientists to solve socially significant challenges. Belisle (2020) discussed this as a compatible approach to analyze our own theories within the field of behavior analysis, using models of human language learning as a case example. I will extend this account to models of human choice with an emphasis on temporal and probabilistic impulsivity within discounting models. Models developed within and outside of the field of behavior analysis will be explored along with model compatibility and incompatibility. Finally, the models will be compared along the MDR dimensions of elegance, parsimony, precision, and scope to establish a comprehensive account of choice behavior model development.
 
78. Evaluating Collateral Effects of Habit Reversal on Idiosyncratic Speech Disfluencies and Nervous Habits
Area: VBC; Domain: Applied Research
CAROLINA HERNANDEZ AREVALO (California State University, Sacramento ), Danielle Geierman (California State University, Sacramento), Megan R. Heinicke (California State University, Sacramento)
Discussant: Rocio Rosales (University of Massachusetts Lowell)
Abstract:

Recent research has demonstrated that simplified habit reversal (SHR) is effective in decreasing three, co-occurring speech disfluencies (filled pauses, inappropriate use of the word “like”, and tongue-clicking) for college students within public speaking scenarios. Past research evaluating the collateral effects of SHR on other, untargeted disfluencies and nervous habits has also produced mixed results. The current study aimed to decrease idiosyncratic disfluencies and distracting non-vocal speaker behaviors via traditional face-to-face SHR with one college student and via telehealth with two additional students while also measuring covariation between targeted and untargeted speaker behaviors. We identified at least one idiosyncratic disfluency for each participant and an excessive non-vocal target for one participant. SHR was generally effective in decreasing all targets. We also observed unique covariation patterns for certain disfluencies, which calls into question whether all excessive speaker behaviors share the same function. Potential clinical implications and recommendations for future research are discussed.

 
Sustainability submission 79. Induction of the Bidirectional Deictic Relation I-YOU in a Child Diagnosed With Autism
Area: VBC; Domain: Applied Research
JOSÉ-JULIO CARNERERO ROLDAN (Universidad Internacional de La Rioja, Spain), Mariana Fernández (Private Practice)
Discussant: Rocio Rosales (University of Massachusetts Lowell)
Abstract:

The aim was to induce the deictic relational frame I-YOU in a 3.11-year-old child diagnosed with autism. In baseline the child was asked questions about I-YOU from a speaker and listener perspective. The experimenter and the child stood facing each other, each holding an object that rotated with 10 more objects. In the listener perspective probes, the child answered the questions “What do I-YOU have?” saying the name of the object. In the speaker perspective, the child was asked to say “I have it/you have it” when answering the question “Who has (name of the object)?” The procedure consisted of teaching the child to answer as a speaker and as a listener facing a mirror on which the child and the experimenter could be seen next to each other holding one object each. Learn units with social reinforcement and correction were presented after correct and incorrect responses, respectively. The baseline results showed that the bidirectional perspective of the deictic frame was absent in the repertoire. After being taught, the child answered “I-YOU” facing the mirror and stimulus control was transferred as a speaker and as a listener in the face-to-face perspective with the experimenter. These data provide evidence on how to teach the deictic bidirectional operant I-YOU.

 
80. Teaching Procedures in Computer-Assisted Foreign-Language Vocabulary Instruction
Area: VBC; Domain: Basic Research
JULIANA SEQUEIRA CESAR DE OLIVEIRA (Texas Christian University), Carson Smith (Texas Christian University), Reagan Elaine Cox (Texas Christian University), Anna I. Petursdottir (Texas Christian University)
Discussant: Rocio Rosales (University of Massachusetts Lowell)
Abstract: Vocabulary learning is the cornerstone of foreign-language acquisition and can be facilitated via computer-assisted instruction. We compared foreign-language tact acquisition and emergence of intraverbal responding when computerized teaching trials were delivered in two formats to college students. In the active response condition, the participant was required to type a response in each trial when presented with a picture of a word referent. Prompts were delivered initially and then faded and replaced with informative error feedback. In the pair-test condition, the participant simply viewed a picture of the referent together with the printed foreign-language word in each trial. In both conditions, teaching trials were interspersed with typed-response tact probes with feedback on correct and incorrect responses, but no information on the correct response in the case of errors. For the first two participants, tact acquisition curves were similar and tact and intraverbal post-test performance was also similar in both conditions. Thus, the data so far do not suggest a particular benefit of including an active constructed-response requirement in every teaching trial.
 
 
 
Poster Session #436
DDA Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
81. Assessment and Treatment of Multiply Controlled Problem Behavior: A Systematic Synthesis
Area: DDA; Domain: Theory
LAUREN WRIGHT (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Ross Nesselrode (University of Texas at Austin)
Discussant: Michael P. Kranak (Oakland University)
Abstract:

People with disabilities often engage in problem behavior which can produce numerous problematic side effects (e.g., prevention of access to inclusive environments; competition with skill acquisition programming; tissue damage). The function-based approach to the assessment and treatment of problem behavior is the most effective approach to addressing problem behavior. Many research functional analyses identify single functions of behavior; however, multiple functions of behavior are prevalent and can be accompanied with an array of challenges in terms of the provision of effective treatment. This synthesis examined intervention strategies focusing on the treatment of problem behavior with multiple functions including primary components and effectiveness. Studies were identified using a systematic electronic search which included broad inclusion criteria to produce full scope of the knowledge and effectiveness of treatments concerning multiply controlled behavior. Thirty-seven studies qualified for the synthesis and were coded and analyzed. General results indicated that treatments for multiply controlled behavior were effective at decreasing problem behavior. Interventions were most effective when addressing all maintaining functions of the behavior. Most treatments had several components, but no specific treatment proved to be more effective than others. More research is needed to better understand multiply controlled behavior across different disabilities, ages, and behaviors.

 
82. Multiple Exemplar Training via Telehealth in the Generalization of Self-Control Choice in Children With ADHD
Area: DDA; Domain: Applied Research
ALMA LUISA LÓPEZ FUENTES (National Autonomous University of Mexico), Silvia Morales Chaine (National Autonomous University of Mexico), Leonard Green (Washington University in St. Louis)
Discussant: Michael P. Kranak (Oakland University)
Abstract:

Telehealth delivery is becoming increasingly essential for children with Attention Deficit Hyperactivity Disorder (ADHD). Previous research has evaluated the effect of Multiple Exemplar Training (MET) in the generalization of self-control choice, but only exemplar training across settings has been studied. The aim of the current study was to evaluate the effect of MET both across and between settings in the generalization of self-control choice via telehealth in seven children with ADHD (M = 7.14 years; SD = 1.07). A multiple-baseline-across-settings design was used. Three of four exemplars across-settings and two of three exemplars between-settings were trained during synchronous videoconferences. Self-control choice was trained using delay fading with differential reinforcement of alternative behavior, self-instructions, or presentation of a signal during the delay to the reinforcer. Probes with exemplars between and across settings showed that self-control choice increased from <60% in pre-training to >80% at both post-training and 1-month follow-up. Non-overlap of All Pairs Index was >0.90 comparing training and follow-up to baseline (i.e., a large effect size). Transition to telehealth services for children with ADHD was socially accepted by the children’s caregivers. Generalization of self-control choice, therefore, was observed with remote training using systematic variation of exemplars.

 
83. Are You Sure That’s Socially Valid? Social Validity Reporting in Journal of Applied Behavior Analysis (2017-2019)
Area: DDA; Domain: Theory
Makenna Mason (California State University, Sacramento), DENYS BRAND (California State University, Sacramento), Sofia Zamora (California State University, Sacramento), Silvia Dechant-Serrano (California State University, Sacramento), Lyriq May Lee Yang (California State University, Sacramento)
Discussant: Michael P. Kranak (Oakland University)
Abstract: Social validity is a measure of evaluating the impact of an intervention’s goals, procedures, and effects (Wolf, 1978) for both clients and their caregivers. Recently, a review by Ferguson et al. (2018) found that 12% of articles published between 1999 and 2016 in the Journal of Applied Behavior Analysis (JABA) reported social validity data. The purpose of this brief review was to update the Ferguson et al. (2018) findings regarding the reporting of social validity data for articles involving single-case studies published in JABA between 2017 and 2019. A total of 120 articles were included in the review and 30 (25%) included a social validity measure, indicating that the percentage of articles reporting social validity data have increased in recent years. Moreover, of these 30 articles, 8 (27%) conducted a total construct assessment where the significance of the goals, procedures, and outcomes of the intervention was evaluated. The exact reason why social validity is not frequently assessed and reported is currently unknown and requires further investigation.
 
84. An Efficiency Tactic for Behavioral Skills Training
Area: DDA; Domain: Applied Research
BRIAN C. LIU-CONSTANT (The Evergreen Center)
Discussant: Michael P. Kranak (Oakland University)
Abstract: This study evaluated the use of behavioral skills training to teach staff members a discrete trial training (DTT) procedure in a setting with a low trainer-to-staff ratio. Although effective, the rehearsal and feedback components of behavioral skills training can be time-consuming and require more time with an expert trainer than the trainer has available. For the behavioral skills training protocol, the researcher recorded and presented instructions and modeling on video and developed scripts that participants followed during rehearsal and feedback. Each participant was assigned to a group of three. Participants took turns in one of three roles (i.e., teacher-participant, student-participant, or observer-participant) and, when serving in the role of teacher-participant, practiced the DTT procedure with a student-participant while the observer-participant delivered performance feedback to the teacher-participant. Results indicated that all participants were able to learn the DTT procedure when all feedback was provided by an observer-participant. The procedure was also efficient as evidenced by the expert trainer providing minimal feedback to observer-participants, and participants subsequent to the first participant of each group learning the DTT procedure in less time and with fewer sessions.
 
85. Investigating the Development of a Vocational Pre-Requisite Skills Assessment Tool for Adults With Disabilities
Area: DDA; Domain: Applied Research
MARINA HELEN JIUJIAS (St. Cloud State University; Private practice), Michele R. Traub (St. Cloud State University)
Discussant: Michael P. Kranak (Oakland University)
Abstract:

Individuals diagnosed with developmental or intellectual disabilities often face challenges when attempting to enter the workforce in adulthood. While supported employment models provide various avenues of modifications for individuals seeking services to acquire and retain vocational placement positions, there exists a lack of structured procedures for assessing the pre-requisite skills necessary for workplace readiness. The current study describes the procedures used to develop a vocational skills pre-requisite assessment tool for individuals with disabilities. Clinicians and employers working with individuals with disabilities were interviewed and recruited to participate in a Q-sort ranking procedure to select items for inclusion on this tool. The Q-sort procedure involved ranking commonly researched and taught behaviours against a definition of vocational readiness, from least to most relevant. Subsequent acceptability questionnaires were distributed to collect preliminary social validity data for the developed tool. The results of this study tentatively showed that employers and clinicians consider behaviours that represent a generalizable repertoire of skills required across various workplaces most relevant to workplace readiness. Initial social validity data indicates that this tool may provide useful information to clinicians and employers to streamline pre-vocational training in this population.

 
86. A Descriptive Analysis of Edible Reinforcers in Published Literature
Area: DDA; Domain: Applied Research
AMY ETHRIDGE (Auburn University ), Sarah M. Richling (Auburn University)
Discussant: Michael P. Kranak (Oakland University)
Abstract:

In behavior analysis reinforcement is considered a key tool for implementing effective behavior change. However, a point of contention for reinforcement-based programs is the use of edible reinforcers, especially “unhealthy” edible reinforcers. Some feel that it is akin to bribery, others have gone so far as to say that the science is “M&M therapy.” To date, there is no research to justify this claim. The purpose of this study is to determine the extent to which “unhealthy” food reinforcers are used within published clinical research, discuss the implications and impact of their use, and determine the need for future research on the use of healthy edible reinforcers in clinical practice and research contexts. Using all articles published in five major behavior analytic journals in the past three years (2017-2019), the authors sorted each article based on four criteria. Those criteria were experimental or non-experimental, use of reinforcement procedures, use of edible reinforcers and use of “unhealthy” edible reinforcers. The evaluation is currently ongoing, however the results of this study could determine whether there is a need for reform in the use of edible reinforcers in behavior analytic research and practice.

 
87. The Acceptability of Consultative Behavior Analytic Service Provided via Telehealth
Area: DDA; Domain: Applied Research
DAPHNE SNYDER (Western Michigan University), Jessica Detrick (Western Michigan University ), Kelsey Webster (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Leanne Latocha (Western Michigan University)
Discussant: Odessa Luna (St. Cloud State University)
Abstract:

A telehealth model has been shown to be efficacious for the assessment and treatment of problem behavior (Machalicek, et al., 2016; Wacker et al., 2013). With recent events involving the COVID-19 pandemic, telehealth has become a more widely utilized service delivery model for behavioral health services. However, when utilizing this service delivery model, behavior analysts have an obligation to consider the acceptability and preference of their clients and the caregivers they are working with (PECC, 2014). The purpose of this project was to analyze the acceptability of consultative behavior analytic services delivered using a telehealth model over time in order to assess and treat challenging behavior. A survey was disseminated to clients and caregivers receiving behavior analytic consultative services following three months and six months of telehealth services. The survey assessed the utility of a telehealth treatment model to maintain rapport with the clinician, the feasibility of implementation of services using telehealth, client progress, and overall acceptability. Results indicate that consultative telehealth services are generally accepted upon initial implementation.

 
88. Utilization of the Rapid Assessment of Physical Prompts in the Treatment of pediatric Feeding Disorders
Area: DDA; Domain: Applied Research
SYDNEY PICKARD (Kennedy Krieger Institute), Margaret Bernheim Powell (Kennedy Krieger Institute; Johns Hopkins School of Medicine), Danielle Tarver Alexander ( Kennedy Krieger Institute)
Discussant: Odessa Luna (St. Cloud State University)
Abstract:

Pediatric feeding disorders are prevalent in typically developing children, and even higher rates are found in children with developmental disabilities. Feeding treatments rooted in applied behavior analysis (ABA) to increase food consumption have the highest rates of empirical evidence. When using prompting to increase food consumption, using the least restrictive prompt necessary is important in order to decrease prompt dependency. The current study examines the use of a rapid assessment of physical prompts (RAPP; Shrewsbury, Hardesty, & Smith, 2019) to determine the least restrictive prompt sequence necessary out of a jaw prompt, finger prompt, and finger prompt with side deposit. The participant was a 4-year-old male with a history of significant food refusal and liquid dependence. The participant’s significant food refusal and the treatment duration of eight weeks indicated the use of RAPP would be beneficial in order to quickly develop the least intrusive treatment. The results indicate that each level of prompting was effective in maintaining acceptance within 10 seconds. However, a finger prompt with side deposit was necessary for the introduction of new foods. Additionally, the finger prompt with side deposit was found to be the most acceptable by caregivers. Limitations and future directions will be further discussed.

 
89. Review of Qualitative Research in Applied Behavior Analysis and Two Tools for Use With Individuals with Disabilities and Families
Area: DDA; Domain: Applied Research
LINDSEY AUDREY MARIE DENNIS (Missouri State University), Taylor Janota (Missouri State University), Jordan Belisle (Missouri State University), Raymond burke (APEX Regional Program ), Steven L. Taylor (Apex Children's Center), Elana Keissa Sickman (Missouri State University), Jessica M Venegoni (Missouri State University ), Shannon Porter (Empower:Abilities)
Discussant: Odessa Luna (St. Cloud State University)
Abstract:

Qualitative research differs from quantitative research in its methods, analytic strategies, and purpose. Whereas quantitative research seeks to identify orderly patterns and trends in data across independent dimensions, qualitative research seeks to identify patterns and themes in specific cases within a broad context. Behavior analytic methods such as interview informed functional assessments (Jessel, Hanley, et al., 2016) utilize both quantitative and qualitative methods that have been adapted for clinical use. We conducted a scoping review of qualitative research within behavior analytic research and found that, relative to quantitative analytic strategies, systematic quantitative analyses were nascent within major behavior analytic journals. To demonstrate the potential utility of qualitative strategies, we developed two case-specific questionnaires that we will share with attendees. The first is an open-ended interview to capture the experience of adolescents with disabilities, their parents, and school staff during COVID-19 transitions to online learning. We will also discuss thematic trends in participant responses. The second is a semi-structured functional interview tool called the Barrier to Valued Living Interview (BVLI) that we developed to isolate functional barriers to independence and empowerment in adults with disabilities. We will discuss initial correlations between this measure and valued living.

 
90. A Systematic Review of Pairing Procedures for Establishing Conditioned Reinforcers for Children With Neurodevelopmental Disorders
Area: DDA; Domain: Applied Research
TRACY ARGUETA (University of Florida), Brian Reichow (University of Florida), Iser Guillermo DeLeon (University of Florida)
Discussant: Odessa Luna (St. Cloud State University)
Abstract:

Establishing conditioned reinforcers is often a critical step in service delivery for children with Autism Spectrum Disorder (ASD) and/or intellectual and developmental disabilities (IDDs). Therefore, identifying effective procedures for establishing conditioned reinforcers is also critical. In this review, we systematically searched the literature for published and unpublished single-case design studies that evaluated stimulus-stimulus (S-S) pairing, response-stimulus (R-S) pairing, and/or operant discrimination training (ODT) for establishing conditioned reinforcers for children with ASD and/or IDDs. We searched two electronic databases for studies that included pre- and post-pairing measurements of responding that resulted in access to the stimulus targeted for conditioning. Fourteen studies, including three dissertations, met inclusion criteria. Across studies, there were a total of 44 participants, 61% of which were diagnosed with autism. None of the studies evaluated S-S pairing alone, five evaluated ODT, and 11 evaluated R-S pairing. Combined, R-S pairing and ODT were inconsistently effective at establishing conditioned reinforcers. However, our results indicate that R-S pairing is more effective than ODT.

 
91. The Use of Demand Assessments: A Brief Review and Practical Guide
Area: DDA; Domain: Service Delivery
SUZANNAH AVERY (Baylor University), Jessica Akers (Baylor University)
Discussant: Odessa Luna (St. Cloud State University)
Abstract: It is important for practitioners to first conduct an indirect demand assessment to identify appropriate stimuli to include during the direct demand assessment. Information obtained from an indirect demand assessment is not only useful for identifying which demands to evaluate during the direct assessment, but also for selecting stimuli associated with each demand. Conducting an indirect demand assessment with caregivers provides practitioners the opportunity to identify whether specific demand stimuli are associated with more challenging behavior (e.g., writing with a pen vs. a pencil) and whether demand presentation may be an establishing operation for challenging behavior (e.g., presenting one math problem at a time vs. presenting an entire math worksheet). The purpose of this poster is to review the current literature on demand assessment procedures and to provide practitioners with a practical guide for conducting demand assessments in clinical settings. We provide a summary of our findings along with a brief description of the procedures used for implementing the indirect and direct demand assessments. Further, we created a decision-making guide to help practitioners select which type of demand assessment to conduct with their clients.
 
92. Assessing Preference Using Eye Gaze Technologies for Individuals With Significant Intellectual Disabilities
Area: DDA; Domain: Applied Research
XIAONING SUN (Ohio State University), Helen I. Cannella-Malone (The Ohio State University), Emily Bumpus (Ohio State University), Dhwani Parikh (Ohio State University)
Discussant: Odessa Luna (St. Cloud State University)
Abstract:

Severe and profound intellectual disabilities are characterized by significant limitations in both intellectual functioning and in adaptive behavior, including social and daily living skills. Assistive technology can be utilized by individuals with intellectual disabilities to facilitate communication, request choices, more effectively engage in daily living and community activities with increased independence. Eye gaze technology has been utilized as an instrumental and communication tool with various populations (American Psychiatric Association, 2013; Luckasson & Schalock, 2012; Mechling, 2006). This study aims to evaluate the effectiveness of eyegaze technology on identifying reinforcers. The effectiveness of eye gaze technologies varies with students. An individual’s attention span, sitting position, tasks, and the screen size of the device may all need to be taken into consideration when using this technology. Further research is needed with larger scale studies and statistical analyses to determine overall effectiveness. More studies also need to be conducted to address one-side preference. In this study, the correct choices were presented equally on both sides.

 
 
 
Poster Session #437
AUT Monday Poster Session
Monday, May 31, 2021
1:00 PM–3:00 PM EDT
Online
93. Increasing Communication via Speech-Generating Devices for Children With Autism Spectrum Disorder: A Comparison of Aided Language Modeling and Incidental Teaching
Area: AUT; Domain: Applied Research
MEAGHEN SHAVER (Centre for Behavioural Studies, St. Lawrence College), Christiane Haberl (Centre for Behavioural Studies, St. Lawrence College), Beata Batorowicz (Queens University), Alysha Eaton (Centre for Behavioural Studies, St. Lawrence College)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

Many children with autism spectrum disorder (ASD) do not develop functional vocal speech and may require alternative/augmentative communication (AAC) systems, such as speech generating devices (SGD). iPad® and the Proloquo2Go™ application is one example of a SGD that may be implemented by clinicians, along with intervention methods aimed at teaching the child to use the device to communicate. This study compared two AAC intervention methods for children who have a diagnosis of ASD and who use iPad® and Proloquo2Go™: aided language modeling (ALM; Binger & Light, 2007) and incidental teaching (IT; Hart & Risley, 1975). A parallel treatments design (Gast & Wolery, 1988) was employed to compare the effectiveness of the two interventions in increasing the use of novel symbol use on an iPad® with the Proloquo2Go™ application. Initial results suggest that IT results in a higher frequency of independent, contextually relevant, single-symbol utterances during a play activity than does ALM.

 
Diversity submission 94. Capacity Building Within a Community of Parents of Children With Autism in Mongolia
Area: AUT; Domain: Applied Research
JAMES LEE (Department of Special Education, University of Illinois at Urbana-Champaign ), Hedda Meadan (University of Illinois at Urbana-Champaign)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

Parents of children with autism who live in low-resource settings have reported exacerbated hardships of raising their children with autism due to limited infrastructure for their children’s treatment and education, social and financial support for parents, and stigmatization of disabilities. Parents in Mongolia, an example of low-resource setting, also reported the needs for more training opportunities to build and increase their capacity to deliver interventions themselves in response to inaccessible treatment options in their country. To address the low level of resources, we are conducting a single case research using a multiple probe design across parents who participate as parent-coaches to coach other Mongolian parents with the purpose of increasing capacity of parents who live in LRS. We developed a training and coaching program based on components that were examined previously in the literature. The coaches are trained on principles of behavior management, social-communication teaching strategies, and coaching practices. We will analyze the functional relations between the intervention and the coaching fidelity using visual analysis. Social validity data will also be collected using individual interviews with the participants in order to determine the acceptability and feasibility such intervention and capacity building practices in a low-resource setting.

 
95. Parenting Children With Autism Together: A Comprehensive Support Program for Parents
Area: AUT; Domain: Service Delivery
NICOLE MORGAN TIBBITS (Midwestern University), Ruchi Bhargava (Midwestern University)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

The maladaptive behaviors accompanying those with Autism Spectrum Disorder (ASD) often cause issues of depression and family cohesion for the child’s primary caregiver. Unfortunately, few programs exist addressing the need for therapeutic interventions for parents of children with ASD. Social support and cognitive-behavioral therapy (CBT) techniques have been shown to have the greatest impact on parental well-being. The current program, Parenting Children with Autism Together (PCAT), will focus on providing social support and therapeutic services to parents of children with ASD. The program will consist of 12 parent pairs meeting biweekly for 12, 2 hour sessions. Therapeutic services will incorporate aspects of CBT, including acceptance commitment therapy and optimism training, while social support will be facilitated through small-group therapy sessions. Program success will be measured using participant pre- and post-scores on the Beck Depression Inventory and Family Adaptability and Cohesion Evaluations Scales IV. At the conclusion of the program, parents should demonstrate reduced depression and increased family cohesion. This program is imperative to ensure parents of children with ASD are receiving the support necessary to overcome parental exhaustion and tension. Providing parents with proper support will increase their quality of life and ability to efficiently raise their child with ASD.

 
96. Utilizing a Telehealth Consultative Model to Train Parent-Implemented Treatment Package for Pica
Area: AUT; Domain: Service Delivery
ALI SCHROEDER (Western Michigan University), Jessica Detrick (Western Michigan University ), Kelsey Webster (Western Michigan University), Stephanie M. Peterson (Western Michigan University)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract: Pica is a dangerous behavior that poses significant risk to an individual’s health, including potential digestive problems and poisoning (Blinder & Salama, 2008). Estimates indicate that 21.8% of individuals with developmental disabilities engage in pica (Ashworth, Martin, & Hirdes, 2008). Empirically validated interventions to decrease pica include Differential Reinforcement of Other Behavior (DRO; Muething, Call, & Clark, 2020), punishment procedures such as physical restraint and verbal reprimand (Bucher et al., 1976), enriched environment (Favell, McGimsey, & Schell, 1982), and non-contingent reinforcement (Ing, Roane, & Veenstra, 2011). A behavior analyst conducted weekly one-hour sessions using Webex video to train the participant’s mother to implement a treatment package in the family home. The treatment package consisted of DRO, enriched environment, and a verbal reprimand. Data were collected on pica/mouthing during weekly observations via video. The treatment package decreased pica/mouthing in a nine-year-old boy with Autism Spectrum Disorder as indicated by minimal rates of pica/mouthing during weekly observations and parent-reported decreases in inedible items found in the participant’s bowel movements. Results indicated the telehealth consultative model produced a meaningful decrease in the participant’s pica/mouthing.
 
97. It’s a Sign! Teaching Customer Service Sign Language via Telehealth
Area: AUT; Domain: Service Delivery
CHELSEA ANNE MAZIES (Western Michigan University), Kayla Jenssen (Western Michigan University), Jessica E. Van Stratton (Western Michigan University)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

Adults diagnosed with Autism Spectrum Disorder (ASD) are underrepresented in the workforce (Grob et al., 2019). One strategy that has been used to teach job-related skills is Behavioral Skills Training (BST; (Anderson et al., 2017). This project evaluated the effects of BST with embedded video models on the acquisition of customer service signs for one 23-year-old man diagnosed with ASD. Sessions were conducted through video conferencing. Initially, BST was used to teach five dyads of signs as listener responding targets. Generalization to tacts and intraverbals was simultaneously assessed. A multiple probe design across dyads of signs was used to examine the percentage of steps completed with the correct location, handshape, hand movement, and orientation for listener responding and intraverbal targets. Tact performance was analyzed as the number of correct sign segments signed. Preliminary results suggest that BST led to the acquisition of listener responding targets and some tacts and intraverbals emerged without direction training. However, additional training may be necessary to promote maintenance and generalization to other verbal operants. Future directions will include assessing generalization of intraverbal targets to the workplace during contrived customer interactions.

 
99. Building Appropriate Behaviour During a Blood Draw for a Teenage Boy With Autism
Area: AUT; Domain: Applied Research
GIANLUCA AMATO (VitaLab Educational Centre), Claudia Puchetti (VitaLab Educational Centre), Monia Elkoss (VitaLab Educational Centre), Fabiola Casarini (Scuola delle Stelle)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

In this study, we tested the effects of gradual exposure to the blood testing lab, to the nurse and to different needles for a 13-year-old male Participant diagnosed with Autism. The subject was selected because of his history of failed attempts to be tested, that resulted in the emission of highly disruptive avoidance behaviour in the presence of doctors, needles, labs and even nurse’s coats. The dependent variable for this study was the duration of appropriate and problem behaviour in pre and post probes. The independent variables for this study were forward chaining and response shaping tactics, with a changing criterion design. The training lasted four days and the total task was achieved after 10 implementation sessions in the clinical setting. A post probe was also conducted at home, where a certified nurse could completed the blood draw and recorded no problem behaviour. This positive result was achieved in a short time and the blood sampling took place successfully at the boy’s home, therefore future studies are in place, with a larger sample of participants and the generalization of performance within healthcare settings.

 
100. Coaching Caregivers to Implement Toilet-Training Procedures With Children With Autism Spectrum Disorder via Telehealth
Area: AUT; Domain: Service Delivery
HOPE DABNEY (Auburn University), Corina Jimenez-Gomez (Auburn University), Carolyn Syzonenko (Auburn University), Tiana Bond (Auburn University), Emily Kucera (Auburn University)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

Children with Autism Spectrum Disorder (ASD) often exhibit deficits in daily living skills, including toileting skills. Previous studies have evaluated components of common toilet training practices, including differential reinforcement, sit schedules, fluid loading, underwear, and wet alarms. Many children with ASD participate in clinic- or school-based toilet training programs; however, due to the COVID-19 pandemic, these services were no longer available to many individuals. The purpose of this study was to coach caregivers of children with ASD via telehealth to implement the toilet training treatment package as described by Perez et al. (2020), utilizing a dense sit schedule, differential reinforcement, and underwear. The participant dyad in this study is a 4-year old boy diagnosed with ASD and his biological mother, who implemented the procedures and collected data under the guidance of the researcher. The caregiver was trained to implement procedures using behavior skills training and demonstrated high treatment integrity throughout the study. The child reached the mastery criteria of 100% successful eliminations and zero accidents, while the sit schedule was faded to 90 min. Performance was maintained at the follow-up session, suggesting the procedures utilized in this study may be an effective practice for toilet training children in this population.

 
101. Parent-Training Package to Teach Social Skills to Children With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
TORICA EXUME (My Florida Therapy), Robyn Lyn (My Florida Therapy)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

Social dysfunction is a hallmark feature of autism spectrum disorder (ASD) that significantly affects individuals with ASD regardless of cognitive or language functioning (Carter, Davis, Klin, & Volkmar, 2005). Social skills training for children with ASD that incorporate parent training has been found to produce improvements in greeting and play behaviors, as well as conversational skills (Radley, Jenson,Clark, & O'Neil, 2014). Perhaps the most critical element of any parent training program is generalization of skills from the clinic or school to the home setting (Matson, Mahan, & LoVullo, 2009). The purpose of this study was to compare the effects and consistency of the instructional methods self-guided manuals and in-vivo (live class) during parent trainings. The experimental design used was the alternating treatment design with four phases: Phase 1 baseline with parent and instructor, Phase 2 baseline with parent and child, Phase 3 in-vivo training with parent and instructor, and Phase 4 with self-guided manual parent and child. Three parent-child dyads meeting inclusion criteria were selected for the study. Adult participants will participate in two instructional methods, self-instructed manuals and in-vivo trainings, on teaching social skills to their child with ASD. The self-guided manuals and in-vivo training was compared to determine which is more effective for adult participants to utilize and complete. Results indicated the ease of implementation of procedures must be considered if parents are likely to use them. Involving parents in the implementation of this study shown effectiveness is understanding their child with ASD's potential for social independent living and to continue to provide opportunities for child with ASD to use the learned skills even after the completion of the study.

 
102. Intensive Center-Based Toilet Training for Two 5-Year-Old Kids With Autism
Area: AUT; Domain: Applied Research
CHIARA LEUCI (Affiliation One: AllenaMenti Educational Center Affiliation Two: ErrePiu ), Fabiola Casarini (Scuola delle Stelle), Isabella Minervini (Affiliation One:AllenaMenti Affiliation Two: ErrePiu), Carmela Palmiotto (Affiliation One: AllenaMenti Affiliation Two: Erre Più), Pietro Camporeale (Affiliation One:AllenaMenti Affiliation Two: Erre Più)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

We replicated the toilet training program for children with autism described by Cocchiola, Martino, Dwyer, & Demezzo (2012) and tested its effects with two 5 year old boys with Autism and multiple disability. The study was conducted in a private learning center, where the Participants were brought to the experimenters’ attention due to the failure to reach bathroom independence both in their kindergartens and at their homes. The dependent variable for this study was the number of correct urinations in the toilet and accidents for session. The independent variable was a replicated toilet training procedure, with the removal of diapers during education sessions at the center, a gradually increased scheduled intervals for bathroom visits and the delivery of social reinforcers immediately after a correct independent response. This study used a changing criterion design and showed that the procedure was effective for both Participants in the center’s setting. Parents and regular kindergarten’s teachers also reported that the results were generalized and maintained at home and in school for both children. Future studies should focus on training efficiency, teachers and parents’ training and should investigate more on behaviors pivotal to successful toileting training, such as communication.

 
103. A Statewide Professional Development Model on Functional Behavior Assessment and Behavior Intervention Plan Strategies for Classroom Teachers of Children With Autism
Area: AUT; Domain: Service Delivery
KRISTINA VARGO (Sam Houston State University)
Discussant: Bryant C. Silbaugh (Trendline ABA)
Abstract:

As the prevalence of Autism Spectrum Disorder continues to increase, so does the demand for qualified educators that are trained in developing functional behavior assessments and implementing behavior intervention plans. The purpose of this project was to develop a statewide model for training teachers in functional behavior assessment and behavior intervention plans. Through a series of workshop trainings with local educators and state regional education professionals, teachers from across the state of Texas were taught foundational skills for assessing behavioral function and identifying function-based interventions for the behavior intervention plan. Transition implications were also incorporated to emphasize the need for long-term outcomes. Following the trainings, teachers demonstrated increases in competency test scores as well as positive social validity scores. Strategies to improve the dissemination of evidence-based procedures will be discussed and include formal Coaching Models and increased access to online materials. Implementation challenges associated with the COVID-19 pandemic will also be discussed.

 
104. A Systematic Review of Re-Admissions in Severe Behavior
Area: AUT; Domain: Service Delivery
AMANDA MAE MORRIS (University of Nebraska Medical Center Munroe-Meyer Institute), Billie Retzlaff (Intermediated School District 917), Jessie Weber (University of Nebraska Medical Center Munroe-Meyer Institute), Andrew Sodawasser (University of Nebraska Medical Center Munroe-Meyer Institute )
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract:

Intensive behavior analytic intervention can reduce destructive behavior; however, relapse may occur once treatment is discontinued. Relatively little information is available on the likelihood of readmission to intensive services for the treatment of severe behavior. We reviewed 271 intensive admissions to a university-based severe behavior program over a 10 year period. Over those 10 years, 8.1% (n = 22) of cases represented readmissions. For some cases, the reason for treatment breakdown was relatively clear (i.e., change in topography, change in function, or previously prescribed treatment was no longer feasible), however, in most cases, it was unclear the exact reason treatment had broken down. We discuss several variables which may contribute to treatment readmission and implications for the clinical assessment and treatment of severe destructive behavior.

 
106. Could Competing or Preferred Stimuli Assist in the Treatment of Automatically Reinforced Behavior in Adults With Autism Spectrum Disorder?
Area: AUT; Domain: Applied Research
ALLYSON MAE TOWLES-HOLDIMAN (Bancroft), Robert W. Isenhower (Rider University ), Kellie P. Goldberg (Bancroft)
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract:

Clinicians are often faced with challenges regarding the development of interventions for behavior maintained by automatic reinforcement. One common method for treating automatically reinforced behavior involves the noncontingent presentation of competing stimuli. Groskreutz, Groskreutz, and Higbee (2011) compared the use of a paired-choice preference assessment and a competing stimulus assessment as means of identifying stimuli that may effectively compete with automatically reinforced behavior. They found that items identified using a competing stimulus assessment were more effective than those identified by using a paired-choice preference assessment when presented non-contingently on a fixed time schedule to treat vocal stereotypy in a young child with Autism Spectrum Disorder. The present study replicated and extended Groskreutz et al. (2011). Two adult learners with ASD who lived in a residential campus-based program participated. We used a competing stimulus assessment and a paired choice preference assessment to identify stimuli to compete with ritualistic behavior. Results indicated that the highly competing items from the competing stimulus assessment helped to decrease ritualistic behavior more than highly preferred items when presented non-contingently using a fixed time schedule.

 
107. Using a Self-Prompting Procedure to Facilitate Independent Communication
Area: AUT; Domain: Applied Research
MARIA GABRIELA FERNANDEZ (SUNY Upstate Medical University ), William Sullivan (Upstate Medical University), Emily L. Baxter (SUNY Upstate Medical University), Andy Craig (State University of New York Upstate Medical University), Nicole M. DeRosa (SUNY Upstate Medical University), Henry S. Roane (Upstate Medical University)
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract: Prompt dependency can pose serious issues for some learners limiting their independence. Although prompt dependency can often be resolved or prevented through systematic fading of response prompts, some learners continue to be dependent (i.e., fail to respond in the absence of prompts). In the current investigation, a young learner diagnosed with autism spectrum disorder (ASD), who only emitted vocal-verbal forms of communication when prompted to do so, participated. We first demonstrated via reversal designs that she was able to communicate independently using an augmentative and alternative communication device (AAC) but was prompt dependent when vocal communication was required. Then, rather than fading out therapist-delivered prompts which were previously shown to be ineffective, we arranged the AAC-device to prompt vocal communication. That is, rather than the AAC device emitting a communication response when activated by a button press, we programmed the device to prompt communication (e.g., “say, break please.”) and provided differential reinforcement for vocal responses. Finally, we faded out the AAC prompts and independent vocal communication emerged. We will discuss the social significance of promoting independence for learners with ASD.
 
108. Teaching a Child With Autism Spectrum Disorder to Make Inferences About Other's Private Events Using Autoclitic Frames as a Component Skill of Perspective Taking
Area: AUT; Domain: Service Delivery
DANIELE RIZZI (Associazione ALBA Onlus - Pescara), Lorenza D'arcangelo (Associazione ALBA - Onlus)
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract:

Perspective taking skills were found lacking in children diagnosed with autism spectrum disorder (ASD). We evaluated procedures for teaching one student with ASD to describe if a specific stimulus he was or wasn’t able to tact has been tacted or not by a different person. We evaluated the clinical efficacy of a teaching procedure composed by priming, prompting, fading and reinforcement using a multiple baseline across test conditions design (see, hear, touch). During the intervention, after presenting a verbal statement with or without salient stimuli to the student (e.g. “my car is red. Do you know the color of my car?”), (1) we evoked a previously taught set of responses consisting in a qualifying autoclitic (e.g. “yes” or “no”) followed by the tact of sources of control of the previous response, formulated with an autoclitic frame (e.g. “because I see/hear/touch” or “because I don’t see/hear/touch” in response to the question “why do/don’t you know?”); (2) we presented the same questions relating to the condition in which a different person may or may not contact the same stimuli (e.g. “your mother in the other room knows the color of my car? Why does/doesn’t she know?), prompting the correct response using the same kind of autoclitic frames. After no response in baseline for the second set of questions (2) in the three test conditions, we used a different set of stimuli during the teaching phase. After reaching mastery criteria we presented again, as post training, the same set of stimuli used in baseline. The student reached mastery criteria for the untaught sets in each test condition. We discuss how this skill may be related to more advanced perspective taking skills, based on Skinner’s analysis of verbal behavior.

 
109. Needs Survey of Caregivers of Children With Autism in China
Area: AUT; Domain: Service Delivery
ZIJUN REN (Research Associate at Beijing INGCare), Ziwei Xu (Academic Director at Institute for Accessibility Development at Tsinghua University, Beijing INGCare), Lie Zhang (Director for Autism Program at Institute for Accessibility Development Tsinghua University)
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract:

Raising a child with an autism spectrum disorder (ASD) implies that family members are under great pressure. Exploring the needs of caregivers could help them reduce stress and better integrate them into their children's rehabilitation. Most children with autism are difficult to express their needs, the expression of needs based on parents' perspective is more comprehensive and deeper. A total of 162 caregivers of children with ASD completed a family information form and a questionnaire about different needs areas. A descriptive analysis was performed from the responses. The caregivers in the study refer to people who mainly take care of children with autism in the daily life, not limited to parents. Six dimensions of need emerged: professional knowledge, mental health, material, information, emotional support and action support. Needs priorities were different for caregivers with a child with ASD. The main purpose of the study is to explore the needs of caregivers and identify priority needs areas. The results could help researchers support families of children with autism in a practical way.

 
110. Behavioral Skills Training to Teach Online Safety Responses to Youth With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
JOHN ZINICOLA (Rollins College), Kara L. Wunderlich (Rollins College)
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract:

Youth with autism spectrum disorder (ASD) frequently play video games. Social deficits underlying the disorder make this population more vulnerable to safety threats online than neurotypical children. Behavioral skills training (BST) has proven to be an effective methodology to teach safety skills to children with ASD to use in response to abduction lures. The purpose of this study was to evaluate the effectiveness of using BST to teach youth with ASD safety skills to use in response to lures (e.g., “What’s your real name?”) presented by confederates to participants playing online video games. The safety skills taught to each participant were to not give the personal information, say “No”, leave the video game, and tell an adult. Results indicate that BST successfully resulted in the acquisition of the gaming safety skills. The results are consistent with the findings of previous studies using BST to teach safety skills effectively and efficiently.

 
111. Evaluating Competing Tasks in Reducing Automatically Maintained Self-Injurious Behavior
Area: AUT; Domain: Applied Research
Ashley Carver (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute), Alyssa Fisher (Kennedy Krieger Institute), Drew E. Piersma (Kennedy Krieger Institute), ALEXANDER Rodolfo AREVALO (Kennedy Krieger Institute ), Griffin Rooker (Kennedy Krieger Institute), EMILY ANN CHESBROUGH (Kennedy Krieger Institute)
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract:

Competing stimulus assessments have been shown to identify stimuli that can compete with automatically maintained self-injurious behavior (ASIB; LeBlanc, Patel, & Carr, 2000). There is some evidence emerging that indicates engagement with tasks may also be effective at reducing rates of ASIB (Rooker, et al., in press); however, tasks have rarely been evaluated for this purpose. In the current study, four participants in a clinical trial investigating treatment-resistant ASIB completed a competing task assessment (CTA) to systematically identify tasks that potentially competed with SIB. In doing so, we evaluated the impact of having tasks freely available, and when necessary, systematically included response promotion (e.g., response prompting for task engagement), reductive components (e.g., response blocking SIB), and combinations of these procedures, on the rate of SIB. Using this approach, multiple competing tasks were identified to reduce ASIB for all four participants, but only after the inclusion of response promotion and reductive components were added.

 
112. Content Validity of the LIFE Skill Emergence System: Functional Module
Area: AUT; Domain: Applied Research
ZHIHUI YI (Univeristy of Illinois at Chicago), Mark R. Dixon (University of Illinois at Chicago), Jessica M Hinman (University of Illinois at Chicago)
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract: The functional life skills are comprised of various topographies of behavior that are needed for an individual to complete their daily activities and ultimately achieve value-driven independent living. Areas of the functional skill include social skills (interacting with others, stranger awareness, and communication), personal care skills (maintain personal hygiene, dress and undress oneself, grooming and toileting), performance skills (basic motor movements brought under operant control, mobility, and environmental awareness), leisure skills (interacting with common and individualized toys, crafts, and hobbies), and home skills (using common household items and appliances, chores, maintenance, and organization). The current study evaluates the content validity of the LIFE Skill Emergence System: Functional Module. 250 skills were proposed by the authors and a panel of 20 experts independently assessed whether the proposed skills met the objective and the scope of the curriculum. Experts also categorized each skill into one of the four levels in terms of their complexity and necessity: Essential Skills, Foundational Skills, Independent Skills, and Liberating Skills. Results show excellent content validity of the LIFE curriculum, with all 250 skills being accepted by the panel. A hierarchy of skills was also established. Implications for practitioners and future life skill curricular were discussed.
 
113. Only as Good as the Tools in Our Toolbox: Measuring Treatment Integrity and Training During a Pandemic
Area: AUT; Domain: Applied Research
Haven Sierra Niland (University of North Texas), VALERIA LADDAGA GAVIDIA ( University of North Texas), Samantha Bergmann (University of North Texas ), Marla Baltazar (University of North Texas), Williams Adolfo Espericueta Luna (University of North Texas), Aaron Sanchez (University of North Texas), Bonnie Yuen (University of North Texas), Marcus Daniel Strum (University of North Texas)
Discussant: Elizabeth R. Lorah (University of Arkansas)
Abstract:

Treatment integrity is the degree to which prescribed interventions are implemented as intended (Gresham et al., 2000). Behavior analysts can use treatment integrity data to assess the quality of intervention, guide programming decisions, and train behavior-change agents. These data may be collected in many ways including rating scales, all-or-none implementation scores, or event recording for each component of the intervention. Each data collection method may differ in utility due to differences in level of detail, ease of use, time to completion, analysis, and reliability. Our lab developed a study to compare these systems. To accomplish this, we created a self-paced training using modified behavioral skills training. Graduate research assistants scored baseline videos following minimal instruction, received individualized training to address deficits, and continued scoring videos with feedback until their responding met the mastery criterion. The purpose of this poster is to describe the training process and types of treatment integrity data collection methods used to evaluate therapists’ treatment integrity when implementing discrete-trial instruction with a three-year-old child diagnosed with autism spectrum disorder. The structure and data produced by each method will be described.

 
Diversity submission 114. The Effects of Peer Video-Modeling on Vocational Skills Training of Adolescents With Autism Spectrum Disorder and Intellectual Disability
Area: AUT; Domain: Applied Research
TAIRITA WAITE (University of Hawaii at Manoa), Jennifer Ninci (University of Hawaii at Manoa)
Discussant: Ashley Marie Lugo
Abstract:

A lack of prevocational skills training, including social skill training, results in barriers to meaningful community involvement and quality of life for individuals with disabilities. The purpose of this study was to determine the extent to which video modeling of others and behavior specific praise affected the acquisition and maintenance of social skills in a functional vocational training context for high school students with autism spectrum disorder and intellectual disability. A multiple baseline design across subjects was used to examine the effects of video modeling and behavior specific praise on the acquisition and maintenance of social skills needed for vocational training, as evidenced by independently demonstrated communication of greetings and closings, positive affect, and eye contact. After the intervention, the majority of study participants exhibited an increase of demonstrated target behaviors (eye contact, positive affect, verbal communication of greetings and closings) during vocational skills training and at two-week maintenance. The study results indicated the use of peer video modeling and behavior specific praise as an efficacious and cost-effective intervention for teaching social skills in a prevocational context to adolescents with severe autism spectrum disorder and intellectual disability.

 
115. Equivalence Class Formation, N400, and Autism Spectrum
Area: AUT; Domain: Basic Research
GURO DUNVOLL (Oslo Metropolitan University/Akershus University Hospital ), Erik Arntzen (Oslo Metropolitan University), Torbjørn Elvsåshagen (Oslo University Hospital), Christoffer Hatlestad-Hall (CHTD research, Division of Clinical Neuroscience, Oslo University Hospital), Eva Malt (Akershus University Hospital)
Discussant: Ashley Marie Lugo
Abstract:

Equivalence class formation is reflected in the electrophysiological (EEG) component N400, research has demonstrated. Stimuli pair related through symmetry and transitivity/equivalence do not produce a N400 ms after stimuli presentation while unrelated do. In the current experiment, 24 adults with high function autism and 28 normally developed adults participated. 6 conditional discriminations with C-stimuli as meaningful where trained before a priming test, conducted with EEG-measures. Related and unrelated stimuli pairs were presented and the participant was instructed to response to the pairs, related or unrelated. The results show that the unrelated pairs produced N400 and related pair did not. This was the matter in both groups, but the N400 peak was slightly smaller in the group with Autism spectrum disorder. The conclusion is that unrelated stimuli pair produced a change in the N400 component compared with stimuli pair related through symmetry and transitivity/equivalence in both groups.

 
116. Using Joint Control to Teach Listener Skills to Children With Autism
Area: AUT; Domain: Applied Research
MENGQI LI (the Chicago School of Professional Psychology), Amanda C. Philp (Teachers College, Columbia University), Yors A. Garcia (The Chicago School of Professional Psychology)
Discussant: Ashley Marie Lugo
Abstract:

Joint control procedure has been used to teach complex verbal behaviors such as matching to sample, sequencing, and listener response. Therefore, the purpose of this study is to investigate the effect of using joint control as a teaching procedure on listener response to children with autism. Specifically, the researcher wanted to evaluate the effectiveness of joint control procedure on teaching listener response using language matrix (e.g., having a red train, blue train, red car, blue car) in front of the child and asking the child to find one colored item with other stimuli as distractions. Three school-aged children participate in the study. A multiple probe design was used and there were three phases: pre-test, joint control training, and post-test. The finding reported that joint control is an effective teaching to children with autism. Implications and future studies are discussed in the paper as well.

 
117. Implementing Multiple Schedules After Functional Communication Training in Natural Settings With Natural Change Agents and Natural Stimuli
Area: AUT; Domain: Applied Research
EMILY PAIGE EXLINE (Baylor University), Tonya Nichole Davis (Baylor University)
Discussant: Ashley Marie Lugo
Abstract:

Functional communication training (FCT) is a highly effective intervention to reduce challenging behavior among individuals with intellectual and developmental disabilities. Even though there is a wide array of literature supporting functional communication training's effectiveness, there are still difficulties that come with implementing the intervention outside of a clinical setting. One difficulty is the continuous schedule of reinforcement for the functional communicative response that is utilized during initial phases of intervention cannot be maintained in natural settings. Reinforcement schedule thinning addresses this drawback with various approaches to systematically thin the schedule of reinforcement to a schedule that is more appropriate for natural change agents in natural settings. Despite the fact that schedule thinning is more appropriate for natural change agents, natural settings, and natural stimuli, there is a gap in the literature on how to successfully implement schedule thinning outside of clinical settings. The aim of the current study is to implement multiple schedules in a home setting via telehealth with caregivers as the implementer while using natural stimuli.

 
119. Using Antecedent Interventions to Decrease Inappropriate Sexual Behaviors
Area: AUT; Domain: Service Delivery
LAUREN LAYMAN (University of Southern Mississippi), Meleah Ackley (University of Southern Mississippi)
Discussant: Ashley Marie Lugo
Abstract:

Because of the intimate nature of inappropriate sexual behavior (ISB), there is limited literature on this behavior and its treatments. Additionally, most of the research on ISB has been done with university students or individuals with dementia. The current poster will describe functional behavior assessments (FBAs) conducted for two twin 8-year-old boys with Autism Spectrum Disorder (ASD; pseudo names: Zach & Cody). It was predicted that various functions and frequencies for behaviors might be found in different settings and with different therapists. Both students' FBAs included a therapist-completed Functional Assessment Screening Tool (FAST) and open-ended functional assessment interview (Hanley, 2012) with a therapist, an unstructured parent interview, and direct observations conducted by the researchers. It was found that ISB was more likely to happen during periods of low attention (i.e., transitions, lunch, and recess) and less likely to occur during high attention periods (i.e., one-on-one-therapy). Before developing individualized behavior support plans, the researchers provided the classroom staff and parents with recommendations to decrease both boys' ISB. The Tier 1 training included providing behavior-specific praise when students kept hands to themselves, reminding them of expectations before transitions, during lunch, during recess, and removing attention when students engaged in ISB.

 
120. Comprehensive Sexuality Education and Behavior Analysis
Area: AUT; Domain: Service Delivery
SHAWNNA SUNDBERG (Ball State University), Susan Wilczynski (Ball State University), Brandon Miller (Ball State University), Sam Johnson (Ball State University)
Discussant: Ashley Marie Lugo
Abstract: Autistics want romantic and intimate relationships but often lack the skills required to meet this goal. Social skills, a prerequisite to successful intimate relationships, are commonly described in the behavior analytic literature; however, research on comprehensive sexuality education is notably absent. Inadequate sexuality education can lead to a poorer quality of life (e.g., loneliness, sexually transmitted infections, unwanted pregnancy, and victimization or perpetration of sexual abuse). The dearth of comprehensive sexuality education behavior analytic research creates difficulty for the behavior analysts seeking to navigate such an important topic. The current study examines the experience of the behavior analyst as sexual educators for their autistic clients. A total of 579 behavior analysts responded to a 14-item survey on this topic and the vast majority of the participants (73.6%) reported that they do not provide sexuality education. Participants providing sexuality education adopted sexuality education programs that were not comprehensive. The implications of these data are that we are placing our autistic clients at higher risk for poor quality of life by ignoring or insufficiently addressing comprehensive sexuality education. We conclude by defining and discussing comprehensive sexuality education programs outside behavior analysis that may be useful to behavior analysts serving autistic clients.
 
123. Multiple Schedules, Negative Behavioral Contrast, and the Treatment of Automatically Maintained Behavior: A Case Study
Area: AUT; Domain: Applied Research
MATTHEW CHRISTOPHER PETERSON (The ABRITE Organization), Caitlin Manning (The ABRITE Organization)
Discussant: Ashley Marie Lugo
Abstract:

Multiple schedules prevail in the natural environment such as differing rates of reinforcement within and outside of therapy sessions, inconsistent consequences by different caregivers and varying contingencies in the school and home environments. Basic research on multiple schedules have revealed contrast effects in the animal laboratory, yet the extension of these phenomena to human participants warrants further research. This study represents an initial investigation into how multiple schedules may be arranged in the context of intervention sessions to program for the emergence of negative behavioral contrast. During the baseline phase, all occurrences of visual stereotypy and vocal stereotypy were interrupted and redirected. Data were collected on rates of stereotypy occurring during reinforcement intervals and stereotypy occurring during work periods. During the intervention phase, response interruption and redirection continued to be implemented during work periods. However, no programmed consequences for stereotypy occurring during reinforcement intervals. Results suggest negative behavioral contrast, evidenced by reduced rates of stereotypy during the unchanged component of the multiple schedule. This case study suggests that explicitly programming for negative behavioral contrast might benefit the learner by reducing rates of aberrant behavior during teaching. Implications of these initial findings and areas for future investigation will be provided.

 
124. An Evaluation of Independent and Randomized Dependent Group Contingencies During the Good Behavior Game in a Telehealth Program
Area: AUT; Domain: Applied Research
CHUYI LIU (Oregon Institute of Technology), Maria Lynn Kessler (Oregon Institute of Technology), Katherine Gille (Discovery Behavior Solutions)
Discussant: Ashley Marie Lugo
Abstract:

Empirical studies had demonstrated the efficacy of group contingency on managing behaviors in multiple contexts. Due to the current COVID 19 pandemic, face-to-face early intervention service at the clinic have been suspended and, for many families, has transitioned to primarily or partially telehealth-based services. Authors extended the literature by directly comparing two variations of group contingency, the independent group contingency (“Fantastakid” condition) and the randomized dependent group contingency (“Team hero” condition), to evaluate the relative effectiveness of each as a tool to promote on-task behavior through a telehealth-based social skills program on children with autism. Two young children with autism (age range from 4-7) participated in the current study. Both of them were able to communicate through clear speech and have a fair repertoire of both receptive and expressive skills. An alternating treatment design was utilized to evaluate intervention effects. Results suggested a lack of clear differentiation between the two conditions. In addition, social validity measures suggested that both procedures were feasible for staff to implement, acceptable to both participants, and produced minimal adverse effects.

 
125. Review of Alternatives to Physical Guidance for Skill Acquisition in Children With Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
JENNA RICHARDS (Rowan University), Kimberly Ford (Rowan University), Christina Simmons (Rowan University)
Discussant: Ashley Marie Lugo
Abstract:

Behavior analysts frequently use physical guidance to facilitate skill acquisition. However, in some situations, physical guidance may be contraindicated (e.g., large stature, touch aversion, trauma history). We conducted a systematic literature review of alternatives to physical guidance in articles from 2009-2020 that included school-aged children (3-18 years) with autism spectrum disorder. Preliminary results of 242 articles with 1,247 participants indicate that video modeling was the primary alternative intervention, followed by the use of model (e.g., physical or pictorial), vocal, and gestural prompts within intervention packages. Interestingly, of the interventions using video modeling, 38.04% included another intervention component that did use physical guidance (e.g., least-to-most prompting). Few published studies compared the efficacy of physical guidance and alternative interventions (5.79%). We present data systematically quantifying the efficacy and efficiency of skill acquisition with and without physical guidance. Many intervention packages include environmental manipulations (e.g., activity schedules) and other intervention components (e.g., differential reinforcement) to enhance the efficacy of skill acquisition interventions. We further report on the lack of generalization (51.24%), maintenance (47.11%), and social validity (38.84%) measures in the studies included in this review. Further, we discuss the implications of selecting alternatives when physical guidance is contraindicated and explore best practices.

 
128. Identifying Socially Valid Behavior Profiles from Simulated Social Interactions
Area: AUT; Domain: Applied Research
HELENA BUSH (Auburn University), John T. Rapp (Auburn University), Nadratu Nuhu (Marcus Autism Center)
Discussant: Shariffah Azzaam (Qatar Foundation)
Abstract: Many interventions address social skills deficits such as low eye contact; however, the research is limited by an absent consensus on outcome training criteria. Nuhu and Rapp (2020) identified specific profiles typically developing undergraduates display during social interactions based on the percentage of time engaged in eye contact, vocalizations, head/shoulder movements, and hand movements. In the current study, we evaluated the social validity of these profile types. To achieve this, we presented video exemplars to undergraduate participants via Qualtrics® and asked them to rate the profiles in respect to various statements (e.g., “You would talk to the speaker.”). Participants also completed the Test of Adolescent Social Skills Knowledge© (Laugeson, 2014) as a measure of social skills competence. Results showed that one profile was rated statistically significantly different than the other two profiles on all but one statement. Additionally, participants rated the target profile similarly regardless of their social skills competency score. Practitioners addressing referral concerns for eye contact and related social behaviors should develop outcome training criteria that are based in empirical evidence. The results of the current study may help serve as a guide for program planning.
 
129. Don’t Train & Hope: A Model for Initial and Ongoing Staff Development
Area: AUT; Domain: Service Delivery
Tanya Hough (Potential Incorporated ), KAREN YOSMANOVICH (Potential Incorporated)
Discussant: Shariffah Azzaam (Qatar Foundation)
Abstract:

Finding creative ways to effectively supervise and mentor staff serving children and adults with autism takes a commitment to consistently reflect upon an organization’s practices and evidence-based strategies to provide efficient high quality training. The foundation of our model is assessing and efficiently training new staff within our organization, in many cases new to the field, utilizing a behavior skills training (BST) approach, combined with competencies derived from the Registered Behavior Technician (RBT) task list. The pillars of our model are ongoing monitoring and feedback via data-based decision making. This includes observing registered behavior technicians and completing a customized pre-made treatment integrity checklist to ensure they are following all aspects of an individual’s plan. Once this is completed, staff are further supported by ongoing monitoring and feedback. This includes include frequent supervision and mentorship, individual-specific treatment integrity checklists, ongoing trainings and job supports. These components are necessary to ensure the development and support of qualified staff working to provide effective, evidence-based interventions to enhance the quality of life of children and adults with autism receiving services.

 
Diversity submission 130. Using Behavioral Skills Training and Video Modeling to TrainParents on the Use of Speech Therapy Procedures at Home: A Pilot Study
Area: AUT; Domain: Service Delivery
GEETIKA AGARWAL (Ball State University), Divya Devasia (Stepping Stones Center, Bangalore, India), NP Shilpa (Stepping Stones Center, Bangalore, India), Vilahashini M (Stepping Sones Center, Bangalore, India)
Discussant: Shariffah Azzaam (Qatar Foundation)
Abstract:

This pilot study investigated the effectiveness of training parents of children diagnosed with autism, on speech therapy home goals, using Behavioral Skills Training and video modelling. Five parents enrolled in the study. All the children were receiving individual speech therapy at an ABA based school . Child specific goals were identified, and parents were trained to implement the goal specific intervention on their own child using BST. A video model of the therapists was shared with parents to practice the same procedure with their child for 20 days. The parents were trained by the speech therapist, in consultation with a doctorate level behavior analyst, until they completed the procedure with 80% accurate. They were asked to use the procedure for 20 days at home. The average independence with which the child was demonstrating the skill before parent training was 18% (Range 10-30) percent. After parent training, this increased to 84% (Range 70-100), which is 4.66 times increase. This pilot study highlighted the effectiveness of training parents and including them in their child's therapy. We used evidence-based method of training the parents on their child's home goals. A significance improvement in their child's skills was noted. This is a one-of-a-kind interdisciplinary study which uses the behavioral technique of teaching skills to individuals. Future investigation should look to see the number of times the parents use the technique at home. Also, we should take data on how accurate they used the treatment at home.

 
131. Teaching Perspective Taking via Telehealth
Area: AUT; Domain: Service Delivery
REBECCA CORRELL (George Mason University; The Language and Behavior Center)
Discussant: Shariffah Azzaam (Qatar Foundation)
Abstract: Individuals with autism demonstrate deficits in their capacity for perspective taking, which hinders their ability to engage in critical social interactions. Previous research has demonstrated the efficacy of improving component perspective taking using multiple exemplar training packages, however it is unknown whether these programs are effective when delivered virtually. We propose a multiple baseline across subjects design study testing the efficacy of telehealth services aimed at teaching perspective-taking skills to children with autism using multiple exemplars in conjunction with error correction and reinforcement. This program will focus on teaching children to remotely tact the senses of a person they are interacting with virtually. Given previous findings, we hypothesize that children will gain both perspective taking component skills and important prerequisite academic skills, such as attending to the instructor for extended periods of time during remote instruction. In the past five years, insurance companies have increasingly approved remote behavior analytic services for children with autism, which increased rapidly in the past year due to the COVID-19 pandemic. As more children access virtual services, it is essential that the field investigate methods of teaching foundational skills, such as perspective taking, remotely.
 
132. Can You Teach Perspective Taking Through Telehealth? Teaching First-Order Perspective Taking to Children With Autism Using Video Models Via Telehealth
Area: AUT; Domain: Applied Research
ADRIANA ANDERSON (Autism Spectrum Therapies)
Discussant: Shariffah Azzaam (Qatar Foundation)
Abstract:

Individuals with autism spectrum disorder (ASD) have been reported, through observations and self-evaluation, to have difficulties engaging in social interactions, including understanding another’s nonverbal social cues and mental states, referred to a theory of mind or perspective taking. Research has shown that adolescents with ASD are more likely to require support with establishing relationships into adulthood if perspective taking needs not addressed and can result in feelings of isolation, peer-rejection, and depression symptoms. Which is why, addressing the foundational social skills at the age in which it typically develops is of critical importance. Several previously published articles have demonstrated the efficiency of using video modeling to teach first-order perspective taking skills, to both children and young adolescents with autism, but have primarily occurred within in-person teaching. Due to COVID-19, in-person applied behavior analysis (ABA) services, had to rapidly adjust to find meaningful ways to provide medically necessary services through telehealth. To further extend the current literature, this research sought to evaluate if first-order perspective taking could be taught through telehealth services using video models and what supports would need to be in place for the program to be successful. A multiple baseline design across participants and within participate across tasks was used with three children with autism. Results revealed that although first-order perspective taking skills could be taught through telehealth using video models, progress occurred at various rates based on prerequisite skills. Recommendations for future research are described as well since generalization in the natural environment was unable to occur.

 
133. Engineering an Increase in Mastered Targets per Week Through a Simulated Classroom Experience
Area: AUT; Domain: Service Delivery
JAMES MACON (ABA Learning Lab)
Discussant: Shariffah Azzaam (Qatar Foundation)
Abstract: Applied behavior analysis is widely considered the gold standard for the treatment of autism. Through one-on-one direct intervention with a behavior technician supervised by a BCBA, considerable programming can be mastered. Clients transitioning to school however may demonstrate a regression in performance, likely from unfamiliar stimuli, new faces, and different routines. We sought to prepare clients for this transition through a simulated classroom experience. Up to 12 clients would participate in a mock classroom with a proctor acting as a teacher. Clients still had their behavior technician available to prompt. While helping dozens of clients to transition to school without problem behavior, a surprising benefit was an increase in mastered targets per week. The rate of mastered targets per week compared to a 12 week baseline increased across all participants, with an average increase of 94% over baseline. It is hypothesized that novel targets were mastered by modeling other clients in the classroom.
 
134. Prompting, Shaping and Precision Teaching to Teach Whole Words Articulation to a 22-Year-Old Girl With Autism Spectrum Disorder and Speech Sound Disorders
Area: AUT; Domain: Applied Research
SRIDHAR ARAVAMUDHAN (Behavior Momentum India), Smita Awasthi (Behavior Momentum India)
Discussant: Shariffah Azzaam (Qatar Foundation)
Abstract:

Aravamudhan & Awasthi (2019) trained a 19-year-old girl with ASD and profound speech sound disorders to echo syllables accurately and at high rates using Precision Teaching (Maloney, 1998) and lip-tongue-teeth prompts. One of the study’s limitations was that it did not demonstrate if the participant could achieve fluent word articulation. In the current study, the participant was substituting the ‘th’ sound for the ‘t’ sound while echoing words such as ‘tomato,’ ‘water,’ and ‘pasta.’ She received training with lip-tongue-teeth prompts to say ‘tu’ correctly at a frequency aim of 60-80 echoic responses per minute. Concurrently she was trained on the target words ‘tomato’ and ‘cootu’ (a dish with vegetables and lentils), which required the ‘t’ sound, using prompts, shaping, chaining, frequency building (Fabrizio & Moors, 2003), within-session feedback, priming (Cihon et al., 2017), and celeration charting. The study is underway with fluency aim achieved with two targets and the third near fluency levels. The preliminary results suggest that the intervention was effective. Other fluency outcomes such as retention, endurance, and agility (Binder, 1996) will be discussed.

 
 

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